Discriminated Functional Communication for Attention: Evaluating Fixed and Varied Durations of Reinforcer Availability

Kaitlin E. Balka, Nicole L. Hausman, Erin Schaller, Sungwoo Kahng

Research output: Contribution to journalArticle

Abstract

Discriminated functional communication (DFC) training has been used to teach children to attend to naturally occurring discriminative stimuli when manding for attention. In this study, the participant was taught to only mand for attention during experimenter non-busy periods. The participant could only discriminate busy and non-busy activities during more naturalistic varied reinforcer availability periods following prior exposure to a fixed duration of availability. These data suggest that DFC may first have to be taught under more predictable conditions prior to transitioning to more naturalistic conditions.

Original languageEnglish (US)
JournalBehavioral Interventions
DOIs
StateAccepted/In press - 2016
Externally publishedYes

Fingerprint

Communication
Teaching
Functional Communication
Communication Training
Stimulus
Experimenter

ASJC Scopus subject areas

  • Clinical Psychology
  • Psychiatry and Mental health
  • Arts and Humanities (miscellaneous)
  • Developmental and Educational Psychology

Cite this

Discriminated Functional Communication for Attention : Evaluating Fixed and Varied Durations of Reinforcer Availability. / Balka, Kaitlin E.; Hausman, Nicole L.; Schaller, Erin; Kahng, Sungwoo.

In: Behavioral Interventions, 2016.

Research output: Contribution to journalArticle

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