Advertisement

Some Characteristics of Nonaversive Intervention for Severe Behavior Problems

  • Glen Dunlap
  • Frank R. Robbins
  • Lee Kern
Chapter
Part of the Current Issues in Autism book series (CIAM)

Abstract

Among the most salient of developments in intervention for people with autism and other developmental disabilities has been the emergence of nonaversive orientations to the treatment of problem behavior. This salience has been reflected in numerous books and articles (e.g., Evans & Meyer, 1985; Horner, Dunlap, Koegel, Carr, Sailor, Anderson, Albin, & O’Neill, 1990; LaVigna & Donnellan, 1986; Meyer & Evans, 1989; Repp & Singh, 1990), resolutions by advocacy and professional organizations (see Singh, Lloyd, & Kendall, 1990), federally sponsored conferences (e.g., Horner & Dunlap, 1988), and research efforts designed to develop more precise and effective procedures.

Keywords

Problem Behavior Functional Assessment Developmental Disability Severe Handicap Apply Behavior Analysis 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
This is a preview of subscription content, log in to check access.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Bannerman, D. J. Sheldon, J. B., Sherman, J. A., & Harchik, A. E. (1990). Balancing the right to habilitation with the right to personal liberties: The rights of people with developmental disabilities to eat too many doughnuts and take a nap. Journal of Applied Behavior Analysis, 23, 79–89.PubMedCrossRefGoogle Scholar
  2. Berkman, K. A., & Meyer, L. H. (1988). Alternative strategies and multiple outcomes in the remediation of severe self-injury: Going “all out” nonaversively. Journal of the Association for Persons with Severe Handicaps, 13, 76–86.Google Scholar
  3. Carr, E. G. (1977). The motivation of self-injurious behavior: A review of some hypotheses. Psychological Bulletin, 84, 800–81616.PubMedCrossRefGoogle Scholar
  4. Carr, E. G. (1988). Functional equivalence as a mechanism for response maintenance. In R. H. Horner, G. Dunlap, & R. L. Koegel (Eds.), Generalization and maintenance: Lifestyle changes in applied settings (pp. 221–241). Baltimore: Paul Brookes.Google Scholar
  5. Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18, 111–1226.PubMedCrossRefGoogle Scholar
  6. Carr, E. G., Newsom, C. D., & Binkoff, J. (1976). Stimulus control of self-destructive behavior in a psychotic child. Journal of Abnormal Child Psychology, 4, 139–153.PubMedCrossRefGoogle Scholar
  7. Carr, E. G., Robinson, S., & Palumbo, L. W. (1990). The wrong issue: Aversive versus nonaversive treatment. The right issue: Functional versus nonfunctional treatment. In A. C. Repp & N. N. Singh (Eds.), Perspectives on the use of nonaversive and aversive interventions for persons with developmental disabilities (pp. 362–379). Sycamore, IL: Sycamore Press.Google Scholar
  8. Carr, E. G., Robinson, S., Taylor, J. C., & Carlson, J. I. (1990). Positive approaches to the treatment of severe behavior problems in persons with developmental disabilities: A review and analysis of reinforcement and stimulus-based procedures. Monograph of the Association for Persons with Severe Handicaps, Number 4. Seattle, WA: TASH.Google Scholar
  9. Cooper, J. O., Heron, T. E., & Heward, W. L. (1987). Applied behavior analysis. Columbus, OH: Merrill.Google Scholar
  10. Donnellan, A. M., Mirenda, P. L., Mesaros, R. A., & Fassbender, L. L. (1984). Analyzing the communicative functions of aberrant behavior. Journal of the Association for Persons with Severe Handicaps, 2, 201–212.Google Scholar
  11. Dunlap, G. (1984). The influence of task variation and maintenance tasks on the learning and affect of autistic children. Journal of Experimental Child Psychology, 37, 41–64.PubMedCrossRefGoogle Scholar
  12. Dunlap, G., Ferro, J., & dePerczel, M. (in press). Nonaversive behavioral intervention in the community. In E. Cipani & F. Spooner (Eds.), Curricular and instructional approaches for persons with severe handicaps. New York: Allyn & Bacon.Google Scholar
