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ERIC Number: EJ1132782
Record Type: Journal
Publication Date: 2017
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0748-8491
Concurrent Schedules of Reinforcement as "Challenges" to Maintenance
Peterson, Stephanie M.; Frieder, Jessica E.; Quigley, Shawn P.; Kestner, Kathryn M.; Goyal, Manish; Smith, Shilo L.; Dayton, Elizabeth; Brower-Breitwieser, Carrie
Education and Treatment of Children, v40 n1 p57-76 2017
One measure of success for interventions treating problem behavior is the effects achieved in the face of a challenge (e.g., changes in reinforcement schedules, lapses in treatment integrity); one hopes to demonstrate persistence of appropriate alternatives and the absence of resurgence of target behaviors. The present study successfully treated escape-maintained problem behavior in two participants by arranging concurrent reinforcement schedules, which varied in quality, for the purpose of shifting response allocation away from problem behavior in favor of allocation to mands (requests) and work completion. Resurgence probes were presented at various times during treatment in which all concurrently available responses received the same quality of reinforcement. Resurgence was tested under both 2-Choice (problem behavior and work) and 3-Choice (problem behavior, work, and mands) Resurgence Probes. Patterns of responding during resurgence probes were idiosyncratic. One participant demonstrated resurgence of problem behavior in the 2-Choice Resurgence Probes, but persistence of break mand choice initially during the 3-Choice Resurgence Probes, until persistence of work was demonstrated in the final probe session. The other participant demonstrated persistence of the break mand throughout all 3-Choice Resurgence Probes, and demonstrated resurgence of problem behavior in the 2-Choice Resurgence Probes.
West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324B060013