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A goal of some functional analysis (FA) variations is to reduce assessment time while still maintaining efficacy. This may be especially important when conducting FAs in early intervention programs, where time is a crucial commodity. To that end, we evaluated a model for using the results of the no-interaction condition as a screening for behavioral function and to guide selection of FA test conditions with 20 participants (22 assessments) aged 3 to 7 years old. We used the no-interaction condition to develop hypotheses for both automatic reinforcement and socially mediated reinforcement. The outcome of the no-interaction condition guided the selection of test conditions for the remainder of the FA. We also incorporated methods from prior FA studies (e.g., divided attention) to modify the test conditions. We obtained differentiated results in 91% of assessments, all within 70 min and, as such, extended evidence that an FA can be completed in little time without sacrificing efficacy.

Although decades of research on functional analysis methodology have identified common contingencies that maintain problem behavior and effective interventions, relatively little research has been conducted on strategies to prevent the initial development of problem behavior. We conducted a 2-part case study, the purposes of which were to illustrate the use of sensitivity tests as the bases for intervention (Study 1) and subsequently to assess the efficacy of a prevention strategy using a single-subject design (Study 2). Results showed that the sensitivity tests identified establishing operations that may set the occasion for the development of problem behavior and that interventions based on differential reinforcement prevented increases in the severity of problem behavior relative to untreated and control baselines. Benefits and limitations to this individualized approach to prevention are discussed.

Results of previous research have shown that individuals with intellectual disabilities usually prefer edible items over leisure items. Other research has shown that sensory (leisure) items facilitate response acquisition and maintenance better than edible items do for individuals with autism. The current studies examined preference and performance for edible and leisure reinforcers by children with and without autism. Results showed that edible items were more preferred (Study 1) and resulted in higher rates of responding under maintenance conditions (Study 3) in subjects both with and without autism. Edible and leisure items resulted in similar rates of response acquisition (Study 2) for both samples and for subjects who showed different patterns of preference in Study 1.

Shabani, Carr, and Petursdottir (2009) examined the effects of a response–response relation (effort) on the development of a response-class hierarchy using a laboratory model. Response–reinforcer relations may have similar influences. Using a similar translational approach, we examined the effects of reinforcer rate, quality, delay, and magnitude in a series of separate experiments conducted with 8 individuals with intellectual disabilities. Response-class hierarchies emerged along the dimension of rate for 3 of 6 subjects, quality for 5 of 5 subjects, delay for 2 of 8 subjects, and magnitude for 5 of 6 subjects.

Some individuals engage in both mild and severe forms of problem behavior. Research has shown that when mild behaviors precede severe behaviors (i.e., the mild behaviors serve as precursors), they can (a) be maintained by the same source of reinforcement as severe behavior and (b) reduce rates of severe behavior observed during assessment. In Study 1, we developed an objective checklist to identify precursors via videotaped trials for 16 subjects who engaged in problem behavior and identified at least 1 precursor for every subject. In Study 2, we conducted separate functional analyses of precursor and severe problem behaviors for 8 subjects, and obtained correspondence between outcomes in 7 cases. In Study 3, we evaluated noncontingent reinforcement schedule thinning plus differential reinforcement of alternative behavior to reduce precursors, increase appropriate behavior, and maintain low rates of severe behavior during 3 treatment analyses for 2 subjects. Results showed that this treatment strategy was effective for behaviors maintained by positive and negative reinforcement.

A common finding in previous research is that problem behavior maintained by automatic reinforcement continues to occur in the alone condition of a functional analysis (FA), whereas behavior maintained by social reinforcement typically is extinguished. Thus, the alone condition may represent an efficient screening procedure when maintenance by automatic reinforcement is suspected. We conducted a series of 5-min alone (or no-interaction) probes for 30 cases of problem behavior and compared initial predictions of maintenance or extinction to outcomes obtained in subsequent FAs. Results indicated that data from the screening procedure accurately predicted that problem behavior was maintained by automatic reinforcement in 21 of 22 cases and by social reinforcement in 7 of 8 cases. Thus, results of the screening accurately predicted the function of problem behavior (social vs. automatic reinforcement) in 28 of 30 cases.

