Multiple functions of problem behaviors: assessment and intervention.
Three individuals with severe intellectual disabilities participated in separate analyses of problem behavior. In each case, a functional analysis was conducted under two parallel conditions. In one condition, self-injury or aggression resulted in escape from difficult tasks; in the second condition, the same problem behavior resulted in access to preferred items. Results indicated that the problem behaviors for each participant were maintained by both types of contingencies. Functional communication training was then delivered first in one condition and then in the second. After each participant was trained in a functionally equivalent mode of communication for one condition, levels of problem behavior decreased in that condition but not in the untrained condition. Only after separate communication forms were trained in both conditions was problem behavior reduced to clinically acceptable levels. These results document three examples of problem behaviors under multiple control, and emphasize the need to organize interventions that address different contingencies of reinforcement that maintain the same problem behavior.
Day
H M
HM
Specialized Training Program, University of Oregon, Eugene 97403-1235.
Horner
R H
RH
O'Neill
R E
RE
D000293:Adolescent; D002648:Child; D002653:Child Behavior Disorders / Q000150:complications / Q000175:diagnosis* / Q000517:prevention & control*; D003142:Communication; D005260:Female; D006801:Humans; D008607:Intellectual Disability / Q000150:complications; D007858:Learning; D008297:Male; D001523:Mental Disorders / Q000150:complications / Q000175:diagnosis* / Q000517:prevention & control*; D015588:Observer Variation; D012054:Reinforcement, Psychology; D013647:Task Performance and Analysis