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Eliminating biased selections during concurrent‐chains schedules: A discovery research example Behavioral Interventions (IF 1.269) Pub Date : 2024-04-21 Nicole M. Rodriguez, Kevin C. Luczynski, Victoria L. Bock, Maya J. Fallon
When an individual has limited language, concurrent‐chains schedules offer an objective means of assessing preference among behavior‐change procedures so that recipients can be incorporated into the treatment selection process. We initially attempted to use a concurrent‐chains schedule to assess children's preference for different types of token systems. However, upon observing children engaging in
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A descriptive assessment of trial‐based functional analysis research Behavioral Interventions (IF 1.269) Pub Date : 2024-04-18 Jessica L. Amador, Ruth M. DeBar, Meghan A. Deshais, Andrew W. Gardner, Tina M. Sidener
Since its inception, modifications to experimental functional analyses have been conducted to improve contextual fit. One variation, a trial‐based functional analysis (TBFA), naturally embeds conditions within the environment, has been used across diverse participants (e.g., neurotypical development, autism spectrum disorder [ASD], etc.) and settings. Although interest in TBFA has grown, few TBFA literature
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Effects of smart watch‐delivered text messaging on social initiations of adolescents with autism spectrum disorder Behavioral Interventions (IF 1.269) Pub Date : 2024-04-13 Justin DiDomenico, Matt Tincani, Art Dowdy
Children with autism spectrum disorder (ASD) experience challenges with social skills when interacting with peers, which can affect their ability to form friendships and participate in inclusive settings. This study evaluated text messaging prompts and prompt fading delivered by a smart watch to increase social initiations of three adolescent students with ASD and their peers without ASD. We used a
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Teaching children with autism spectrum disorder to mand for answers to questions via telehealth: A caregiver implementation Behavioral Interventions (IF 1.269) Pub Date : 2024-04-04 Remington M. Swensson, Jessica S. Akers, Monserrat Austin, Renming Liu, Lindsey B. Swafford, Stephanie Gerow
Manding for information is important because information is a valuable part of learning and interacting with our environment, allowing for more autonomy (i.e., access reinforcement). Despite the importance of this skill, individuals with autism spectrum disorder (ASD) often do not engage in manding for information without explicit instruction. In the current study, we coached caregivers via telehealth
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Using the disequilibrium theory in behavior change projects on homework and social media usage Behavioral Interventions (IF 1.269) Pub Date : 2024-04-04 George de Merlier, Paul Romanowich
The disequilibrium theory suggests restricting a behavior below baseline levels will induce response deficit and make that behavior a more impactful reinforcer. This reinforcement principle was incorporated into a behavior change project for eight students, where the instrumental behavior was homework, and the contingent behavior was social media (SM) access. Students self‐selected their level of SM
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Issue Information Behavioral Interventions (IF 1.269) Pub Date : 2024-04-04
No abstract is available for this article.