The Functional Analysis Screening Tool (FAST) is a 16-item questionnaire about antecedent and consequent events that might be correlated with the occurrence of problem behavior. Items are organized into 4 functional categories based on contingencies that maintain problem behavior. We assessed interrater reliability of the FAST with 196 problem behaviors through independent administration to pairs of raters (Study 1). Mean item-by-item agreement between pairs of raters was 71.5%. Agreement for individual items ranged from 53.3% to 84.5%. Agreement on FAST outcomes, based on comparison of informants' highest totals, was 64.8%. We assessed the validity of the FAST by comparing its outcomes with results of 69 functional analyses (Study 2). The FAST score predicted the condition of the functional analysis in which the highest rate of problem behavior occurred in 44 cases (63.8%). Potential uses of the FAST in the context of a clinical interview, as well as limitations, are discussed.

Problem behavior maintained by social-negative reinforcement often is evoked by a specific type of social interaction--the presentation of task demands. This study involved assessment and treatment of a more general form of social avoidance in which the establishing operation (EO) for problem behavior consisted of social interaction per se. Four subjects exhibited high rates of problem behavior during the play or demand conditions of a functional analysis (FA). A subsequent FA in which problem behavior produced escape from social interaction confirmed social avoidance for all subjects. A series of interventions aimed at attenuating aversive characteristics of social interaction then was implemented with 3 of the subjects. These interventions included vicarious reinforcement, conditioning of social interaction as a reinforcer, stimulus fading, and differential reinforcement (DRA) plus extinction (EXT). DRA plus EXT was the only condition in which decreases in problem behavior and increases in social interactions were observed reliably.

Hanley, Iwata, and McCord (2003) reviewed studies published through 2000 on the functional analysis (FA) of problem behavior. We update that review for 2001 through 2012, including 158 more recent studies that reported data from 445 FAs. Combined with data obtained from Hanley et al., 435 FA studies, with line graphs for 981 FAs, have been published since 1961. We comment on recent trends in FA research and introduce the studies in the 2013 special issue of the Journal of Applied Behavior Analysis.

Results of several studies suggest that delivery of supplemental (social) reinforcement for stereotypy might facilitate its subsequent extinction. We examined this possibility with 9 subjects who engaged in stereotypy by including methodological refinements to ensure that (a) subjects' stereotypy was maintained in the absence of social consequences, (b) supplementary reinforcers were highly preferred and were shown to be reinforcers for some behavior, and (c) subjects were exposed to lengthy reinforcement and extinction conditions. In spite of these modifications, only 4 subjects' stereotypy increased when supplementary reinforcement was delivered contingent on stereotypy, and no subject's stereotypy decreased below initial baseline levels when social reinforcement was subsequently withheld. Decreases in stereotypy occurred with the implementation of noncontingent reinforcement. Thus, delivery of supplementary reinforcers either did not increase stereotypy or did not facilitate extinction of stereotypy maintained by automatic reinforcement. We discuss the practical and conceptual bases of these results with respect to our current understanding of function-based interventions.

A common condition included in most functional analyses (FAs) is the attention condition, in which the therapist ignores the client by engaging in a solitary activity (antecedent event) but delivers attention to the client contingent on problem behavior (consequent event). The divided attention condition is similar, except that the antecedent event consists of the therapist conversing with an adult confederate. We compared the typical and divided attention conditions to determine whether behavior in general (Study 1) and problem behavior in particular (Study 2) were more sensitive to one of the test conditions. Results showed that the divided attention condition resulted in faster acquisition or more efficient FA results for 2 of 9 subjects, suggesting that the divided attention condition could be considered a preferred condition when resources are available.

Functional analyses (FAs) of problem behavior typically are conducted in controlled settings to minimize potential sources of confounding. Several studies have reported that results of FAs conducted in controlled settings occasionally differ from those conducted under more naturalistic conditions, although little is known about factors that may contribute to the different outcomes. We examined correspondence between FAs conducted by staff in a clinic and those conducted either by caregivers as therapists or in the home setting. If results of the 2 analyses were dissimilar, we conducted further analyses to identify variables responsible for the different outcomes. Results showed that, in most cases, correspondence of function was observed across familiar and unfamiliar stimuli. Results are discussed in terms of implications for research and clinical practice for the evaluation of problem behavior.

