Efectos de las operaciones motivadoras en una conducta autolesiva mediante las presesiones
摘要
En este estudio se exploran los efectos de las operaciones motivadoras sobre la ocurrencia de la conducta autolesiva que presenta una mujer de 42 años con discapacidad intelectual. El análisis funcional muestra que la conducta se mantiene por refuerzo social positivo (atención y tangible) y por refuerzo automático. Se ha utilizado un diseño múltiple en la intervención con el fin de explorar los efectos de las presesiones (acceso y no acceso a atención) en la frecuencia con la que se manifiesta dicha conducta. Los resultados obtenidos en la intervención muestran cómo la operación motivadora actúa como operación de abolición reduciendo la frecuencia con la que sucede la conducta analizada. El estudio concluye enfatizando en el uso de estrategias preventivas para evitar las conductas problemáticas, así como en la necesidad de realizar una evaluación funcional para comprender la naturaleza de las conductas problemáticas y diseñar planes de intervención que ayuden a minimizarlas.Palabras Clave: Conductas Problemáticas; Análisis Funcional; Operaciones Motivadoras; Discapacidad Intelectual; Caso Clínico; Experimento de Caso Único.
This study explored the effects of motivating operations on the self-harming behaviour of a 42-year-old woman with intellectual disabilities. Functional analysis showed that her behaviour was maintained by positive social (attention and tangible) and automatic reinforcement. A multielement design was used to explore presession effects (access to attention and attention deprivation) on the frequency of the behaviour. The results showed that when access to attention was presented to the participant, the frequency of the behaviour decreased, suggesting the action of an abolishing operation. In conclusion, the use of preventive strategies to treat problem behaviours are emphasised, as well as the need for a functional assessment to understand the nature of these behaviours and to design intervention plans aimed at minimizing such behaviour.
Key Words: Problem Behaviour; Functional Analysis; Motivating Operations; Intellectual Disabilities; Clinical Case; Single Case Experiment.
参考
Arias, B., Irurtia, M. J. y Gómez, L. E. (2009). Conductas problemáticas en personas con discapacidad intelectual: un estudio preliminar sobre dimensionalidad y propuesta de clasificación. Psicología Conductual, 17, 257-275.
Bambara, L. M. y Knoster, T. P. (2009). Designing Positive Behavior Support Plans (2a ed.). Washington: AAIDD.
Beadle-Brown, J., Hutchinson, A. y Whelton, B. (2012). Person-Centred Active Support-Choice, Promoting Independence and Reducing Challenging Behaviour. Journal of Applied Research in Intellectual Disabilities,25, 291-307. http://dx.doi.org/10.1111/j.1468-3148.2011.00666.x
Butler, L. R. y Luiselli, J. K. (2007). Escape-maintained problem behavior in a child with autism: Antecedet functional analysis and intervention evaluation of noncontingent escape and instructional fading. Journal of Positive Behavior Interventions, 9, 195-202. http://dx.doi.org/10.1177/10983007070090040201
Carr, J. E., LeBlanc, L. A. y Love, J. r. (2009) Experimental functional analysis of problema behavior. En W. T. O’donohue y J.E. Fisher (Eds.), Cognitive Therapy: Applying empirically supported techniques in your practice, 2ª edición, (pp. 211-219). Hoboken, NJ: Wiley.
Carter, S. L. y Wheeler, J. J. (2007). Analysis of behavioural responding across multiple instructional conditions for a child with childhood disintegrative disorder. Journal of Research in Special Educational Needs, 7, 137-141. http://dx.doi.org/10.1111/j.1471-3802.2007.00090.x
Cautilli, J. y Dziewolska, H. (2004). A brief report: The neutralizing effects of stimulus control intervention for sleep on escape behavior and token performance of a nine-year-old child with oppositional defiant disorder. Journal of Early and Intensive Behavior Intervention, 1, 232-238. http://dx.doi.org/10.1037/h0100291
Chung, Y. C. y Cannella-Malone, H. I. (2010). The effects of presession manipulations on automatically maintained challenging behavior and task responding. Behavior Modification, 34, 479-502. http://dx.doi.org/10.1177/0145445510378380
Ciponi, E. y Schock, K.M. (2007). Functional behavioral assessment, diagnosis and treatment. A complete system for education and mental health. New York: Springer Publishing Company.
Cooper, J. O., Heron, T. E. y Heward, W. L. (2007). Applied behavior analysis (2a ed.). Upper Saddle River, NJ: Pearson Education Inc.
Davis, T. N., Fuentes, L. y Durand, S. (2014). Examination of systematic durations of presession reinforcer access on functional communication training. Journal of Developmental and Physical Disabilities, 26, 263-270. http://dx.doi.org/10.1007/s10882-013-9360-2
Dunlap, G. y Carr, E.G. (2007). Positive behavior support and developmental disabilities: a summary and analysis of research. En S.L. Odom, R. Horner, M. Snell y J. Blacher (Eds.), Handbook of developmental disabilities (pp. 469-482). New York: The Guilford Press.
