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JOURNAL OF APPLIED BEHAVIOR ANALYSIS 2014, 47, 16–36 NUMBER 1 (SPRING)

PRODUCING MEANINGFUL IMPROVEMENTS IN PROBLEM


BEHAVIOR OF CHILDREN WITH AUTISM VIA SYNTHESIZED
ANALYSES AND TREATMENTS
GREGORY P. HANLEY, C. SANDY JIN, NICHOLAS R. VANSELOW, AND
LAURA A. HANRATTY
WESTERN NEW ENGLAND UNIVERSITY

Problem behaviors like self-injury, aggression, or disruption will likely require intervention at some
point in the life of a person diagnosed with autism. Behavioral intervention has been proven to be
effective for addressing these problems, especially when a functional assessment is conducted.
Comprehensive treatment for problem behavior is, however, often fractured across studies,
resulting in a dearth of studies that show socially validated improvements in these problem
behaviors or illustrate the assessment and treatment process from start to finish. In this article, we
describe an effective, comprehensive, and parent-validated functional assessment and treatment
process for the severe problem behaviors of 3 children with autism. After an 8- to 14-week
outpatient clinic consultation, no problem behavior was observed at the clinic and in the home.
Furthermore, behavior that did not occur during baseline (e.g., functional communication, delay
and denial tolerance, and compliance with instructions) occurred with regularity.
Key words: autism, compliance, delay tolerance, functional analysis, open-ended interviews,
functional communication, severe problem behavior, social validity

About 1 in 50 children have been identified as 1994) and meta-analyses (Kahng, Iwata, &
having an autism spectrum disorder (Blumberg Lewin, 2002; Scotti, Evans, Meyer, & Walker,
et al., 2013). There is no biological determina- 1991) provide robust evidence to support the
tion of autism; however, the behavioral symp- short-term efficacy of behavioral intervention, in
toms are typically apparent before 3 years of age. general, and function-based treatments, in
Autism is characterized by impairments in social particular, for self-injury, aggression, and disrup-
interaction and communication and by restric- tion. For example, Campbell (2003) conducted a
ted, repetitive, or stereotyped patterns of behav- meta-analysis that showed the short-term posi-
ior (Blumberg et al., 2013). Children with tive effects of behavioral intervention for these
autism often display additional problem behav- problem behaviors among persons with autism.
iors such as self-injurious behavior (SIB), Campbell also found that larger reductions in
aggression, disruption, extreme emotional out- problem behavior were evident when the
bursts, or sleep disturbance (Dominick, Ornstein treatment was based on a functional assessment;
Davis, Lainhart, Tager-Flusberg, & Folstein, even larger reductions were apparent when a
2007; Murphy, Healy, & Leader, 2009). functional analysis was part of the functional
Single-subject analyses (Carr & Durand, assessment process (see also Betz & Fisher,
1985; Iwata, Pace, Cowdery, & Miltenberger, 2011).
Functional assessment is a general process
aimed at identification of the variables that
Sandy Jin is currently at Eastern Connecticut State influence problem behavior before treatment.
University, and Nicholas Vanselow is currently at Salve
Regina University. The functional assessment usually involves some
Correspondence can be directed to Gregory P. Hanley, sort of combination of indirect assessment (e.g.,
Department of Psychology, Western New England Univer- interviews), descriptive assessment, and functional
sity, 1215 Wilbraham Road, Springfield, Massachusetts
01119 (e-mail: ghanley@wne.edu). analysis (Iwata & Dozier, 2008). Descriptive
doi: 10.1002/jaba.106 assessment entails observation and measurement

16
SEVERE PROBLEM BEHAVIOR 17

of the problem behavior and the context in condition did not. This test–control analysis
which the behavior occurs. By contrast, functional was presented as an alternative to the standard-
analysis consists of observation and measurement ized, comprehensive functional analysis (Iwata,
of problem behavior in at least two contexts, each Dorsey, Slifer, Bauman, & Richman, 1982/
distinctly designed so that the variables suspected 1994), which typically involves multiple test
of influencing problem behavior are conspi- conditions that evaluate generic contingencies
cuously present in the test condition and absent and a single control condition that varies from
in the control condition (Hanley, Iwata, & the test conditions in multiple ways. Hanley also
McCord, 2003). argued against the use of closed-ended indirect
Functional analyses of problem behavior are assessments (e.g., rating scales) and formal
prominent in the behavioral assessment litera- descriptive assessments due to recurrent prob-
ture, having appeared in at least 435 studies lems with measurement reliability for the former
through 2012 with at least 117 involving persons and the predictive validity of both (Iwata,
with autism (Beavers, Iwata, & Lerman, 2013; DeLeon, & Roscoe, 2013; Newton & Sturmey,
Hanley et al., 2003). Functional analysis research 1991; Nicholson, Konstantinidi, & Furniss,
often focuses on detection and evaluation of the 2006; Shogren & Rojahn, 2003; St. Peter
impact of single variables, and as a result, useful et al., 2005; Thompson & Iwata, 2007; Zarcone,
technologies relevant to effective assessment and Rodgers, Iwata, Rourke, & Dorsey, 1991).
treatment of problem behaviors associated with We applied the functional assessment model
autism are often fractured across studies. In fact, described by Hanley (2010, 2011, 2012) in the
few, if any, individual studies have illustrated the current study to address the severe problem
assessment and treatment process from start to behavior of three children who had been diag-
finish, a comprehensiveness required for produc- nosed with autism. Our purpose was to demon-
ing socially valid improvements in SIB, aggres- strate the utility of the model in an outpatient
sion, or disruption in children with autism. In clinic with the first three families who attended
addition, there is considerable variability in the the clinic by implementing, generalizing, and
manner in which functional assessments are socially validating the treatments designed from
conducted, the speed and success of the initial the results of the interview-informed analyses.
analysis in detecting a function of problem Single-subject designs demonstrated the influ-
behavior, and the extent to which types of ence of the separate treatment components that
indirect and descriptive assessments are used in were progressively synthesized to produce socially
the functional assessment process (Beavers et al., valid outcomes for participating families.
2013; Hagopian, Rooker, Jessel, & DeLeon,
2013; Hanley et al., 2003).
METHOD
Hanley (2010, 2011, 2012) recently described
a particular functional assessment process that Participants
was intended to increase its efficiency while The three participating families learned of the
preserving its scientific rigor. He emphasized university-based outpatient clinic through their
starting with an open-ended interview to identify local pediatrician’s office. Services were provided
the type of contingencies that may influence without charge as part of the research and
problem behavior. The interview results were training mission of the university. All children
then used to design individualized and intimately engaged in episodes of problem behavior multi-
matched test–control analyses that differed only ple times each day and had been receiving
in that the test condition included the putative behavior-analytic services for at least 1 year prior
reinforcement contingency and the control to being served in our clinic. Gail was a 3-year-
18 GREGORY P. HANLEY et al.

