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Direct linkSchieltz, Kelly M.; Wacker, David P.; Romani, Patrick W. – Journal of Behavioral Education, 2017
We evaluated the effects of providing positive reinforcement for task completion, signaled via the presence of a tangible item, on escape-maintained problem behavior displayed by three typically developing children during one-time 90-min outpatient evaluations. Brief functional analyses of problem behavior, conducted within a multielement design,…
Descriptors: Positive Reinforcement, Assignments, Program Effectiveness, Behavior Problems
Wacker, David P.; Schieltz, Kelly M.; Berg, Wendy K.; Harding, Jay W.; Padilla Dalmau, Yaniz C.; Lee, John F. – Education and Treatment of Children, 2017
This article describes the results of a series of studies that involved functional communication training (FCT) conducted in children's homes by their parents. The 103 children who participated were six years old or younger, had developmental delays, and engaged in destructive behaviors such as self-injury. The core procedures used in each study…
Descriptors: Parents as Teachers, Young Children, Developmental Delays, Behavior Problems
Schieltz, Kelly M.; Romani, Patrick W.; Wacker, David P.; Suess, Alyssa N.; Huang, Pei; Berg, Wendy K.; Lindgren, Scott D.; Kopelman, Todd G. – Remedial and Special Education, 2018
Functional communication training (FCT) is a widely used and effective function-based treatment for problem behavior. The purpose of this article is to present two cases in which FCT was unsuccessful in reducing the occurrence of problem behavior displayed by two young children with an autism spectrum disorder. Both children received the same…
Descriptors: Training, Communication Skills, Behavior Problems, Young Children
Wacker, David P.; Harding, Jay W.; Morgan, Theresa A.; Berg, Wendy K.; Schieltz, Kelly M.; Lee, John F.; Padilla, Yaniz C. – Psychological Record, 2013
Three children who displayed destructive behavior maintained by negative reinforcement received functional communication training (FCT). During FCT, the children were required to complete a demand and then to mand (touch a card attached to a microswitch, sign, or vocalize) to receive brief play breaks. Prior to and 1 to 3 times following the…
Descriptors: Behavior Modification, Negative Reinforcement, Behavior Problems, Young Children
Schieltz, Kelly M.; Wacker, David P.; Harding, Jay W.; Berg, Wendy K.; Lee, John F.; Padilla Dalmau, Yaniz C.; Mews, Jayme; Ibrahimovic, Muska – Journal of Behavioral Education, 2011
The purpose of this study was to evaluate the effects of functional communication training (FCT) on the occurrence of non-targeted disruptive behavior. The 10 participants were preschool-aged children with developmental disabilities who engaged in both destructive (property destruction, aggression, self-injury) and disruptive (hand flapping,…
Descriptors: Developmental Disabilities, Behavior Modification, Negative Reinforcement, Behavior Problems
Winborn-Kemmerer, Lisa; Wacker, David P.; Harding, Jay; Boelter, Eric; Berg, Wendy; Lee, John – Education and Treatment of Children, 2010
We conducted a three-phase study to evaluate the use of mands and the occurrence of problem behavior for 2 children with developmental disabilities. During Phase 1, a functional analysis identified the variables maintaining problem behavior. During Phase 2, functional communication training was implemented within a concurrent schedules design. The…
Descriptors: Behavior Problems, Topography, Developmental Disabilities, Functional Behavioral Assessment
Harding, Jay; Wacker, David P.; Berg, Wendy K.; Barretto, Anjali; Ringdahl, Joel – American Journal on Mental Retardation, 2005
We evaluated the influence of child location on the occurrence of self-injurious behavior (SIB) during functional analyses conducted in home settings. An initial functional analysis conducted with 2 children who had developmental disabilities showed undifferentiated patterns of SIB. Analyses of behavior during free play suggested that the child's…
Descriptors: Play, Developmental Disabilities, Self Destructive Behavior, Behavior Modification
Wacker, David P.; Berg, Wendy K.; Harding, Jay W.; Barretto, Anjali; Rankin, Barbara; Ganzer, Jed – Educational Psychology, 2005
We trained parents to conduct functional analyses (n = 25) and functional communication training (n = 23) in home settings over a four-year period with 25 young children who had developmental and behavioural disorders. For 12 of the children, pre-treatment (baseline) probes and post-treatment stimulus condition probes were conducted to assess…
Descriptors: Stimulus Generalization, Behavior Disorders, Developmental Disabilities, Young Children
