Extinction Fact Sheet
Extinction (EXT) is a strategy based on applied behavior analysis that is used to reduce or eliminate a challenging behavior. The extinction procedure relies on accurately identifying the function of the behavior and the consequences that may be reinforcing its occurrence. The conse- quence that is believed to reinforce the occurrence of the target challenging behavior is removed or withdrawn, resulting in a decrease of the target behavior. An initial increase in the challenging behavior (often called an “extinction burst”) is common before eventually being extinguished. Extinction should not be used in isolation. Other practices that are used in combination with extinction include differential reinforcement and functional behavior assessment. Qualifying Evidence EXT meets evidence-based criteria with 11 single case design studies. Ages According to the evidence-based studies, this intervention has been effective for preschoolers (3-5 years) to high school-age learners (15-18 years) with ASD. Outcomes EXT can be used effectively to address communication, behavior, school-readiness, and adaptive skills. Reference Fleury, V. P. (2013). Extinction (EXT) fact sheet. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders. Adapted from: Sullivan, L., & Bogin, J. (2010). Overview of extinction. Sacramento: University of California at Davis School of Medi- cine, M.I.N.D. Institute, The National Professional Development Center on Autism Spectrum Disorders. Differential Reinforcement of Alternative, Incompatible, or Other Behavior Fact Sheet-Autism7/18/2018 Differential Reinforcement of Alternative, Incompatible, or Other Behavior Fact Sheet
Brief Description Differential reinforcement of alternative, incompatible, or other behavior (DRA/I/O) teaches new skills and increases behavior by providing positive/desirable consequences for behaviors or their absence that reduces the occurrence of an undesirable behavior, especially behaviors that interfere with the learner’s learning, development, relationships, health and so on (e.g., tantrums, aggression, self-injury, stereotypic behavior). Through differential reinforcement the learner is reinforced for desired behaviors, while inappropriate behaviors are ignored. The learner is provided reinforcement when: a) the learner is engaging in a specific desired behavior other than the inappropriate behavior (DRA), b) the learner is engaging in a behavior that is physically impossible to do while exhibiting the inappropriate behavior (DRI), or c) the learner is not engaging in the interfering behavior (DRO). Differential reinforcement is often used with other evidence-based practices such as prompting to teach the learner behaviors that are more functional or incompatible with interfering behavior, with the overall goal of decreasing that interfering behavior. Qualifying Evidence DRA/I/O meets evidence-based criteria with 26 single case design studies. Ages According to the evidence-based studies, this intervention has been effective for preschoolers (3-5 years) to young adults (19-22 years) with ASD. Outcomes DRA/I/O can be used effectively to address social, communication, behavior, joint attention, play, school-readiness, academic, motor, and adaptive skills. Reference Kucharczyk, S. (2013). Differential reinforcement of alternative, incompatible, or other behavior (DRA/I/O) fact sheet. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders. Adapted from: Bogin, J. & Sullivan, L. (2009). Overview of differential reinforcement of other behaviors. Sacramento: University of California at Davis School of Medicine, M.I.N.D. Institute, The National Professional Development Center on Autism Spectrum Disorders. Cognitive Behavioral Intervention Fact Sheet Cognitive behavioral intervention (CBI) is based on the belief that behavior is mediated by cogni- tive processes. Learners are taught to examine their own thoughts and emotions, recognize when negative thoughts and emotions are escalating in intensity, and then use strategies to change their thinking and behavior. These interventions tend to be used with learners who display problem behavior related to specific emotions or feelings, such as anger or anxiety. Cognitive behavioral interventions are often used in conjunction with other evidence-based practices including social narratives, reinforcement, and parent-implemented intervention. Qualifying Evidence CBI meets evidence-based criteria with 3 group design and 1 single case design studies. Ages According to the evidence-based studies, this intervention has been effective for elementary school-age learners (6-11 years) to high school-age learners (15-18 years) with ASD. Outcomes CBI can be used effectively to address social, communication, behavior, cognitive, adaptive, and mental health outcomes. Referecne Brock, M. E. (2013). Cognitive behavioral intervention (CBI) fact sheet. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders. Discrete Trial Teaching Fact Sheet
Discrete trial teaching (DTT) is a one-to-one instructional approach used to teach skills in a planned, controlled, and systematic manner. DTT is characterized by repeated, or massed, trials that have a definite beginning and end. Within DTT, the use of antecedents and consequences is carefully planned and implemented. The instructional trial begins when the adult presents a clear direction or stimulus, which elicits a target behavior. Positive praise and/or tangible rewards are used to reinforce desired skills or behaviors. Data collection is an important part of DTT as it provides teachers/practitioners with information about beginning skill level, progress and chal- lenges, skill acquisition and maintenance, and generalization of learned skills or behaviors. Other practices that are used in DTT include task analysis, prompting, time delay, and reinforcement. QualifyingEvidence DTT meets evidence-based criteria with 13 single case design studies. Ages According to the evidence-based studies, this intervention has been effective for preschoolers (3-5 years) to elementary school-age learners (6-11 years) with ASD. Outcomes DTT can be used effectively to address social, communication, behavior, joint attention, school- readiness, academic, adaptive, and vocational skills. Reference Fleury, V. P. (2013). Discrete trial teaching (DTT) fact sheet. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders. Adapted from: Bogin, J. (2008). Overview of discrete trial training. Sacramento: University of California at Davis School of Medicine, M.I.N.D. Institute, The National Professional Development Center on Autism Spectrum Disorders. Antecedent-Based Intervention Fact Sheet
Antecedent-based interventions (ABI) include a variety of modifications that are made to the environment/context in an attempt to change or shape a student’s behavior. ABI are typically implemented after conducting a functional behavior assessment which can assist in identifying both the function of an interfering behavior, along with environmental conditions that may have become linked to a behavior over time. Once factors in the environment that may be reinforcing interfering behavior have been identified, ABI are implemented to modify the environment or activity so that the factor no longer elicits the interfering behavior. Common ABI procedures include: 1) modifying educational activities, materials, or schedule (e.g., incorporating student interest), 2) incorporating student choice in educational activities/materials, 3) preparing students ahead of time for upcoming activities (e.g., priming), 4) varying the format, level of difficulty, or order of instruction during educational activities (e.g., varying high and low demand requests), 5) enriching the environment to provide additional cues or access to additional materials (e.g., visual cues, access to sensory stimuli), and 6) modifying prompting and reinforcement schedules and delivery (e.g., varying access to reinforcement prior to educational activities). ABI strategies often are used in conjunction with other evidence-based practices such as functional communication training, extinction, and reinforcement. Qualifying Evidence ABI meets evidence-based criteria with 32 single case design studies. Ages According to the evidence-based studies, this intervention has been effective for toddlers (0-2 years) to young adults (19-22 years) with ASD. Outcomes ABI can be used effectively to address social, communication, behavior, play, school-readiness, academic, motor, and adaptive skills. Reference Hume, K. (2013). Antecedent-based intervention (ABI) fact sheet. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders. Adapted from: Neitzel, J. (2009). Overview of antecedent-based interventions. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders. |
AuthorKyle Bringhurst, MSW |
contact informationPhone: 435-705-8664
Email: kyle@arizonabehavioralservices.com Address: 3048 East Baseline Road Suite 107 Mesa, AZ 85204 |
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