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Impact of Presession Access to Toys Maintaining Challenging Behavior on Functional Communication Training: a Single Case Study |
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| Authors: | Tonya N. Davis Mark F. O’Reilly Soyeon Kang Mandy Rispoli Russell B. Lang Wendy Machalicek Jeffrey M. Chan Giulio Lancioni Jeff Sigafoos |
| Affiliation: | (1) Department of Educational Psychology, Baylor University, One Bear Place #97301, Waco, TX 76798, USA;(2) The Meadows Center for Preventing Educational Risk, The University of Texas at Austin, Austin, TX, USA;(3) Texas A&M University, College Station, TX, USA;(4) University of California, Santa Barbara, Santa Barbara, CA, USA;(5) University of Wisconsin-Madison, Madison, WI, USA;(6) Northern Illinois University, DeKalb, IL, USA;(7) University of Bari, Bari, Italy;(8) Victoria University at Wellington, Wellington, New Zealand |
| Abstract: | We implemented functional communication training (FCT) with a child with Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS) who exhibited challenging behavior when preferred toys were removed. Prior to FCT sessions the participant was exposed to 15 min of access to the toys that maintained challenging behavior versus no access. The presession access versus no access conditions were systematically evaluated using an alternating treatments design. Results indicate that presession access to the toys was associated with a decrease in challenging behavior and an increase in independent communication during FCT training. Future research should attempt to replicate these procedures with other participants who exhibit challenging behavior. |
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