  13. Dunlap, G., Johnson, L. F., & Robbins, F. R. (1990). Preventing serious behavior problems through skill development and early intervention. In A. C. Repp & N. N. Singh (Eds.), Perspectives on the use of nonaversive and aversive interventions for persons with developmental disabilities (pp. 273–286). Sycamore, IL: Sycamore Press.Google Scholar
  14. Dunlap, G., Kern-Dunlap, L., Clarke, S., & Robbins, F. R. (1991). Functional assessment, curricular revision, and severe behavior problems. Journal of Applied Behavior Analysis, 24, 387–397.PubMedCrossRefGoogle Scholar
  15. Durand, V. M. (1990). Functional communication training: An intervention program for severe behavior problems. New York: Guilford.Google Scholar
  16. Durand, V. M., & Crimmins, D. B. (1988). Identifying the variables maintaining self-injurious behavior. Journal of Autism and Developmental Disorders, 18, 99–117.PubMedCrossRefGoogle Scholar
  17. Dyer, K. (1987). The competition of autistic stereotyped behavior with usual and specially assessed reinforcers. Research in Developmental Disabilities, 8, 607–626.PubMedCrossRefGoogle Scholar
  18. Dyer, K., Dunlap, G., & Winterling, V. (1990). The effects of choice-making on the serious problem behaviors of students with developmental disabilities. Journal of Applied Behavior Analysis, 23, 515–524.PubMedCrossRefGoogle Scholar
  19. Evans, I. M. & Meyer, L. H. (1985). An educative approach to behavior problems. Baltimore: Paul H. Brookes.Google Scholar
  20. Gardner, W. I., & Cole, C. L. (1984). Aggression and related conduct difficulties in the mentally retarded: A multicomponent behavior model. In S. E. Breuning, J. L. Matson, & R. P. Barrett (Eds.), Advances in mental retardation and developmental disabilities (Vol. 2, pp. 41–84). Greenwich, CT: JAI.Google Scholar
  21. Gaylord-Ross, R. (1982). Curricular considerations in treating behavior problems of severely handicapped students. In K. D. Gadow & T. Bialer (Eds.), Advances in learning and behavioral disorders (Vol. 1, pp. 193–224). Greenwich, CT: AI.Google Scholar
  22. Green, C. W., Reid, D. H., White, L. K., Halford, R. C., Brittain, D. P., & Gardner, S. M. (1988). Identifying reinforcers for persons with profound handicaps: Staff opinion versus systematic assessment of preferences. Journal of Applied Behavior Analysis, 21, 31–43.PubMedCrossRefGoogle Scholar
  23. Guess, D., Helmstetter, E., Turnbull, H. R., & Knowlton, S. (1987). Use of aversive procedures with persons who are disabled: An historical review and critical analysis. Seattle: The Association for Persons with Severe Handicaps.Google Scholar
  24. Haring, T. G., & Kennedy, C. H. (1990). Contextual control of problem behavior in students with severe disabilities. Journal of Applied Behavior Analysis, 23, 235–243.PubMedCrossRefGoogle Scholar
  25. Homer, R. H., & Budd, C. M. (1985). Teaching manual sign language to a nonverbal student: Generalization of sign use and collateral reduction of maladaptive behavior. Education and Training of the Mentally Retarded, 20, 39–47.Google Scholar
  26. Homer, R. H., Day, M., Sprague, J., O’Brien, M., & Heathfield, L. T. (1991). Interspersed requests: A nonaversive procedure for decreasing aggression and self-injury during instruction. Journal of Applied Behavior Analysis, 24, 265–278.CrossRefGoogle Scholar
  27. Homer, R. H., & Dunlap, G. (Eds.). (1988). Behavior Managment and Community Integration for Individuals with Developmental Disabilities and Severe Behavior Problems. A monograph of the Research and Training Center on Community-Referenced Behavior Management, Eugene, OR: University of Oregon.Google Scholar
  28. Homer R. H., Dunlap, G., Koegel, R. L., Carr, E. G., Sailor, W., Anderson, J., Albin, R. W., & O’Neill, R. E. (1990). Toward a technology of “nonaversive” behavioral support. Journal of the Association for Persons with Severe Handicaps, 15, 125–132.Google Scholar
