This bridge study evaluated the effects of contingency-specifying instructions (CSIs) and incomplete instructions (IIs) in terms of establishing instructional control of appropriate behavior. Results suggested that instructional control and maintenance were achieved with CSIs but not with IIs. Results are discussed in terms of the potential use of…

In a study of visual discrimination tasks with three autistic children (ages five-six), multiple sensory reinforcers maintained responding over more trials than did multiple edible reinforcers. Single sensory reinforcers and single edibles however, resulted in nearly equal numbers of trials to satiation. Sensory reinforcers produced higher…

A comparison of the effects of methylphenidate (Ritalin) and response cost in reducing the offtask behavior of two boys (7 and 8 years old) with attentional deficit disorders and hyperactivity revealed that response cost (with free time as the reinforcer) was superior to Ritalin in increasing ontask behavior and improving academic performance.…

A study conducted functional analyses of the elopement of three children (ages 4-11) with developmental disabilities. The results identified a maintaining reinforcer for the elopement of one child and reinforcer assessments clarified the reinforcers for the other two. Results of the assessments were then used to develop successful treatments.…

Noncontingent escape (NCE) was used to reduce disruptive behavior in three children (age 4) with autism during regularly scheduled speech therapy sessions. Results showed rapid decreases in disruptive behavior and accompanying increases in compliance across children. Findings suggest that speech therapists can effectively implement NCE. (Author/CR)

This study examined the effects of three reinforcement histories on the persistence of task engagement by two students (ages 9-10) who were off task during independent seat work. Results found the reinforcement history that contained an instructional control component produced the greatest persistence in student engagement. (Author/CR)

A study involving four boys (ages 8-9) with developmental disabilities and autism found that a four-step procedure (functional analysis, descriptive assessment, establishing operations analysis, and follow-up evaluation), was effective in identifying methods of instruction that decreased the likelihood of destructive behaviors without disrupting…

A functional analysis isolated peer attention as the primary maintaining variable for disruptive behavior by a student (age 8) with attention deficit hyperactivity disorders. Using a brief reversal design, noncontingent reinforcement was then shown to reduce disruptive behavior related to the peer attention condition. (Contains three references.)…

A study involving an elementary student with learning disabilities evaluated the effectiveness of a high-probability request sequence on compliance to a request for completion of a math assignment. High probability requests were effective in reducing the latency to compliance but only minimally affected duration of engagement. (Contains five…

Results of a functional analysis of self-injurious behavior (SIB) in a 7-year-old child with autism showed that her SIB was maintained by access to preferred object and escape or avoidance of task demands. Warning stimuli in combination with extinction and noncontingent reinforcement reduced SIB to acceptable levels. (Author/CR)

The food refusal of a 6-year-old girl with autism and destructive behavior was treated using stimulus fading, reinforcement, and escape extinction. Intake increased, and compliance with prompting procedures remained relatively stable despite the increased consumption requirement. (Author/CR)

A study conducted reinforcer assessments for three boys (ages 7-9) with attention deficit hyperactivity disorder who alternately received either a placebo or methylphenidate. Methylphenidate altered the relative reinforcing effectiveness of various stimuli that are often used in classroom-based behavioral treatment programs, particularly coupons…

Following an initial school inservice workshop on functional assessment and differential reinforcement procedures with five children having severe behavior problems, on-site technical assistance was provided to local school personnel working in transdisciplinary teams. Functional analysis was effective in identifying individual maintaining…

Results of a series of three experiments with four developmentally disabled males (ages 7-13) who exhibited hand flapping and body rocking indicated that some forms of repetitive stereotyped behaviors may serve social functions (e.g., escape from aversive situations), and that teaching a functionally equivalent communicative alternative can be an…

The performance of five students (ages 6 to 10) in an adjustment class for deaf children was compared under fixed and variable ratio schedules of reinforcement. During the VR condition, students visually attended more and engaged in disruptive behavior less often than during the FR condition. (Author)