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The effects of sensory integration on stereotypy of preschool students with autism Behavioral Interventions (IF 1.269) Pub Date : 2024-04-01 Robin Nuzzolo, Hannah Walker
The purpose of the current study was to systematically replicate the independent variable used in Moore et al.'s (2015) experiment using sensory integration therapy (SIT) as a treatment for automatically maintained stereotypy. According to sensory integration theory, providing certain sensory experiences to individuals with autism can change their repetitive behavior. Despite the lack of research supporting
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Training healthcare professionals to discriminate between examples and non‐examples of racial microaggressions Behavioral Interventions (IF 1.269) Pub Date : 2024-03-27 Patrick W. Romani, Tara M. Hays, Jenna Glover, Arletta Swain‐Cockrell
President Bill Clinton's Race Advisory Board (1998) discussed racism as being nearly invisible to Americans, and White Americans are often unaware of their role in perpetuating racism today. Microaggressions are a common type of racism that take the form of denigrating comments toward those of racial minority groups (Sue et al., 2007). While often unintentional or unconsciously used, microaggressions
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Evaluating preference displacement of edible stimuli and social interactions for typically developing preschool children Behavioral Interventions (IF 1.269) Pub Date : 2024-03-26 N. R. Lasinski, K. P. Klatt
Edible and leisure items are often used in behavioral intervention to teach skills or reduce problem behavior. Social interactions, however, have also been shown to function as reinforcers for both typically developing children and children diagnosed with autism. Previous research has been conducted investigating preference displacement between edible, leisure and social items. The current study included
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Discrete‐trial teaching: A scoping review Behavioral Interventions (IF 1.269) Pub Date : 2024-03-23 Michelle A. Frank‐Crawford, John C. Borrero, Alyssa Fisher, Paige Talhelm, Nathalie Fernandez
Discrete‐trial teaching (DTT) is an arrangement used in skill acquisition. The components that comprise DTT vary widely across applications, and previous reviews evaluating its efficacy have largely reported on DTT as part of a comprehensive intervention package. The purpose of this scoping review was twofold: to describe the component variations of DTT (descriptive analysis) and to evaluate the general
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Assessment and treatment of multiply maintained self injury for a visually impaired elementary student with autism Behavioral Interventions (IF 1.269) Pub Date : 2024-03-17 Sara K. Snyder, Madeline L. Griffin, Kevin M. Ayres
Assessment of challenging behavior via functional analysis (FA) and subsequent treatment including functional communication training (FCT) is a common approach to treating severe problem behavior for individuals with autism and intellectual disability. Assessment and treatment for these behaviors exhibited by individuals who have a co‐occurring diagnosis of visual impairment and autism spectrum disorder
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A component analysis of ABC assessments as demonstrated through function based interventions Behavioral Interventions (IF 1.269) Pub Date : 2024-03-16 Lisa M. Tereshko, Mary Jane Weiss, Robert K. Ross, Jill M. Harper, Dennis Keane
Research demonstrates that in order to implement a successful behavior analytic intervention, one must first identify the maintaining contingencies of the target behavior. Descriptive assessments are the most commonly used functional assessment used by behavior analysts (Oliver et al., 2015), although, comparative research further supports the use of analog functional analyses over descriptive assessments
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Exposure‐based treatments for fear and reactivity to medical procedures: A systematic review of the literature with implications for research and practice Behavioral Interventions (IF 1.269) Pub Date : 2024-03-16 Awab Abdel‐Jalil, Jillian N. Baldwin, Justin B. Leaf
This systematic literature review following updated PRISMA guidelines investigated the application of exposure treatments to address phobias and highly reactive patterns associated with medical procedures. Through a search of APA PsycINFO followed by screening, 62 articles were identified spanning the years 1968–2021, encompassing a total of 715 participants and 11 medical procedures. Multiple variables
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Adapting preference assessments and reinforcement schedules to increase mask wearing with adults with intellectual disabilities Behavioral Interventions (IF 1.269) Pub Date : 2024-03-14 Elizabeth J. Houck, Joseph D. Dracobly, Richard G. Smith, Melanie S. Bauer, Danielle R. Pelletier, Aaron J. Sanchez
New or infrequently contacted stimuli may present challenges for people with intellectual disabilities (ID) and autism spectrum disorder (ASD). Throughout the Covid‐19 pandemic, facemasks emerged as a new stimulus that may cause distress, especially for those who may not understand the need for a mask. Further, the inability to tolerate wearing a facemask could limit safe access to public locations
