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The functional analysis approach described by Iwata et al. (1982/1994) has been used widely to determine the variables evoking and maintaining challenging behavior. However, one potential concern with conducting functional analyses is that repeated exposure to contingencies may induce a novel functional relation. To examine the likelihood of these potential iatrogenic effects, we evaluated social test conditions of the functional analysis for 116 participants and searched for patterns of responding indicative of acquisition. Patterns suggestive of acquisition occurred in 13.70% of tangible reinforcement conditions; however, the prevalence was only slightly lower in the attention condition (8.75%). Much lower prevalence was observed for the escape condition (2.13%). When grouped by quotient score, a pattern of acquisition was just as likely to be observed in the attention condition as in the tangible condition. Additionally, patterns indicative of acquisition were no more likely to be observed with participants who emitted automatically reinforced challenging behavior.

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Token economies are among the most widely used procedures in behavior analysis and research on token economies has spanned over 80 years. Several textbooks have outlined the essential components of token economies and suggested how they can be trained and implemented in practice. However, procedures evaluated in applied research can vary from how those procedures are implemented in clinical practice. It is conceivable that the way in which token economies are implemented in clinical settings does not resemble the procedures described in research and behavior analytic textbooks. We surveyed 255 board certified behavior analysts and board certified assistant behavior analysts about their commonly used practices when training and implementing token economies with individuals with autism and other neurodevelopmental disorders. Results suggest that certain aspects of token economies in practice often bear only superficial resemblance to how they are described in textbooks. Supplementary Information: The online version contains supplementary material available at 10.1007/s40617-023-00800-5.

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Discrete-trial training (DTT) is a common method of instruction used in early intervention amongindividuals with autism spectrum disorder and related neurodevelopmental disorders and is an effective method of teaching different skills such as tacting, listener responding, and matching. Delivery of effective reinforcers is a key component of DTT. Although general recommendations have been made for effective reinforcement delivery in DTT, no review has synthesized the available research on the efficiency of various reinforcer parameters on efficiency of acquisition. The current systematic review assessed the efficiency of various reinforcer parameters on acquisition in DTT. Results were idiosyncratic, and a general paucity of repeated measures examining specific reinforcer parameters within and across studies was observed. In general, (1) maintaining high levels of treatment integrity, (2) delivery of tangible (i.e. leisure items) or edible reinforcers in comparison with contingent praise as a reinforcer, and (3) delivery of edible reinforcers in comparison with other topographies of reinforcement were the most successful reinforcer parameter manipulations and always resulted in more efficient skill acquisition. The results of this review provide clinicians with information regarding what reinforcer parameter manipulations may be more or less likely to support efficient acquisition. The present review also provides considerations and makes recommendations for future research.

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Children with autism spectrum disorder (ASD) engage in reduced levels of physical activity relative to neurotypical children. Researchers conducted 2 studies to 1) evaluate the influence of the number of physical activity options and effort on choice and 2) develop a token-based intervention to increase physical activity engagement and evaluate whether the opportunity to access the intervention supported responding similar to physical or sedentary activity alone. Four children with ASD participated. Additional physical activity options alone did not increase physical activity selection, but increased effort reduced selection of sedentary activity. Tokens increased physical activity for 2 participants. A combination of physical and sedentary activities maintained as much as or more responding than either activity in isolation for all participants. Limitations and potential areas of future research on choice and physical activity are discussed.

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Differential reinforcement of alternative behavior is a common intervention for problem behavior in persons with neurodevelopmental disorders, but it is susceptible to integrity errors that can degrade treatment effects. Manipulating reinforcement parameters to favor alternative behavior might make it more persistent in the face of integrity errors. We devised an analog of differential reinforcement of alternative behavior to examine if enhanced reinforcer magnitude or quality for the alternative response could protect against treatment degradation. Across 2 experiments, reinforcer magnitude or quality was manipulated to favor the alternative response in 1 condition but kept constant across both alternative and target responses in a second condition. Comparisons of the 2 conditions indicated that higher-magnitude or higher-quality reinforcement for alternative behavior can mitigate against treatment degradation when treatment errors occur and provided support for the utility of considering parameters of reinforcement when developing behavioral interventions for problem behavior.

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Tic disorders are characterized by a class of responses assumed to be neurobiological in origin. Still, several studies have shown that tic frequency can be influenced by antecedent environmental events and social consequences. Prior reviews have summarized the effects of environmental events but have not examined relations between tic diagnosis, behavioral deficits (e.g., intellectual disability), tic topography, and the consequences observed to maintain tics. These variables might be important when attempting to predict or identify relevant consequences. A more thorough understanding of the variables that maintain and give rise to tics might also be useful in predicting responsiveness to treatment and intervention refinement. We reviewed and summarized results from the 13 attempts to experimentally identify maintaining consequences for tics (i.e., functional analyses) that have been published to date. We examined patterns of functions across tic diagnoses (i.e., Tourette's syndrome or not), communication impairments (i.e., an intellectual disability or reported language difficulty), and tic topography. Results suggested that individuals with Tourette's syndrome and those without communication impairments are more likely to have functional analysis outcomes consistent with automatic reinforcement, but exceptions in both directions highlight the utility of functional analysis in treating tics.