Hand mouthing (HM) is a chronic problem in many individuals with intellectual disabilities. Although the prevalence of mouthing has been estimated, data on the frequency, severity, or functions of the behavior were not included. In Study 1, we examined the prevalence and risk of HM. Results obtained from interviews showed that the prevalence of HM in two institutional samples (N = 802) was 12.7%, whereas direct observation yielded a lower estimate of prevalence (8%). Moreover, a large proportion of observed HM (39.1%) was self-injurious in nature. In Study 2, we used modified functional analyses (FAs) to examine the HM of 64 individuals. Results indicated that maintenance by automatic reinforcement accounted for 98.4% of the cases (all but one case). In Study 3, we implemented a progressive series of interventions for HM exhibited by 14 individuals. The following interventions were implemented in sequential order: (a) noncontingent reinforcement (NCR, effective with 6 subjects), (b) either NCR plus differential reinforcement of alternative behavior (DRA) plus response blocking (effective with 5 subjects) or NCR plus response blocking only (effective with 2 subjects), and (c) NCR plus brief manual restraint (effective with 1 subject).

It has been suggested that a fixed condition sequence might facilitate differential responding during multielement functional analyses (FAs) by capitalizing on or limiting sequence effects (Iwata, Pace, et al., 1994); however, the effects of condition sequence have not been examined empirically. We conducted fixed- and random-sequence FAs for 7 individuals with developmental disabilities to determine the relative effects that sequence may have on assessment outcomes. Experimental conditions during the fixed sequence were conducted in the following order: ignore, attention, play, and demand; condition order during the random sequence was determined randomly. Results showed that sequence had no influence on the FA outcomes for 3 subjects, whereas differential responding emerged either faster (1 subject) or only (3 subjects) under the fixed sequence for the remaining subjects. These results suggest that the fixed sequence, a simple modification, should be used when conducting multielement FAs to accommodate the influence of establishing operations across assessment conditions.

Elopement is a dangerous behavior sometimes exhibited by individuals with intellectual disabilities. We conducted trial-based functional analyses in which latency was the index of elopement for 2 students. Two unobtrusive safety monitors were placed outside the building to eliminate potential confounding caused by having to retrieve a student. Results of both students' assessments indicated that elopement served multiple functions. Results are discussed in terms of the study's methodological and applied implications.

We evaluated an inexpensive, efficient, and noninvasive technique for measuring tissue damage produced by self-injurious behavior (SIB). The technique involved computerized measurement of wound surface area (WSA) based on digital photographs. In Study 1, we compared photographic measurement to a more commonly used procedure, transparency measurement, in estimating WSA of 20 wound models. Results showed that both methods were reliable and that there was a high degree of correspondence between the 2 sets of measures. In Study 2, we compared photographic WSA measures to direct-observation measures in documenting changes over time in the SIB exhibited by a woman with Prader-Willi syndrome. Results showed that increases and decreases in observed SIB during baseline and treatment conditions corresponded with changes in WSA measures, indicating that the computer-assisted photographic technique may be useful as a corroborative measure or as a primary measure when direct observation of SIB is not feasible.

We conducted 2 studies to determine whether dense and thin NCR schedules exert different influences over behavior and whether these influences change as dense schedules are thinned. In Study 1, we observed that thin as well as dense NCR schedules effectively decreased problem behavior exhibited by 3 individuals. In Study 2, we compared the effects of 2 NCR schedules in multielement designs, one with and the other without an extinction (EXT) component, while both schedules were thinned. Problem behavior remained low as the NCR schedule with EXT was thinned, but either (a) did not decrease initially or (b) subsequently increased as the NCR schedule without EXT was thinned. These results suggest that dense schedules of NCR decrease behavior by altering its motivating operation but that extinction occurs as the NCR schedule is thinned. The benefits and limitations of using dense or thin NCR schedules are discussed.

Five individuals with autism or other developmental disabilities participated in paired-stimulus preference assessments during repeated baseline probes. All subjects initially showed a pronounced bias by typically selecting the stimulus placed in either the left or right position. Biased responding for 3 subjects was eliminated when training trials were conducted in which a stimulus of known lesser quality was presented as one of the choices. Reinforcer-quality training was unsuccessful for 2 subjects, as was a condition in which reinforcer magnitude was modified to favor unbiased responding. These subjects' biased responding was eliminated only when a correction procedure (repetition of error trials) was implemented.

A literature search identified 17 articles reporting data on 34 subjects who engaged in precursors to severe problem behavior, which we examined to identify topographical and functional characteristics. Unintelligible vocalization was the most common precursor to aggression (27%) and property destruction (29%), whereas self- or nondirected movement was the most common precursor to SIB (32%). Unintelligible vocalization and object-directed movement were the most common precursors to behavior maintained by social-positive reinforcement (27% each), and unintelligible vocalization was the most common precursor to behavior maintained by social-negative reinforcement (29%). Only one precursor was reported for behavior maintained by automatic reinforcement.

