Evaluating the effects of physical reactions on aggression via concurrent‐operant analyses

2019 ◽  
Vol 52 (3) ◽  
pp. 642-651 ◽  
Author(s):  
Stephanie A. Hood ◽  
Nicole M. Rodriguez ◽  
Kevin C. Luczynski ◽  
Wayne W. Fisher
Keyword(s):  
Concurrent Operant

Evaluating acquisition, preference and discrimination in requesting skills between picture exchange and iPad®-based speech generating device across preschoolers

2021 ◽  
pp. 026565902198939
Author(s):  
Yvonne HL Yong ◽  
Anuradha S Dutt ◽  
Mo Chen ◽  
Adeline M Yeong
Keyword(s):  
Developmental Disabilities ◽  
Augmentative And Alternative Communication ◽  
Alternative Communication ◽  
Acquisition Rate ◽  
Baseline Design ◽  
Instruction Condition ◽  
Speech Generating Device ◽  
Concurrent Operant ◽  
Picture Exchange ◽  
Based Instruction

This study compared a picture exchange (PE) system and an iPad®-based speech generating device (SGD) when teaching requesting skills to preschoolers with developmental disabilities and limited functional speech. A multiple baseline design with counterbalancing the order of two instruction conditions across participants was applied to compare the acquisition rate, followed by a concurrent operant arrangement to examine participants’ preference for these two augmentative and alternative communication (AAC) systems. Discrimination of two picture symbols presented via the priority AAC system was also probed using a concurrent operant arrangement. Results indicated that two of three participants required less sessions to reach mastery for the iPad®-based instruction condition. All participants showed a clear preference for the iPad®-based SGD and were able to discriminate between two picture symbols presented simultaneously on the iPad®-based SGD when making requests. This study highlights practice implications in terms of describing a systematic approach that could be employed when identifying a priority AAC system for learners with developmental disabilities and limited functional speech.

Evaluation of a concurrent‐operant demand assessment to determine task preference

2020 ◽  
Vol 35 (4) ◽  
pp. 508-523
Author(s):  
Lindsay A. Lloveras ◽  
Nathan A. Call ◽  
Jason C. Bourret ◽  
Sarah K. Slocum
Keyword(s):  
Demand Assessment ◽  
Concurrent Operant ◽  
Task Preference

Effects of Time-Out Upon Concurrent Operant Responding

1970 ◽  
Vol 20 (3) ◽  
pp. 365-371 ◽  
Author(s):  
John G. Carlson ◽  
Richard E. Aroksaar
Keyword(s):  
Operant Responding ◽  
Time Out ◽  
Concurrent Operant

An Initial Evaluation of a Concurrent Operant Analysis Framework to Identify Reinforcers for Work Completion

2019 ◽  
Vol 45 (2) ◽  
pp. 85-102
Author(s):  
Blair P. Lloyd ◽  
Kayla R. Randall ◽  
Emily S. Weaver ◽  
Johanna L. Staubitz ◽  
Naomi Parikh
Keyword(s):  
Functional Analysis ◽  
Challenging Behavior ◽  
Functional Behavior Assessment ◽  
Task Engagement ◽  
Analysis Framework ◽  
Functional Behavior ◽  
Work Completion ◽  
Low Levels ◽  
Concurrent Operant ◽  
And Task

Although functional analysis is a powerful tool for testing the function of challenging behavior, it is not always feasible or appropriate to include as a component of functional behavior assessment (FBA). Alternative experimental analysis methods are needed to inform individualized interventions in schools, particularly for students who engage in passive forms of problem behavior. We evaluated a concurrent operant analysis (COA) framework to identify reinforcers for appropriate replacement behaviors for four students referred for FBA and reported by teachers to engage in low levels of work completion. After completing two COAs per student (researcher-as-therapist and teacher-as-therapist), we used alternating treatments designs to compare the effects of an intervention matched with COA outcomes to intervention conditions that were not matched to COA outcomes on levels of work completion and task engagement. COA outcomes corresponded across therapists for three of four participants and intervention results validated COA outcomes for two of these participants. Although results of this initial investigation seem promising, more research on COA frameworks is needed to determine their utility to guide reinforcement-based interventions in schools.

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