| Title: |
Comparison of Mand Acquisition and Preference in Children with Autism Who Exhibit Problem Behavior |
| Language: |
English |
| Authors: |
Cynthia P. Livingston (ORCID 0000-0003-0955-4635); Jessica P. Tran; Brinea M. Charles; Sara R. Jeglum; Mathew C. Luehring; Patricia F. Kurtz |
| Source: |
Journal of Developmental and Physical Disabilities. 2025 37(3):519-534. |
| Availability: |
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: |
Y |
| Page Count: |
16 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Descriptors: |
Verbal Operant Conditioning; Autism Spectrum Disorders; Children; Child Behavior; Behavior Problems; Behavior Modification; Preferences; Functional Behavioral Assessment; Communication (Thought Transfer); Reinforcement |
| DOI: |
10.1007/s10882-024-09988-y |
| ISSN: |
1056-263X; 1573-3580 |
| Abstract: |
Functional communication training is a widely used function-based intervention to replace inappropriate and severe challenging behavior (Tiger et al., 2008). When considering which FCR topography to include in functional communication training, clinicians may consider several factors such as response effort, social significance, and preference. Prior research has investigated variables such as proficiency and preference; however, few studies have sought to examine the relationship, if any, between acquisition of and preference for mand topographies. Therefore, the purpose of this study was to compare responding during acquisition (i.e., sessions to mastery) to responding during a concurrent operant mand topography assessment (MTA). The results of this study indicated that all five participants acquired and demonstrated a clear preference for at least one FCR topography during the MTA. Additionally, for most participants, little to no problem behaviors were observed throughout the acquisition of FCRs and during MTA. Finally, the results showed the number of sessions and order of teaching (i.e., recency effects) do not appear to influence preference. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1472237 |
| Database: |
ERIC |