Replication and Extension of the Effects of Lag Schedules on Mand Variability and Challenging Behavior During Functional Communication Training

Bryant C Silbaugh; Samantha Swinnea; Terry S Falcomata

doi:10.1007/s40616-020-00126-1

Replication and Extension of the Effects of Lag Schedules on Mand Variability and Challenging Behavior During Functional Communication Training

Anal Verbal Behav. 2020 Jun 23;36(1):49-73. doi: 10.1007/s40616-020-00126-1. eCollection 2020 Jun.

Authors

Bryant C Silbaugh¹, Samantha Swinnea², Terry S Falcomata²

Affiliations

¹ Department of Interdisciplinary Learning and Teaching, College of Education and Human Development, University of Texas at San Antonio, One UTSA Circle, San Antonio, TX 78249 USA.
² Department of Special Education, The University of Texas at Austin, San Antonio, TX USA.

Abstract

More is known about how to reduce challenging behavior with functional communication training (FCT) than how to mitigate its resurgence during or following a course of treatment. Research suggests reinforcing mand variability during FCT may mitigate the resurgence of challenging behavior, but validated procedures for reinforcing mand variability are limited and poorly understood. Lag schedules can reinforce variability in verbal behavior such as manding in individuals with autism, but studies have been largely limited to nonvocal mand modalities. Therefore, in the current study, we further evaluated the effects of FCT with lag schedules on vocal mand variability and challenging behavior in children with autism. The results suggest lag schedules alone or in combination with response prompt-fading strategies during FCT can increase mand variability and expand mand response classes but may fail to produce clinically significant reductions in challenging behavior.

Keywords: autism; functional communication training; lag schedules; manding; variability.