old girl with pervasive developmental disorder avoid problem behavior (e.g., purchasing movies,
not otherwise specified, Dale was an 11-year-old games, and particular foods). The intensity of
boy with autism, and Bob was an 8-year-old boy problem behavior had resulted in the termina-
with autism. All children could follow multistep tion of several home-based behavioral support
vocal instructions (but usually did not do so), services prior to this study.
imitate, and speak in short sentences. Dale and Bob was reported to have trouble regulating
Bob attended specialized classrooms in public his emotions when parents or teachers said “no”
schools and received one-on-one paraprofes- and when there was some loss of control in his
sional support. Both were included in regular environment. He was reported to often have a
classrooms with paraprofessional support for “meltdown” (i.e., screaming and aggression)
about 1 hr each day. Gail was receiving speech when parents took away his iPad or interrupted
language services at the time of her evaluation. his games on the iPad or other electronic devices.
Parents reported that their children exhibited Meltdowns also occurred when teachers cor-
problem behavior when they could not have rected his math work or instructed him to
their way and that the form, intensity, and transition to a nonpreferred (nonmath) academic
duration of the problem behavior were highly task. Parents and teachers had gone to great
disproportionate with the situation. The goal of lengths to accommodate Bob’s preferences, but
treatment for all three children was to reduce his meltdowns reportedly occurred multiple
problem behavior and increase the amount of times per day. Bob had physically injured
time they would comply with adult instructions children and adults in both the home and at
and accommodate others’ preferences. school. Parents reported that they had not taken
Gail reportedly had difficulty when her Bob out of the house to anywhere but school
mother asked her to clean up her toys or play (i.e., no restaurants or family day trips) for over
independently while her mother was working on 2 years due to the frequency of, and risks
other tasks. For example, when her mother associated with, his meltdowns.
attempted to cook dinner or clean the house,
Gail screamed, cried, and hit her mother or her Setting
sister. Gail’s mother frequently repeated instruc- All functional analysis and treatment sessions
tions to “go play” or to “wait a bit,” but problem were conducted in therapy rooms (4 m by 3 m)
behavior persisted for long periods (i.e., from with one-way observation panels and audio-
minutes to hours). It was reported that Gail video equipment located in the psychology
frequently controlled the activities of the house- department of a university. All session rooms
hold with her problem behavior. contained a table, two chairs, and other materials
Dale reportedly had trouble tolerating periods relevant to ongoing observations. Due to the
of time when adults did not honor his requests nature of some of Dale’s requests, some of his
for items or idiosyncratic activities. Parents also sessions were also conducted in a computer lab,
reported that his problem behavior reliably hallway, and classrooms in the psychology
occurred when adults interrupted his ongoing department. The classroom was equipped with
activity (e.g., watching movies or wandering a computer and overhead projector that could
through the house) with an instruction to do play DVDs that the family brought to sessions.
something else. Parents accommodated as many Visits to the clinic occurred 3 to 4 days per week
of Dale’s requests as possible and rarely and lasted about 1 hr. Sessions were conducted
instructed him to engage in any adult-led three to six times per visit. Session duration for
activities. Parents also reported spending a lot Gail was 5 min throughout the analysis, treat-
of money to accommodate his preferences and to ment, and treatment extension. Session duration
SEVERE PROBLEM BEHAVIOR 19

for Dale was 5 min and increased to 10 min child stopped what he or she was doing, oriented
approximately halfway through his assessment. toward the adult, and said “okay.” Independent
Session duration for Bob was 4 min and FCRs and tolerance responses were recorded
increased to 6 min approximately halfway when the correct phrasing was emitted with
through his assessment. Gail’s treatment exten- appropriate tone and volume. FCRs and toler-
sion sessions began in the home. Treatment ance responses were considered to be prompted if
extension sessions for Dale and Bob began in the the analyst or parent provided a vocal model of
session rooms and other areas around the all or any part of the response before the child
psychology department and outside the building independently emitted the complete response
(e.g., walking to the car in the parking lot). correctly (e.g., “Excuse me, may I have my way
Eventually, treatment for all children was please?”). Only independent responses are plot-
implemented in various locations in the partic- ted on the figures.
ipants’ homes (e.g., kitchen, bedroom, etc.). The percentage of session with reinforcement
was calculated by dividing the duration of
Measurement reinforcement time by the session duration.
Trained observers collected data using soft- Reinforcement duration included all of the
ware on small laptops. Data were collected session time in which the participant had access
during continuous 10-s intervals and were to the reinforcer identified in the functional
summarized as number of responses per minute analysis. For Gail, reinforcement duration was
or percentage of session. Data were collected on scored when she was allowed access to both toys
the number of problem behaviors, functional and her mother’s attention. For Dale, reinforce-
communicative responses (FCRs), tolerance ment duration was scored when the analyst or
responses, and reinforcement duration. Data parent removed demands, provided access to the
were also collected on the duration and type of preferred activity, and honored his request for
instructions and compliance to the instructions. idiosyncratic reinforcers (e.g., sitting in a
Problem behavior for all participants included particular place, changing the movie). For Bob,
loud vocalizations (e.g., shouting, screaming, or reinforcement duration was scored when the
yelling), disruption (e.g., throwing items or analyst or parent allowed Bob to play with the
tearing homework sheets), and aggression (e.g., iPad or solve the math problems his way.
head butting, hitting, grabbing, spitting, or Observers began recording the duration of a
punching). Observers scored two types of particular type of demand as soon as that
FCRs, simple and complex, that varied slightly demand was given and stopped recording when
for each participant based on their language another type of demand was given or the
abilities and the reinforcers that maintained their reinforcer was delivered. Observers scored com-
problem behavior. Gail’s simple communication pliance with demands when the participant
response was “toys, please.” Dale and Bob’s actively responded to or oriented toward task
simple communication response was “my way, materials, toys, or other activities as instructed by
please.” The complex response required the the analyst or parent without problem behavior,
participant to say “excuse me” and then wait refusal (e.g., “no” or “I don’t want to”), or
for adult acknowledgment before engaging in a physical guidance to complete an activity.
longer FCR. Gail was required to say, “May I Compliance continued to be scored between
have toys, please?” “Will you play with me?” or instructions if the child continued to behave in
“May I have —, please?” Bob’s and Dale’s this manner. For example, the analyst might take
complex FCR was “May I have my way, please?” time between instructions to erase the board
Tolerance responses were scored anytime the and draft a new math problem; compliance
20 GREGORY P. HANLEY et al.

