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Using Repeated-Latency Measures To Assess Functional Relationship, Justin B. Han
Using Repeated-Latency Measures To Assess Functional Relationship, Justin B. Han
USF Tampa Graduate Theses and Dissertations
Functional analysis (FA) is the gold standard methodology for identifying maintaining variable of a target behavior in the field of behavior analysis. Although behavior analysis generally accepts that it is the most accurate behavior assessment method, it is still underutilized in clinical settings (e.g., Oliver et al., 2015; Roscoe et al., 2015). To address this concern, previous researchers have investigated the barriers to implementation such as training (e.g., Hay-Hansson & Eldvik, 2013; Iwata et al., 2000; Wacker et al., 2013), risks involved (e.g., Call et al., 2013, 2017; John, 2019; Shabani et al., 2013), and length of assessment (Saini et …
Reducing Screaming When Items/Toys Are Touched By Others, Talitha Vargas
Reducing Screaming When Items/Toys Are Touched By Others, Talitha Vargas
USF Tampa Graduate Theses and Dissertations
Differential and positive reinforcement are non-intrusive interventions that have proven to be successful in decreasing problem behavior. This study aims to decrease the screaming behavior exhibited by a four-year-old male diagnosed with autism spectrum disorder (ASD) by using differential reinforcement without extinction alongside positive reinforcement in the form of edibles. The researcher hypothesized that the use of both interventions would be more effective than the use of one intervention. Using an AB experimental design, the intervention was successful in producing an 80% decrease from baseline screaming. Though successful, many limitations were presented throughout the study, affecting the consistency and replicability …
Training Board Certified Behavior Analysts Via Telehealth To Conduct The Trial-Based Functional Analysis, Karie S. John
Training Board Certified Behavior Analysts Via Telehealth To Conduct The Trial-Based Functional Analysis, Karie S. John
USF Tampa Graduate Theses and Dissertations
Although many behavior analysts recognize the value of conducting a functional analysis (FA), some report being hesitant to conduct the assessment (Oliver et al., 2015). Two potential barriers to conducting FAs include setting limitations (Roscoe et al., 2015) and lack of trained staff (Deochand et al., 2020). Researchers have addressed these limitations by developing variations of the traditional FA and demonstrating that those procedures could be taught across various populations. Perhaps the issue related to training has less to do with the ability to train FA procedures, and more to do with the accessibility of such trainings. Study 1 addressed …
Case Study: Using A Contingency-Based Delay Procedure To Decrease Tantrums During Periods Of Delayed Reinforcement, Lindsey Snyder
Case Study: Using A Contingency-Based Delay Procedure To Decrease Tantrums During Periods Of Delayed Reinforcement, Lindsey Snyder
USF Tampa Graduate Theses and Dissertations
Functional Communication Training (FCT) involves reinforcing a functional communicative response (FCR) while placing problem behaviors on extinction (Carr & Durrand, 1985). When reinforcement for the FCR is delayed or unavailable, the individual’s problem behavior may return to previous levels (i.e., resurgence of previously reinforced problem behavior; Briggs et al., 2018) or the participant may exhibit emotional responding consistent with an extinction burst (Lerman & Iwata, 1996). A contingency-based delay procedure was introduced which increased the participant’s percentage of trials without tantrums and decreased the overall duration of tantrums.
An Evaluation Of The Individualized Behavior Rating Scale Tool (Ibrst) In Inclusive Classroom Settings, Jessica L. Moore
An Evaluation Of The Individualized Behavior Rating Scale Tool (Ibrst) In Inclusive Classroom Settings, Jessica L. Moore
USF Tampa Graduate Theses and Dissertations
One of the greatest challenges facing school staff is problem behavior in the classroom (Public Agenda, 2004). Children who engage in problem behavior in the classroom setting greatly challenge teachers and diminish the ability to learn. This study evaluated the effects of self-monitoring using the Individualized Behavior Rating Scale Tool (IBRST) on problem behavior and on-task behavior in a classroom setting using a multiple-baseline across participants design. This study also evaluated the extent to which students self-rating on the IBRST correlated with direct observation data. Results indicate that self-monitoring using the IBRST was an effective strategy for increasing on-task behavior …
An Application Of The Trial-Based Functional Analysis To Assess Problem Behavior Evoked By Ritual Interruption, Jennifer R. Weyman
An Application Of The Trial-Based Functional Analysis To Assess Problem Behavior Evoked By Ritual Interruption, Jennifer R. Weyman
USF Tampa Graduate Theses and Dissertations
Higher-order restricted and repetitive behavior includes a rigid adherence to routines and schedules or insistence on sameness or completeness. Some individuals with autism spectrum disorder engage in problem behavior when these higher-order rituals are interrupted. Modifying the trial-based functional analysis to assess problem behavior evoked by the interruption of higher-order rituals might allow therapists and teachers with limited resources to assess this function of problem behavior. In addition, it may mitigate some of the risks associated with the traditional functional analysis. Thus, the first purpose of the current study was to evaluate the use of the trial-based functional analysis to …
Implementation Of The Prevent-Teach-Reinforce Model Within Multi-Tiered Systems Of Support For Elementary School Students With Problem Behavior, Sofia Reyes
USF Tampa Graduate Theses and Dissertations
This study evaluated the implementation of the school-based Prevent-Teach-Reinforce (PTR) model within multi-tiered systems of support (MTSS) for elementary school students engaging in high levels of problem behavior. Three students and their classroom teachers in two public schools participated in the team-based PTR process during which they engaged in teaming and goal setting, functional behavior assessment, intervention, and evaluation. A multiple baseline across participants design was used to evaluate the impact of using the PTR model on student problem and replacement behaviors. Direct and indirect observations of student behaviors were conducted across target and generalization academic time periods. Findings indicate …
