The Impact of Extinction for Alternative Responding on Vocal Behavior

Joel E Ringdahl; Sandie M Bass-Ringdahl; Maggie A Molony; Rose Morlino; Kelly M Schieltz; Kayla Crook

doi:10.1177/01454455261451165

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The Impact of Extinction for Alternative Responding on Vocal Behavior

Journal article

Open access

Peer reviewed

The Impact of Extinction for Alternative Responding on Vocal Behavior

Joel E Ringdahl, Sandie M Bass-Ringdahl, Maggie A Molony, Rose Morlino, Kelly M Schieltz and Kayla Crook

Behavior modification

05/26/2026

DOI: 10.1177/01454455261451165

PMID: 42187047

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Abstract

Functional communication training (FCT) has emerged as the most often researched intervention to reduce challenging behavior exhibited by individuals with developmental disabilities. In recent years, there has been a shift toward evaluating FCT under conditions that approximate treatment challenges. In our research, we have noted that, during such challenges, variable responding sometimes emerges and this variability can include vocalizations. In the current study, we reported examples of this finding, as vocal behavior was not a dependent variable targeted by the larger study. The changes in vocal responding exhibited by three individuals receiving FCT that incorporated alternative and augmentative communication (AAC) strategies are discussed in the context of extinction-induced variability and the potential utility of AAC-based FCT interventions to bring about vocal responding.

Developmental Disabilities

extinction induced variability

vocal development

autism spectrum disorder

verbal behavior

functional communication training

Details

Title: Subtitle: The Impact of Extinction for Alternative Responding on Vocal Behavior
Creators: Joel E Ringdahl - University of Georgia
Sandie M Bass-Ringdahl - University of Georgia
Maggie A Molony - University of Georgia
Rose Morlino - University of Georgia
Kelly M Schieltz - University of Iowa
Kayla Crook - University of Mississippi
Resource Type: Journal article
Publication Details: Behavior modification
DOI: 10.1177/01454455261451165
PMID: 42187047
ISSN: 0145-4455
eISSN: 1552-4167
Publisher: Sage
Grant note: Eunice Kennedy Shriver National Institute of Child Health and Human Development: 2R01-HD069377
The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was supported by the Eunice Kennedy Shriver National Institutes of Child Health & Human Development of the National Institutes of Health under award R01-HD069377 and 2R01-HD069377. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health.
Language: English
Electronic publication date: 05/26/2026
Academic Unit: Pediatric Psychology; Stead Family Department of Pediatrics; Iowa Neuroscience Institute
Record Identifier: 9985166966002771

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