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Abstract
Researchers have found some children with autism spectrum disorder exhibit problem behavior (Emerson et al., 2001; Lowe et al., 2007). Additionally, research has shown problem behavior is likely to occur due to children’s deficits in communication skills (Kaiser, Cai, Hancock, & Foster, 2002; Park, Yelland, Taffe, & Gray, 2012). One way to address problem behavior by increasing functional communication is functional communication training (FCT; Carr & Durand, 1985). The purpose of this study was to examine the effects of a multiple schedule of reinforcement following FCT on behaviors of two children with ASD who engaged in problem behavior. The specific dependent variables were functional communication responses (FCRs) during SD, FCRs during S-Delta and problem behavior. After the functional analysis (FA) results confirmed the function of each participant’s problem behavior (access to tangibles), participants were taught to mand (i.e., request) for the functional reinforcer using FCT procedures. Then, the multiple schedule of reinforcement intervention began using a reversal design. The results demonstrated the effectiveness of a multiple schedule of reinforcement on discriminated FCRs and problem behavior for one child. For the second child, an alternative activity was necessary to enhance the effectiveness of the intervention. In addition, one child had variable results on generalization across teachers and a setting as well as maintenance whereas the second child demonstrated the ability to generalize and maintain discriminated FCRs and problem behavior. Social validity results showed that teachers/paraprofessionals found the use of an alternative activity to be acceptable and feasible to implement. Teachers/paraprofessionals orally expressed that they would change the signaling stimuli to a single stimulus that is more feasible to use in the classroom.