Functional communication training (FCT) is a strategy to address problem behavior for students with various disabilities that is supported by a broad evidence base. Despite this support, multiple factors continue to dissuade educators from utilizing FCT in their classrooms. This article outlines the process of developing and implementing FCT plans…

Despite the effectiveness and widespread use of functional communication training (FCT), resurgence of destructive behavior can occur if the functional communication response (FCR) contacts a challenge, such as lapses in treatment integrity. We evaluated a method to mitigate resurgence by conducting FCT using a multiple schedule of reinforcement…

Noncontingent reinforcement (NCR) is an effective technique for reducing a variety of behaviors in individuals with autism spectrum disorders (ASD); however, prior researchers have not investigated the effects of NCR to reduce perseverative speech in children with ASD in naturalistic educational contexts. The current investigation evaluated the…

Play is, by definition, internally motivated, flexible, spontaneous and voluntary. Yet some researchers claim to have taught children with autism to play using behavioural interventions that are heavily structured, repetitive and make use of external reinforcements. In the current systematic review, we examine the extent to which these claims are…

In this article, the author describes some of Fred Keller's characteristics that might help people to appreciate him even more than they already do, and in addition, might help them understand him not only as a scientist and teacher, but as a man. People often tend to forget that the most valued scientists, teachers, and career models are also men…

Shaping behavior by reinforcing a series of successive approximations is discussed, and procedures for promoting internal shaping in children are described. Instructions are given for the "shaping game," by which parents and children can learn the techniques. (CL)

Objections to the use of tangible reinforcers, such as prizes, candy, cigarettes, and money, are discussed. Treatment programs using tangible reinforcers are recommended as powerful modifers of behavior to be implemented only after less powerful means of modification have been tried. (Author)

This article reports on an effort to change a teacher's behavior in a natural classroom setting. The author attempted to use modeling procedures as a means to increase the frequency of positive pupil-teacher contacts. Results were favorable. (Author)

The author reviews the basic principles and theory which underly directive teaching: defining behavior, measuring and analyzing behavior, and manipulating environmental variables. (HMD)

Five steps in directive teaching are delineated: a) select target children; b) identify target behaviors; c) identify reinforcing events; d) establish plan, including instructional goals, reinforcement, and reward schedule; and e) implement and evaluate. (HMD)

This paper reviews the respondent (Hull-Spence) and operant (Skinnerian) conditioning definitions of reinforcers and reinforcement and demonstrates the need to keep the systems separate when consulting about behavior modification. The two systems are shown to lead to different modification procedures. (Author)

This article considers some of the parameters, issues, and problems which must be evaluated before and during the application of behavior modification techniques. Among the topics discussed are: selecting the right teacher, training the teacher, reinforcing the teacher, ineffective, or inappropriate reinforcement, the attitude of the school…

Discussed are some techniques available to the parent trainer that utilize behavioral principles to teach behavioral principles. (SBH)

A six-week contingency management program to improve classroom behavior of learning disabled high school students climaxed in a two-day camping field trip. (A detailed trip log is included.) (PHR)