The Impact of Teaching Multiple Responses on Resurgence of Target Behavior and Persistence of Alternative Responding.
One clear communication response is enough—extra responses do not stop resurgence but do keep the new skill alive a bit longer.
01Research in Context
What this study did
BStagnone et al. (2025) asked a simple question. If we teach one new communication response, resurgence still happens. What if we teach two, three, or more?
They ran an extinction-plus-alternatives experiment. Participants first learned several ways to ask for the same item. Then the team removed all rewards and watched whether the old problem behavior came back.
What they found
Resurgence showed up no matter how many responses the person had. More words did not erase the relapse.
The only plus: learners with multiple responses kept using their new words a little longer inside each session. Once the session ended, the benefit faded.
How this fits with other research
Kimball et al. (2018) found that keeping even one alternative response handy cuts resurgence. BH et al. extend that work and show that piling on extra responses does not improve the result.
Marshall et al. (2025) reviewed dozens of cases and saw resurgence in about one-third of transitions. Their numbers match the current study: relapse is common and modest, not wiped out by more teaching.
Lieving et al. (2018) showed that extra free reinforcers during extinction can accidentally strengthen problem behavior. BH et al. flip the coin: extra responses do not strengthen the problem, but they do not weaken it either.
Why it matters
You can stop at one good mand. Teaching five more synonyms will not block resurgence, so save session time for other goals. Do keep the alternative response in place during extinction; that single move still gives the best protection we have.
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02At a glance
03Original 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 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 participant preference following extinction. Results indicated resurgence across both conditions, with no consistent difference in severity between single and multiple alternative response conditions. However, within-session analyses revealed greater persistence of the alternative response for participants taught multiple alternative responses, suggesting potential benefits for sustained engagement. Future researchers should continue to investigate the role of preference, as teaching order may have impacted findings. Despite mixed findings, this study provides valuable insights into clinical strategies for promoting alternative responding. While teaching multiple alternative responses may not prevent resurgence, it may enhance communication flexibility, particularly when certain responses become unavailable.
, 2025 · doi:10.3390/bs15081014