Indexador

Resumo não informado pela fonte indexada.

Resumo não informado pela fonte indexada.

Rachlin's interpretations of self‐control depend on the short‐term versus the long‐term consequences of behavior. Sometimes these effects support each other (typing an abstract produces a written product now and is later read by others). Sometimes they conflict (procrastination now is incompatible with finishing the abstract by deadline). We usually reserve the language of self‐control for human cases where long‐term consequences are chosen over short‐term ones. Rachlin made this distinction salient in ontogeny, but it also applies to selection in phylogeny (Darwinian evolution) and sociogeny (behavior passed from one organism to another). Our account examines relations between short‐term and long‐term consequences at each level of selection. For example, sexual selection has adaptive, short‐term mating consequences but may drive species to extreme specializations that jeopardize long‐term survival. In sociogeny, as in the Tragedy of the Commons, group members may get immediate economic benefits from exploiting resources but exhaust those resources over the long term. Whatever the level, when short‐term and long‐term consequences have opposing effects, adaptive behavior may depend on whether temporally extended contingencies exert more control than more immediate benefits.

Resumo não informado pela fonte indexada.

Resumo não informado pela fonte indexada.

Resumo não informado pela fonte indexada.

Resumo não informado pela fonte indexada.

Resumo não informado pela fonte indexada.

Functional communication training (FCT) is a well-established, evidence-based practice used to address challenging behavior among individuals across settings, ages, and disability categories. However, the research is limited on the implementation of FCT in inclusive school settings for students with intellectual and developmental disabilities. The purpose of this review was to summarize FCT intervention studies implemented in inclusive K–12 school settings for students with intellectual and developmental disabilities. We synthesized studies to summarize study characteristics, quality, and intervention effectiveness. Our findings suggest that FCT was most often implemented as part of a multi-component intervention package and delivered by education team members. Furthermore, the quality of most studies was either acceptable or strong. The overall effect size estimate for primary dependent measures as measured by Tau-U suggested large to very large changes in student behavior. We present implications for practice specific to educational teams that support the behavioral needs of students with intellectual and developmental disabilities in inclusive settings and offer avenues for future research.

Functional analysis (FA) conditions include different antecedent or consequent events that may disrupt responding. Thus, varying patterns of FA differentiation may predict treatment outcomes of problem behavior maintained by automatic reinforcement. These patterns could be used to inform the development of individualized interventions. An approach to classifying these patterns is to categorize FA outcomes as attention condition lowest, demand condition lowest, and play condition lowest, according to the condition in which problem behavior is most disrupted. In Study 1, we applied this criterion to 120 datasets finding that 60% could be classified using this method, whereas 89% of datasets showed a disruption of 50% or higher. In Study 2, we conducted a treatment component analyses for 3 individuals whose FAs each exhibited one of the 3 distinct patterns. The results indicated that specific elements of the FA conditions could reduce problem behavior. The predictive utility of these disruption patterns is discussed.