The Effectiveness of Differential Reinforcement and Least-to-Most Prompting in Reducing Non-compliance Behavior of Autistic Child
Applied Behavior Analysis for Autism
DOI:
https://doi.org/10.33897/fujp.v8i1.526Keywords:
Applied Behavior Analysis, Differential Reinforcement, Prompting, Non-complianceAbstract
Background. Children with Autism Spectrum Disorder (ASD) are at higher risk of exhibiting challenging behaviors, and assessing their underlying functions is imperative in developing an individualized treatment for them. The present study aims to evaluate the effectiveness of the Applied Behavioral Analysis (ABA) technique to reduce active non-compliance behavior of a 6-year-old girl diagnosed with ASD in a private Special Education school setting.
Method. The study was conducted in three different phases: (1) pre-intervention (baseline), (2) intervention, and (3) post-intervention phase, while using the partial interval recording method for collecting data. At baseline, the functional behavioral assessment (FBA) was employed to outline the function of active non-compliance behavior. During the intervention phase, the ABA technique of Differential reinforcement of low-rate behavior (DRL) and least-to-most prompting was implemented.
Results. The result indicated a reduction in the problem behavior from 88.82% (baseline) to 38.85% during the intervention phase. Active non-compliance was estimated at 63.16% in the post-intervention period, which is comparatively exhibited at a lower rate. Also, the FBA suggested that active non-compliance behavior was maintained by escape/avoidance from the instructions.
Conclusion. The study findings concludes that appropriate implementation of DRL arrangements and least-to-most prompting can effectively reduce non-compliant behaviors in ASD children. These data are further discussed, strategies to accommodate the child, and recommendations for future researches are also highlighted.
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References
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Luke, K. (2017). strategies to assist in decreasing escape maintained behaviors in children with autism spectrum disorder. https://scholarworks.lib.csusb.edu/cgi/viewcontent.cgi?article=1507&context=etd
Makrygianni, M. K., Gena, A., Katoudi, S., & Galanis, P. (2018). The effectiveness of applied behavior analytic interventions for children with Autism Spectrum Disorder: A meta-analytic study. Research in Autism Spectrum Disorders, 51, 18–31. https://doi.org/10.1016/j.rasd.2018.03.006
Mostafa, M. (2008). An Architecture for Autism: Concepts of Design Intervention for the Autistic User. International Journal of Architectural Research, 2(1).
Neitzel, J., & Wolery, M. (2010). Steps for implementation: Least-to-most prompts. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorders, Frank Porter Graham Child Development Institute, The University of North Carolina.
Piper, A., Borrero, J. C., & Becraft, J. L. (2019). Differential reinforcement?of?low?rate procedures: A systematic replication with students with autism spectrum disorder. Journal of Applied Behavior Analysis, 53(2), 1058–1070. https://doi.org/10.1002/jaba.631
Rodriguez, N. M., Thompson, R. H., & Baynham, T. Y. (2010). Assessment of the relative effects of attention and escape on noncompliance. Journal of Applied Behavior Analysis, 43(1), 143–147. https://doi.org/10.1901/jaba.2010.43-143
Sigman, M., Mundy, P., Sherman, T., & Ungerer, J. (1986). Social interactions of autistic, mentally retarded and normal children and their caregivers. Journal of Child Psychology and Psychiatry, 27(5), 647–656. https://doi.org/10.1111/j.1469-7610.1986.tb00189.x
Slocum, S. K., & Vollmer, T. R. (2015). A comparison of positive and negative reinforcement for compliance to treat problem behavior maintained by escape. Journal of Applied Behavior Analysis, 48(3), 563–574. https://doi.org/10.1002/jaba.216
Arbelle, S., Sigman, M. D., & Kasari, C. (1994). Compliance with parental prohibition in autistic children. Journal of Autism and Developmental Disorders, 24(6), 693–702. https://doi.org/10.1007/bf02172280
Ault, M. J., & Griffen, A. K. (2013). Teaching with the System of Least Prompts. Teaching Exceptional Children, 45(3), 46–53. https://doi.org/10.1177/004005991304500305
Autism Speaks. (2019). Challenging Behaviors Tool Kit | Autism Speaks. https://www.autismspeaks.org/tool-kit/challenging-behaviors-tool-kit
Beavers, G. A., Iwata, B. A., & Lerman, D. C. (2013). Thirty years of research on the functional analysis of problem behavior. Journal of Applied Behavior Analysis, 46(1), 1–21. https://doi.org/10.1002/jaba.30
Bonner, A. C., & Borrero, J. C. (2017). Differential Reinforcement of Low Rate Schedules Reduce Severe Problem Behavior. Behavior Modification, 42(5), 747–764. https://doi.org/10.1177/0145445517731723
Butler, L. R., & Luiselli, J. K. (2007). Escape-Maintained Problem Behavior in a Child With Autism. Journal of Positive Behavior Interventions, 9(4), 195–202. https://doi.org/10.1177/10983007070090040201
Cuvo, A. J., Reagan, A. L., Ackerlund, J., Huckfeldt, R., & Kelly, C. (2010). Training children with autism spectrum disorders to be compliant with a physical exam. Research in Autism Spectrum Disorders, 4(2), 168–185. https://doi.org/10.1016/j.rasd.2009.09.001
Daoulatian, K. (2014). Relation between Attention, Escape, and Noncompliance - ProQuest. Www.proquest.com. https://www.proquest.com/openview/5fdb43d79e3971b398a509f7a7020d9e/1?pq-origsite=gscholar&cbl=18750
Ferster, C. R., & Skinner, B. F. (1957). Schedules of reinforcement. Prentice-Hall.
