Effectiveness of functional equivalence training plus contingency mapping with a child with autism

Functional equivalence training (FET) and functional communication training (FCT) interventions are among the most widely researched positive behavior support strategies used with individuals with autism. Although many studies have demonstrated that FET/FCT interventions can be combined with extinction to reduce the frequency of problem behavior, others have demonstrated that punishment may be a necessary component of FET/FCT interventions in some instances. The use of punishment with FET/FCT interventions remains controversial in the literature and alternative strategies may be needed to bolster the power of FET/FCT interventions. This study evaluated the effectiveness of an FET intervention that combined two such strategies: the pairing of an arbitrary reinforcer with a functional reinforcer to increase the participant's motivation to use the alternative behavior, and the use of contingency mapping, a new visual support strategy designed to enhance a participant's understanding of the contingencies associated with FET interventions. Contingency mapping and the use of an arbitrary reinforcer may provide additional resources to interventionists when individuals fail to respond to FET + extinction interventions or when the use of extinction procedures are not possible. A multiple baseline ABCD design across three tasks using a multiple probe strategy was used to evaluate the intervention. The study compared no treatment (A) with both a verbal contingency intervention (B) and contingency mapping (C). A brief follow-up condition (D) was also instituted. The study was conducted in a general education classroom with one child who was diagnosed with autism. The child's persistent prompt dependency was treated by teaching a functionally equivalent behavior. Results showed that the verbal contingency intervention had no effect while a contingency mapping intervention resulted in an immediate, dramatic, and sustained reduction in problem behavior. Social validation data indicated that the contingency mapping intervention was viewed as easy to use and effective in the classroom. The results are discussed in terms of previous and future research and educational/clinical implications.Education, Faculty ofEducational and Counselling Psychology, and Special Education (ECPS), Department ofGraduat