Indirect Effects of Functional Communication Training on Non-Targeted Disruptive Behavior

Kelly M Schieltz; David P Wacker; Jay W Harding; Wendy K Berg; John F Lee; Yaniz C Padilla Dalmau; Jayme Mews; Muška Ibrahimović

doi:10.1007/s10864-011-9119-8

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Indirect Effects of Functional Communication Training on Non-Targeted Disruptive Behavior

Journal article

Peer reviewed

Indirect Effects of Functional Communication Training on Non-Targeted Disruptive Behavior

Kelly M Schieltz, David P Wacker, Jay W Harding, Wendy K Berg, John F Lee, Yaniz C Padilla Dalmau, Jayme Mews and Muška Ibrahimović

Journal of Behavioral Education, Vol.20(1), pp.15-32

03/2011

DOI: 10.1007/s10864-011-9119-8

PMCID: PMC3594102

PMID: 23487563

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Abstract

The purpose of this study was to evaluate the effects of functional communication training (FCT) on the occurrence of non-targeted disruptive behavior. The 10 participants were preschool-aged children with developmental disabilities who engaged in both destructive (property destruction, aggression, self-injury) and disruptive (hand flapping, spinning in circles, shrill laughter, screaming, crying) behaviors. Only destructive behavior was targeted for the functional analyses and FCT, but data were also collected on disruptive behaviors. All procedures were conducted in the participants’ homes by their mothers with investigator coaching. Phase 1 consisted of conducting a functional analysis within a multielement design. Phase 2 consisted of conducting FCT with demand fading and repeated extinction baselines within a reversal design. Single-case data are provided for 3 participants, and summary data are provided for all 10 participants. Results of phase 1 showed that all participants’ destructive and disruptive behavior was maintained, at least in part, by negative reinforcement. Results of phase 2 showed that both destructive behavior and non-targeted disruptive behavior occurred at lower levels during FCT when compared to the functional analysis demand condition and baseline conditions, suggesting that FCT was effective in decreasing both target destructive behavior and non-targeted disruptive behaviors.

Psychology

Developmental Disabilities

Child and School Psychology

Learning & Instruction

Destructive behavior

Functional communication training

Functional analysis

Long-term treatment

Details

Title: Subtitle: Indirect Effects of Functional Communication Training on Non-Targeted Disruptive Behavior
Creators: Kelly M Schieltz - Center for Disabilities and Development 100 Hawkins Drive, Room 251 Iowa City IA 52242-1011 USA
David P Wacker - Center for Disabilities and Development 100 Hawkins Drive, Room 251 Iowa City IA 52242-1011 USA
Jay W Harding - Center for Disabilities and Development 100 Hawkins Drive, Room 251 Iowa City IA 52242-1011 USA
Wendy K Berg - Center for Disabilities and Development 100 Hawkins Drive, Room 251 Iowa City IA 52242-1011 USA
John F Lee - University of Iowa
Yaniz C Padilla Dalmau - Center for Disabilities and Development 100 Hawkins Drive, Room 251 Iowa City IA 52242-1011 USA
Jayme Mews - Center for Disabilities and Development 100 Hawkins Drive, Room 251 Iowa City IA 52242-1011 USA
Muška Ibrahimović - Center for Disabilities and Development 100 Hawkins Drive, Room 251 Iowa City IA 52242-1011 USA
Contributors: Jeff Sigafoos (Editor)
Resource Type: Journal article
Publication Details: Journal of Behavioral Education, Vol.20(1), pp.15-32
DOI: 10.1007/s10864-011-9119-8
PMID: 23487563
PMCID: PMC3594102
NLM abbreviation: J Behav Educ
ISSN: 1053-0819
eISSN: 1573-3513
Publisher: Springer US; Boston
Language: English
Date published: 03/2011
Academic Unit: Pediatric Psychology; Stead Family Department of Pediatrics; Iowa Neuroscience Institute; Psychological and Quantitative Foundations
Record Identifier: 9983993324202771

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