Preventing Severe Problem Behavior Through Functional Skill Teaching

Focus on teaching functional skills to prevent the development or reemergence of severe problem behavior. All individuals, especially those with ASD, should be taught essential skills to enhance their social interactions and overall well-being. Identifying and setting up evocative situations plays a key role in this prevention model, leading to a significant reduction in problem behavior and a notable increase in target skills. The study highlights the importance of introducing evocative situations thoughtfully and systematically in educational and home settings.

• Severe problem behavior
• Functional skill teaching
• ASD
• Evocative situations
• Prevention model

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1. Preventing Severe Problem Behavior: A Focus on Strengthening Socially Important Behavior Gregory P. Hanley. Ph.D., BCBA-D DataFinch November, 2014

2. Why wait for severe problem behavior to develop? Teach functional skills to prevent problem behavior from developing or reemerging

3. Which skills? All skills taught following effective functional assessment should be taught to all children and all persons with ASD

4. Which skills? Prevent problem behavior by teaching generalized repertoires for: Producing automatic reinforcers (i.e., play and leisure skills) Complying with typical instructions Recruiting and maintaining others attention Escaping or avoiding unpleasant situations Gaining or maintaining preferred materials or contexts Tolerating delays and denials of these same events/contexts

5. Key Factor: Identifying and Setting up Evocative Situations Repeatedly introduce evocative situations and teach functionally equivalent skills Arrange low or divided attention-- teach requests for attention Arrange difficult or impossible tasks-- teach requests for assistance Arrange viewable but unattainable materials-- teach requests for materials Arrange delays and denials of same events-- teach tolerance

6. Prevention Model: A Start

7. Study Summary and Implication Summary: 74% reduction of problem behavior 4-fold increase in target skills Teachers report high overall satisfaction with the teaching strategies and the size of the effects Take home point: Evocative situations should not be avoided in schools or homes; they should be introduced thoughtfully, systematically, and when skills can be taught.

8. Luczynski & Hanley (2013). Preventing the development of problem behavior by teaching functional communication and self-control skills to preschoolers. Journal of Applied behavior Analysis.

9. Teach Skill 2 Teach Skill 3 Maintenance (Final Baseline) Pre-Teaching (Initial Baseline) Teach Skill 1 BL BL 100 Requests for 80 Attention Skill #1: 60 40 Tx Enhancements 20 0 100 Tex (3.8 yrs old) & Assistance Requests for 80 Materials Skill #2: 60 40 20 0 100 Delay & Denial 80 Tolerance Skill #3: 60 40 20 0 100 Requests for 80 Luczynski & Hanley (2013). Preventing the development of problem behavior by teaching functional communication and Attention Skill #1: 60 40 Tx Enhancements 20 0 Brit (3.3 yrs old) self-control skills to preschoolers. Journal of Applied behavior Analysis. 100 % of Trials & Assistance Requests for 80 Materials Skill #2: 60 40 20 0 100 Delay & Denial 80 Tolerance Skill #3: 60 40 20 0 100 Requests for 80 Attention Skill #1: 60 Tx Enhancements 40 20 0 100 Len (3.3 yrs old) & Assistance Requests for 80 Materials Skill #2: 60 40 20 0 100 Delay & Denial 80 Tolerance Skill #3: 60 40 20 0 20 40 60 80 Sessions

10. Maintenance (Final Baseline) Pre-Teaching (Initial Baseline) Hank (1st) Classroom A Children (classroom rank) * Iggy (2nd) d = 20.6 Delay and Denial Tolerance Materials and Assistance Mia (3rd) Requests for Attention Framed-requests for d = 20.8 * Joy (4th) Vin (5th) * * d = 21.6 Abe(6th) d = 16.8 Tex (1st) Classroom B Children (classroom rank) Alice (2nd) Kirk (3rd) d = 5.9 * * Brit (4th) d = ~ Len(5th) Jon (6th) Individual Children Control Group Conclusion: These life skills do not occur without explicit teaching Mean of Group Target Skills Group Test They are as socially constructed as our alphabet U = 36.0, p < .001 d' = 22.9 U = 11.5, p > .05 100 0 50 100 0 50 Mean % of Trials Across Last Three Sessions

11. Pre-Teaching (Initial Baseline) Maintenance (Final Baseline) d = 27.7 Hank (1st) Classroom A Children (classroom rank) * d = - 22.3 Iggy (2nd) d = 27.7 Mia (3rd) * d = - 1.5 Joy (4th) d = ~ Vin (5th) * * d = - 4.8 Abe (6th) d = - 2.9 Tex (1st) Classroom B Children (classroom rank) Alice (2nd) d = 0.2 Kirk (3rd) d = 2.2 * * Brit (4th) d = - 5.5 Test Group Control Group Len(5th) d = - 2.0 d = 1.5 Jon (6th) Mean of Group Individual Children Control Problem Behavior Group Conclusion: Teaching the life skills prevented the development of problem behavior in these high-risk preschoolers Group Test U = 0.0, p < .001 d' = -3.0 U = 4.0, p < .05 0 50 100 0 50 100 Mean % of Trials Across Last Three Sessions