Emerson, E. (2001). Challenging behaviour. Analysis and intervention in people with severe intellectual disabilities (2nd ed.). Cambridge: University Press. http://dx.doi.org/10.1017/CBO9780511543739
Emerson, E. y Einfeld, S. T. (2011). Challenging behavior (3rd ed.). Cambridge, UK: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511861178
Fahmie, T. A., Iwata, B. A., Harper, J. M. y Querim, A. C. (2013). Evaluation of the divided attention condition during functional analyses. Journal of Applied Behavior Analysis, 46, 71-78. http://dx.doi.org/10.1002/jaba.20
Hanley, G.P. (2012). Functional assessment of problem behavior: Dispelling myths, overcoming implementation obstacles, and developing new lore. Behavior Analysis in Practice, 5, 54-72.
Healy, O., Brett, D. y Leader, G. (2013). A comparison of experimental functional analysis and the Questions About Behavioral Function (QABF) in the assessment of challenging behavior of individuals with autism. Research in Autism Spectrum Disorders, 7, 66-81. http://dx.doi.org/10.1016/j.rasd.2012.05.006
Iwata, B. A. y Dozier, C. L. (2008). Clinical application of functional analysis methodology. Behavior Analysis in Practice, 1, 3-9.
Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E. y Richman, G. S. (1994). Toward a functional analysis of self-injury. Journal of Applied Behavior Analysis, 27, 197-209. http://dx.doi.org/10.1901/jaba.1994.27-197
Koritsas, S., Iacono, T., Hamilton, D. y Leighton, D. (2008). The effect of active support training on engagement, opportunities for choice, challenging behaviour and support needs. Journal of Intellectual and Developmental Disability, 33, 247-256. http://dx.doi.org/10.1080/13668250802282944
Lang, R., O’Reilly, M., Sigafoos, M., Lancioni, G. E., Machalicek, W., Rispoli, M. y White, P. (2009). Enhancing the effectiveness of a play intervention by abolishing the reinforcing value of stereotypy: A pilot study. Journal of Applied Behavior Analysis, 42, 889-894. http://dx.doi.org/10.1901/jaba.2009.42-889
Lang, R., O’Reilly, M., Sigafoos, M., Machalicek, W., Rispoli, M., Lancioni, G. E., … Fragale, C. (2010). The effects of an abolishing operation intervention component on play skills, challenging behavior and stereotypy. Behavior Modification, 34, 267-289. http://dx.doi.org/10.1177/0145445510370713
Langthorne, P. y McGill, P (2009). A Tutorial on the Concept of the Motivating Operation and its Importance to Application. Behavior Analysis in Practice 2, 22-31.
Lanovaz, M. J., Fletcher, S. E. y Rapp, J. T. (2009). Identifying stimuli that alter immediate and subsequent levels of vocal stereotypy: A further analysis of functionally matched stimulation. Behavior Modification, 33, 682-704. http://dx.doi.org/10.1177/0145445509344972
Laraway, S., Snycerski, S., Michael, J. y Poling, A. (2003). Motivating operations and terms to describe them: Some further refinements. Journal of Applied Behavior Analysis, 36, 407-414. http://dx.doi.org/10.1901/jaba.2003.36-407
Laraway, S., Snycerski, S., Olson, R., Becker, B. y Poling, A. (2014). The motivating operations concept: current status and critical response. The Psychological Record, 64, 601-623. http://dx.doi.org/10.1007/s40732-014-0080-5
Luiselli, J. K. (2006). Antecedent assessment and intervention. Supporting children and adults with developmental disabilities in community settings. Baltimore: Paul H Brookes.
Mansell, J. y Beadle-Brown, J. (2012). Active support: Enabling and empowering people with intellectual disabilities. Jessica Kingsley Publishers: Great Britain.
McGinnis, M. A., Houchins-Juarez, N., McDaniel, J. L. y Kennedy, C. H. (2010). Abolishing and establishing operation analyses of social attention as positive reinforcement for problem behavior. Journal of Applied Behavior Analysis, 43, 119-123. http://dx.doi.org/10.1901/jaba.2010.43-119
Michael, J. (1982). Distinguishing between discriminative and motivational funcions of stimuli. Journal of the Experimental Analysis of Behavior, 37, 149-155. http://dx.doi.org/10.1901/jeab.1982.37-149
Michael, J. (2007). Motivating operations. In J. O. Cooper, T. E. Heron y W. L. Heward (Eds.), Applied Behavior Analysis, 2nd ed., (pp. 374-391). Upper Saddle River, NJ: Pearson Education.
Miltenberg, R. G. (1998). Methods for Assessing Antecedent Influences on Challenging Behaviors. En J. K. Luiselli y M. J. Cameron (Eds.), Antecedent Control. Innovative Approaches to Behavioral Support (pp. 47-65). Baltimore: Paul H. Brookes Publishing Co.