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Improving goals written for individuals with autism: Preliminary results on assessing meaningfulness and relevance to adulthood Behavioral Interventions (IF 1.269) Pub Date : 2024-03-06 Shanna Bahry, Peter F. Gerhardt, Mary Jane Weiss, Justin B. Leaf, Kevin M. Ayres
In general, individuals with autism spectrum disorder have poor outcomes in adulthood on almost any measure assessed. Poor outcomes, in part, may be related to inadequate planning leading up to adulthood, including inappropriate goal setting, ineffective communication, and inadequate involvement of all decision‐makers needed to inform planning. The skills in the repertoires of individuals on the spectrum
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The effect of phonics skills intervention on early reading comprehension in an adolescent with autism: A longitudinal study Behavioral Interventions (IF 1.269) Pub Date : 2024-03-02 Michael Nicolosi, Karola Dillenburger
Reading comprehension requires phonics skills, described as “blending phonemes in a word”. Adolescents diagnosed with Autism Spectrum Disorder (ASD) often experience poor reading comprehension. The aim of the present study was to explore if it is possible for an adolescent with ASD and intellectual disability to learn reading comprehension skills even without direct teaching, when the focus of the
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An evaluation of training components necessary to teach staff members to conduct an intensive pediatric feeding intervention Behavioral Interventions (IF 1.269) Pub Date : 2024-02-26 Ronald J. Clark, David A. Wilder
In applied behavior analysis, parents or other caregivers are often trained to implement an intervention after the intervention has been demonstrated effective when implemented by professionals. However, training novice staff members to conduct specific behavioral interventions has received less attention. This is particularly true in the context of training staff to implement interventions to treat
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Incorporating social validity into practice: Treatment progression across pediatric feeding skill domains Behavioral Interventions (IF 1.269) Pub Date : 2024-02-24 Tessa Taylor, Sarah Ann Taylor
A small but growing body of research in pediatric feeding disorders asserts the importance of comprehensively measuring social significance of goals, procedures, and effects of intervention, and incorporating social validity into practice to inform treatment. This report sought to extend this literature by detailing procedures to measure and improve social validity during a clinical case of a 3.5‐year‐old
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Reinforcement‐schedule thinning practices during functional communication training: A survey of behavior analysts Behavioral Interventions (IF 1.269) Pub Date : 2024-02-23 Daniel R. Mitteer, Megan A. Boyle, Andrew R. Craig
Researchers have investigated several schedule‐thinning approaches during functional communication training (FCT), including FCT with delay schedules (Delay FCT), FCT with discriminative stimuli (Signaled FCT), and FCT with delay‐and‐denial tolerance training (DDTT). Despite many publications on these approaches, it is unclear how regularly, how often, and under what conditions behavior analysts use
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Is “M&M® therapy” a misnomer or a concerning truth? A descriptive analysis of the use of edible reinforcers in applied behavior analytic research Behavioral Interventions (IF 1.269) Pub Date : 2024-02-22 Jacqueline M. Kemp, Amy N. Ethridge, Sarah M. Richling, Cecelia Z. Drummond, Joshua A. Soto
Reinforcement is considered an essential component of many behavioral interventions. However, caregivers may criticize the use of edible reinforcers, particularly those viewed as unhealthy. Still, as evidenced by current attitudes toward the profession, addressing the concerns and criticisms of behavior analytic consumers is paramount. Thus, the purpose of this study was to determine the extent to
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Using general‐case procedures outside of autism intervention: A systematic review Behavioral Interventions (IF 1.269) Pub Date : 2024-02-20 Carleana R. Hickey, Sharon A. Reeve, Kenneth F. Reeve, Meghan A. Deshais, Jason C. Vladescu
Recently, there has been a call for the application of behavior analytic technology to more diverse domains. Although general‐case procedures are most often applied in autism service delivery, they can be applied to more diverse domains ranging from organizational behavior management to public health initiatives. This literature review, therefore, provides an overview of technological descriptions
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Environmental restoration as a reinforcer in ritualistic contexts Behavioral Interventions (IF 1.269) Pub Date : 2024-02-15 Jesse Anderson, Lisa Kenaston-Manasseh
We conducted a functional analysis of severe problem behavior (aggression, disruption, and self-injury). The analysis examined four potential socially mediated functions: attention, escape, receipt of tangible items, and restoration of environmental items. Restoration involved the experimenter replacing missing puzzle pieces, ring stacker rings, and shape sorter blocks without giving the items to the
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Issue Information Behavioral Interventions (IF 1.269) Pub Date : 2024-02-06
No abstract is available for this article.
