Functional Behavioral Assessment, Diagnosis, and Treatment

Third Edition

Ennio Cipani, PhD

pages 297-322

socially mediated escape functions:noncontingent escape option

the specific maintaining negative reinforcer is removed following a given period of time,the nagetive reinforcer is removed even if the target behavior has or is occurring

to implement this option,you would determine how frequently to remove the negative reinforcer,you would then remove the negatively reinforcing item based on that schedule.

noncontingent escape procedures

1.from baseline data,calculate the interbehavior interval

2.determine you schedule of escape from the maintaining negative reinforcer,(the initial schedule should be set so that reinforcement occurs at or more frequently than the shortest interbehavior interval,e.g.,initial interval set at 80% of the average interbehavior interval)

3.identify conditions under which the client will be exposed to the negative reinforcer

4.during the identified time periods,set the timing device to the initial escape schedule

5.when the timer goes off,remove the negative reinforcer for a prespecified period of time, the duration of escape will depend on the specific negative reinforcer,if possible,do not let the target behavior produce escape

6.reset the timer

7.record data on data sheet

when there is no motivation to escape the item or event,there is no reason for the person to engage any behaviors that previously removed that negative reinforcer

the negative reinforcing event is removed on some time schedule regardless of occurrence of the target behavior,so the person may learn that the unwanted behavior is no longer correlated with the removed of the negative reinforcer

to get the attention of a child with autism requires instructional procedures that make that a requisite of their attention for task presentation,hence,even small group teaching strategies do not ensure that attention because it is hard to get initial and sustained attention when working with several children at once,if the children are not attenting to your instructional presentation,bet dollars to dimes that they are not going to learn the task,irrespective of how much practice they are given every day,however,even if you get attention to an instructional command in one-to-one training,the child may still not learn the skill,if the child attends to an irrelative piece of the instruction,even repeated practice will be futile in acquiring the skill.

children with autism,it is often the case that they ignore all the different unique phonemes of the english language that compose words

as long as the child with autism continues to focus on one(possibly irrelevant or dedundant) element within any given compound stimulus,the concept you are trying to teach will never be learned,you could give weeks,months,or years of teaching to develop a target skill and get nowhere ,with children with autism.it matters how you teach,not just that you teach,all teaching strategies are not created equal!

注意317的案例