The Impact of Teaching Multiple Responses on Resurgence of Target Behavior and Persistence of Alternative Responding

Author

Brittany H. Loder-Lafferty, University of Nebraska Medical CenterFollow

ORCID ID

0009-0006-9982-7594

Graduation Date

Spring 5-10-2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Programs

Applied Behavior Analysis

First Advisor

Amanda N. Zangrillo

Abstract

This study evaluated the effects of teaching multiple alternative responses on the resurgence of a target response and the persistence of an alternative response in an applied setting. Using a between-participants group design, we examined how teaching multiple alternative responses impacted resurgence and persistence upon exposure to extinction. Additionally, we investigated the role of preference in response allocation and shifts in preference following extinction. Results indicated resurgence across both conditions, with no consistent difference in severity between single and multiple alternative responses. However, within session analysis revealed greater persistence of the alternative response for participants taught multiple responses, suggesting potential benefits for sustained engagement. Preference for alternative responses was influenced by teaching order and reinforcement history, with shifts in preference following extinction. Notably, caregiver predictions of child preference did not align with assessment outcomes, highlighting the need for individualized evaluation. Despite mixed findings, this study proves valuable insights into clinical strategies for promoting alternative responding.

Comments

2025 Copyright, the authors

Recommended Citation

Loder-Lafferty, Brittany H., "The Impact of Teaching Multiple Responses on Resurgence of Target Behavior and Persistence of Alternative Responding" (2025). Theses & Dissertations. 939.
https://digitalcommons.unmc.edu/etd/939