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Functional analysis screening for inappropriate mealtime behavior Behavioral Interventions (IF 1.269) Pub Date : 2024-01-13 Valdeep Saini, Joan Broto, Meaghan Robbins, Micaela Totino, Carobeth Zorzos
Inappropriate mealtime behavior (IMB) is a class of food refusal behavior that is commonly observed in children with neurodevelopmental disorders or avoidant/restrictive food intake disorder. An abundance of research has demonstrated that IMB is commonly maintained by negative reinforcement in the form of escape from food or drink presentation. Given the common association between IMB and escape as
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Latency measurement in functional analysis and treatment of behaviors targeted for reduction Behavioral Interventions (IF 1.269) Pub Date : 2023-12-25 Stephanie L. Mattson, Hailey M. Spinks, P. Raymond Joslyn, Elissa M. Spinks, Taylor F. Moore
Research has demonstrated that latency is a reasonable index of response strength in the functional analysis and treatment of behaviors targeted for reduction. The literature contains numerous examples of functional analyses emphasizing latency informing effective treatment for problem behavior in various scenarios. Latency measurement can improve the versatility of functional analyses by allowing
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Functional analysis and treatment of adult problem behavior: A review Behavioral Interventions (IF 1.269) Pub Date : 2023-12-18 Richard A. Colombo, Alexis Munoz, Michele Wallace, David Legaspi
Functional analysis (FA) methodology has been deemed the best practice in the field of applied behavior analysis. The data collected in an FA allows behavior analysts to develop the most effective and ethical behavior interventions. With the diagnosis for individuals with autism on the rise along with the forecast of adults who will need support, it may be time to take stock of the available literature
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Evaluating functional communication training without extinction in public school settings Behavioral Interventions (IF 1.269) Pub Date : 2023-12-16 Jessica N. Torelli, Blair P. Lloyd
Functional communication training (FCT) in the treatment of escape-maintained problem behavior for children with disabilities often includes extinction for problem behavior, which is difficult for educators to implement in classroom settings. This study evaluated the effects of FCT with concurrent schedules, as an alternative to extinction, for two children with disabilities and multiply maintained
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Internet-delivered Parent–Child Interaction Therapy increases positive parenting behaviors that maintain over time Behavioral Interventions (IF 1.269) Pub Date : 2023-12-11 Brad A. Dufrene, Zachary C. LaBrot, Lauren Peak, Caitlyn Weaver
Young children's display of emotional and behavioral difficulties is relatively commonplace. However, if left unaddressed, these challenging behaviors have potential to develop into more serious problems. Furthermore, parents often report feeling unprepared to prevent and address their young children's emotional and behavioral difficulties. Fortunately, behavioral parent training strategies, such as
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An experimental analysis of task refusal: A comparison of negative reinforcement contingencies and transitions between academic tasks Behavioral Interventions (IF 1.269) Pub Date : 2023-12-05 Erna Dögg Pálsdóttir, Atli Freyr Magnússon, Berglind Sveinbjörnsdóttir
The purpose of the study was to do an experimental analysis of academic task refusal for one girl with a developmental disability. Task refusal was analyzed in two experimental analyses. First, an analysis testing if the behavior was maintained by negative reinforcement, and the second, an analysis testing if the behavior was the result of transitioning between academic tasks differing in preference
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An analysis of instructor- and tablet-presented conditional discriminations: Fidelity and rapidity Behavioral Interventions (IF 1.269) Pub Date : 2023-11-11 Taylor Kennedy, Tom Cariveau, Kathryn Grelck, Alexandria Brown, Delanie F. Platt, Paige Ellington
Matching-to-sample arrangements are commonly used to teach conditional discriminations. In these arrangements, instructors must systematically arrange instruction to ensure that a learner's response comes under the intended sources of stimulus control. Given the multitude of instructional considerations, the instructors' procedural fidelity has been a significant concern. Recently, LeBlanc et al. found
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Issue Information Behavioral Interventions (IF 1.269) Pub Date : 2023-11-06
No abstract is available for this article.