Finke, E. H., Davis, J. M., Benedict, M., Goga, L., Kelly, J., Palumbo, L., Peart, T., & Waters, S. (2017). Effects of a Least-to-Most Prompting Procedure on Multisymbol Message Production in Children with Autism Spectrum Disorder Who Use Augmentative and Alternative Communication. American Journal of Speech-Language Pathology, 26(1), 81–98. https://doi.org/10.1044/2016_ajslp-14-0187
Gadaire, D. M., Marshall, G., & Brissett, E. (2017). Differential reinforcement of low rate responding in social skills training. Learning and Motivation, 60, 34–40. https://doi.org/10.1016/j.lmot.2017.08.005
Geiger, K. B., Carr, J. E., & LeBlanc, L. A. (2010). Function-Based Treatments for Escape-Maintained Problem Behavior: A Treatment-Selection Model for Practicing Behavior Analysts. Behavior Analysis in Practice, 3(1), 22–32. https://doi.org/10.1007/bf03391755
Hong, E., Dixon, D. R., Stevens, E., Burns, C. O., & Linstead, E. (2018). Topography and Function of Challenging Behaviors in Individuals with Autism Spectrum Disorder. Advances in Neurodevelopmental Disorders, 2(2), 206–215. https://doi.org/10.1007/s41252-018-0063-7
Horner, R. H., Carr, E. G., Strain, P. S., Todd, A. W., & Reed, H. K. (2002). Problem Behavior Interventions for Young Children with Autism: A Research Synthesis. Journal of Autism and Developmental Disorders, 32(5), 423–446. https://doi.org/10.1023/a:1020593922901
Kalb, L. M., & Loeber, R. (2003). Child Disobedience and Noncompliance: A Review. PEDIATRICS, 111(3), 641–652. https://doi.org/10.1542/peds.111.3.641
Karsten, A. M., & Carr, J. E. (2009). The effects of differential reinforcement of unprompted responding on the skill acquisition of children with autism. Journal of Applied Behavior Analysis, 42(2), 327–334. https://doi.org/10.1901/jaba.2009.42-327
Lecavalier, L. (2006). Behavioral and Emotional Problems in Young People with Pervasive Developmental Disorders: Relative Prevalence, Effects of Subject Characteristics, and Empirical Classification. Journal of Autism and Developmental Disorders, 36(8), 1101–1114. https://doi.org/10.1007/s10803-006-0147-5
Lemanek, K. L., Stone, W. L., & Fishel, P. T. (1993). Parent-Child Interactions in Handicapped Preschoolers: The Relation Between Parent Behaviors and Compliance. Journal of Clinical Child Psychology, 22(1), 68–77. https://doi.org/10.1207/s15374424jccp2201_7
Luke, K. (2017). strategies to assist in decreasing escape maintained behaviors in children with autism spectrum disorder. https://scholarworks.lib.csusb.edu/cgi/viewcontent.cgi?article=1507&context=etd
Makrygianni, M. K., Gena, A., Katoudi, S., & Galanis, P. (2018). The effectiveness of applied behavior analytic interventions for children with Autism Spectrum Disorder: A meta-analytic study. Research in Autism Spectrum Disorders, 51, 18–31. https://doi.org/10.1016/j.rasd.2018.03.006
Mostafa, M. (2008). An Architecture for Autism: Concepts of Design Intervention for the Autistic User. International Journal of Architectural Research, 2(1).
Neitzel, J., & Wolery, M. (2010). Steps for implementation: Least-to-most prompts. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorders, Frank Porter Graham Child Development Institute, The University of North Carolina.
Piper, A., Borrero, J. C., & Becraft, J. L. (2019). Differential reinforcement?of?low?rate procedures: A systematic replication with students with autism spectrum disorder. Journal of Applied Behavior Analysis, 53(2), 1058–1070. https://doi.org/10.1002/jaba.631
Rodriguez, N. M., Thompson, R. H., & Baynham, T. Y. (2010). Assessment of the relative effects of attention and escape on noncompliance. Journal of Applied Behavior Analysis, 43(1), 143–147. https://doi.org/10.1901/jaba.2010.43-143
Sigman, M., Mundy, P., Sherman, T., & Ungerer, J. (1986). Social interactions of autistic, mentally retarded and normal children and their caregivers. Journal of Child Psychology and Psychiatry, 27(5), 647–656. https://doi.org/10.1111/j.1469-7610.1986.tb00189.x
Slocum, S. K., & Vollmer, T. R. (2015). A comparison of positive and negative reinforcement for compliance to treat problem behavior maintained by escape. Journal of Applied Behavior Analysis, 48(3), 563–574. https://doi.org/10.1002/jaba.216
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Published
2024-01-31
How to Cite
Ali, B. N., & Aftab, F. (2024). The Effectiveness of Differential Reinforcement and Least-to-Most Prompting in Reducing Non-compliance Behavior of Autistic Child: Applied Behavior Analysis for Autism. Foundation University Journal of Psychology, 8(1), 65–77. https://doi.org/10.33897/fujp.v8i1.526
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