Sunday, 27 July 20252:55 - 4:10 PMHindley 3 |
Functional Reinforcement: An Extension of Slocum and Vollmer (2015) and Implications for Clinical Practice
Geoff Potter, Nicole McKillop, Matthew Spicer, Maria Noguera, & Rebecca L. Beights
Centre for Positive Behaviour Support (CPBS) Presenter: Nicole McKillop Abstract: Applied behaviour analysis (ABA) has an extensive history of contingent delivery of functional reinforcers within assessment to immediately “turn off” target behaviours (e.g., Iwata et al., 1982/1994; Sigafoos et al., 1995). Effects of functional reinforcement delivery are well documented in assessment literature, with results indicating resolution of episodes of target behaviour (Hanley et al., 2003; Warner et al., 2020). Despite this history and evidence within assessment, contingent delivery of the functional reinforcer is not widely used in intervention. Few studies have evaluated contingent use of functional reinforcement to decrease frequency and severity of target behaviours (e.g., Dowdy & Tincani, 2020; Slocum & Vollmer, 2015). The current paper presents a replication-extension of Slocum and Vollmer (2015) and challenges the fallacy that providing the functional reinforcer contingently increases future frequency and/or magnitude of the target behaviour. A multielement reversal design was used with three young participants (ages 4-7years) with primarily escape-maintained behaviour. Results show differential impact of functional reinforcer delivery on the frequency and episodic severity of task refusal behaviour across three alternating intervention conditions. Implications of the research extension and intervention design will be discussed. Recommendations for future clinical practice and applied research with functional reinforcement will be presented. Target Audience: Learning Objectives: At the conclusion of the presentation, participants will be able to
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When Fading Fails: Rethinking Reinforcement for Individuals with Attention Deficit Hyperactivity Disorder
Rebecca McLinden
Multicap Abstract: In Applied Behaviour Analysis (ABA), fading reinforcement is typically viewed as a natural next step after skill acquisition. However, for individuals with Attention-Deficit/Hyperactivity Disorder (ADHD), fading too quickly can lead to rapid skill loss and disengagement. This is not due to non-compliance or lack of motivation, but because their support needs have not been met (Patros et al., 2018; Wilson et al., 2016). This presentation is not based on original research but draws from contemporary literature, lived experience, and real-world clinical practice. It offers a practitioner-focused perspective on why reinforcement must remain a central, sustained element of support for ADHD'ers, rather than something to be systematically removed. Research highlights that immediate, consistent reinforcement is often essential to maintaining behaviour in this population, while delayed or intermittent reinforcement may lead to regression (Dovis et al., 2012; Rosch et al., 2015). The session will explore behavioural mechanisms that explain this reinforcement sensitivity and provide actionable strategies that prioritise long-term maintenance and generalisation. By reframing reinforcement as an ongoing necessity rather than a phase, practitioners can better support meaningful, lasting outcomes for neurodivergent learners. Objective: to identify that ongoing reinforcement strategies are required to support long-term behaviour maintenance in individuals with ADHD Target Audience: Behaviour Analysts, educators, behaviour support practicitioners and anybody supporting neurodivergent individuals. Learning Objectives: At the conclusion of the presentation, participants will be able to
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Addressing Extreme Demand Avoidance for a Young Person with Autism Spectrum Disorder, Social Anxiety and Attention-Deficit Hyperactivity Disorder
Ebony Dezius & Katherine Savidis
Unicorn Behaviour Abstract: Escape or avoidance of demands remains one of the core functions of severe problem behaviour. As such, addressing it is a broadly researched topic and many approaches have been proven effective. Despite this, many individuals who are diagnosed with Autism and/or Attention-Deficit Hyperactivity Disorder continue to display severe problem behaviour to escape or avoid challenging situations or aversive events. Recently, there have been increasing discussions among ABA professionals to determine whether “control” should be listed as a separate category of behavioural function, or whether “mand compliance” or “countercontrol” would better serve this purpose. Regardless, it is clear that there are some individuals whose behaviours appear to seek or maintain autonomy in decision-making within their environments, even if that “control” comes at the expense of gaining access to other reinforcers. For these individuals, traditional attempts to use contingent reinforcement and/or punishment may be ineffective or result in unwanted side effects, such as increased aggression or property damage. This case study aims to present the application of a selection of strategies that 1) decrease problem behaviours, 2) increase adaptive and desirable behaviours and 3) do not threaten the individual’s drive for autonomy and as such, reduces unwanted side effects. Results show an increase in therapeutic program participation, increased demand tolerance, a decrease in severe problem behaviour and generalisation to the school environment, resulting in both full-time attendance and active participation in all activities of learning across the school day. Target Audience: Behaviour analysts, Behaviour support practioners, and educators Learning Objectives: At the conclusion of this presentation, participants will be able to describe 3 strategies (non-contingent reinforcement, mand compliance and shaping) that can be used to reduce extreme demand avoidance behaviours in children with Autism or ADHD. |
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