Some Effects Of Functional Analysis On Problem Behavior Outside Of Session, Karie S. John
Some Effects Of Functional Analysis On Problem Behavior Outside Of Session, Karie S. John
USF Tampa Graduate Theses and Dissertations
Conducting a functional analysis (FA) is the most empirically supported method of determining problem behavior, yet clinicians report various barriers to conducting FAs. A common concern associated with conducting FAs is that by reinforcing problem behavior during assessment, problem behavior may increase outside of the assessment context (Hanley, 2012). However, little research has validated this concern. In fact, behavioral contrast research suggests the opposite may be more likely. Behavioral contrast can best be described as a change in behavior in one context as a result of the rate of reinforcement of the behavior in another context (Reynolds, 1961). The purpose …
Evaluating The Efficiency And Correspondence Of Trial-Based And Session-Based Functional Analyses In Controlled Settings, Sarah M. Gonzalez
Evaluating The Efficiency And Correspondence Of Trial-Based And Session-Based Functional Analyses In Controlled Settings, Sarah M. Gonzalez
USF Tampa Graduate Theses and Dissertations
Functional analyses (FAs) are used to identify the maintaining contingencies of problem behavior. However, FAs present some limitations. Functional analyses can be time consuming. In this study we evaluated the efficiency and correspondence of a modified trial-based FA versus a session-based FA, in a controlled setting. We conducted both the trial-based and session-based FAs with five subjects that engaged in problem behavior. On average, the trial-based FAs were completed in 32.8% less time than the session-based FAs, and took 40% less meeting and calendar days than the session-based FAs. Based on the analyses of four Board Certified Behavior Analysts (Doctoral), …
Development And Validation Of The Waiting Assessment Interview Tool (Wait) And Evaluation Of Individualized Waiting Durations In Signaled Reinforcement, Claudia Campos Fleitas
Development And Validation Of The Waiting Assessment Interview Tool (Wait) And Evaluation Of Individualized Waiting Durations In Signaled Reinforcement, Claudia Campos Fleitas
USF Tampa Graduate Theses and Dissertations
Indirect assessments are widely used to identify environmental factors that may be manipulated or integrated in the development of direct assessments and behavior interventions for individuals with developmental disabilities. To date, there are no indirect assessments that can be used to evaluate the extent to which children who engage in problem behavior wait to receive reinforcement. However, there are effective behavior interventions to increase waiting. A treatment package consisting of functional communication training (FCT) and schedule thinning (i.e., multiple schedules) has been identified as an effective intervention to increase waiting in children who engage in problem behavior maintained by social …
Evaluation Of The Teaching Tools For Young Children With Challenging Behavior (Ttyc): Improving Classroom Behavior In Young Children, Leann S. Avila
Evaluation Of The Teaching Tools For Young Children With Challenging Behavior (Ttyc): Improving Classroom Behavior In Young Children, Leann S. Avila
USF Tampa Graduate Theses and Dissertations
The Teaching Tools for Young Children with Challenging Behavior (TTYC) presents a useful tool to disseminate evidence-based practices into the classroom setting for teachers to create lasting behavioral changes in young children. This study aims to further examine the use of TTYC by classroom teachers for students ages 4-6 years old with and without disabilities who had difficulty engaging in classroom routines or activities. A multiple-baseline across participants design was employed to demonstrate the outcomes of the TTYC in increasing appropriate classroom behavior and reducing problem behavior of the target children. The results indicated that the teachers’ fidelity of implementing …
Evaluating The Effectiveness, Feasibility, And Treatment Acceptability Of A Culturally Adapted Version Of Discriminated Functional Communication With Afro-Caribbean Families, Monique R. Litchmore
Evaluating The Effectiveness, Feasibility, And Treatment Acceptability Of A Culturally Adapted Version Of Discriminated Functional Communication With Afro-Caribbean Families, Monique R. Litchmore
USF Tampa Graduate Theses and Dissertations
The majority of behavioral analytic interventions reflect European-American values. One useful intervention is discriminated functional communication training (DFCT), which may be implemented to increase the generalizability of functional communication training (FCT). However, the discriminative stimuli used during DFCT may not adequately reflect what is commonly used in various cultures. Thus, the purpose of the current study was to evaluate the effectiveness, feasibility (in the form of training parents to implement), and treatment acceptability of a culturally adapted version of DFCT with Afro-Caribbean families. Three children with ASD along with their mothers participated in the study. Results showed that culturally adapting …
Effects Of Release Contingencies On Bout-Like Responding, Chelsea E. Schubiger
Effects Of Release Contingencies On Bout-Like Responding, Chelsea E. Schubiger
USF Tampa Graduate Theses and Dissertations
Problem behavior is a concern for individuals with developmental disabilities. Research suggests that a release contingency time-out is effective to reduce problem behavior, but may increase the duration of time-out. Other sources recommend including a release contingency to avoid reinforcing problem behavior. It is possible clinicians generalize this concept to other domains, such as differential reinforcement with discrete-trial-training. Such a modification may be conceptualized as a tandem ratio requirement. Evidence from basic literature suggests that a tandem ratio requirement may increase a bout of responding. The current study examined effects of applied behavior analytic procedures using a bout analysis. The …