Results of a functional analysis indicated that a man diagnosed with autism engaged in bizarre sexual behavior in the presence of women wearing sandals. Several treatments proved to be ineffective or impractical. By contrast, a response-interruption/time-out procedure quickly eliminated the problem behavior in multiple settings.

We evaluated a trial-based approach to conducting functional analyses in classroom settings. Ten students referred for problem behavior were exposed to a series of assessment trials, which were interspersed among classroom activities throughout the day. Results of these trial-based functional analyses were compared to those of more traditional functional analyses. Outcomes of both assessments showed correspondence in 6 of the 10 cases and partial correspondence in a 7th case. Results of the standard functional analysis suggested reasons for obtained differences in 2 cases of noncorrespondence, which were verified when portions of the trial-based functional analyses were modified and repeated. These results indicate that a trial-based functional analysis may be a viable assessment method when resources needed to conduct a standard functional analysis are unavailable. Implications for classroom-based assessment methodologies and future directions for research are discussed.

Fixed momentary schedules of differential reinforcement of other behavior (FM DRO) generally have been ineffective as treatment for problem behavior. Because most early research on FM DRO included presentation of a signal at the end of the DRO interval, it is unclear whether the limited effects of FM DRO were due to (a) the momentary response requirement of the schedule per se or (b) discrimination of the contingency made more salient by the signal. To separate these two potential influences, we compared the effects of signaled versus unsignaled FM DRO with 4 individuals with developmental disabilities whose problem behavior was maintained by social-positive reinforcement. During signaled FM DRO, the experimenter presented a visual stimulus 3 s prior to the end of the DRO interval and delivered reinforcement contingent on the absence of problem behavior at the second the interval elapsed. Unsignaled DRO was identical except that interval termination was not signaled. Results indicated that signaled FM DRO was effective in decreasing 2 subjects' problem behavior, whereas an unsignaled schedule was required for the remaining 2 subjects. These results suggest that the response requirement per se of FM DRO may not be problematic if it is not easily discriminated.

Comparisons of results from descriptive and functional analyses of problem behavior generally have shown poor correspondence. Most descriptive analyses have focused on relations between consequent events and behavior, and it has been noted that attention is a common consequence for problem behavior even though it may not be a functional reinforcer. Because attention may be prescribed simply as a means of stopping serious problem behavior, it is possible that naturally occurring antecedent events (establishing operations) might be better predictors of problem behavior than consequences. We conducted descriptive and functional analyses of the problem behaviors of 7 participants. Conditional probabilities based on combined antecedent and consequent events showed correspondence with the functional analysis data for 4 of the 7 participants, but antecedent events were no better than consequent events in identifying the function of problem behavior.

Results of longitudinal studies suggest that the stability of preferences varies across individuals, although it is unclear what variables account for these differences. We extended this work by conducting periodic assessments of preference for leisure activities over 3 to 6 months with 10 adults with developmental disabilities. Although previous research has collectively shown that preferences identified via repeated assessment are highly variable, our results showed that preferences were relatively stable for the majority (80%) of participants. In an attempt to identify some environmental determinants of shifts in preference, we provided extended daily access to high-preference items (preference-weakening manipulation) and paired access to low-preference items with social and edible putative reinforcers during brief sessions (preference-strengthening manipulation). Preference assessments continued over the course of these manipulations with 2 participants. Results showed that changes in preference across time could be produced systematically and suggest that naturally occurring changes in establishing operations or conditioning histories contribute to temporal shifts in preference. Implications for preference assessments, reinforcer usage, and planned attempts to change preferences are discussed.

We examined some conditions under which a response acquired as a tact might facilitate the establishment of a mand. We taught 3 participants with developmental disabilities to tact the items ranked highest and lowest in a preference assessment and subsequently tested to see if the responses occurred as mands. All participants manded for the highly preferred item but rarely manded for the nonpreferred item. These results indicate that, although tact and mand functions are different, conditions can be created to facilitate transfer from the former to the latter. Implications for communication training are discussed.

A great deal is known about the effects of positive reinforcement on response acquisition; by contrast, much less research has been conducted on contingencies applied to errors. We examined the effects of response repetition as an error-correction procedure on the sight-word reading performance of 11 adults with developmental disabilities. Study 1 compared single-response (SR) repetition and multiple-response (MR) repetition, and results showed that all 6 participants acquired more sight words with the MR procedure. Study 2 compared MR error correction following every incorrect response (continuous) and following one third of incorrect responses (intermittent), and results showed that all 6 participants acquired more sight words when error correction was continuous. Study 3 compared MR error correction in which errors required practice of the training word (relevant) versus a different word (irrelevant), and results showed that 3 of 9 participants showed better performance under the relevant condition; however, all participants showed improvement even under the irrelevant condition. Findings are discussed in terms of the behavioral processes by which error correction may enhance performance during acquisition.

