PRIMENA FUNKCIONALNOG KOMUNIKACIONOG TRENINGA ZA REDUKCIJU PROBLEMATIČNIH PONAŠANJA U FUNKCIJI IZBEGAVANJA ZADATKA
Originalni naučni rad
Ključne reči:
Funkcionalni komunikacioni trening, izbegavanje zadatka, autizam, funkcije ponašanja
Apstrakt
Od velike je važnosti da se pre tretiranja problematičnog ponašanja, utvrdi njegova funkcija. Intervencije za redukciju problematičnih ponašanja koja deca ispoljavaju zbog želje da izbegnu zadatak se mogu podeliti na one koje menjaju prethodnika ponašanja, samog ponašanja i posledice koju ponašanje izaziva. Intervencija fokusirana na izmenu samog problematičnog ponašanja podrazumeva podučavanje deteta da na socijalno prihvatljiv način dobije priliku da izbegne zadatak i naziva se funkcionalni komunikacioni trening (FKT). Cilj ove studije slučaja je bio ispitati efikasnost FKT procedure u cilju redukcije problematičnog ponašanja kod sedmogodišnjeg ispitanika sa poremećajem iz spektra autizma (PSA). Primena FKT je dovela do potpune redukcije problematičnog ponašanja (100%) kod ispitanika za 39 tretmana. Značaj ove studije se ogleda u tome što prisustvo problematičnih ponašanja u funkciji izbegavanja zadatka onemogućava decu sa PSA pri usvajanju novih veština i znanja, a redukcijom i potpunom eliminacijom problematičnog ponašanja u navedenoj situaciji ispitanik može da usvoji nova znanja i veštine od značaja. Iako je identifikovano koje su naučno zasnovane intervencije u radu sa decom sa PSA pokazalo se da ih defektolozi ne primenjuju u dovoljnoj meri, što implicira potrebu za obučavanjem defektologa u primeni navedenih procedura.
Reference
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Dunlap, G., & Fox, L. (2011). Function-based interventions for children with challenging behavior. Journal of Early Intervention, 33(4), 333-343. https://doi.org/10.1177/1053815111429971
Durlak, J. A., & DuPre, E. P. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41(3), 327-350. https://doi.org/10.1007/s10464-008-9165-0
Eckert, T. L., Martens, B. K., & DiGennaro, F. D. (2005). Describing antecedent-behavior- consequence relations using conditional probabilities and the general operant contingency space: A preliminary investigation. School Psychology Review, 34(4), 520- 528. https://doi.org/10.1080/02796015.2005.12088013
Ellingson, S. A., Miltenberger, R. G., Stricker, J., Galensky, T. L., & Garlinghouse, M. (2000). Functional assessment and intervention for challenging behaviors in the classroom by general classroom teachers. Journal of Positive Behavior Interventions, 2(2), 85- 97.https://doi.org/10.1177/109830070000200202
Fisher, W. W., Greer, B. D., Mitteer, D. R., Fuhrman, A. M., Romani, P. W., & Zangrillo, A. N. (2018). Further evaluation of differential exposure to establishing operations during functional communication training. Journal of Applied Behavior Analysis, 51(2), 360- 373. https://doi.org/10.1002/jaba.451
Freeman, K. A., & Piazza, C. C. (1998). Combining stimulus fading, reinforcement, and extinction to treat food refusal. Journal of Applied Behavior Analysis, 31(4), 691- 694. https://doi.org/10.1901/jaba.1998.31-691
Geiger, K. B., Carr, J. E., & LeBlanc, L. A. (2010). Function-Based Treatments for Escape Maintained Problem Behavior: A Treatment-Selection Model for Practicing Behavior Analysts. Behavior Analysis in Practice, 3(1), 22–32. https://doi.org/10.1007/bf03391755
Hall, L. J. (2015). Sustaining evidence-based practices by graduated special educators of students with ASD: Creating a community of practice. Teacher Education and Special Education, 38(1), 28-43. https://doi.org/10.1177/0888406414558883
Harding, J. W., Wacker, D. P., Berg, W. K., Winborn-Kemmerer, L., Lee, J. F., & Ibrahimovic, M. (2009). Analysis of multiple manding topographies during functional communication training. Education & treatment of children, 32(1), 21-36. https://doi.org/10.1353/etc.0.0045
Ingvarsson, E. T., Hanley, G. P., & Welter, K. M. (2009). Treatment of escape-maintained behavior with positive reinforcement: The role of reinforcement contingency and density. Education and Treatment of Children, 32(3), 371-401. https://doi.org/10.1353/etc.0.0064
Iwata, B. A., Pace, G. M., Kalsher, M. J., Cowdery, G. E., & Cataldo, M. F. (1990). Experimental analysis and extinction of self‐injurious escape behavior. Journal of applied behavior analysis, 23(1), 11-27. https://doi.org/10.1901/jaba.1990.23-11
Iwata, B. A., Pace, G. M., Kalsher, M. J., Cowdery, G. E., & Cataldo, M. F. (1990). Experimental analysis and extinction of self-injurious escape behavior. Journal of Applied Behavior Analysis, 23(1), 11-27. https://doi.org/10.1901/jaba.1990.23-11
Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1994). Toward a functional analysis of self‐injury. Journal of applied behavior analysis, 27(2), 197-209. https://doi.org/10.1901/jaba.1994.27-197
Kern, L., & Dunlap, G. (1999). Assessment based interventions for children with emotional and behavioral disorders. In A. Repp & R. H. Horner (Eds.), Functional analysis of problem behavior: From effective assessment to effective support (pp. 197–218). Belmont, CA: Wadsworth.