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Predictions made under low response requirements inherent in most preference assessments (PAs) do not guarantee the utility of stimuli in treatments. We examined whether PA rank would predict how well stimuli supported compliance for children with escape-maintained problem behavior by examining the relation between PA rank and demand elasticity across five fixed-ratio values. Three patterns were observed: All stimuli were selected equally across values, higher ranked stimuli were selected more at higher values, and something other than the highest ranked stimulus was selected more at higher values (i.e., mixed correspondence).

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Behavioral momentum theory is a quantitative framework used to characterize the persistence of behavior during response disruptors as a function of baseline stimulus-reinforcer relations. Results of several investigations have shown that alternative reinforcement can increase the resistance to change of a target response during extinction. In the present study, concomitant variable-interval fixed-time schedules of reinforcement for problem behavior were employed to simulate naturalistic situations involving the superimposition of response-independent reinforcers on a baseline schedule of reinforcement for problem behavior, as in the common use of noncontingent reinforcement treatments. Resistance to change of problem behavior was assessed during postsession periods of extinction by comparing response rates in extinction following sessions with and without additional reinforcer deliveries arranged by fixed-time schedules. For 2 out of 3 participants, problem behavior tended to be more resistant to extinction following periods in which additional fixed-time reinforcers were delivered. These results are discussed in terms of potential effects of noncontingent reinforcement on problem behavior when the intervention is discontinued or implemented without good treatment integrity.

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Transitions from one activity to another may evoke problem behavior from individuals with intellectual disabilities. One explanation for the occurrence of problem behavior could be the change in relative densities of reinforcement between the two activities. We conducted a descriptive assessment of problem behavior with four children during transitions to and from several different contexts. We observed that, in most cases, the probability of problem behavior was greater during a transition to an activity with a lower density of reinforcement than during a transition to an activity with a higher density of reinforcement. We discuss our findings in terms of problem behavior associated with transitions in activities with different reinforcer densities, as well as the possibility that the problem behavior may be associated with shifts in motivating operations.

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One of the key diagnostic criteria for autism spectrum disorder includes impairments in social interactions. This study compared the extent to which boys with high-functioning autism and typically developing boys "value" engaging in activities with a parent or alone. Two different assessments that can empirically determine the relative reinforcing value of social and non-social stimuli were employed: paired-choice preference assessments and progressive-ratio schedules. There were no significant differences between boys with high-functioning autism and typically developing boys on either measure. Moreover, there was a strong correspondence in performance across these two measures for participants in each group. These results suggest that the relative reinforcing value of engaging in activities with a primary caregiver is not diminished for children with autism spectrum disorder.

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The overjustification hypothesis suggests that extrinsic rewards undermine intrinsic motivation. Extrinsic rewards are common in strengthening behavior in persons with intellectual and developmental disabilities; we examined overjustification effects in this context. A literature search yielded 65 data sets permitting comparison of responding during an initial no-reinforcement phase to a subsequent no-reinforcement phase, separated by a reinforcement phase. We used effect sizes to compare response levels in these two no-reinforcement phases. Overall, the mean effect size did not differ from zero; levels in the second no-reinforcement phase were equally likely to be higher or lower than in the first. However, in contrast to the overjustification hypothesis, levels were higher in the second no-reinforcement phase when comparing the single no-reinforcement sessions immediately before and after reinforcement. Outcomes consistent with the overjustification hypothesis were somewhat more likely when the target behavior occurred at relatively higher levels prior to reinforcement.

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Three experiments explored the impact of different reinforcer rates for alternative behavior (DRA) on the suppression and post-DRA relapse of target behavior, and the persistence of alternative behavior. All experiments arranged baseline, intervention with extinction of target behavior concurrently with DRA, and post-treatment tests of resurgence or reinstatement, in two- or three-component multiple schedules. Experiment 1, with pigeons, arranged high or low baseline reinforcer rates; both rich and lean DRA schedules reduced target behavior to low levels. When DRA was discontinued, the magnitude of relapse depended on both baseline reinforcer rate and the rate of DRA. Experiment 2, with children exhibiting problem behaviors, arranged an intermediate baseline reinforcer rate and rich or lean signaled DRA. During treatment, both rich and lean DRA rapidly reduced problem behavior to low levels, but post-treatment relapse was generally greater in the DRA-rich than the DRA-lean component. Experiment 3, with pigeons, repeated the low-baseline condition of Experiment 1 with signaled DRA as in Experiment 2. Target behavior decreased to intermediate levels in both DRA-rich and DRA-lean components. Relapse, when it occurred, was directly related to DRA reinforcer rate as in Experiment 2. The post-treatment persistence of alternative behavior was greater in the DRA-rich component in Experiment 1, whereas it was the same or greater in the signaled-DRA-lean component in Experiments 2 and 3. Thus, infrequent signaled DRA may be optimal for effective clinical treatment.

