The role of the replacement behavior in function-based intervention

Linda M. Reeves, Jolenea B. Ferro, John - Umbreit, Carl J Liaupsin

Research output: Contribution to journalArticle

Abstract

Three students with autism spectrum disorder (ASD) who displayed off-task behavior participated in a two-phase study. In Phase 1, a functional behavioral assessment (FBA) was conducted for each student. In addition, an assessment of each student's ability to perform the replacement behavior identified that none of the participants was able to do so. In Phase 2, two function-based interventions were designed for each student. Both interventions included identical reinforcement and extinction procedures but different antecedent conditions. One intervention prompted performance of the replacement behavior. The other directly taught the student how to perform the replacement behavior. Both interventions were tested during classroom activities. For these students, the intervention that included teaching the replacement behavior produced high levels of on-task behavior. In contrast, the intervention without direct instruction produced much lower on-task levels that were only marginally higher than baseline. Implications for intervention design are included.

Original languageEnglish (US)
Pages (from-to)305-316
Number of pages12
JournalEducation and Training in Autism and Developmental Disabilities
Volume52
Issue number3
StatePublished - Sep 1 2017

Fingerprint

Students
student
Aptitude
autism
reinforcement
Teaching
instruction
classroom
ability
performance

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

The role of the replacement behavior in function-based intervention. / Reeves, Linda M.; Ferro, Jolenea B.; Umbreit, John -; Liaupsin, Carl J.

In: Education and Training in Autism and Developmental Disabilities, Vol. 52, No. 3, 01.09.2017, p. 305-316.

Research output: Contribution to journalArticle

@article{819325eb28ba470fac2dfe132ce1d880,
title = "The role of the replacement behavior in function-based intervention",
abstract = "Three students with autism spectrum disorder (ASD) who displayed off-task behavior participated in a two-phase study. In Phase 1, a functional behavioral assessment (FBA) was conducted for each student. In addition, an assessment of each student's ability to perform the replacement behavior identified that none of the participants was able to do so. In Phase 2, two function-based interventions were designed for each student. Both interventions included identical reinforcement and extinction procedures but different antecedent conditions. One intervention prompted performance of the replacement behavior. The other directly taught the student how to perform the replacement behavior. Both interventions were tested during classroom activities. For these students, the intervention that included teaching the replacement behavior produced high levels of on-task behavior. In contrast, the intervention without direct instruction produced much lower on-task levels that were only marginally higher than baseline. Implications for intervention design are included.",
author = "Reeves, {Linda M.} and Ferro, {Jolenea B.} and Umbreit, {John -} and Liaupsin, {Carl J}",
year = "2017",
month = "9",
day = "1",
language = "English (US)",
volume = "52",
pages = "305--316",
journal = "Education and Training in Autism and Developmental Disabilities",
issn = "2154-1647",
publisher = "Council for Exceptional Children",
number = "3",

}

TY - JOUR

T1 - The role of the replacement behavior in function-based intervention

AU - Reeves, Linda M.

AU - Ferro, Jolenea B.

AU - Umbreit, John -

AU - Liaupsin, Carl J

PY - 2017/9/1

Y1 - 2017/9/1

N2 - Three students with autism spectrum disorder (ASD) who displayed off-task behavior participated in a two-phase study. In Phase 1, a functional behavioral assessment (FBA) was conducted for each student. In addition, an assessment of each student's ability to perform the replacement behavior identified that none of the participants was able to do so. In Phase 2, two function-based interventions were designed for each student. Both interventions included identical reinforcement and extinction procedures but different antecedent conditions. One intervention prompted performance of the replacement behavior. The other directly taught the student how to perform the replacement behavior. Both interventions were tested during classroom activities. For these students, the intervention that included teaching the replacement behavior produced high levels of on-task behavior. In contrast, the intervention without direct instruction produced much lower on-task levels that were only marginally higher than baseline. Implications for intervention design are included.

AB - Three students with autism spectrum disorder (ASD) who displayed off-task behavior participated in a two-phase study. In Phase 1, a functional behavioral assessment (FBA) was conducted for each student. In addition, an assessment of each student's ability to perform the replacement behavior identified that none of the participants was able to do so. In Phase 2, two function-based interventions were designed for each student. Both interventions included identical reinforcement and extinction procedures but different antecedent conditions. One intervention prompted performance of the replacement behavior. The other directly taught the student how to perform the replacement behavior. Both interventions were tested during classroom activities. For these students, the intervention that included teaching the replacement behavior produced high levels of on-task behavior. In contrast, the intervention without direct instruction produced much lower on-task levels that were only marginally higher than baseline. Implications for intervention design are included.

UR - http://www.scopus.com/inward/record.url?scp=85052538591&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85052538591&partnerID=8YFLogxK

M3 - Article

AN - SCOPUS:85052538591

VL - 52

SP - 305

EP - 316

JO - Education and Training in Autism and Developmental Disabilities

JF - Education and Training in Autism and Developmental Disabilities

SN - 2154-1647

IS - 3

ER -