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Setting event > Antecedent > Behavior > Consequenceįor example, a student who typically finds it aversive to work on math exercises in a classroom may occasionally engage in aggression to escape working on such assignments. The setting event in relation to the operant paradigm is: Examples of environmental/physical setting events include lighting, sound, and temperature. These are referred to as “setting events.” Examples of internal or biological setting events include constipation, fatigue, menstrual pain, and otitis media. Motivational Factors and Setting Eventsīased on the writings of Bijou and Baer, Carr and colleagues expanded the basic operant conditioning paradigm by taking into account the individual’s internal condition and external surroundings. For example, an ear infection can be an antecedent to headbanging, and repetitive stereotyped behaviors may, in some cases, be intrinsically biologically rewarding (i.e., consequence). The operant conditioning paradigm also takes into account the relationship between an underlying biological or medical condition and a challenging behavior. Approaches included punishment techniques (e.g., blindfold/facial screening, electric shock, and inhalation of ammonia ) and ignoring the behavior (i.e., “extinction”). In a study conducted by Lovaas and Simmons, sympathetic comments, such as “I don’t think you are bad”, were given contingent on a challenging behavior this resulted in an increase in the frequency and magnitude of the behavior.īased on this behavioral perspective, researchers and clinicians began to treat challenging behaviors by changing the consequences. Social attention given contingent on challenging behaviors may reinforce them and lead to an increase. A total of 19 of the 20 individuals engaged in SIB after a staff intervention (i.e., demand, denial, verbal punishment), whereas one child exhibited chin banging that had no temporal relationship to any form of social interaction. observed 20 ASD individuals, ages 6 to 20 years, over a five-hour period, and recorded all antecedents and consequences of a wide range of SIB. Ĭarr and colleagues studied a psychotic child in both demand (e.g., “Point to the window”) and non-demand (e.g., “The birds are singing”) situations and observed a dramatic increase in SIB following demands but only a slight increase after non-demands. For instance, individuals may want to escape a situation (e.g., a demand) or obtain something (e.g., attention from others or access to a preferred tangible item). Researchers have investigated specific types of antecedents and consequences that trigger and later maintain behaviors, and have found that these typically can be attributed to the actions of other people in the vicinity. As a result, the behavior will more likely occur under similar circumstances in the future. Soon after, the behavior is reinforced, positively or negatively, by one or more consequences. Basically, this model states that an antecedent (or stimulus) provokes a behavior. The operant (or instrumental) conditioning paradigm of challenging behaviors has received a great deal of experimental support beginning in the 1960s. In addition, implications for assessment and treatment are discussed. In this model, medical and behavioral factors as well as impaired interoception are utilized to explain why many ASD individuals engage in challenging behaviors. Over the past 50 years, researchers have identified operant conditioning, and more recently medical comorbidities, as major contributors to challenging behaviors. Laverty and her colleagues conducted a follow-up survey of 67 ASD individuals who engaged in SIB on a regular basis and found that 44% still engaged in these behaviors 10 years later. Treatment of these behaviors has been only moderately successful. All of these behaviors vary in frequency, duration, and severity across the autism spectrum. Severe tantrumming may sometimes include one or more of these behaviors. SIB may include excessive scratching or rubbing, hair-pulling, hand-biting, headbanging, or face-slapping. Īggression may include scratching, biting, hitting, or kicking. Many individuals with ASD exhibit multiple challenging behaviors for example, a survey of 2327 individuals on the autism spectrum found that more than 40% engaged in both aggression and self-injurious behavior (SIB). Challenging behaviors commonly associated with autism spectrum disorder (ASD) include aggression toward others, self-injurious (or self-harming) behaviors, and severe tantrumming.
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