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We examined the effects of delayed reinforcement on the responding of individuals with intellectual disabilities. Three conditions were evaluated: (a) food reinforcement, (b) token reinforcement with a postsession exchange opportunity, and (c) token reinforcement with a posttrial exchange opportunity. Within each condition, we assessed responding given (a) a no-reinforcement baseline, (b) immediate reinforcement, and (c) delayed reinforcement, in which responses produced a reinforcer after 1 of 6 delays. Results suggest that delayed food produced greater response persistence than did delayed tokens.

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This study examined whether gambling behavior under conditions of diminishing returns differed between participants with histories of contingent (CD group) and noncontingent (NCD group) token delivery. In Phase 1, CD participants accrued tokens by correctly completing a discrimination task; for NCD participants, token accrual was yoked to token delivery of CD participants. In Phase 2, participants could choose to gamble their tokens or end the experiment and exchange their tokens for money. During the gambling task, participants could bet one token per trial. The probability of losses began at 10% and increased incrementally across blocks of 10 trials up to 100%. Overall, participants in the CD group gambled on fewer trials than participants in the NCD group. Costs of token accrual during Phase 1, in terms of number of trials and duration, showed a positive correlation with net tokens for the CD group but not the NCD group. Results are consistent with previous research demonstrating the value-enhancing effects of both prior contingent delivery and effort, and offer evidence that these histories influence sensitivity to loss.

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Severe problem behavior (e.g., self-injury and aggression) remains among the most serious challenges for the habilitation of persons with intellectual disabilities and is a significant obstacle to community integration. The current standard of behavior analytic treatment for problem behavior in this population consists of a functional assessment and treatment model. Within that model, the first step is to assess the behavior-environment relations that give rise to and maintain problem behavior, a functional behavioral assessment. Conventional methods of assessing behavioral function include indirect, descriptive, and experimental assessments of problem behavior. Clinical investigators have produced a rich literature demonstrating the relative effectiveness for each method, but in clinical practice, each can produce ambiguous or difficult-to-interpret outcomes that may impede treatment development. This paper outlines potential sources of variability in assessment outcomes and then reviews the evidence on strategies for avoiding ambiguous outcomes and/or clarifying initially ambiguous results. The end result for each assessment method is a set of best practice guidelines, given the available evidence, for conducting the initial assessment.

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We assessed the efficacy of, and preference for, accumulated access to reinforcers, which allows uninterrupted engagement with the reinforcers but imposes an inherent delay required to first complete the task. Experiment 1 compared rates of task completion in 4 individuals who had been diagnosed with intellectual disabilities when reinforcement was distributed (i.e., 30-s access to the reinforcer delivered immediately after each response) and accumulated (i.e., 5-min access to the reinforcer after completion of multiple consecutive responses). Accumulated reinforcement produced response rates that equaled or exceeded rates during distributed reinforcement for 3 participants. Experiment 2 used a concurrent-chains schedule to examine preferences for each arrangement. All participants preferred delayed, accumulated access when the reinforcer was an activity. Three participants also preferred accumulated access to edible reinforcers. The collective results suggest that, despite the inherent delay, accumulated reinforcement is just as effective and is often preferred by learners over distributed reinforcement.

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The effects of earning and losing tokens on the disruptive behavior of 12 first-grade students were evaluated under symmetrical contingencies of earn and loss. Both contingencies produced decreases in disruptive behavior. For some participants, more consistent decreases were observed during the loss contingency. In addition, participants generally earned or kept more tokens during the loss contingency. When offered a choice of contingencies, most participants preferred the loss contingency. The results showed some consistency with behavioral economic principles of loss aversion and the endowment effect.

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The functional analysis (FA) described by Iwata, Dorsey, Slifer, Bauman, and Richman (1982/1994) delineated not only a set a specific procedures, but also a model that involves the use of analogue conditions wherein antecedent and consequent variables are systematically manipulated. This consecutive case-series analysis describes FAs of 176 individuals with intellectual disabilities who had been admitted to an inpatient unit for severe problem behavior. Following an initial standardized FA, additional modifications were performed in pursuit of differentiation. Ultimately, a function was identified in 86.9% of the 176 cases and in 93.3% of the 161 cases for which the FA, if necessary, was modified up to 2 times. All modifications were documented and classified as involving changes to antecedents, consequences, or design (or some combination of these). Outcomes for each type of modification are reported. The results support the utility of ongoing hypothesis testing through individualized modifications to FA procedures, and provide information regarding how each type of modification affected results.

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