title: A comparison of general and explicit delay cues to reinforcement for tangible-maintained challenging behaviour.
abstract: OBJECTIVE
  This compares effects of explicit delay cue to reinforcement to general delay cue to reinforcement when attempting to decrease tangible-maintained challenging behaviours of children with autism spectrum disorder (ASD).
  
  
  METHODS
  Two school-age children with ASD participated in this study. In order to evaluate the effects of a general cue versus an explicit cue on the participants' tangibly maintained challenging behaviours, a multiple baseline design across settings with an embedded alternating treatments design was used.
  
  
  RESULTS
  Results suggested that both types of delay cue to reinforcement demonstrated effectiveness on decreasing tangible-maintained behaviours of the participant. For both participants, an explicit delay cue demonstrated slightly better effects on the participants' challenging behaviours then a general delay cue.
  
  
  CONCLUSIONS
  This study adds an evidence to support that delayed reinforcement can be used as an effective strategy to reduce both escape and tangible-maintained challenging behaviours of children with ASD across multiple settings.
authors.affiliation: a Department of Educational Psychology , Texas A&M University , College Station , TX , USA and.
authors.forename: Ee Rea
authors.initials: ER
authors.lastname: Hong
authors.affiliation: a Department of Educational Psychology , Texas A&M University , College Station , TX , USA and.
authors.forename: Leslie
authors.initials: L
authors.lastname: Neely
authors.affiliation: a Department of Educational Psychology , Texas A&M University , College Station , TX , USA and.
authors.forename: Mandy J
authors.initials: MJ
authors.lastname: Rispoli
authors.affiliation: b Department of Educational Psychology , Baylor University , Waco , TX , USA.
authors.forename: Tonya M
authors.initials: TM
authors.lastname: Trepinski
authors.affiliation: b Department of Educational Psychology , Baylor University , Waco , TX , USA.
authors.forename: Emily
authors.initials: E
authors.lastname: Gregori
authors.affiliation: b Department of Educational Psychology , Baylor University , Waco , TX , USA.
authors.forename: Tonya
authors.initials: T
authors.lastname: Davis
mesh_terms: D000067877:Autism Spectrum Disorder / Q000503:physiopathology / Q000523:psychology / Q000628:therapy*; D002648:Child; D003463:Cues; D005260:Female; D006801:Humans; D008297:Male; D011613:Psychotherapy / Q000379:methods; D011930:Reaction Time; D012054:Reinforcement, Psychology
keywords: Autism; challenging behaviours; delayed reinforcement; generalization