title: Examination of an antecedent communication intervention to reduce tangibly maintained challenging behavior: a controlled analog analysis.
abstract: We examined the influence of an antecedent communication intervention on challenging behavior for three students with developmental disorders. Students were taught to request tangible items that were identified as reinforcers for challenging behavior in a prior functional analysis. Individual participant multielement and reversal designs were used to compare the effects of the antecedent communication intervention versus a no antecedent communication intervention condition. Immediately following the antecedent manipulations students were exposed to the tangible condition of the functional analysis. Results indicate that the antecedent communication intervention reduced challenging behavior in the subsequent tangible test condition for all three students. The importance of examining antecedent interventions to treat challenging behavior from a function analytic perspective is discussed.
authors.affiliation: Department of Special Education, 1 University Station D5300, The University of Texas at Austin, Austin, TX 78712, USA. markoreilly@mail.utexas.edu
authors.forename: Mark
authors.initials: M
authors.lastname: O'Reilly
authors.forename: Christina
authors.initials: C
authors.lastname: Fragale
authors.forename: Summer
authors.initials: S
authors.lastname: Gainey
authors.forename: Soyeon
authors.initials: S
authors.lastname: Kang
authors.forename: Heather
authors.initials: H
authors.lastname: Koch
authors.forename: Jennifer
authors.initials: J
authors.lastname: Shubert
authors.forename: Farah El
authors.initials: FE
authors.lastname: Zein
authors.forename: Deanna
authors.initials: D
authors.lastname: Longino
authors.forename: Moon
authors.initials: M
authors.lastname: Chung
authors.forename: Ziwei
authors.initials: Z
authors.lastname: Xu
authors.forename: Pamela
authors.initials: P
authors.lastname: White
authors.forename: Russell
authors.initials: R
authors.lastname: Lang
authors.forename: Tonya
authors.initials: T
authors.lastname: Davis
authors.forename: Mandy
authors.initials: M
authors.lastname: Rispoli
authors.forename: Giulio
authors.initials: G
authors.lastname: Lancioni
authors.forename: Robert
authors.initials: R
authors.lastname: Didden
authors.forename: Olive
authors.initials: O
authors.lastname: Healy
authors.forename: Deborah
authors.initials: D
authors.lastname: Kagohara
authors.forename: Larah
authors.initials: L
authors.lastname: van der Meer
authors.forename: Jeff
authors.initials: J
authors.lastname: Sigafoos
mesh_terms: D001321:Autistic Disorder / Q000523:psychology / Q000534:rehabilitation*; D001521:Behavior Therapy / Q000379:methods*; D002648:Child; D002652:Child Behavior; D002653:Child Behavior Disorders / Q000523:psychology / Q000534:rehabilitation*; D002675:Child, Preschool; D003142:Communication; D002658:Developmental Disabilities / Q000523:psychology / Q000534:rehabilitation*; D006801:Humans; D008297:Male; D009042:Motivation; D012054:Reinforcement, Psychology; D012919:Social Behavior