We examined the effects of stimulus (reinforcer) variation in several different contexts. In Study 1, we identified high-quality (HQ) and low-quality (LQ) stimuli based on results of a paired-stimulus assessment and examined their effects when available under concurrent-reinforcement schedules for 8 participants. No participants showed preference for the LQ stimuli when compared singly or in a varied arrangement to the HQ stimulus. In Study 2, we identified nonpreferred (NP) stimuli based on results of a single-stimulus assessment and examined their effects when available under single-reinforcement schedules for 3 participants. Results of Study 2 were mixed. One participant's data indicated that the varied presentation of NP stimuli produced a modest improvement in performance over that observed when the stimuli were presented singly. By contrast, a second participant's data showed no facilitative effect for the varied delivery of NP stimuli and that the inclusion of an HQ stimulus in the varied arrangement obscured the reinforcing effects of the HQ stimulus. The 3rd participant's data showed no effect for the varied delivery of NP stimuli but an apparent facilitative effect when an HQ stimulus was included in the varied arrangement, which was attributable solely to the presence of the HQ stimulus.

In Study 1, we examined the independent effects of reinforcer consumption during sessions and meal consumption prior to sessions on performance maintained by food reinforcement. Nine individuals with developmental disabilities participated. On alternate days, a preferred edible item was delivered during (a) seven sessions conducted before lunch (repeated-reinforcement condition) versus (b) one session each conducted before and after lunch (pre- and postmeal conditions). Results for 7 of 9 participants showed decreased response rates across sessions in the repeated-reinforcement condition; results for 3 of 9 participants showed decreased rates during postmeal relative to premeal conditions. Two participants who did not show a decrement in responding during either comparison participated in Study 2, in which reinforcer consumption during sessions, combined with meal consumption prior to sessions, also had no effect on their performance. In Study 3, we determined whether (a) choice of reinforcers, (b) increased break time between sessions, (c) varied reinforcers, or (d) intermittent reinforcement schedules mitigated the satiation effects observed for the 7 participants in Study 1. Presession choice of reinforcers resulted in maintained performance for 2 of 6 participants exposed to this condition. Varied reinforcement resulted in maintained performance for only 1 of 5 participants exposed to this condition. Neither the increased break between sessions nor the intermittent reinforcement schedule was effective in maintaining performance for the participants who were exposed to these conditions.

A demonstration of the effects of reinforcement requires comparison of response rates in the presence of a contingency with those in another condition that controls for the influence of extraneous variables. We describe several control conditions that have been used in evaluating the effects of positive and negative reinforcement. The methodological rigor and practical utility of each type of control condition are discussed, and recommendations for the use of these conditions are presented.

Results of previous research on the effects of noncontingent reinforcement (NCR) have been inconsistent when magnitude of reinforcement was manipulated. We attempted to clarify the influence of NCR magnitude by including additional controls. In Study 1, we examined the effects of reinforcer consumption time by comparing the same magnitude of NCR when session time was and was not corrected to account for reinforcer consumption. Lower response rates were observed when session time was not corrected, indicating that reinforcer consumption can suppress response rates. In Study 2, we first selected varying reinforcer magnitudes (small, medium, and large) on the basis of corrected response rates observed during a contingent reinforcement condition and then compared the effects of these magnitudes during NCR. One participant exhibited lower response rates when large-magnitude reinforcers were delivered; the other ceased responding altogether even when small-magnitude reinforcers were delivered. We also compared the effects of the same NCR magnitude (medium) during 10-min and 30-min sessions. Lower response rates were observed during 30-min sessions, indicating that the number of reinforcers consumed across a session can have the same effect as the number consumed per reinforcer delivery. These findings indicate that, even when response rate is corrected to account for reinforcer consumption, larger magnitudes of NCR (defined on either a per-delivery or per-session basis) result in lower response rates than do smaller magnitudes.