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The effects of video feedback on running form Behavioral Interventions (IF 1.269) Pub Date : 2023-11-07 Mariana Morante, Raymond Miltenberger, Jennifer Cook
Correct running form is important for injury prevention; as such, correct form promotes continued engagement in running as a long-term form of exercise. Researchers have shown video feedback to be an effective strategy to improve athletic form for a variety of sports, but it has not been evaluated in any behavior analytic research as a method for improving running form. The purpose of this study is
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Implementing skill-based treatment within a classroom setting for an adolescent with autism Behavioral Interventions (IF 1.269) Pub Date : 2023-11-05 Rebecca Cervi, Deborah J. Gruber, Deborah A. Napolitano
Research exists to support the efficacy of the Interview-Informed Synthesized Contingency Analysis (IISCA) and skill-based treatment (SBT) to address problem behavior within a clinical setting. However, limited research is available to support their use in a classroom setting and especially as a tool to avoid the display of problem behavior altogether. In the current study, the IISCA, informed by an
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Further evaluation of a hands-on-shoulder plus praise procedure to reduce toe walking Behavioral Interventions (IF 1.269) Pub Date : 2023-11-01 David A. Wilder, Christina Sheppard, Franchesca Izquierdo, Kira Flynn
Idiopathic toe walking (ITW) refers to ambulation with a toe-to-toe gait in the absence of a known cause. Although it is exhibited by typically developing children, it is more common among children with autism spectrum disorder (ASD). Persistent ITW can cause several long-term medical problems, including ankle deformities and balance and posture abnormalities. In the current study, we first conducted
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An online sequential training package to teach citation formatting: Within and across participant analyses Behavioral Interventions (IF 1.269) Pub Date : 2023-10-24 Kendra E. Guinness, Diana Parry-Cruwys, Ryan S. Atkinson, Jacquelyn M. MacDonald
When teaching complex skills in higher education settings, different individuals may require different levels of instruction to achieve mastery. The current study replicated and extended Parry-Cruwys et al. (2022) by evaluating the effects of an online sequential training package on accuracy of APA citations with graduate students in behavior analysis. The intervention consisted of (a) a checklist
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A scoping review of empirical research on emergent intraverbal behavior Behavioral Interventions (IF 1.269) Pub Date : 2023-10-23 Daniel E. Conine, Sarah E. Frampton, Kyrsten A. Buote, Chelsea E. Keller
For decades, Skinner's analysis of verbal behavior has been applied in a variety of contexts. One critically important topic in this area is the extent to which some verbal operants may be learned indirectly, as a result of learning other verbal operants. This phenomenon is often referred to as emergent verbal behavior, and is critical to our understanding of how language is learned in a generative
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Treatment outcomes for children with chronic food refusal in a community behavioral health center Behavioral Interventions (IF 1.269) Pub Date : 2023-10-13 Rinita L. Roberts, Georgina J. Sakyi, Scott Hickey, Stacey C. Grebe
Abnormal patterns of feeding behavior are seen in children with and without developmental disabilities; if not treated early, these patterns may lead to a diagnosis of avoidant/restrictive food intake disorder (ARFID). A multitude of treatments for ARFID varying in theoretical orientation, intensity, and modality exist in the literature. Given the potential for complexity in the clinical presentation
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Experimental analysis of voice volume for children with autism spectrum disorder Behavioral Interventions (IF 1.269) Pub Date : 2023-10-08 Arturo Garcia, Kara L. Wunderlich, Chandler Pelfrey, Christina M. Sheppard
Inappropriate prosodic production, or features of speech, is an often observed but rarely treated communication skill deficit in individuals with autism. Expanding on previous literature, we conducted a functional analysis (FA) on the voice volume responses (VVRs) of two children with autism spectrum disorder utilizing similar procedures to those of Edgerton and Wine. Then, we evaluated the efficacy
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Using synchronous reinforcement to increase mask wearing in young children: A replication and extension Behavioral Interventions (IF 1.269) Pub Date : 2023-10-07 Stacha C. Leslie, Claudia L. Dozier, Marissa E. Kamlowsky, Catherine L. McHugh, Sara C. Diaz de Villegas, Ky C. Kanaman
In the current study, experimenters implemented synchronous schedules of reinforcement to increase mask wearing for up to 30 min for six children under the age of 5 years. Additionally, for a subset of children, we evaluated whether mask wearing would continue under baseline conditions in their classroom with staff during 30 min sessions (treatment extension), and later throughout the day (all-day