  29. Homer, R. H., Sprague, J. R., O’Brien, M., & Heathfield, L. T. (1990). The role of response efficiency in the reduction of problem behaviors through functional equivalence training: A case study. Journal of the Association for Persons with Severe Handicaps, 15, 91–97.Google Scholar
  30. Iwata, B. A. (1988). The development and adoption of controversial default technologies. The Behavior Analyst, 11, 149–157.PubMedGoogle Scholar
  31. Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1982). Toward a functional analysis of self-injury. Analysis and Intervention in Developmental Disabilities, 2, 1–20.CrossRefGoogle Scholar
  32. Iwata, B. A., Vollmer, T. R., & Zarcone, J. H. (1990). The experimental (functional) analysis of behavior disorders: Methodology, applications, and limitations. In A. C. Repp & N. N. Singh (Eds.), Perspectives on the use of nonaversive and aversive interventions for persons with developmental disabilities (pp. 301–330). Sycamore, IL: Sycamore Press.Google Scholar
  33. Koegel, R. L., & Koegel, L. K. (1990). Extended reductions in Stereotypic behavior of students with autism through a self-management treatment package. Journal of Applied Behavior Analysis, 23, 119–127.PubMedCrossRefGoogle Scholar
  34. LaVigna, G. W., & Donnellan, A. M. (1986). Alternatives to punishment: Solving behavior problems with nonaversive strategies. New York: Irvington.Google Scholar
  35. LaVigna, G. W., Willis, T. J., & Donnellan, A. M. (1989). The role of positive programming in behavioral treatment. In E. Cipani (Ed.), The treatment of severe behavior disorders (pp. 59–83). Washington, DC: American Association on Mental Retardation.Google Scholar
  36. Lennox, D. B., & Miltenberger, R. G. (1989). Conducting a functional assessment of problem behavior in applied settings. Journal of the Association for Persons with Severe Handicaps, 14, 304–311.Google Scholar
  37. Lovaas, O. I., & Simmons, J. Q. (1969). Manipulation of self-destruction in three retarded children. Journal of Applied Behavior Analysis, 2, 143–1557.PubMedCrossRefGoogle Scholar
  38. McAfee, J. K. (1987). Classroom density and the aggressive behavior of handicapped children. Education and Treatment of Children, 10, 134–145.Google Scholar
  39. Meyer, L. H., & Evans, I. M. (1989). Nonaversive intervention for behavior problems: A manual for home and community. Baltimore: Paul H. Brookes.Google Scholar
  40. Mulick, J. A. (1990). The ideology and science of punishment in mental retardation. American Journal on Mental Retardation, 95, 142–156.PubMedGoogle Scholar
  41. National Institutes of Health. (1990). Treatment of destructive behaviors in persons with developmental disabilities (consensus development statement). Journal of Autism and Developmental Disorders, 20, 403–429.CrossRefGoogle Scholar
  42. O’Brien, J. (1987). A guide to lifestyle planning: Using the Activities Catalog to integrate services and natural support systems. In B. Wilcox & G. T. Bellamy (Eds.), A comprehensive guide to the Activities Catalog (pp. 175–189). Baltimore: Paul Brookes.Google Scholar
  43. O’Neill, R. E., Horner, R. H., Albin, R. W., Storey, K., & Sprague, J. R. (1990). Functional analysis: A practical assessment guide. Sycamore, IL: Sycamore Press.Google Scholar
  44. Pace, G., Ivancic, M., Edwards, G., Iwata, B., & Page, T. (1985). Assessment of stimulus preferences and reinforcer values with profoundly retarded individuals. Journal of Applied Behavior Analysis, 18, 249–255.PubMedCrossRefGoogle Scholar
  45. Parsons, M. B., & Reid, D. H. (1990). Assessing food preferences among persons with profound mental retardation: Providing opportunities to make choices. Journal of Applied Behavior Analysis, 23, 183–195.PubMedCrossRefGoogle Scholar
  46. Parsons, M. B., Reid, D. H., Reynolds, J., & Bumgarner, M. (1990). Effects of chosen versus assigned jobs on the work performance of persons with severe handicaps. Journal of Applied Behavior Analysis, 23, 253–258.PubMedCrossRefGoogle Scholar