Several techniques have been used in applied research as controls for the introduction of a reinforcement contingency, including extinction, noncontingent reinforcement (NCR), and differential reinforcement of other behavior (DRO). Little research, however, has examined the relative strengths and limitations of these "reversal" controls. We compared the effects of extinction with those of NCR and DRO in both multi-element and reversal designs, with respect to (a) rate and amount of response decrement, (b) rate of response recovery following reintroduction of reinforcement, and (c) any positive or negative side effects associated with transitions. Results indicated that extinction generally produced the most consistent and rapid reversal effects, with few observed negative side effects.

Functional analysis methodology focuses on the identification of variables that influence the occurrence of problem behavior and has become a hallmark of contemporary approaches to behavioral assessment. In light of the widespread use of pretreatment functional analyses in articles published in this and other journals, we reviewed the literature in an attempt to identify best practices and directions for future research. Studies included in the present review were those in which (a) a pretreatment assessment based on (b) direct observation and measurement of (c) problem behavior was conducted under (d) at least two conditions involving manipulation of an environmental variable in an attempt (e) to demonstrate a relation between the environmental event and behavior. Studies that met the criteria for inclusion were quantified and critically evaluated along a number of dimensions related to subject and setting characteristics, parametric and qualitative characteristics of the methodology, types of assessment conditions, experimental designs, topographies of problem behaviors, and the manner in which data were displayed and analyzed.

We used procedures based on response-restriction (RR) analysis to assess vocational and leisure activity preferences for 3 adults with developmental disabilities. To increase the efficiency of the analysis relative to that reported in previous research, we used criteria that allowed activities to be restricted at the earliest point at which a preference could be determined. Results obtained across two consecutive RR assessments showed some variability in overall preference rankings but a high degree of consistency for highly ranked items. Finally, we compared results of the RR assessment with those of an extended free-operant assessment and found that the RR assessment yielded (a) more differentiated patterns of preference and (b) more complete information about engagement with all of the target activities.

We conducted an analysis of precurrent skills (responses that increase the effectiveness of a subsequent or "current" behavior in obtaining a reinforcer) to facilitate the solution of arithmetic word (story) problems. Two students with developmental disabilities were taught four precurrent responses (identifying the initial value, change value, operation, and resulting value) in a sequential manner. Results of a multiple baseline design across behaviors showed that the teaching procedures were effective in increasing correct performance of each of the precurrent behaviors with untaught problems during probes and that once the precurrent behaviors were established, the number of correct problem solutions increased.

We evaluated the long-term therapeutic effects of noncontingent reinforcement (NCR). In Experiment 1, NCR effects were examined with 2 participants' arbitrary responses; in Experiment 2, NCR was used as treatment with 3 participants whose self-injurious behavior (SIB) was maintained by automatic reinforcement. In both experiments, NCR consisted of continuous access to a highly preferred leisure item and was implemented initially during 10-min and later during 120-min sessions. Varied reinforcers (leisure items) were subsequently introduced during 120-min sessions to determine if treatment effects might be extended. Finally (Experiment 2 only), NCR was implemented throughout the day in participants' homes. Results of Experiments 1 and 2 showed that reinforcers obtained through object manipulation can compete with those obtained automatically by engaging in SIB during brief NCR sessions. However, data from the 120-min sessions indicated that satiation to a specific leisure item might occur over periods of time more typical of those during which treatment would be implemented. Access to a variety of highly preferred leisure items extended the effectiveness of NCR for some individuals. When NCR was implemented throughout the day (Experiment 2), therapeutic effects were shown to be maintained for up to 1 year.

We used response-restriction (RR) assessments to identify the preferences of 7 individuals with mental retardation for a variety of vocational and leisure activities. We subsequently increased their engagement in nonpreferred activities using several procedures: response restriction per se versus a Premack-type contingency (Study 1), supplemental reinforcement for engagement in target activities (Study 2), and noncontingent pairing of reinforcers with nonpreferred activities (Study 3). Results indicated that preferences are not immutable and can be altered through a variety of relatively benign interventions and that the results of RR assessments may be helpful in determining which types of procedures may be most effective on an individual basis.

Assessments were conducted to identify preferred foods for 9 adults with severe to profound mental retardation. Subsequently, the reinforcing effects of each participant's most highly preferred food were evaluated during sessions conducted before and after lunch. Results showed that 4 participants' response rates were higher during premeal sessions than during postmeal sessions. By contrast, pre- and postmeal response rates were indistinguishable for the other 5 participants. These results indicate that the reinforcing efficacy of food may (but does not necessarily) diminish following meals and suggest that the influence of meal schedules should be examined on an individual basis when food is used as reinforcement during training sessions.

