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If frequency is low-> consider using a trigger analysis – contriving an antecedent condition that causes the person to encounter the aversive task, event, or person, and observe what behavior occurs (target or replacement behavior)Ensure aversive conditions exist and are not removed prior to end of assessmentProcedures – p. 2771)Present person with nonpreferred task, object or activity with instruction (e.g. “here, have this”)2)After a short time delay (0-2 seconds), provide a general prompt, “what’s wrong?”3)Reinforce a desired protest response (either handing back object or saying/signaling “no”)4)If the identified form of the replacement response is vocal and a vocal response does not occur to the general prompt, or if the target behavior occurs, model ___________protest5)If the identified form of the replacement response is nonvocal and a nonvocal protest response does not occur to the general prompt, or if the target behavior occurs, model guide the protest response (vocally model: no, stop, etc.)6)Reinforce any approximation of the desired form of protest by removing the nonpreferred object or stopping the activity and initiating a more preferred activity. Do not allow the target behavior to result in the removal of the nonpreferred item or activity (escape extinction). 7)During subsequent protest opportunities, provide less guidance of the protest response until it occurs independently and immediately to the presentation of the nonpreferred task, object, person, or activity8)Utilize many different nonpreferred activities and objects during structured training sessions to teach a generalized skill of protesting9)Consider developing a Requesting Behavior Option Plan in conjunction with this skill10) Provide opportunities for protesting behaviors in real life by occasionally handing the client a nonpreferred item or engaging him in a nonpreferred activity. Reinforce protest with removal of nonpreferred item or activity.Capturing Motivation – p. 277 –It is essential that the person being assessed is motivated to escape or avoid the task, event, or person. Using this same level of aversive stimulation that existed as a motivating condition for the problem behavior, you now use the above procedures to develop the replacement behavior.
How it works – p. 277-278Establishes an alternative form of behavior that will allow the person to moreeffectively and efficiently escape or avoid the same maintaining negative reinforcer as the target behavior. Once the person has the altered behavior in their repertoire that can functionas a protest, you enable its function by making it more effective and efficient that than target behavior in removing the negative reinforcer (target behavior is disabled). Once the mand is functional, the fading or thinning process allows for natural contingencies in the environment to control the protesting behavior so that itwill maintain over time.