Kodak, T., Miltenberger, R. G., & Romaniuk, C. (2003). The effects of differential negative reinforcement of other behavior and noncontingent escape on compliance. Journal of Applied Behavior Analysis, 36(3), 379-382. https://doi.org/10.1901/jaba.2003.36-379
Lalli, J. S., Casey, S., Goh, H., & Merlino, J. (1994). Treatment of escape‐maintained aberrant behavior with escape extinction and predictable routines. Journal of Applied Behavior Analysis, 27(4), 705-714. https://doi.org/10.1901/jaba.1994.27-705
Lory, C., Rispoli, M., Gregori, E., Kim, S. Y., & David, M. (2020). Reducing escape maintained challenging behavior in children with autism spectrum disorder through visual activity schedule and instructional choice. Education and Treatment of Children, 43(2), 201-217. https://doi.org/10.1007/s43494-020-00019-x
Luck, K. M., Lerman, D. C., Williams, S. D., & Fletcher, V. L. (2020). Training Special Education Teachers to Select and Implement Appropriate Procedural Variations of Functional Communication Training. Journal of Behavioral Education, 1-17. https://doi.org/10.1007/s10864-020-09401-6
Luiselli, J. K., Russo, D. C., Christian, W. P., & Wilcyznski, S. M. (2008). (Eds.). Effective practices for children with autism: educational and behavior support interventions that work. Oxford University Press.
McComas, J. J., Wacker, D. P., & Cooper, L. J. (1998). Increasing compliance with medical procedures: Application of the high‐probability request procedure to a toddler. Journal of Applied Behavior Analysis, 31(2), 287-290. https://doi.org/10.1901/jaba.1998.31- 287
Mildon, R. L., Moore, D. W., & Dixon, R. S. (2004). Combining noncontingent escape and functional communication training as a treatment for negatively reinforced disruptive behavior. Journal of Positive Behavior Interventions, 6(2), 92-102. https://doi.org/10.1177/10983007040060020401
Morrison, H., Roscoe, E. M., & Atwell, A. (2011). An evaluation of antecedent exercise on behavior maintained by automatic reinforcement using a three‐component multiple schedule. Journal of Applied Behavior Analysis, 44(3), 523-541. https://doi.org/10.1901/jaba.2011.44-523
National Autism Center. (2009). Evidence-based practice and autism in the schools. Author. Randolf, MA.
Newcomer, L. L., & Lewis, T. J. (2004). Functional behavioral assessment: An investigation of assessment reliability and effectiveness of function-based interventions. Journal of Emotional and Behavioral Disorders, 12(3), 168-181. https://doi.org/10.1177/10634266040120030401
Newman, Z. A., Roscoe, E. M., Errera, N. P., & Davis, C. R. (2021). Noncontingent reinforcement: Arbitrary versus maintaining reinforcers for escape‐maintained problem behavior. Journal of Applied Behavior Analysis, 54(3), 984-1000. https://doi.org/10.1002/jaba.821
Odom, S. L., Collet-Klingenberg, L., Rogers, S. J., & Hatton, D. D. (2010). Evidence-based practices in interventions for children and youth with autism spectrum disorders. Preventing School Failure: Alternative Education for Children and Youth, 54(4), 275- 282. https://doi.org/10.1080/10459881003785506
Piazza, C. C., Moes, D. R., & Fisher, W. W. (1996). Differential reinforcement of alternative behavior and demand fading in the treatment of escape‐maintained destructive behavior. Journal of Applied Behavior Analysis, 29(4), 569-572. https://doi.org/10.1901/jaba.1996.29-569
Piazza, C.C., Patel, M.R., Gulotta, C.S., Sevin, B.S., & Layer, S.A. (2003). On the relative contribution of positive reinforcement and escape extinction in the treatment of food refusal. Journal of Applied Behavior Analysis, 36(3), 309–324. https://doi.org/10.1901/jaba.2003.36-309
Powers, S., Thibadeau, S., & Rose, K. (1992). Antecedent exercise and its effects on self stimulation. Behavioral Interventions, 7(1), 15-22. https://doi.org/10.1002/bin.2360070103
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