continued to be scored during this time if the questions about the participants’ current abilities
child remained at the board and did not engage (e.g., “Describe your child’s language abilities”
in problem behavior. The percentage of compli- and “Describe your child’s play skills and
ance with each type of demand was calculated by preferred toys or leisure activities”), problem
dividing the duration of compliance with the behavior (e.g., “What are the problem behav-
demand by the total duration during which the iors?” and “What is the single most concerning
demand was given. problem behavior?”), contexts in which problem
Interobserver agreement was assessed by having behavior is likely to occur (e.g., “Under what
a second observer collect data on all target beha- conditions or situations are the problem behav-
viors simultaneously but independently during at iors most likely to occur?”), and parents’ responses
least 20% of each condition for all participants. to problem behavior (e.g., “What do you do to
Observers’ records were compared on an interval- calm you child down during a meltdown?”).
by-interval basis, and agreement percentages were Questions were sometimes individualized as the
calculated by dividing the smaller number of open-ended interview progressed based on the
responses or duration (in seconds) in each interval content of the parents’ responses. During the 15-
by the larger number. If both observers scored to 30-min observation, the analyst noted the
zero, the interval was scored as 100% agreement. language ability of the child and any problem
Quotients were then averaged and converted to a behavior that occurred while the analyst inter-
percentage. Interobserver agreement averaged acted with the child. The analyst initially sat and
99% (range, 80% to 100%) for Gail, 98% made him- or herself available to the child and
(range, 82% to 100%) for Dale, and 98% (range, then provided and removed toys, attention, and
73% to 100%) for Bob. activities as well as instructions during the
observation.
Design A functional analysis, informed by the results
A multielement design was used to compare of the interview and observation, was then
the test and control conditions of the functional conducted to test the apparent reinforcement
analysis, and a reversal design was used to contingencies. Functional analyses involved al-
compare parent- and therapist- implemented ternating between a test and a control condition
analyses (Gail only). The design for the (or for Gail and Bob, a series of test and control
treatment analyses followed the logic of a conditions). During each control condition,
changing-criterion design. Functional control which was always conducted first, the putative
was demonstrated by showing that levels of reinforcers were available throughout the session.
problem behavior and alternative responses During each test condition, the putative rein-
closely corresponded, in the predicted direction, forcers were removed every 30 s and were only
to four successive changes in reinforcement returned contingent on problem behavior. The
contingencies for those responses. same materials were always available across each
corresponding test and control condition, and
Functional Assessment reinforcers that were not part of the suspected
An open-ended functional assessment inter- controlling contingency were available noncon-
view with the participants’ parents (see Appendix tingently in both the test and control conditions.
in Hanley, 2012) followed by, or concurrent with, Therefore, the only difference between test and
a brief observation of the child was arranged to control conditions was the suspected reinforce-
discover potential factors that may influence ment contingency.
problem behavior. The open-ended interview Gail. Results of the interview and brief
lasted between 30 and 45 min and included observation suggested that problem behavior
SEVERE PROBLEM BEHAVIOR 21

was evoked when adult attention was diverted or analyst remained at the table and did not interact
when preferred activities were removed and that with Gail while she played with the toys.
contingent access to adult attention, preferred Dale. Results of the open-ended interview
activities, or both, reinforced Gail’s problem and brief observation suggested that Dale’s
behavior. Both attention and tangible reinforce- problem behavior was evoked by an adult’s
ment contingencies were simultaneously evalu- interruption of activities that were initiated by
ated first. In the synthesized tangible and Dale or when his requests were denied, and that
attention control condition, both tangible items terminating adult instructions, regaining access
(e.g., dolls, dress-up clothes, picture books, and to his activity, or having his requests honored
puzzles) and adult attention were available were maintaining Dale’s problem behaviors. In
throughout the entire session, and no instruc- the control condition, he was given uninterrupt-
tions were provided. In the synthesized tangible ed access to the activities of his choosing (e.g.,
and attention test condition, both were removed watching movies, playing on a computer, talking
at the beginning of the session, and both were about preferred topics), no demands were made,
returned contingent on problem behavior for and the analyst honored all reasonable requests.
30 s. A control session was conducted first; test Reasonable requests were those that could be
and control sessions were then alternately granted in the space provided and with accessible
conducted. The analyst and mother also alter- materials (e.g., changing the movie in the DVD
nated implementation of the test and control player); unreasonable requests were those that
conditions. The analyst was present in the were impossible to grant at the time (e.g., asking
room when the mother implemented the to go to a movie theater, asking to buy a new toy)
sessions and provided coaching on implementa- or those that created a nuisance for others if
tion as needed. granted (e.g., providing access to the laptop and
Attention and tangible reinforcement contin- projector in a classroom occupied by a graduate
gencies were also analyzed in isolation. The seminar). In the test condition, the analyst
control condition was as described above: The interrupted the ongoing activity initiated by
analyst or mother provided attention throughout Dale and instructed him to complete homework
the session, and tangible items were continuously (e.g., math worksheets, writing and reading
available (no instructions were provided). In the assignments). A three-step prompting hierarchy
attention test condition, Gail was allowed to was used to promote compliance with the
access a variety of preferred toys (e.g., dolls, homework-related instructions. The analyst
dress-up clothes, and puzzles); however, at the delivered praise if Dale complied with instruc-
beginning of the session, the analyst or mother tions, but the occurrence of problem behavior
removed attention by turning away from Gail resulted in the removal of demands, reaccess to
and working on another task (Gail could the activity Dale originally initiated, and the
continue to play with the available toys in the analyst complying with his reasonable requests.
absence of adult interaction). Attention was Contingencies involving attention, escape, tangi-
returned for 30 s immediately following problem ble items, or compliance with his requests were
behavior. not evaluated in isolation because the interview
In the tangible test condition, Gail was placed suggested that they often occurred simultaneous-
at a table away from tangible items; however, the ly. Only synthesized contingencies were analyzed
analyst or parent was at the table with Gail and with Bob for similar reasons.
provided attention. Gail was allowed to leave the Bob. The results of the interview and brief
table and play with the toys for 30 s contingent observation suggested that Bob’s problem behav-
on problem behavior; however, the parent or ior was evoked by an adult’s interruption and
22 GREGORY P. HANLEY et al.

