1. Manipulating Antecedent Conditions to Alter the Stimulus Control of Problem Behavior Raquel Torres Caldwell College Graduate Program in Applied Behavior Analysis

2. Manipulating Antecedent Conditions to Alter the Stimulus Control of Problem Behavior Author Craig H. Kennedy Craig H. Kennedy Conducted the study at the University of Hawaii Conducted the study at the University of Hawaii Spring of 1994 Spring of 1994 Committee members Committee members John Baldwin John Baldwin James Halle James Halle Thomas Haring Thomas Haring Robert Koegel Robert Koegel Marta Valdez-Mencheca Marta Valdez-Mencheca

3. Previous Research used Interspersal Techniques Carr, Newson, and Binkoff (1976) showed that when task demands were interspersed at low rates among high rates of social comments, near-zero levels of self-injury occurred. Horner et al. 1991 showed similar effects with interspersed requests. Mace et al., 1988 showed interspersing high- probability/low-probability response sequences showed reduction in problem behavior.

4. Previous Research used Fading Techniques Weeks & Gaylord-Ross 1981, used fading for task difficulty by altering the physical characteristics of stimuli to achieve criterion. Weeks & Gaylord-Ross 1981, used fading for task difficulty by altering the physical characteristics of stimuli to achieve criterion. Heidorn & Jensen 1984, used fading in stimuli along the dimension of rate. Heidorn & Jensen 1984, used fading in stimuli along the dimension of rate.

5. What was the Purpose of this Study? Interspersal techniques: although they appear to alter condition associated with demands the durability of these outcomes are restricted. Interspersal techniques: although they appear to alter condition associated with demands the durability of these outcomes are restricted. Studies did not increase frequency of demands relative to social comments across time. Studies did not increase frequency of demands relative to social comments across time.

6. More questions ? Fading Techniques: a concern is that no procedure is in effect to suppress problem behavior if it reoccurs during fading (Pace et al. 1993). These two techniques individually lacked in effectively manipulating problem behaviors.

7. Study wanted to: Combine interspersal and fading techniques to immediately reduce problem behavior for 3 students with severe disabilities. Combine interspersal and fading techniques to immediately reduce problem behavior for 3 students with severe disabilities. As well as reestablish high levels of task demands, and minimize reoccurrence of problem behaviors. As well as reestablish high levels of task demands, and minimize reoccurrence of problem behaviors.

8. Method Participants Participants Edgar, 20 yr. old, autism/moderate intellectual retardation Edgar, 20 yr. old, autism/moderate intellectual retardation Verbalizations, biting self, grabbing others during demands and alterations in schedule Verbalizations, biting self, grabbing others during demands and alterations in schedule Sally, 20 yr. old, severe intellectual retardation, autistic-like behavior, & cerebral palsy Sally, 20 yr. old, severe intellectual retardation, autistic-like behavior, & cerebral palsy Screaming, hitting others, falling to the ground during instruction and demands Screaming, hitting others, falling to the ground during instruction and demands Ernest, 20 yr. old, profound intellectual retardation and significant health impairments, complete paralysis except right arm. Ernest, 20 yr. old, profound intellectual retardation and significant health impairments, complete paralysis except right arm. Hitting, throwing objects, hitting others during instruction Hitting, throwing objects, hitting others during instruction

9. Method 3 students were nominated by 2 special education teachers because they engaged in stereotypy, self-injury, and/or aggression problem behaviors 3 students were nominated by 2 special education teachers because they engaged in stereotypy, self-injury, and/or aggression problem behaviors Setting: Setting: Classroom Classroom Areas for cooking, cleaning dishes, and cabinets for storing materials Areas for cooking, cleaning dishes, and cabinets for storing materials

10. Method-Dependent Variable Frequency of the following: Frequency of the following: Correct/incorrect task performance Correct/incorrect task performance Accurate/inaccurate responding to instruction requests Accurate/inaccurate responding to instruction requests Noncompliance to a task request Noncompliance to a task request Failure to follow instructional request within 15s Failure to follow instructional request within 15s Positive social affect Positive social affect Smiling, laughing, nodding “yes”, positive verbalization “I like you” Smiling, laughing, nodding “yes”, positive verbalization “I like you” Problem behavior Problem behavior Edgar-verbalization, biting self, grabbing others Edgar-verbalization, biting self, grabbing others Sally- screaming, hitting others, falling on ground Sally- screaming, hitting others, falling on ground Ernest-throwing objects, hitting objects, hitting others Ernest-throwing objects, hitting objects, hitting others

11. Method-Design Used Phase I Phase I Multielement design Multielement design Analyze antecedent conditions associated with differing topographies of student behavior Analyze antecedent conditions associated with differing topographies of student behavior Phase II Phase II Multiprobe baseline across students Multiprobe baseline across students Effects of manipulating antecedent conditions Effects of manipulating antecedent conditions Phase III Phase III Multielement design Multielement design 3 phases were constructed so that assessment of variables associated with problem behavior could be done before and after an analysis of the effects of the independent variable.

