Teaching trainees to implement functional communication training with multiple schedules: An evaluation of training effects and durability

被引:1
作者
Yassa, Rana R. [1 ]
Mitteer, Daniel R. [2 ,3 ]
Greer, Brian D. [2 ,3 ,4 ]
Angley, Shannon M. [2 ]
Mccabe, Liam H. [2 ]
Elwasli, Omar M. [2 ]
机构
[1] Rutgers State Univ, Dept Appl Psychol, New Brunswick, NJ USA
[2] Rutgers State Univ, Childrens Specialized Hosp, Severe Behav Program, Ctr Autism Res Educ & Serv CSH RUCARES, Somerset, NJ USA
[3] Rutgers Robert Wood Johnson Med Sch, Dept Pediat, New Brunswick, NJ USA
[4] Rutgers Brain Hlth Inst, Piscataway, NJ USA
关键词
behavioral skills training; durability; functional communication training; multiple schedules; staff training; DESCRIPTIVE ANALYSIS; BEHAVIOR PROBLEMS;
D O I
10.1002/jaba.2915
中图分类号
B849 [应用心理学];
学科分类号
040203 ;
摘要
We evaluated the effects of behavioral skills training on improving participant implementation of functional communication training with multiple schedules when working with a confederate. Behavioral skills training produced mastery-level responding for all six participants who required training, providing the first empirically supported training for this functional communication training approach. Next, we assessed durability during training challenges with (a) procedural changes to the original protocol, (b) a novel confederate with different discriminative stimuli and reinforcers, and (c) relapsed confederate destructive behavior. Training effects degraded at least once for all participants and in 62% of training challenges, although continuing to expose the participant to the challenging situations or providing postsession booster training resolved the degradation in most cases. We discuss these findings in relation to their clinical implications and directions for future research.
引用
收藏
页码:999 / 1015
页数:17
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