  47. Repp, A. C., & Singh, N. N. (Eds.). (1990). Perspectives on the use of nonaversive and aversive interventions for persons with developmental disabilities. Sycamore, IL: Sycamore Press.Google Scholar
  48. Rincover, A. (1978). Sensory extinction: A procedure for eliminating self-stimulatory behavior in psychotic children. Journal of Abnormal Child Psychology, 6, 299–310.PubMedCrossRefGoogle Scholar
  49. Russo, D. C., Cataldo, M. F., & Cushing, P. J. (1981). Compliance training and behavioral covariation in the treatment of multiple behavior problems. Journal of Applied Behavior Analysis, 1, 21–35.Google Scholar
  50. Santarcangelo, S., Dyer, K., & Luce, S. C. (1987). Generalized reduction of disruptive behavior in unsupervised settings through specific toy training. Journal of the Association for Persons with Severe Handicaps, 12, 38–44.Google Scholar
  51. Shapiro, E. S., & Klein, R. D. (1980). Self-management of classroom behavior with retarded/disturbed children. Behavior Modification, 4, 83–97.CrossRefGoogle Scholar
  52. Shevin, M., & Klein, N. K. (1984). The importance of choice-making skills for students with severe disabilities. Journal of the Association for Persons with Severe Handicaps, 9, 159–166.Google Scholar
  53. Singer, G. H. S., Singer, J., & Horner, R. H. (1987). Using pretask requests to increase the probability of compliance for students with severe disabilities. Journal of the Association for Persons with Severe Handicaps, 72(4), 287–291.Google Scholar
  54. Steege, M. W., Wacker, D. P., Berg, W. K., Cigrand, K. K., & Cooper, L. J. (1989). The use of behavioral assessment to prescribe and evaluate treatments for severely handicapped children. Journal of Applied Behavior Analysis, 22, 23–33.PubMedCrossRefGoogle Scholar
  55. Touchette, P. E., MacDonald, R. F., & Langer, S. N. (1985). A scatter plot for identifying stimulus control of problem behavior. Journal of Applied Behavior Analysis, 18, 343–351.PubMedCrossRefGoogle Scholar
  56. Turnbull, A. P., & Turnbull, H. R. (1990). A tale about lifestyle changes: Comments on “Toward a technology of ‘nonaversive’ behavioral support.” Journal of the Association for Persons with Severe Handcaps, 15, 142–144.Google Scholar
  57. Wacker, D., Steege, M., Northup, J. Reimers, T., Berg, W., & Sasso, G. (1990). Use of functional analysis and acceptability measures to assess and treat severe behavior problems: An outpatient clinic model. In A Repp & N. N. Singh (Eds.), Perspectives on the use of nonaversive and e interventions for persons with developmental disabilities (pp. 331–348). Sycamore, IL: Sycamore Press.Google Scholar
  58. Wacker, D. P., Wiggins, B., Fowler, M., & Berg, W. K. (1988). Training students with profound or multiple handicaps to make requests via microswitches. Journal of Applied Behavior Analysis, 21, 331–343.PubMedCrossRefGoogle Scholar
  59. Wahler, R. G., & Graves, M. G. (1983). Setting events in social networks: Ally or enemy in child behavior therapy. Behavior Therapy, 14, 19–36.CrossRefGoogle Scholar
  60. Weeks, M., & Gaylord-Ross, R. (1981). Task difficulty and aberrant behavior in severely handicapped students. Journal of Applied Behavior Analysis, 14, 449–463.PubMedCrossRefGoogle Scholar
  61. Winterling, V., Dunlap, G., & O’Neill, R. (1987). The influence of task variation on the aberrant behavior of autistic students. Education and Treatment of Children, 10, 105–119.Google Scholar

Copyright information

© Springer Science+Business Media New York 1994

Authors and Affiliations

  • Glen Dunlap
    • 1
  • Frank R. Robbins
    • 2
  • Lee Kern
    • 3
  1. 1.Florida Mental Health InstituteUniversity of South FloridaTampaUSA
  2. 2.Early Childhood Learning CenterAmherstUSA
  3. 3.Children’s Seashore House, Biobehavioral UnitPhiladelphiaUSA

Personalised recommendations

Cite chapter

Buy options