Results of previous research have shown that individuals with intellectual disabilities usually prefer edible items over leisure items. Other research has shown that sensory (leisure) items facilitate response acquisition and maintenance better than edible items do for individuals with autism. The current studies examined preference and performance for edible and leisure reinforcers by children with and without autism. Results showed that edible items were more preferred (Study 1) and resulted in higher rates of responding under maintenance conditions (Study 3) in subjects both with and without autism. Edible and leisure items resulted in similar rates of response acquisition (Study 2) for both samples and for subjects who showed different patterns of preference in Study 1.

We conducted a four-part investigation to develop methods for assessing and treating problem behavior evoked by noise. In Phase 1, 7 participants with developmental disabilities who were described as being hypersensitive to specific noises were exposed to a series of noises under controlled conditions. Results for 2 of the participants verified that noise was apparently an aversive event. In Phase 2, results of functional analyses indicated that these 2 participants' problem behaviors were maintained by escape from noise. In Phase 3, preference assessments were conducted to identify reinforcers that might be used during treatment. Finally, in Phase 4, the 2 participants' problem behaviors were successfully treated with extinction, stimulus fading, and a differential-reinforcement-of-other-behavior (DRO) contingency (only 1 participant required DRO). Treatment effects for both participants generalized to their home environments and were maintained during a follow-up assessment. Procedures and results were discussed in terms of their relevance to the systematic assessment of noise as an establishing operation (EO) and, more generally, to the identification of idiosyncratic EO influences on behavior.

We evaluated four methods for increasing the practicality of functional communication training (FCT) by decreasing the frequency of reinforcement for alternative behavior. Three participants whose problem behaviors were maintained by positive reinforcement were treated successfully with FCT in which reinforcement for alternative behavior was initially delivered on fixed-ratio (FR) 1 schedules. One participant was then exposed to increasing delays to reinforcement under FR 1, a graduated fixed-interval (FI) schedule, and a graduated multiple-schedule arrangement in which signaled periods of reinforcement and extinction were alternated. Results showed that (a) increasing delays resulted in extinction of the alternative behavior, (b) the FI schedule produced undesirably high rates of the alternative behavior, and (c) the multiple schedule resulted in moderate and stable levels of the alternative behavior as the duration of the extinction component was increased. The other 2 participants were exposed to graduated mixed-schedule (unsignaled alternation between reinforcement and extinction components) and multiple-schedule (signaled alternation between reinforcement and extinction components) arrangements in which the durations of the reinforcement and extinction components were modified. Results obtained for these 2 participants indicated that the use of discriminative stimuli in the multiple schedule facilitated reinforcement schedule thinning. Upon completion of treatment, problem behavior remained low (or at zero), whereas alternative behavior was maintained as well as differentiated during a multiple-schedule arrangement consisting of a 4-min extinction period followed by a 1-min reinforcement period.

In the typical functional analysis in which the antecedent and consequent events associated with problem behavior are manipulated, the control condition involves elimination of both the relevant establishing operation (EO) and its associated contingency through a schedule of noncontingent reinforcement (usually fixed-time [FT] 30 s). In some functional analyses, however, antecedent events are manipulated in the absence of differential consequences, and a common test condition in such analyses also involves the delivery of reinforcement on an FT 30-s schedule. Thus, the same schedule of reinforcement (FT 30 s) is not considered to be an EO in the former type of analysis but is considered to be an EO in the latter. We examined the relative influences of EOs and reinforcement contingencies on problem behavior by exposing 6 individuals who engaged in self-injurious behavior (SIB) to four combinations of functional analysis conditions: EO present/ contingency present, EO absent/contingency present, EO present/contingency absent, and EO absent/contingency absent. Results indicated that the only condition in which high rates of SIB were observed consistently was one in which the EO and the reinforcement contingency were both present. Implications of these results for the design of functional analysis test and control conditions are discussed.

This article provides commentary on research published in the special section of the Journal of Applied Behavior Analysis devoted to establishing operations (EOs). Three major themes are highlighted: (a) identification of the influence of EOs on behavior in applied settings, (b) the use of EO manipulation as an assessment tool, and (c) the development of interventions based on the alteration of EO influences. Methodological issues pertaining to research on EOs are addressed, and suggestions for future investigation are provided.

