Silbaugh Bryant C, Swinnea Samantha, Falcomata Terry S
Department of Interdisciplinary Learning and Teaching, College of Education and Human Development, University of Texas at San Antonio, One UTSA Circle, San Antonio, TX 78249 USA.
Department of Special Education, The University of Texas at Austin, San Antonio, TX USA.
Anal Verbal Behav. 2020 Jun 23;36(1):49-73. doi: 10.1007/s40616-020-00126-1. eCollection 2020 Jun.
More is known about how to reduce challenging behavior with functional communication training (FCT) than how to mitigate its resurgence during or following a course of treatment. Research suggests reinforcing mand variability during FCT may mitigate the resurgence of challenging behavior, but validated procedures for reinforcing mand variability are limited and poorly understood. Lag schedules can reinforce variability in verbal behavior such as manding in individuals with autism, but studies have been largely limited to nonvocal mand modalities. Therefore, in the current study, we further evaluated the effects of FCT with lag schedules on vocal mand variability and challenging behavior in children with autism. The results suggest lag schedules alone or in combination with response prompt-fading strategies during FCT can increase mand variability and expand mand response classes but may fail to produce clinically significant reductions in challenging behavior.
相较于如何在治疗过程中或治疗后减轻具有挑战性的行为的复发，我们对如何通过功能性沟通训练（FCT）减少具有挑战性的行为了解得更多。研究表明，在FCT期间强化指令变异性可能会减轻具有挑战性的行为的复发，但强化指令变异性的有效程序有限且理解不足。滞后时间表可以强化言语行为的变异性，例如自闭症个体的指令，但研究主要限于非言语指令方式。因此，在本研究中，我们进一步评估了FCT结合滞后时间表对自闭症儿童的言语指令变异性和具有挑战性的行为的影响。结果表明，在FCT期间单独使用滞后时间表或与反应提示消退策略相结合，可以增加指令变异性并扩大指令反应类别，但可能无法在临床上显著减少具有挑战性的行为。