Nicholson, J., Konstantinidi, E. y Fureniss, F. (2006). On some psychometric properties of the Questions About Behavioral Function (QABF) scale. Research in Developmental Disabilities, 27, 337-352. http://dx.doi.org/10.1016/j.ridd.2005.04.001
O’Rreilly, M., Aguilar, J., Fragale, C., Lang, R., Edrisinha, C., Sigafoos, J., ... Didden, R. (2012). Effects of a motivating operation manipulation on the maintenance of mands. Journal of Applied Behavior Analysis, 45, 443-447. http://dx.doi.org/10.1901/jaba.2012.45-443
O’Reilly, M., Edrisinha, C., Sigafoos, J., Lancioni, G., Cannella, H., Machalicek, W. y Langathorne, P. (2007). Manipulating the evocative and abative effects of an establishing operation: Influences on challenging behavior during classroom instruction. Behavioral Interventions, 22, 137–145. http://dx.doi.org/10.1002/bin.226
O’Reilly, M. F., Sigafoos, J., Lancioni, G., Rispoli, M., Lang, R., Chan, J., ... Langthorne, P. (2008). Manipulating the behavior-altering effect of the motivating operation: Examination of the influence on challenging behavior during leisure activities. Research in Developmental Disabilities, 29, 333-340. http://dx.doi.org/10.1016/j.ridd.2007.06.004
Rapp, J. T. (2004). Effects of prior access and environmental enrichment on stereotypy. Behavioral Interventions, 19, 287–295. http://dx.doi.org/10.1002/bin.166
Rispoli, M., Camargo, S. H., Neely, L., Gerow, S., Lang, R., Goodwyn, F. y Ninci, J. (2013). Pre-Session Satiation as a Treatment for Stereotypy During Group Activities. Behavior Modification, 38, 392-411. http://dx.doi.org/10.1177/0145445513511631
Rispoli, M. J., O’Reilly, M. F., Sigafoos, J., Lang, R., Kang, S., Lancioni, G. y Parker, R. (2011). Effects of presession satiation on challenging behavior and academic engagement for children with autism during classroom instruction.Education and Training in Autism and Developmental Disabilities, 46, 607-618.
Roantree, C. y Kennedy, C. H. (2006). A paradoxical effect of presession attention on stereotypy: Antecedent attention as an establishing, not an abolishing, operation. Journal of Applied Behavior Analysis, 39, 381-384. http://dx.doi.org/10.1901/jaba.2006.97-05
Sailor, W., Dunlap, G., Sugai, G., y Horner, R. (2009). Handbook of positive behavior support. New York: Springer. http://dx.doi.org/10.1007/978-0-387-09632-2
Sigafoos, J., O’Reilly, M. F., Lancioni, G. E., Lang, R. y Didden, R. (2014). Self-Injurious Behavior. En P. Sturmey y R. Didden, R. (Eds.). Evidence-based practice and intellectual disabilities (pp.133-162). Oxford: Wiley Blackwell. http://dx.doi.org/10.1002/9781118326077.ch6
Simó-Pinatella, D., Alomar-Kurz, E., Font-Roura, J., Giné, C., Planella-Morató, J. y McGill, P. (2011). Las presesiones como estrategia para tratar las conductas problemáticas de los alumnos con discapacidad intelectual: una revisión. Análisis y Modificación de Conducta, 37, 155-
Simó-Pinatella, D., Font-Roura, J., Alomar-Kurz, E., Gine, C., Matson, J. L. y Cifre, I. (2013). Antecedent events as predictive variables for behavioral function.Research in Developmental Disabilities, 34, 4582-4590. http://dx.doi.org/10.1016/j.ridd.2013.09.040
Simó-Pinatella, D., Font-Roura, J., Planella-Morató, J., McGill, P., Alomar-Kurz, E. y Giné, C. (2012). Types of motivating operations in interventions with problem behavior: A systematic review. Behavior Modification, 37, 3-38. http://dx.doi.org/10.1177/0145445512448096
Smith, R. G. (2011). Developing Antecedent Interventions for Problem Behavior. En W. W. Fisher, C.C. Piazza y H. S. Roane (Eds.), Handbook of Applied Behavior Analysis (pp. 297-316). New York: The Guilford Press.
Steege, M. W. y Watson, T. S. (2009). Conducting school-based functional behavioral assessment. A practitioner’s guide. 2nd edition. New York: Guilford.
Van Ingen, D. J., Moore, L. L., Zaja, R. H. y Rojahn, J. (2010). The Behavior Problems Inventory (BPI-01) in community-based adults with intellectual disabilities: Reliability and concurrent validity vis-à-vis the Inventory for Client and Agency Planning (ICAP). Research in Developmental Disabilities, 31, 97-107. http://dx.doi.org/10.1016/j.ridd.2009.08.004
##submission.downloads##
已出版
##submission.license##
##submission.copyrightStatement##
##submission.license.cc.by-nc-nd4.footer## ESCRITOS DE PSICOLOGÍA por FACULTAD DE PSICOLOGÍA-UNIVERSIDAD DE MÁLAGA se encuentra bajo una Licencia Creative Commons Atribución-NoComercial-SinDerivadas 3.0 Unported