redirection of his play with his iPad or interrup- 30 s to play his way with the iPad or work on his
tion and correction of his math work, and that math workbooks.
regaining access to his way of interacting with his
iPad or math work were maintaining Bob’s Treatment
problem behavior. It is important to note that Treatment for all children included (a)
Bob was very skilled with both math and with teaching a simple FCR to replace problem
most of the applications on his iPad. Two behavior (Carr & Durand, 1985), (b) increasing
contexts defined by the activity, iPad or math the complexity and developmental appropriate-
workbooks, were arranged as separate analyses. ness of the FCR, (c) introducing delays and
In the control conditions for both analyses, Bob denials from an adult and teaching a specific
was allowed his way of playing with the iPad or response to cues of reinforcement denial and
solving the math problems throughout the delay, (d) chaining simple responses during
session. An adult was present and commented denial- and delay-tolerance training, (e) chaining
on his activity but did not interrupt, redirect, or more difficult responses during denial- and
correct him. In the test conditions, the analyst or delay-tolerance training, and (f ) extending the
the parent either interrupted and redirected treatment to ecologically relevant situations (see
Bob’s iPad play (e.g., requested that he turn off Table 1).
the open application and open a different Baseline. The test condition sessions from the
application) or interrupted, redirected, or cor- differentiated functional analyses were used as
rected his math work. The iPad was not available the baselines for the treatment process with all
during sessions with the math materials, and children.
math materials were not available during sessions Simple FCT. Immediately before the simple
with the iPad. When problem behavior occurred, FCT sessions, the analyst taught each child a
the analyst immediately stopped the interrup- simple FCR using behavior skills training (BST;
tion, redirection, or correction and allowed Bob instructions, modeling, role play, and feedback).

Table 1
Steps for Addressing Severe Problem Behavior and the Time Expended and Extrapolated Costs

Participants
Gail Dale Bob Average
a b
Steps Visits Cost Visits Cost Visits Cost Visits Cost

Interview 1 200 1 200 1 200 1 200
Functional analysis 4 800 0.8 160 2.2 440 2.3 460
Functional communication training 1 200 2.7 540 2.3 460 2 400
Complex FCT 2 400 1 200 4.3 860 2.4 480
Tolerance response training 7 1,400 1.5 300 5.2 1,040 4.6 920
Easy response chaining 2 400 4.8 960 1 200 2.6 520
Difficult response chaining 3 600 11.2 2,240 2 400 5.4 1,080
Treatment extension 2 400 9 1,800 9 1,800 6.7 1,340
Total 22 4,400 32 6,400 27 5,400 27 5,400
Supervision meetingsc 16 1,000 28 1,750 16 1,000 20 1,250
Report writing and planningd 4 500 4 500 4 500 4 500
Grand total 5,900 8,650 6,900 7,150
a
Each family visit lasted 1 hr; lead BCBA and BCaBA were present at each visit.
b
Cost is in US dollars; hourly rate of supervising and lead BCBA was $125; hourly rate of BCaBA was $75.
c
Supervision meetings between supervising and lead BCBA lasted 30 min and occurred approximately twice per week.
d
Report writing and planning periods required 1 hr and occurred after each step noted by an asterisk.
SEVERE PROBLEM BEHAVIOR 23

Gail was taught to say “toys, please” to access toys the reinforcer. After the adult denied access to
and attention. Bob and Dale were taught to say the reinforcer, subsequent problem behavior
“my way, please” to terminate adult instructions produced the reinforcer. This condition was
(corrections, etc.) and regain access to preferred designed to emulate conditions under which
activities (and preferred ways of interacting with parents reported to give in after telling their child
activities for Bob and having requests honored “no” in order to prevent escalation of problem
for Dale). If the child did not engage in the behavior. This condition also served to show that
response within 5 s, the adult verbally prompted the reinforcement contingency determined from
the response by saying, “say —.” Problem the functional assessment process was still
behavior no longer resulted in reinforcement controlling problem behavior.
(i.e., extinction was programmed). If the FCR Delay- and denial-tolerance training. In this
was closely preceded by problem behavior, the condition, as in the previous, two of every five
adult did not provide access to the reinforcer FCRs resulted in immediate reinforcement, and
(i.e., the adult ensured that at least 5 s elapsed three of every five FCRs resulted in a delay or
between the occurrence of problem behavior and denial response from the analyst or parent. All
the FCR; this was exclusively relevant to Dale). problem behavior was placed on extinction.
Complex FCT. After the child emitted inde- Using BST, the analyst taught the child a specific
pendent FCRs for at least two sessions, the adult response to the denial cue which was to take a
attempted to increase the complexity of the breath and say “okay” while orienting toward the
response. The complex FCR consisted of adult when the adult said “no” (or other terms
teaching the child to say “excuse me” slowly that signaled a delay or denial of the requested
and softly while making eye contact with an reinforcer). The requested reinforcer was initially
adult, and then waiting for an adult to provided immediately after the child emitted this
acknowledge them before emitting a more tolerance response. The delay to reinforcement
developmentally appropriate FCR. The child was then gradually increased by requiring Gail to
was taught to say “May I have —, please?” slowly engage in an alternative and less preferred activity
and softly to request access to the reinforcers. If (i.e., she was directed to play alone and with less
the child did not engage in the appropriate FCR preferred toys), requiring Bob to tolerate redirec-
within 5 s, a verbal prompt, an expectant look, or tion or correction and comply with any adult
both were provided. The analyst withheld access instructions, and requiring Dale to comply with
to the reinforcers if problem behavior occurred. adult instructions. Delays were gradually in-
Delay and denial baseline. After the child creased until each child accommodated adult
acquired the complex FCR and problem behav- directives for approximately 67% of the session
ior remained at low levels, the adult introduced (i.e., the child spent at least 67% of the session in
denials by saying “no” or some variant (e.g., “not the less preferred activities without access to the
now,” “later”) after 60% of the FCRs (three of reinforcers that maintained their problem behav-
every five FCRs produced the denial response ior). The delay was increased only when the FCR
from the adult; the remaining two produced was independent and when the rate of problem
reinforcement). In addition, if problem behavior behavior was zero. It is also important to note
(rather than another FCR) followed the denial, that initially, the adult required little behavior
the adult then delivered the reinforcer contingent from their child (Gail) or provided only a few
on problem behavior. In other words, during the simple and brief instructions (Dale and Bob). We
delay and denial baseline, problem behavior refer to these as Level 1 instructions; these
remained on extinction until the child emitted included simple motor instructions for Gail and
the complex FCR and the adult denied access to Dale or a brief (2 to 30 s) requirement to engage
24 GREGORY P. HANLEY et al.