We evaluated the extent to which discriminative stimuli (S(D)s) facilitate differential responding during multielement functional analyses. Eight individuals, all diagnosed with mental retardation and referred for assessment and treatment of self-injurious behavior (SIB) or aggression, participated. Functional analyses consisted of four or five assessment conditions alternated in multielement designs. Each condition was initially correlated with a specific therapist and a specific room color (S(D)s), and sessions continued until higher rates of target behaviors were consistently observed under a specific test condition. In a subsequent analysis, the programmed S(D)s were removed (i.e., all conditions were now conducted by the same therapist in the same room), and sessions continued until differential responding was observed or until twice as many sessions were conducted with the S(D)s absent (as opposed to present), whichever came first. Results indicated that the inclusion of programmed S(D)s facilitated discrimination among functional analysis conditions for half of the participants. These results suggest that the inclusion of salient cues may increase either the efficiency of functional analyses or the likelihood of obtaining clear assessment outcomes.

We compared the effects of direct and indirect reinforcement contingencies on the performance of 6 individuals with profound developmental disabilities. Under both contingencies, completion of identical tasks (opening one of several types of containers) produced access to identical reinforcers. Under the direct contingency, the reinforcer was placed inside the container to be opened; under the indirect contingency, the therapist held the reinforcer and delivered it to the participant upon task completion. One participant immediately performed the task at 100% accuracy under both contingencies. Three participants showed either more immediate or larger improvements in performance under the direct contingency. The remaining 2 participants showed improved performance only under the direct reinforcement contingency. Data taken on the occurrence of "irrelevant" behaviors under the indirect contingency (e.g., reaching for the reinforcer instead of performing the task) provided some evidence that these behaviors may have interfered with task performance and that their occurrence was a function of differential stimulus control.

A number of variables influence the effectiveness of punishment and may determine the extent to which less intrusive forms of punishment may be used as alternatives to more intrusive interventions. For example, it has been suggested that response suppression during punishment may be facilitated if reinforcement is concurrently available for an alternative response. However, results of basic research demonstrating this finding have not been replicated with interventions more commonly prescribed as treatments for problem behavior. We evaluated the effects of relatively benign punishment procedures (reprimands or brief manual restraint) on the self-injurious behavior of 4 individuals who had been diagnosed with mental retardation, when access to reinforcement for alternative behavior (manipulation of leisure materials) was and was not available. In all cases, punishment produced greater response suppression when reinforcement for an alternative response was available.

We compared results obtained from 50 sets of functional analysis data from assessments of self-injurious behavior (SIB), 35 of which showed clear response patterns and 15 of which were undifferentiated, with those obtained from two abbreviated methods of assessment: (a) a brief functional analysis, consisting of the first session of each condition from the full functional analysis, and (b) a within-session analysis, in which data from the brief analysis were regraphed to show minute-by-minute changes in response rates during a session. Results indicated that outcomes of the brief and within-session analyses corresponded with those of the full functional analyses in 66.0% and 68.0% of the cases, respectively. Further examination of results indicated a tendency for the brief analysis to identify a large proportion of positive cases (both true and false positives) and for the within-session analysis to identify a large proportion of negative cases (true and false negatives).

We conducted several comparative analyses to determine the relative effectiveness of variable-momentary differential-reinforcement-of-other-behavior (VM DRO) schedules. Three individuals who had been diagnosed with mental retardation participated. Results of functional analyses indicated that their self-injurious behavior (SIB) was maintained by social-positive reinforcement. Two individuals participated in a two-stage comparative analysis within multielement and multiple baseline designs. Fixed-interval (FI) and variable-interval (VI) DRO were compared in the first stage; VI DRO and VM DRO were compared in the second. All three schedules effectively reduced the participants' SIB. Treatment for the 3rd individual was conducted in a reversal design to examine the effects of VM DRO when it was implemented in isolation, and results indicated that the procedure was effective in reducing SIB. These findings suggest that VM DRO schedules may represent attractive alternatives to traditional FI schedules because momentary schedules do not require continuous monitoring and may result in higher rates of reinforcement.

Findings from basic and applied research suggest that treatment with operant extinction may produce adverse side effects; two of these commonly noted are an increase in the frequency of the target response (extinction burst) and an increase in aggression (extinction-induced aggression). Although extinction is often used to treat problem behavior in clinical settings, few applied studies have examined the prevalence of these side effects or their possible attenuation with other operant procedures. An analysis of 41 data sets for individuals who received treatment for self-injurious behavior indicated that extinction bursts or increases in aggression occurred in nearly one half of the cases. The prevalence of bursting and aggression was substantially lower when extinction was implemented as part of a treatment package rather than as the sole intervention.