Indexador

Resumo não informado pela fonte indexada.

AbstractAlthough decades of behavior‐analytic studies have focused on decreasing the aggressive behavior of clients, relatively little research has been conducted on preventing injuries for the staff members who implement treatment plans. In this study, three direct‐care staff members working with clients presenting with aggressive behavior were taught targeted blocking and distance management techniques designed to keep the clients safe while preventing injuries to the participants. Findings indicated that all staff members acquired the target skills in simulations, after which the skills for two participants generalized to the natural work environment.

Resumo não informado pela fonte indexada.

Resumo não informado pela fonte indexada.

AbstractTummy time is an activity for infants to practice their early motor skills. Although most pediatricians recommend tummy time, parents may avoid the procedures due to indices of infant discomfort during this period. This consecutive controlled case series evaluation compared the effects of preferred items selected from a preference assessment with those of parental attention on head evaluation and negative vocalizations during tummy time. In addition, we directly evaluated parental choice by inviting parents to select which tummy time treatment they wanted to implement. We found that both preferred items and parental attention effectively increased head elevation and decreased negative vocalizations during tummy time; however, parents tended to prefer the treatment that included the preferred item.

AbstractQuality behavior intervention requires critical thinking skills, in‐the‐moment analysis, flexibility, and clinical judgment. Yet, there has been limited research on developing these complex skills. Flexible prompt fading (FPF) is a prompting procedure that requires the interventionist to continually analyze learner responding and make in‐the‐moment decisions to maximize learning during the teaching session, ultimately using clinical judgment while using prompting as a teaching strategy. FPF has consistently been demonstrated to be effective and in some cases more efficient than other prompting procedures. However, there has been no research demonstrating effective training procedures for the skills necessary to implement FPF. In order to more widely disseminate procedures that require these analytic skills, effective training procedures must be identified. The current study evaluated the effects of behavioral skills training (BST) and a progressive approach to staff training to teach staff to implement FPF with autistic individuals/individuals with ASD and the effects of each training method on development of clinical judgment skills. The results demonstrated that both training procedures were effective in teaching implementation of FPF.

AbstractResearch 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. As a way to assess the components of descriptive assessments to increase their accuracy, antecedent‐behavior‐consequence (ABC) assessments and functional analysis procedures were used to analyze the key components of descriptive assessment and were then verified with the implementation of a function‐based intervention. Results indicated that conditional probabilities from the antecedent condition were verified as the function in the functional analysis and treatment. Implications for clinicians and researchers are reviewed.

AbstractThe functional assessment of challenging behavior (e.g., self‐injurious behavior) has evolved over many years of research and practice. This concise review summarizes the positive predictive value, negative predictive value, accuracy, sensitivity, and specificity of common procedural adaptations reported to improve functional assessment safety and efficiency. We conclude with suggestions for clinicians and researchers.

AbstractSince 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 reviews have been conducted. Detailed participant characteristics, reliability measures across dependent and independent variables, social validity, and details of function‐based interventions have yet to be reported. Therefore, the purpose of the literature review was to replicate and extend past TBFA reviews by assessing publication characteristics (e.g., authors, year), participant characteristics, procedures (e.g., number of trials), validation across comparison FAs, function‐based interventions, reliability (interobserver agreement [IOA] and procedural integrity) measures, social validity, and intervention details (type. Implementer, setting, and outcomes. We identified 32 articles across 88 participants. Strengths of TBFA research include usability across a range of problem behaviors in natural settings (i.e., in classrooms or in homes) by teachers and direct service providers, IOA, and the inclusion of effective function‐based interventions. Most research included preschoolers with ASD and other disabilities. Limitations and areas for future research are discussed.

Resumo não informado pela fonte indexada.