12. Method-Independent Variable Took previously learned skills Edgar stacked chairs, and Sally and Ernest shelved dishes Edgar stacked chairs, and Sally and Ernest shelved dishes Trials: 4 trials per minute could be completed Trials: 4 trials per minute could be completed 1 trial took max. about 15 seconds to complete 1 trial took max. about 15 seconds to complete Each trial consisted of a single task demand Each trial consisted of a single task demand Responded correctly=verbal remark/comment and problem behavior ignored Responded correctly=verbal remark/comment and problem behavior ignored Responded incorrectly= brief pause and another task demand was delivered Responded incorrectly= brief pause and another task demand was delivered

13. Method-Phase I Phase I – 4 antecedent conditions Phase I – 4 antecedent conditions High demand, high comment High demand, high comment High demand, low comment High demand, low comment Low demand, high comment Low demand, high comment Low demand, low comment Low demand, low comment High demand conditions=4 requests per minute High demand conditions=4 requests per minute Low demand conditions= 1 request every 2.5 minutes Low demand conditions= 1 request every 2.5 minutes High comment conditions=remarks 6 per minute High comment conditions=remarks 6 per minute Low comment conditions= no remark Low comment conditions= no remark Sessions once per day, each condition occurred once per session Sessions once per day, each condition occurred once per session Each condition lasted 5 min and a 5 min interval occurred between each condition (was asked to wait) Each condition lasted 5 min and a 5 min interval occurred between each condition (was asked to wait)

14. Method-Phase II Baseline: session lasted 10 minutes Baseline: session lasted 10 minutes Once or twice per day Once or twice per day Baseline simulated typical one-on-one teaching Baseline simulated typical one-on-one teaching Four demands per minute and no social remarks/comments Four demands per minute and no social remarks/comments Antecedent manipulation intervention Antecedent manipulation intervention 1 demand per 2.5 min, and 6 social remarks per minute 1 demand per 2.5 min, and 6 social remarks per minute Low frequency of problem behavior=demands gradually increased Low frequency of problem behavior=demands gradually increased If problem behavior increased=demands decreased If problem behavior increased=demands decreased Determined by visual inspection of trends between task demands and problem behavior Determined by visual inspection of trends between task demands and problem behavior

15. Method-Phase III Replicated phase I Replicated phase I To reassess variables identified as problem behaviors during phase I To reassess variables identified as problem behaviors during phase I

16. IOA Videotaped all sessions Videotaped all sessions Continuous even recording was used Continuous even recording was used 25% of sessions were assessed 25% of sessions were assessed Mean agreement for occurrences across student behavior 89% Mean agreement for occurrences across student behavior 89% Mean agreement for occurrences across instructor behavior 93% Mean agreement for occurrences across instructor behavior 93% Mean agreement for nonoccurrence of instructor behavior 95% Mean agreement for nonoccurrence of instructor behavior 95%

17. Social Validity Motivation Rating Scales (Dunlap & Koegel 1980; Koegel & Egel 1979) Motivation Rating Scales (Dunlap & Koegel 1980; Koegel & Egel 1979) 8 personnel from 2 special education classes and a supported employment organization served as raters 8 personnel from 2 special education classes and a supported employment organization served as raters Random video scenes of the students in phase II baseline and final days of intervention Random video scenes of the students in phase II baseline and final days of intervention Treatment Evaluation Inventory (Kazdin, 1980) Treatment Evaluation Inventory (Kazdin, 1980) Same raters, scored different video scenes Same raters, scored different video scenes Random scenes from initial intervention to final days Random scenes from initial intervention to final days

18. Results Phase I Phase I Edgar-84% Sally-70% Ernest-44% of the time responded correctly during high demand conditions 92% 70% 70% of the time responded correctly during low demand conditions Results showed task demands related to increased levels of problem behavior, and social comments were related to increased levels of positive social affect for students

19. Results Phase II Phase II Edgar increased his mean % of correct responses to task demands from 85% (baseline) to 92% (intervention) Edgar increased his mean % of correct responses to task demands from 85% (baseline) to 92% (intervention) Ernest increased his % of correct responses to task demands from 42%(baseline) to 76% (intervention) Ernest increased his % of correct responses to task demands from 42%(baseline) to 76% (intervention) Sally increased her % of correct responses to task demands from 54% (baseline) to 90% (intervention) Sally increased her % of correct responses to task demands from 54% (baseline) to 90% (intervention) Low frequencies of task demands were interspersed with high frequencies of social comments. Task demands were then faded. This resulted in reduction of problem behavior with task demands being increased. Low frequencies of task demands were interspersed with high frequencies of social comments. Task demands were then faded. This resulted in reduction of problem behavior with task demands being increased.

20. Results Phase III Phase III High Demand Conditions High Demand Conditions Edgar’s correct responding occurred 86% Edgar’s correct responding occurred 86% Sally’s correct responding occurred 73% Sally’s correct responding occurred 73% Ernest’s correct responding occurred 43% Ernest’s correct responding occurred 43% Low Demand Conditions Low Demand Conditions Edger 88% Edger 88% Sally 82% Sally 82% Ernest 42% Ernest 42% Reduced problem behavior and increased work productivity when task demands were systematically varied in phase II. Reduced problem behavior and increased work productivity when task demands were systematically varied in phase II.

23. Considerations During phase II-Negative reinforcement extinction could have resulted. When students did not comply with completing a task they were not allowed to escape the task. Therefore problem behaviors could have decreased not because of social comments and low/high demands but because of the delivery of an aversive stimuli. During phase II-Negative reinforcement extinction could have resulted. When students did not comply with completing a task they were not allowed to escape the task. Therefore problem behaviors could have decreased not because of social comments and low/high demands but because of the delivery of an aversive stimuli. Social comments were scheduled independent of student responding so they could have functioned as a reinforcer for task-related behavior. Social comments were scheduled independent of student responding so they could have functioned as a reinforcer for task-related behavior. Study agrees further research should be explored in the role of stimulus control in relation to behavior in the applied setting.

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