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Increasing leisure-item engagement in individuals with autism Behavioral Interventions (IF 1.269) Pub Date : 2023-10-03 Eileen M. Roscoe, Valerie A. Hall, Abigail E. McVarish, R. Benjamin Cornaglia
The goal of the current study was to increase functional engagement with multiple leisure items for five individuals with ASD, who had limited leisure item engagement (i.e., they engaged with only one leisure item, and after that item was restricted, they exhibited no functional engagement with alternative activities). Response restriction (RR) preference assessments were conducted to assess pre- and
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Implementing multiple schedules with naturally occurring stimuli via telehealth Behavioral Interventions (IF 1.269) Pub Date : 2023-09-30 Emily Exline, Tonya N. Davis, Suzannah K. Avery, Stephanie Gerow, Renming Liu, Monserrat Austin
Functional communication training (FCT) is an effective intervention to decrease challenging behavior. However, the continuous reinforcement of mands commonly implemented within FCT is difficult to implement in natural settings. Schedule thinning using a multiple schedule arrangement addresses this barrier, yet most studies evaluating this approach have been conducted in clinical environments and using
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Evaluation of a rapport-building intervention for early interventionists working with children on the autism spectrum Behavioral Interventions (IF 1.269) Pub Date : 2023-09-29 Rebecca Ensor, Priscilla Burnham Riosa, Kevin Han Xiang Yu
Rapport, or the therapeutic relationship between a therapist and client, is essential for successful intervention. In behavior analytic interventions for autistic children, practitioners commonly use pairing to establish rapport. A limited body of research has evaluated how to train interventionists to pair with their child clients. Furthermore, fewer studies have examined the effects of pairing on
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Evaluating the effectiveness of video feedback to improve cheerleader tumbling skills Behavioral Interventions (IF 1.269) Pub Date : 2023-09-07 Sara Kate Snapp, Raymond G. Miltenberger, Heather M. Zerger
The current study evaluated the effectiveness of video feedback (VF) to improve tumbling skills with three high-school cheerleaders. Researchers evaluated the effects of VF using a multiple baseline across behaviors design. Results demonstrate that VF was effective in increasing the percentage of correct steps of the target skills for all three participants. This study contributes to the literature
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Creating a reference range of common problem behaviors and replacement behaviors in neurotypical children Behavioral Interventions (IF 1.269) Pub Date : 2023-09-05 Jessica VanDevander, Allison Warner, Ellie Kazemi, Tara Fahmie
There are limited resources outlining age-referenced rates of problem behavior displayed by neurotypical children. Such information is important for practitioners as a basis for social comparison when they are targeting behavior reduction goals for neurodivergent clients. We distributed a survey to parents of children aged 1–10 years without a developmental diagnosis in which parents reported frequency
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An initial evaluation of staff injuries in human service organizations Behavioral Interventions (IF 1.269) Pub Date : 2023-08-28 Sandra A. Ruby, Byron Wine, Abigail L. Blackman, Florence DiGennaro Reed
Recent data reveal an increase in the likelihood of staff injury for those working in the health care and social assistance industries (United States Bureau of Labor Statistics, 2021). Without information summarizing variables pertaining to staff injury in behavior-analytic service settings, organizational leaders risk the safety of staff they employ. Despite the social relevance, few studies concerning
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Large-scale evaluation of staff training in programs for adults with intellectual and developmental disabilities Behavioral Interventions (IF 1.269) Pub Date : 2023-08-24 Bertilde U. Kamana, Claudia L. Dozier, Nicole A. Kanaman, Florence DiGennaro Reed, Stephanie M. Glaze, Ali M. Markowitz, Marcella M. Hangen, Kelley L. Harrison, Alec M. Bernstein, Rachel L. Jess, Tyler G. Erath
Behavioral skills training and on-the-job feedback are effective in changing staff behavior as evidenced by years of staff-training research. However, community programs for adults with intellectual and developmental disabilities (IDD) often do not utilize these best-practice training methods. The purpose of the current study was to train four empirically derived practices to staff who work with adults
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Teaching contingent vocal imitation of infants using Cool versus Not Cool™: A brief asynchronous responsive caregiving training Behavioral Interventions (IF 1.269) Pub Date : 2023-08-24 Jill Hickey, Shannon M. Arthur, Scott L. Solomon, Justin B. Leaf