in less preferred activities for Bob and Gail. The typical of the home environment (e.g., eating
complexity and duration of the play requirement dinner, cleaning up toys, and completing
or instructional periods were gradually increased homework) that had been described as being
during this phase to produce long chains of the most troublesome during the initial
developmentally appropriate responding that interview.
yielded the functional reinforcer. Level 2
instructions involved simple academic tasks and Social Validity
transitions for Gail and Dale and a longer To assess whether the functional assessment
duration of engagement in less preferred activi- and treatment process was acceptable and
ties for Bob and Gail (45 to 90 s). Level 3 resulted in socially meaningful outcomes for
instructions were introduced last and involved the participating families, parents were given a
alternate play, self-help activities (e.g., washing questionnaire at the end of the treatment. We
hands), and developmentally appropriate and asked parents four questions about the extent to
challenging preacademic (Gail) or academic tasks which they (a) found the assessment acceptable,
(e.g., math and reading comprehension for Dale) (b) found the treatment procedures acceptable,
or extended engagement in less and nonpreferred (c) were satisfied with amount of improvement
activities (e.g., transitioning, meals for Bob). observed in problem behavior, and (d) were
Approximately halfway through delay- and satisfied with the overall helpfulness of consulta-
denial-tolerance training, enhanced differential tion. We also asked the parents about their
reinforcement was introduced with Dale due to comfort levels with presenting the situation
some persistence of problem behavior during reported to evoke problem behavior before and
delays. If Dale engaged in no problem behavior after the transfer of the treatment to their homes
during the delay and complied with instructions (e.g., comfort level in removing electronic
without requiring physical guidance to complete devices, telling the child “no,” interrupting the
an activity, the analyst provided a longer child’s preferred activity, and telling them to do
reinforcement period (3 min) with high-quality homework or other nonpreferred activities).
reinforcers (e.g., preferred movies, snack foods,
and high-quality attention). Any problem be-
RESULTS
havior or noncompliance during the delay
resulted in a relatively brief reinforcement period Functional Assessments
(30 s) with lower quality reinforcers (e.g., a The interview resulted in the hypotheses that
movie with no snack). Gail’s problem behavior was maintained by social
Treatment extension. To evaluate the practical- positive reinforcement in the form of adult
ity and generality of the treatment, the interven- attention, tangible items, or both. When both
tion was extended outside the therapy rooms to tangible items and adult attention were provided
more relevant situations. The manner in which contingent on Gail’s problem behavior by the
treatment was extended differed slightly for each analyst (Figure 1, left), undifferentiated analyses
child according to their parents’ initial goals. In were obtained. Differentiation between the test
most cases, parents (or the teacher for Bob) were and control conditions was, however, obtained
taught to implement the session contingencies when Gail’s mother implemented the condi-
in the session room first. The parents then were tions. The effect of the implementer was then
coached on implementation of the treatment in replicated. When the independent effects of the
various areas of the outpatient clinic. The analyst tangible and attention reinforcement contingen-
then went to the child’s home and coached the cies were assessed, neither appeared to influence
parents to implement the treatment during tasks problem behavior, despite Gail contacting each
SEVERE PROBLEM BEHAVIOR 25

4 6 6

st
st

st

st
r

st

aly
the

the
aly

aly

aly

aly
5 5

An
Mo

Mo
An

An

An

An
3
4 4
Escape /
2 Tangible / 3 Tangible / 3
Attention Attention / Escape /
Request compliance Tangible
Problem Behavior per minute

2 2
1
Gail 1 Dale 1 Bob
(iPad context)
0 0 0
1 2 3 4 5
4
3
Sessions 14
Escape /
Test
2 Tangible Control 12 Tangible
1 10
0
8

4 6
3
4
2 Attention
2 Bob
1 (math context)
0 0
2 4 6 8 10 12 14 1 2 3 4 5

Sessions Sessions

Figure 1. Interview-informed functional analyses for all three participants. The contingencies assessed with each child
are noted in italics.

contingency. The results of the functional preferred activities, adult attention, and having
assessment process with Gail showed that her his reasonable requests granted, we observed
problem behavior was sensitive to the combina- relatively high rates of problem behavior. Results
tion of tangible items and attention as reinforce- of the functional assessment process showed that
ment when provided by her mother. his problem behavior was probably maintained
Parents reported during the interview that by multiple social positive and negative rein-
Dale’s problem behavior occurred primarily forcement contingencies. Speaking loosely, it
when he was interrupted from preferred activities appeared that his problem behavior was main-
or when his requests were not reinforced. tained by access to “his way,” which was usually
Problem behavior was observed at zero or near- specified by Dale either before or after engaging
zero rates when he was allowed to engage in problem behavior (cf. Bowman, Fisher,
without interruption in preferred activities and Thompson, & Piazza, 1997).
when his reasonable requests were granted Parents reported that Bob’s problem behavior
during his control condition (Figure 1, top occurred whenever someone attempted to
right). When his problem behavior yielded prompt him to engage his electronic devices or
escape from adult instructions and access to assigned math problems in a different way than
26 GREGORY P. HANLEY et al.

