Compliance
Contents
- Using Intervening Activities to Increase Compliant Activity Transitions
- Using a Reinforcer Hierarchy to Increase Compliance and Skill Acquisition
- Increasing Compliance During Meal Times
Using Intervening Activities to Increase Compliant Activity Transitions
Kaila Goodrich (2014)
Abstract
The present study evaluates the effects of intervening activities on duration of noncompliance and frequency of challenging behavior during activity transitions in children with autism. Two students in an early childhood developmental delays classroom participated in this study. The study began with a preference assessment to identify preferred activities and continued with an assessment of challenging behavior during transitions between activities to identify the types of activity transitions that are challenging for these children. For each of the participants, the highest frequency of challenging behavior occurred during transitions from high-preference to low-preference activities. The study continued with an investigation of the effects of providing an intervening activity for ending high-preference activities and transitioning to low-preference activities. Noncompliance durations during transitions from high-preference to low-preference activities were reduced as a result of the intervening activity condition. Possible interventions for challenging behavior during transitions for children with autism are discussed in detail.
Keywords
compliance, transitions, activity transitions
Materials
Using a Reinforcer Hierarchy to Increase Compliance and Skill Acquisition
Lindsey Donovan (2012)
Abstract
The purpose of this intervention was to increase compliant behavior and skill acquisition in a child diagnosed with Autism Spectrum Disorder through the implementation of a reinforcer hierarchy. This hierarchy involved conducting formal preference assessments to determine a ranking of reinforcers. A matrix was then constructed that identified a variety of reinforcers or types of reinforcers and their corresponding rank. Procedures were classified as an acquisition or mastered procedure, and behavior was classified as compliant or noncompliant; these two factors determined whether a highly preferred or less preferred reinforcer was used for that trial. Highly preferred reinforcers were used during procedures that the child had not yet mastered and only when the child was compliant. Skill acquisition and compliance were measured as the reinforcer hierarchy was implemented. Results showed that the implementation of the reinforcer hierarchy increased the rate of skill acquisition and compliance during two different classroom procedures and these results were replicated through tutor implementation of the hierarchy. This intervention may provide the behavior analysis community with a procedure to increase compliant behavior so that more appropriate and functional skills can be learned.
Increasing Compliance During Meal Times
Lisa Brown (2012)
Project Description
I wanted to increase compliance during meal times with children with autism. One child at the Kalamazoo Autism Center engaged in many problem behaviors during meal times. She would scream, whine and/or hit other tutors when we would try to get her to eat or try a food. To decrease these aggressive behaviors we brought a highly preferred reinforcer to meal times. As long as she was eating she could have the reinforcer. If she stopped eating, her tutor would go through the specific prompt hierarchy and if she got to the last prompt, the reinforcer was removed. The reinforcer would not be presented again until she took a bite of food. We want to fade the reinforcer out. To do this, we required more bites until the return of the reinforcer. The first step was to require two bites, then to require 3 bites and so on and so forth.