Global public health organizations such as The World Health Organization and United Nations Children's Fund have prioritized environmental support for infants in their first 1000 days of life, including interventions that target early childhood development (ECD) outcomes. Responsive caregiving practices and interventions that support parents in engaging in them have a positive effect on ECD outcomes
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Evaluating two iterations of a paired stimulus preference assessment Behavioral Interventions (IF 1.269) Pub Date : 2023-08-22 Hannah MacNaul, Anh Nguyen, Shannon Wilson, Catia Cividini-Motta, Natalie Mandel
The paired stimulus preference assessment (PSPA) is commonly used in both research and practice. However, two iterations have been described: a single-presentation arrangement in which each tested stimulus is paired with one another once and a double-presentation arrangement in which each tested stimulus is paired twice with counterbalanced placement. Each arrangement may have different advantages;
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Evaluation of emailed prompts to promote generalization and maintenance of preschool teachers' effective instruction delivery Behavioral Interventions (IF 1.269) Pub Date : 2023-08-17 Chelsea N. Johnson, Terreca A. Cato, Zachary C. LaBrot, Emily R. DeFouw
Young children's noncompliance with adult instructions has the potential to lead to a variety of other internalizing and externalizing difficulties that impact learning, behavior, and overall development. Although a variety of effective intervention strategies exist, early childhood teachers may not be well equipped to consistently implement these strategies to prevent and address young children's
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Further examination of behavior during extinction-based treatment of pediatric food refusal Behavioral Interventions (IF 1.269) Pub Date : 2023-08-15 Christopher W. Engler, Vivian F. Ibañez, Kathryn M. Peterson, Ashley S. Andersen
Researchers have demonstrated the effectiveness of extinction-based treatments to reduce challenging behavior. Although bursts and temporary increases in emotional responding may occur in some basic and applied studies, recent studies on their prevalence have shown that side effects are far from ubiquitous. Woods and Borrero (2019) determined that bursts of inappropriate mealtime behavior and increases
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Functional communication training and a chained schedule of reinforcement to reduce escape-maintained challenging behavior related to a daily routine Behavioral Interventions (IF 1.269) Pub Date : 2023-08-15 Gabby Rivera, Suzannah K. Avery, Stephanie Gerow, Emily Exline
Children with autism spectrum disorder often exhibit challenging behavior to avoid exposure to common daily tasks or routines. There is a need to investigate methods to teach appropriate communication to replace challenging behavior and increase tolerance for daily routines. However, the data to support its use to decrease challenging behavior associated with an activity or routine is limited. In the
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An exploration of a physical activity intervention in a community fitness setting for adolescents with autism Behavioral Interventions (IF 1.269) Pub Date : 2023-08-07 Laura Bassette, Shawna Sundberg, Abby Magnusen, Alysan Ramirez, Emily Badger
It is well established that adolescents with autism spectrum disorders often do not engage in physical activity, which may contribute to secondary health concerns (e.g., poor cardiovascular health and diabetes). The purpose of this study was to extend the research on a behavioral intervention package and address previous limitations (i.e., small number of exercises and minimal maintenance). A multiple
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Dealing with uncertainty: A systematic approach to addressing value-based ethical dilemmas in behavioral services Behavioral Interventions (IF 1.269) Pub Date : 2023-08-02 Weihe Huang, Gabrielle T. Lee, Xiaofan Zhang
Applied behavior analysis (ABA) service delivery is a complicated process and some issues stemming from this process can be controversial. Ethical dilemmas can challenge ABA practitioners and require thorough examination. The goal of this paper is to identify the existence of value-based ethical dilemmas stemming from potential tensions among underlying values and to provide behavior practitioners
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Assessment and treatment of problem behavior occasioned by variable-sequence transitions for children with autism Behavioral Interventions (IF 1.269) Pub Date : 2023-08-02 Yanerys Leon, Adam Brewer, Mallory Fandal, Corina Jimenez-Gomez, Joseph Dracobly
Transitions from one daily activity to the next can occasion problem behavior (e.g., aggression). Inspired by clinical descriptions of children with autism, we compared the effects of fixed-sequence and variable-sequence transitions on problem behavior using a multiple baseline across participant design. In the fixed-sequence condition, participants were exposed to the same sequence of activities.