that which he was doing. Problem behavior was reinforcement gradually decreased (i.e., Gail
observed exclusively in the test sessions (Figure 1, played without her mother and with less
middle and bottom right), which is when his preferred toys for longer periods of time), and
problem behavior terminated interruptions and (d) compliance with the mother’s instructions
allowed him to regain access to his way with the occurred at high levels despite the gradual
iPad or math workbook. As with Dale, Bob’s introduction of more challenging instructions
problem behavior appeared to be maintained (e.g., playing alone). Some small variability in all
by access to his way, or more technically, responses was observed as the treatment was
maintained by the termination of adult interrup- extended to different contexts; nevertheless,
tion and prompting (social negative reinforce- when the evaluation was terminated, Gail’s
ment), access to his self-directed activity with his problem behavior was at zero and her complex
iPad or math workbook (positive reinforcement; FCRs, tolerance responses, and compliance
cf. Fisher, Adelinis, Thompson, Worsdell, & persisted despite the fact that her requests were
Zarcone, 1998), or some combination. honored only about half the time, the amount of
reinforcement time was routinely less than 50%,
Comprehensive Treatment Evaluations and her mother placed difficult demands on her
The test conditions of the functional analyses to play independently and with nonpreferred
served as the baselines from which to evaluate the activities. Control of the treatment was evident
effects of teaching FCT and delay-tolerance skills via the return of problem behavior in the denial
with all three children (see Figures 2, 3, and 4). baseline and by the fact that the social skills
FCT resulted in immediate elimination of emerged when and only when the reinforcement
problem behavior for Gail and acquisition of contingency was assigned to those responses.
the simple FCR of “play with me.” Five sessions The results obtained with Gail were systemat-
were required for the complex FCR to begin to ically replicated with Dale. The main differences
occur independently. At this point, when toys were (a) slightly more variability in problem
and attention were removed by her mother, Gail behavior for Dale than that observed for Gail
obtained her mother’s attention by saying prior to the treatment extension phase of the
“excuse me.” After being acknowledged by her evaluation, (b) more time spent on the gradual
mother, Gail would then say “May I have toys, introduction of more challenging situations
please?” or some variation. The denial baseline during the delay, and (c) less variability in
resulted in reemergence of problem behavior and problem behavior during the treatment exten-
some emotional responding (the latter is not sion phase. The variability in problem behavior
depicted in the figure). was probably a function of not being able to
In denial- and delay-tolerance training, prob- reinforce all his requests during the reinforce-
lem behavior returned to near-zero levels while ment interval in the initial treatment phases,
complex FCRs and tolerance responses persisted. because some of his requests were unreasonable.
Gail’s mother then added in instructions to either The extended time during delay-tolerance train-
play independently with nonpreferred toys or to ing was primarily due to the greater amount of
complete nonpreferred tasks when complex developmentally advanced behaviors that needed
FCRs yielded delays or denials. As additional to be introduced, given his age and parental
responses were being chained to the tolerance expectations. Multiple consecutive sessions with
response or longer periods of independent play zero levels of problem behavior towards the end
was required, (a) problem behavior remained at of the evaluation were probably a function of the
near-zero levels, (b) complex FCRs and tolerance qualitative difference in the type of reinforcers
responses persisted, (c) the amount of time with available for him to request which depended on
SEVERE PROBLEM BEHAVIOR 27

Denial
BL FCT + EXT BL Denial and Delay Tolerance Training
3.0

Complex FCR
Simple FCR
Problem Behavior
per minute 2.5
2.0
1.5
Response Chaining Treatment Extension
1.0
0.5
0.0
2.0
Simple FCR

1.5
per minute

1.0

0.5

0.0

2.0
Complex FCR
per minute

1.5

1.0

0.5

0.0
2.0
Tolerance Response

1.5
per minute

1.0

0.5

0.0
100
Reinforcement

75
Gail
(%)

50

25

0
100
Instructions (%)
Response to

75
Noncomp.
Compliance
50 1 2 3
Levels
25

0
5 10 15 20 25 30 35 40 45 50 55 60 65 70
Sessions

2 3 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
Visits
12/13
12/14
1/18

1/21

1/22

1/25

1/29

2/12

2/15

2/18

2/19

2/20
2/1
2/4

2/5

2/6

3/1

3/2

3/8

Calendar Days (2012-2013)

Figure 2. Treatment analysis for Gail. FCT þ EXT ¼ functional communication training and extinction.
28 GREGORY P. HANLEY et al.

Denial
BL FCT + EXT BL Denial and Delay Tolerance Training
14

Complex FCR
Simple FCR
Problem Behavior

12
Response Chaining
per minute

10
8
6
4 Treatment Extension
2
0
4
Simple FCR

3
per minute

0
2.0
Complex FCR

1.5
per minute

1.0

0.5

0.0
2.0
Tolerance Response

1.5
per minute

1.0

0.5

0.0
100
Reinforcement

75
(%)

50 Dale

25

0
100
Instructions (%)
Response to

75
Noncomp.
Compliance
50 1 2 3
Levels
25

0
10 20 30 40 50 60 70 80 90 100
Sessions

2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 3031 32
Visits
1/24

1/25

1/30

1/31

2/12
2/15
2/22
2/26
2/28

3/13
3/20
3/24
3/27
3/29

4/10
4/11
4/12
4/19
4/24
4/26
2/1

2/5

2/6

3/1
3/5
3/6
3/8

4/2
4/3
4/5

5/2

Calendar Days (2013)

Figure 3. Treatment analysis for Dale.


SEVERE PROBLEM BEHAVIOR 29

Denial
BL FCT + EXT BL Denial and Delay Tolerance Training
10 Simple FCR Complex FCR 100

8 Response Chaining 80

6 60
Treatment Extension
4 40

Reinforcement (%)
Problem Behavior

2 20
iPad
per minute

0 0
10 100

8 Response Chaining 80

6 60

4 Treatment Extension 40

2 20
Math
0 0
4

3 Tolerance Response
Complex FCR
2 Simple FCR
iPad
1
per minute
Responses

2
Math
1 Bob

0
100

80

60

40
Instructions (%)

20
Response to

iPad
0
100

80
Noncomp.
60 Compliance
1 2 3
40 Levels
20
Math
0
10 20 30 40 50 60 70 80 90 100 110 120
Sessions

2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27
Visits
7/12
7/13
7/24

7/25

7/26

7/27

7/31

8/10

8/14
8/15

8/16

8/17
8/21
8/23
8/24
8/27

8/28
8/1
8/3
8/6
8/8

8/9

9/3
9/4
9/6
9/8

Calendar Days (2012)

Figure 4. Treatment analyses for Bob.


