Maintenance can be defined as a patient’s ability to continue to perform a skill or engage in a behavior with minimal errors over time even after the intervention has been withdrawn. It has been shown to
We work hard to teach new skills and reduce problem behaviors. We want to make sure this behavior change continues long after we are done with the intervention. We are setting the patient up for continued success!
It is important to teach skills that will be used in everyday life; if not, they are less likely to be maintained.
EXAMPLEColin masters the receptive labels “bear” and “cookie.” He needs continued reinforcement of successful discrimination between “cookie” and “bear” to maintain those responses.
EXAMPLEColin masters tying his shoes. Continued practice and reinforcement of tying shoes will ensure that he maintains this skill over the next several weeks, months, years, etc.
EXAMPLEColin learns not to engage in tantrum behavior for attention from his caregiver through the use of a time-out procedure. Once the intervention has been faded out Colin continues to use appropriate replacement behaviors to gain his caregiver’s attention.
Look. Say hi.
Say I'm Jack Riley.
I Jack Riley. Hi!
[GASPS] I hear someone.
Who is it?
Now, we will look at how we ensure that previously mastered skills are maintained across time.
Example: Colin and receptive labels.
SD: “Touch (object).” (For example, “Touch bear.”)
R: Colin touches the labeled object.
While Colin is still learning new receptive labels, as you continue to teach new labels (for example, bubbles, etc.), make sure to review previously mastered labels (for example, bear, cookie, ball, show, cup, hat) as instructed by the BCBA.
After Colin has learned hundreds of receptive labels, the BCBA will move the Receptive Labels program to a separate Maintenance Program. Programs in Maintenance should be done as often as instructed by the BCBA.
Do actions and then it looks like we're doing maintenance right now.
Do the ones that he already has mastered.
And that's in a separate bag. OK.
Yeah. And then you would just be asking, what is the little boy doing? The boy is playing. That should be his answer.
What are they doing?
Yeah, they're playing. Good job, Jack!
Playing with blocks.
They are playing blocks. You're so smart.
What is he doing?
Yeah, another one!
He's playing blocks.
He's playing blocks too?
He's playing cars.
He's playing cars. That's right.
What is she doing?
He's-- He's playing [INAUDIBLE].
Yeah! What are they doing?
Yeah! You finished! Good job, Jack Riley! Give me high fives. Can you do high fives? Yes, OK!
How often should you reinforce a behavior?