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• W190243627 abstract "The purpose of this study is to investigate the effects a package treatment containing a picture activity schedule and functional communication training on the reduction of problem behaviors on a child with developmental delays. The study was conducted by first establishing discrimination between pictures, to be used in the picture activity schedule. Then the tutors progressively advanced through the six phases of the picture activity schedule. Each phase taught fundamental rules such as “first this, then that”, and built the schedule to more complex structure. In this way, the student could anticipate upcoming tasks, and preferred activities. The predictor strategy provides practical advantages such as increasing the individual’s autonomy, decreasing problem behaviors by means of altering the perspective of the aversive tasks by incorporating the reinforcing properties of choice, increasing motivation to work through tasks by provided clearly identified incentives. The combination approach to this treatment package incorporated intervention tools already built into the child’s working environment such as the picture exchange communication system (PECS) and token economy. These tools aided in establishing a more elaborate means of communicating expectations between the educator and student. Picture Activity Schedule, Functional Communication Training, PECS, Problem behaviors PACKAGE TREATMENT – PAC & FCT 3 The Effects of a Package Treatment: Picture Activity Schedule and Functional Communication Training Young children in early education special education struggle with autonomy in various ways. One of the challenges facing this population is the ability to complete a variety of tasks that may be interpreted by the child as aversive due to their low preference. Previous observations and studies have concluded that these children may benefit from the opportunity to make more choices in their daily environments. Many studies have been conducted on children with learning disabilities, incorporating a picture activity schedule, and proven successful at reducing problem behavior. The usage of picture activity schedules has been reported in numerous cases to help students independently transition from on activity to another. The visual prompts provided in the activity schedule “provide a structured teaching environment, make expectations clear, and lessen the need for continuous adult prompting” (Bryan & Gast (2000) p. 554). Another study, demonstrated a drastic reduction in problem behaviors simply by the presentation of choice between both tasks and reinforcers. According to this study, “higher levels of task engagement and lower levels of disruptive behavior were associated with the choice relative to the no-choice condition” (Fisher, Thompson, Piazza, Crosland, & Gotjen, 1997, p. 424). Hence the incorporation of choice is significant as it is a method proven to promote individual autonomy and reduce inappropriate behaviors. Currently the student has a choice of toys and leisure activities that are used as reinforcers for task completion. Dyer’s study discovered that the opportunity to choose tasks as well as reinforcers may be considered a reinforcer in its own right (Dyer, Dunlap, & Winterling (1990) p. 523). This intervention will mostly focus on the effect of choice on task order. PACKAGE TREATMENT – PAC & FCT 4 Additionally, the student will be presented with a schedule that will depict activities to be completed throughout the school day. This schedule should aid the child in understanding what is to be expected of him to do in his upcoming activities. The goal of this design is to reduce assumed escape-maintained problem behaviors and increase on-task compliance. This intervention also allows for an opportunity to teach rule following. The child can learn the expectations for a given task and the associated earned reinforcer upon task completion. This is accomplished by establishing the rule “first ‘this’, then ‘that’”. The idea of rules is a practical skill set useful in many environments and situations. For instance, the parents of the child may state the rule “first brush your teeth, then you can listen to a bedtime story”. In this example, the child is motivated to work through the potentially perceived aversive task of teeth brushing in order to earn the preferred activity of hearing a bedtime story. By consequating the completion of an aversive task with a preferred activity, the child’s motivation to work through the task is elevated. When motivation to earn a preferred activity is heightened, the likelihood of the child engaging in disruptive problem behaviors is inversely decreased. Therefore, the rule allows the child to complete self-care tasks, increasing autonomy, and alleviates the care giver from troublesome and problematic behaviors that previously may have interfered with daily living skills. This research is beneficial because many educators struggle to create conducive learning environments for children with developmental or communication delays due to detrimental problem behaviors. By reducing those problem behaviors, educators can increase productivity in learning, and subsequently strengthen the individuals’ autonomy. Based on prior studies concluding that picture activity schedules are proven to reduce problem behavior, the experimenters expected a drastic decrease in problem behavior, and a PACKAGE TREATMENT – PAC & FCT 5 reciprocal, noticeable increase in on-task compliance. The student will have the opportunity to choose the most preferred tasks in the order of preference, and engage in appropriate reinforcing activities. The combination approach of highlighting expectations and empowering the student with the option of task scheduling should induce positive effects for the student, family, and educators. Additionally, this approach will prepare the student for a transition from a one-on-one setting, to a group skills environment. The purpose of this intervention is to examine the effects of a picture activity schedule on the frequency of problem behavior (escape maintained) for children in an early childhood special education preschool. This intervention is particularly relevant to the field of applied behavior analysis. By decreasing problem behaviors and conversely increasing appropriate behaviors (i.e. independent skills) one empowers the student to make choices; which will increase autonomy; thus allowing the student to have a little bit more control over their environment than would normally be available without this kind of an intervention. Method" @default.
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• W190243627 date "2014-01-01" @default.
• W190243627 modified "2023-09-26" @default.
• W190243627 title "The Effects of a Picture Acitivty Schedule and Functional Communication Training" @default.
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