Using Functional Communication Training to Reduce Problem Behavior

Functional communication training (FCT) is an evidence-based intervention that has been widely used and implemented to reduce problem behavior and teach replacement behavior in a variety of settings. Specific procedures have been researched and documented to ensure correct implementation. Functional communication training can be broken into three steps: (a) identifying the function of the problem behavior through a functional behavior assessment (FBA); (b) selecting an appropriate replacement communicative response; and (c) building new skill acquisition through teaching and rehearsal while using reinforcements and extinction.

Multiteam Competitive Optimization Algorithm and Its Application in Bearing Fault Diagnosis

A novel multiteam competitive optimization (MTCO) algorithm has been proposed to diagnose the fault patterns of bearings. This algorithm is inspired by competitive behaviors of multiple teams. It is a three-level organization structure; thus, more potential optimal areas can be searched. By imitating human thinking, such as the betrayal and replacement behavior along with the introduction of an acceptable vector, new strategies within the MTCO are designed to increase the diversity and guide jumping out of location suboptimal areas. In addition to this, a kernel function has been introduced to reduce the recognition errors caused by data which are nonlinearly distributed in original space. The obtained experimental results demonstrate that the proposed MTCO is globally stable and optimal decision performance. After that the MTCO is applied for the fault diagnosis of bearings, and it has also been compared with other commonly used methods. The comparison indicates that the proposed algorithm has higher recognition accuracy.

Inmates with Harmful Substance Use Increase both Exercise and Nicotine Use under Incarceration

Background: Exercise is increasingly understood as an important resource for people with harmful substance use, including those in prison. Little is known about how inmates adopt various health behaviors during incarceration, without interventions. Methods: This study analyzed self-reports from 1468 inmates in Norwegian prisons, compared them according to harmful substance use pre-incarceration, and explored changes in exercise and nicotine use during incarceration. Results were presented in accordance with the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) guidelines. Results: Inmates with harmful substance use reported higher rates of smoking, smokeless tobacco, and physical inactivity pre-incarceration than inmates without harmful use. However, inmates with harmful use also exhibited more behavioral changes: they adopted exercise, ceased smoking, and adopted smokeless tobacco at higher rates during incarceration than the non-harmful group.  Conclusions: Exercise is being taken up by a significant proportion of inmates, and may in particular be a replacement behavior for substance use. However, unhealthy behaviors are also begun or maintained. If prisons were used as an arena to facilitate healthy behaviors, the public health benefits to a marginalized group such as substance-using inmates could be substantial.

A video self modeling intervention to modify aggressive behaviors in students with autism spectrum disorder and intellectual disabilities

This study evaluated the efficacy of a video self-modeling and functional behavior assessment intervention on a traditionally under-represented population. Students diagnosed with Autism Spectrum Disorder (ASD) and Intellectual Disabilities (ID) are prone to higher rates of aggressive behavior that can be resistant to treatment. Under the frameworks of Behaviorism and Social Cognitive Theory an intervention was developed to decrease aggressive behaviors and increase self-regulated behavior. A multiple baseline design across stimulus conditions with inter-subject replication was conducted to explore the effects of the intervention. Data was collected on both the rate of aggressive behaviors and the use of a replacement behavior which fostered socially appropriate self-regulation. The data indicate that both participants demonstrated a decrease in aggressive behavior immediately following intervention across all stimulus conditions. Data collected on the replacement behavior indicated a change from baseline to intervention but results differed across participants.

Functional Behavioral Assessment

A functional behavioral assessment (FBA) is a set of procedures that are used to assess and identify environmental conditions that predict and maintain behavior FBA is a means to determine the purpose of a person’s behavior and the ways in which the behavior is reinforced in the person’s environment. Underlying the functional assessment of behavior is the assumption that the way one behaves is functionally related to aspects of the environment. This relation is reliable, predictable, and observable, and can thus be assessed by an outside observer. The FBA entails the use of a series of methods to determine the variables that contextualize a behavior of interest. Contextual variables can include any aspect of the individual’s environment and are usually separated temporally between those factors that occur before a behavior and those which occur after. The latter are termed consequences and the former are typically referred to as antecedents. Usually, the behaviors under study, especially in applied settings, are called target behaviors. Temporally, these factors are conceptualized in an ABC framework: antecedent, behavior, and consequence. The behavior of interest is the target of a subsequent intervention; the intervention is informed by the FBA and utilizes the understanding of the behavior’s purpose. Antecedents are altered such that target behaviors are no longer prompted or motivated by environmental conditions, new socially acceptable behaviors are taught that can access the desired reinforcer and replace the target behavior, and reinforcers are altered to decrease access when the target behavior occurs and increase access when the replacement behavior occurs. FBAs are frequently used in schools to address problem behaviors. Problem behaviors occur with students in the school setting for many different reasons. Research has determined that the use of FBAs is useful in identifying environmental factors that predict and maintain problem behaviors. The use of FBAs in the school setting has proven to increase positive student outcomes. This article demonstrates how FBAs can be used effectively in different settings.