Use of skill-based treatment to teach how to ask for preferred items, tolerate denial, and compromise for less preferred alternatives

Abstract

For some children, problem behaviors may arise due to environmental factors (Horner et al., 2002). Functional analysis is commonly used to help identify factors maintaining these behaviors (Hanley et al. 2003). Function-based interventions, such as teaching alternative behaviors to replace the problem behavior, are common (Cooper et al., 2020). Skill-Based Treatment, introduced by Hanley et al. (2014), has been used to reduce problem behavior, and teach functional communication responses and denial- and delay tolerance. Children may additionally need negotiation skills to succeed in difficult social situations (Brion-Meisels & Selman, 1984). Learning to compromise for a less preferred item enhances social development and overall success in everyday events (Stevahn et al., 2000). However, studies on teaching compromise skills are lacking. This study aimed to use Skill-Based Treatment to teach skills to a child who had historically struggled with requesting preferred items in a socially acceptable manner, tolerating denied access, and compromising for a less preferred item. Using A-B single-subject design, the study successfully replicated previous findings in reducing problem behavior and increasing socially acceptable communication skills (Hanley et al., 2014). Compromise (COMP) was emitted with prompts, which is similar to the situations that occur in the everyday life of children. Procedural adjustments may be necessary for independent mastery of COMPs. Keywords: Skill-Based Treatment, functional communication response, tolerating response, compromising, negotiation skills, edible items.