30 GREGORY P. HANLEY et al.

his behavior during the delays. Nevertheless, level with presenting the specific situations that
when the evaluation was terminated, Dale’s were initially reported to evoke problem behav-
problem behavior was at zero and his complex ior, ratings improved for all parents between the
FCRs, tolerance responses, and compliance initial and final meetings with the behavior
persisted despite the facts that his requests were analyst (mean improvement was 3.7, ranging
honored only about 40% of the time, the from 2 to 6 units, with 6 being the most
amount of reinforcement time was routinely improvement possible), and the parents reported
less than 40%, and his parents placed difficult being very comfortable with presenting evocative
demands on him during the delays. situations following the consultation process.
The effects of the comprehensive skill-based
treatments observed with Gail and Dale were Time and Cost Expenditures
also systematically replicated with Bob in both Although families were not charged for
the iPad and math contexts. We observed what participation, it is informative to consider time
appeared to be generalized extinction of problem and cost expenditures if fees had been rendered.
behavior in the math context when FCT was The outpatient consultation lasted 8 to 14 weeks
initiated in the iPad context, but FCT was (M ¼ 11.3 weeks) and required 22 to 32 1-hr
necessary for the simple FCR to be acquired in visits (M ¼ 27 visits) for the three families. A lead
the math context. Some variability in problem and assistant behavior analyst were present at
behavior was observed while the complex FCR each visit. Assuming an hourly rate of $125 per
was being taught in the iPad context. After the hour for the lead analyst (27  $125 ¼ $3,375)
complex FCR was acquired in the iPad context, and a rate of $75 per hour for the assistant
it generalized to the math context. As with Gail behavior analyst (27  $75 ¼ $2,025), and fac-
and Dale, problem behavior reemerged when toring in the costs associated with supervision
delays and denials were introduced following (5 sessions per patient at $200 ¼ $1,000) and
some complex FCRs. Nevertheless, by the end of report writing (4 reports per patient at
the evaluation and despite having “his way” only $125 ¼ $500), the extrapolated costs of this
20% of the time, Bob engaged in zero levels of effective and socially validated assessment and
problem behavior, consistently engaged in the treatment process was between $5,900 and
complex FCR and tolerance responses, and $8,650 (M ¼ $6,900). The costs of the different
complied with instructions to play with his steps in the assessment and treatment process are
electronics or do his math in the manner shown in Table 1.
requested by his parent and teachers.

Social Validity Evaluations DISCUSSION


After the final treatment extension session, The problem behavior of three children with
families returned to the outpatient clinic to autism was effectively eliminated and multiple
complete a social validity questionnaire and to important social skills were acquired when
ask any questions about treatment implementa- behavioral interventions were developed from
tion. All parents reported that they found the an abbreviated functional assessment process and
assessment procedures and treatment packages then gradually brought to scale in an outpatient
highly acceptable, the improvement in problem clinic. The effective treatments were then
behavior highly acceptable, and overall consulta- implemented by the parents of the children in
tion very helpful (M ¼ 6.9 on a 7-point Likert their homes and during the conditions initially
scale for the four social validity questions for the reported as evoking severe problem behavior.
three families). When asked about their comfort Despite the length of the consultation process, all
SEVERE PROBLEM BEHAVIOR 31

parents reported that the consultation was very ments and multiple treatment components with
helpful and that they were satisfied with the each child to obtain large and socially valid
process and the amount of improvement in their effects. These case examples illustrate a synthesis
child’s problem behavior. of behavioral technology, most of which has
Almost 1,000 distinct functional analyses of already been demonstrated to be efficacious and
severe problem behavior have been published in interpreted in conceptually systematic ways.
over 430 highly analytic studies over the last Without the highly analytic studies that focus
50 years (Beavers et al., 2013). Many studies that on single features of assessments or treatments,
involve functional analyses of problem behavior case examples of the synthesized approach, like
are methodological and aim to improve readers’ those in the current study, would not be possible.
understanding of how to best conduct an However, without empirical syntheses of these
analysis. Methodological functional analysis analytic studies, we will not create sufficiently
studies are important because they can improve large and meaningful changes in behavior that
the efficiency (Bloom, Iwata, Fritz, Roscoe, & occurs across enough contexts for the change to
Carreau, 2011; Northup et al., 1991; Wallace & be considered socially acceptable and recognized
Iwata, 1999) or accuracy (Fisher, Piazza, & as important by colleagues and constituents who
Chiang, 1996; Hagopian et al., 1997; Thomp- are not behavior analysts.
son, Fisher, Piazza, & Kuhn, 1998) of the Although hundreds of highly analytic studies
functional assessment process. In most other have informed the technology applied in the
research, functional analyses serve as the primary current study, the relation between these studies
criterion to include participants in studies that and the type of empirical synthesis found in the
evaluate treatment for a particular function of current study is not unidirectional. Outcomes
behavior, and the treatment analyses usually from highly analytic studies can be stitched
evaluate a single aspect of the treatment process together to form applied behavioral syntheses
via comparative analysis (e.g., Fisher et al., 1993; that yield socially important changes in problem
Fisher, Piazza, & Hanley, 1998; Hanley, Piazza, behavior; for recent examples, see Luczynski and
& Fisher, 1997; Horner & Day, 1991; Kahng, Hanley (2013), Jin, Hanley, and Beaulieu
Iwata, DeLeon, & Worsdell, 1997; Zarcone, (2013), or Potter, Hanley, Augustine, Clay, and
Iwata, Hughes, & Vollmer, 1993). These sorts Phelps (2013). Empirical syntheses may also
of analyses are important, in that they permit a present new independent variables that are in
function-based treatment technology to emerge need of further analysis, in addition to replicating
while influential variables (e.g., the importance the effects of previously described variables.
of extinction) are isolated, thus resulting in a Hence, there is a bidirectional relation between
precise behavior-change technology. highly analytic and highly synthetic studies in
The behavior-analytic literature relevant to the that each can occasion the other variety.
treatment of severe problem behavior is not, Replications of important variables from the
however, without its limitations. The almost extant assessment-based treatment literature,
exclusive focus on the analysis of single features as well as some independent variables worthy
of assessments or on single aspects of treatments of additional analysis, can be gleaned from the
has drawn behavior analysts away from publish- practice commitments evident in the treatment
ing studies that are capable of presenting the applied in this study. First, it is important to
entire assessment and treatment process and begin with a simple high-probability request (see
demonstrating socially meaningful effects on Horner & Day, 1991, for the importance of
severe problem behavior. In the current study, simple FCRs during the initial stage of FCT)
we focused on synthesizing particular assess- that yields all relevant reinforcers (i.e., an
32 GREGORY P. HANLEY et al.

