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The use of applied behavior analysis in traumatic brain injury rehabilitation
Published in Mark J. Ashley, David A. Hovda, Traumatic Brain Injury, 2017
Craig S. Persel, Chris H. Persel
Decrease chance of failure. Do not work above the patient’s level of ability. This will only lead to frustration and increase the chance of a behavioral episode. Try to keep the success rate above 80%. This ensures that the patient is challenged while at the same time feeling successful. A variation of this technique is known as behavioral momentum. This procedure involves presenting tasks with which the patient is likely to comply immediately before presenting tasks that are likely to be more problematic.184 This establishes a high rate of performance (and, we hope, reinforcement) just prior to more difficult tasks with the idea that compliance will be more likely to continue.
Dynamic assessment of augmentative and alternative communication application grid formats and communicative targets for children with autism spectrum disorder
Published in Augmentative and Alternative Communication, 2020
Cindy Gevarter, Mariah Groll, Erin Stone
Another consideration relates to the fact that exposure to simpler formats during dynamic assessment could have primed participants for success with more complex formats. If that were the case, however, that would provide further support for briefly probing lower-level formats prior to beginning instruction with more complex ones. This might take advantage of the principle of behavioral momentum, which suggests that individuals can acquire newer or more challenging skills by first reinforcing easier, known skills (Cooper et al., 2019). Procedural adaptions could also be considered in further replications. For instance, although the graduated hierarchy used in this study differentiated performance, other prompts (e.g., a verbal prompt such as “use the iPad”) could be considered. Replication with different AAC applications and display formats should be conducted. Assessments could probe beginning communicator displays that come standard in applications, or other modified displays such as Proloquo2Go’s progressive language levels. Additionally, rather than using a field-of-2 (where learners had a 50% chance of selecting an icon matched to an opportunity) a field-of-3 may have provided more information. Relative advantages or disadvantages of assessments with fewer or greater trials could also be evaluated.
Use of technology in facilitating remote caregiver training for token systems
Published in International Journal of Developmental Disabilities, 2020
Cheryl Davis, Faith Hendon, Kendra McDonald, Sam Blanco
In the first implementation phase, tokens were given on a fixed interval schedule of 30 s, provided the child was participating in the activity with the absence of predetermined problem behaviors (e.g. noncompliance in the form of vocal protest, physical protest, or no-response) at the end of each interval. Caregivers were instructed to begin the sessions with less aversive activities to build up behavioral momentum through successful responding and vocal praise paired with each token, followed by a 5-minute break of the child’s choice. The caregiver was instructed to prompt the child back to a specific activity with higher compliance likelihood to begin the next cycle, then alternate to a less-preferred or more difficult activity (such as homework), and ensure that the next break was offered on completion of the less-preferred activity. During activities, if the child exhibited undesirable behavior, the caregiver was instructed to pause the timer, facilitate appropriate communication, and redirect back to the task, using behavioral momentum techniques when necessary for more difficult tasks. Immediately upon successful redirection and compliance to the task, the timer resumed and the token with oral praise was given when the timer reached the 30-second alarm. If the child was engaged in problem behavior at the end of the interval, no token was delivered and the interval reset when the child complied to the directive to engage in the task.