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Functional analyses conducted via telehealth with caregivers as primary therapists Behavioral Interventions (IF 1.269) Pub Date : 2023-07-31 Jesslyn N. Farros, David Legaspi, Michele Wallace
Conducting efficient and accurate assessments prior to developing a treatment to eliminate problem behavior is necessary. When surveyed, most clinicians report functional analyses (FAs) to be the most informative in determining the function of problem behaviors when compared to descriptive and indirect methods. However, they also report not conducting FAs as a standard practice. Several barriers are
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Assessment and treatment of stereotypy in infants at risk of autism spectrum disorder Behavioral Interventions (IF 1.269) Pub Date : 2023-07-31 Morgan Scully, Kathryn Couger, Rebecca MacDonald
Individuals diagnosed with autism spectrum disorder (ASD) often engage in stereotypic behavior that is challenging to treat due to difficulties isolating the maintaining reinforcer. The purpose of this study was to identify and treat motor stereotypy in an infant at risk of ASD. Although several studies have investigated the prevalence and topographies of stereotypy in young children, none have identified
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Motivating children with feeding disorders to self-feed: An evaluation of using differential reinforcement and manipulation of establishing operations to increase self-feeding Behavioral Interventions (IF 1.269) Pub Date : 2023-07-31 Bethany A. Hansen, Laura E. Phipps, Amy K. Drayton, Nicole C. Demchuk, Rachel M. Knight, Lindsey A. Elson
Self-feeding is a behavioral cusp vital to independence, growth, and development. Previous studies demonstrate that interventions like escape extinction in the form of physical guidance are effective at increasing self-feeding in children with feeding disorders. However, these interventions may not be effective for all children. In the present study, we evaluated the effects of a treatment package
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Evaluating convergent validity between RAISD and MSWO rankings across informants Behavioral Interventions (IF 1.269) Pub Date : 2023-07-24 Sara R. Jeglum, Isaac J. Melanson, Matthew J. O’Brien
The Reinforcer Assessment for Individuals with Severe Disabilities (RAISD) and multiple-stimulus without replacement preference assessment (MSWO) are evidence-based tools used to determine preferences indirectly through interview and observation of choice making, respectively. Often, the RAISD is used to inform the stimulus array of the MSWO. However, reports frequently vary between informants. This
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Training behavior technicians to become behavior artists through the teaching interaction procedure Behavioral Interventions (IF 1.269) Pub Date : 2023-07-14 Amy R. Bukszpan, Adriana Anderson, Emma Moon, Annabel Kaplan, Justin B. Leaf
In his 1985 lecture, Richard Foxx outlined several traits that distinguished behavior technicians from behavioral artists. He argued that these distinguishing factors made the difference in whether a behavior change proved successful or not. These features have added to the growing body of work around compassionate care in behavior analysis. This study demonstrates that Foxx's skills of behavioral
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A functional approach to borderline personality disorder Behavioral Interventions (IF 1.269) Pub Date : 2023-07-09 Daniel Echevarría-Escalante, Gladis Lee Pereira, Víctor Estal-Muñoz, María Xesús Froxán-Parga
Dialectical behavior therapy (DBT) can be considered the most effective treatment when attending to problem behaviors that define borderline personality disorder (BPD). This therapy employs chain analysis as the tool for accounting of contextual variables that maintain these behaviors. However, these detected variables are descriptive and temporal rather than strictly functional. That is, the role