omnibus request) in the context of extinction for granted) seems to confer advantage over attempt-
problem behavior (see Fisher et al., 1993; Iwata, ing to teach specific FCRs for each distinct
Pace, Cowdery et al., 1994; Worsdell, Iwata, reinforcer because, with the latter, problem
Hanley, Thompson, & Kahng, 2000, for the behavior persists while each FCR is being taught
importance of extinction during FCT). Second, (Ghaemmaghami, Hanley, Jin, & Vanselow,
it is important to teach children to say “excuse 2013). Nevertheless, future research on the
me” and wait to be acknowledged before they importance of teaching an omnibus request
engage in a more developmentally and socially when multiple reinforcers influence problem
appropriate omnibus request (see Hernandez, behavior is necessary. There is indirect support
Hanley, Ingvarsson, & Tiger, 2007, for the for teaching children to obtain adult attention via
importance of teaching framed requests). Third, an “excuse me” response and wait for acknowl-
it is important to teach all children a specific edgement before making more specific requests
response (e.g., taking a breath and saying “okay” for attention, materials, or breaks from instruc-
while looking at an adult) to a variety of tions or other nonpreferred tasks. These commit-
intermittently presented cues that signal rein- ments are found in Hanley, Heal, Tiger, and
forcement delay or denial (see Luczynski & Ingvarsson (2007) and in Luczynski and Hanley
Hanley, 2013). Fourth, it is important not only (2013), studies that showed the weakening or
to gradually increase the amount of time prevention of problem behavior in preschoolers,
reinforcers will be delayed but also to require respectively. More rigorous analyses should be
specific behaviors during the delay (e.g., playing conducted to determine the precise benefits of
independently, playing someone else’s way, or teaching children to request and wait for adult
complying with adult instruction) and then attention. Advantages of teaching a specific
provide that delayed reinforcer contingent on response to delay cues (a commitment in our
those required behaviors (see Fisher, Thompson, treatment process) versus simply providing the
Hagopian, Bowman, & Krug, 2000, for the reinforcer after progressively longer delays also
importance of alternative activities during delays, await more systematic inquiry, as does the
and see Dixon & Cummings, 2001, for a importance of gradually increasing the duration
translational analysis suggesting the importance and developmental complexity of the expect-
of requiring engagement in alternative activities ations during delay-tolerance training. In all,
to access delayed reinforcers). Fifth, it is highly synthetic studies are important for
important to gradually increase the behavioral providing socially meaningful behavior changes,
expectations during the delays until they emulate for contributing systematic replications of pub-
those conditions parents reported as most lished findings, and for occasioning relevant
challenging in the home. Sixth, it is important future research.
to introduce parents into the context in which Another distinct advantage of empirical syn-
treatment effects were originally achieved before theses is that useful data regarding time and cost
transitioning treatments into the home. expenditures can be determined. Our extrapolat-
It should be noted that several commitments ed cost analysis showed that severe problem
were not followed by a relevant reference; these behaviors commonly seen in children with
represent opportunities for future highly analytic autism can be eliminated while important social
research. For instance, teaching an omnibus skills are developed, at least in some cases, for
request (e.g., “May I have my way, please?”) that between roughly $6,000 and $9,000. Given the
provides access to various reinforcers (escape, rise in insurance legislation relevant to autism
preferred activities, adult attention, and a period and applied behavior-analytic services (National
during which more specific requests will be Conference of State Legislatures, 2012) and the
SEVERE PROBLEM BEHAVIOR 33

current ambiguity regarding how much time and behavior. In addition, the synthesized contin-
resources are needed to adequately address gency analyses for all children detected behav-
problem behaviors, publication of time and ioral function at a contextual level and provided
cost assessments from additional behavioral a useful baseline from which to teach function-
syntheses will be needed to determine more ally equivalent responses and appropriate
accurate time and cost ranges associated with responses to reinforcement denial and parental
assessment and treatment of problem behaviors instructions. Further support for the synthesized
associated with autism. These analyses may also contingency analyses used in this study comes
occasion researcher and practitioner commit- from the meaningful outcomes produced for all
ments to assessment and treatment procedures of three participants.
optimal utility and efficiency. The importance of synthesizing contingen-
The functional assessment process in the cies, which has been implied in previous work
current study was sufficiently useful for discov- (e.g., Bowman et al., 1997; Fisher, Adelinis,
ering via interview and demonstrating via Thompson, Worsdell, & Zarcone, 1998), was best
analysis one or more functions of the severe demonstrated in Gail’s analyses. Her analyses
problem behavior of the participating children. captured two important interactions: The effect of
The functional analyses differed from most the synthesized contingency depended on the
functional analyses in that we manipulated mother’s implementation of the contingency, and
multiple contingencies in a single test condition the effect of each distinct social-positive reinforce-
rather than arranging the analyses to assess the ment contingency (i.e., attention and tangible
independent contributions of each contingency. contingencies) depended on the availability of
Thus, following Dale’s and Bob’s synthesized the other contingency. It seems reasonable to
analyses, it was not known whether their conclude that the mother established the value of
problem behavior was exclusively sensitive to the attention and interactive play as a reinforcer
negative reinforcement in the form of escape for her daughter’s problem behavior and thus
from adult instructions or corrections or sensitive evoked problem behavior in her presence (see
to positive reinforcement in the form of access to Ringdahl & Sellers, 2000, for a similar effect). It
preferred activities or adult attention. Because also seems likely that the presence of toys may
these contingencies were reported to occur in have abolished the value of attention and that the
concert in their homes (and in school for Bob), presence of attention may have abolished the
isolation of these contingencies in a functional value of the toys so that problem behavior was
analysis seemed less important than the assess- evoked when and only when both contingencies
ment and treatment of problem behavior in the were simultaneously arranged for problem behav-
context in which it typically occurred. ior. The implication of Gail’s analysis is that
For instance, when adult instructions or when contingencies are only assessed separately,
corrections were terminated at home or school, behavioral function may go undetected. When
Bob was then able to engage in his activities in caregivers report multiple changes that occur
the manner he apparently preferred. His simultaneously following problem behavior (e.g.,
functional analysis, which involved arranging “I calm my child down by giving her a toy she
both positive and negative reinforcement simul- likes and playing with her”), it may be prudent to
taneously, was clearly analogous to the con- assess both contingencies simultaneously and
ditions under which his behavior was reported analyze the independent effects of the individual
to occur; arranging single test conditions for elements only when there is a clear reason to do
each contingency would not have emulated the so (e.g., to simplify the treatment or to answer a
conditions described as evoking his problem research question).
34 GREGORY P. HANLEY et al.

The synthesized contingency analyses, indi- Blumberg, S. J., Bramlett, M. D., Kogan, M. D., Schieve,
vidualized from the interviews with families, L. A., Jones, J. R., & Lu, M. C. (2013). Changes in
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Dixon, M. R., & Cummings, A. (2001). Self-control in
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Flusberg, H., & Folstein, S. (2007). Atypical behaviors in
are considered: (a) the lack of measures to show children with autism and children with a history of
the effect of this assessment and treatment language impairment. Research in Developmental Dis-
process throughout the day and over an extensive abilities, 28, 145–162. doi: 10.1016/j.ridd.2006.02.003
Fisher, W. W., Adelinis, J. D., Thompson, R. H., Worsdell,
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the omission of global measures of functioning treatment of destructive behavior maintained by
before and after the consultations, and (c) the termination of “don’t” (and symmetrical “do”) requests.
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