51
|
|
52
|
No report; no feeling. Behav Brain Sci 2010. [DOI: 10.1017/s0140525x00032106] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
|
53
|
Abstract
Common folks “have” emotions and talk to others; and sometimes they make “their” emotions the topic of such talk. The emotions seem to be “theirs,” since they can be conceived of as private states (or events); and they can be topicalized, because we seem to be able to attribute or lend a conventionalized public form (such as a linguistic label or name) to some inner (and therefore nonpublic) state or event. This is the way much of our folk-talk and folk-thinking about emotions, the expression thereof, the role of language in these expressions, and communication in general are organized. However, as we have shown (Bamberg & Lindenberger 1984), such talk serves the purpose of communicating effectively and reaching mutual understanding.
Collapse
|
54
|
The outside route to the inside story. Behav Brain Sci 2010. [DOI: 10.1017/s0140525x00032076] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
|
55
|
|
56
|
Abstract
AbstractThe way people come to report private stimulation (e.g., feeling states) arising within their own bodies is not well understood. Although the Darwinian assumption of biological continuity has been the basis of extensive animal modeling for many human biological and behavioral phenomena, few have attempted to model human communication based on private stimulation. This target article discusses such an animal model using concepts and methods derived from the study of discriminative stimulus effects of drugs and recent research on interanimal communication. We discuss how humans acquire the capacity to identify and report private stimulation and we analyze intra- and interspecies differences in neurochemical mechanisms for transducing interoceptive stimuli, enzymatic and other metabolic factors, learning ability, and discrimination learning histories and their relation to psychiatric and developmental disabilities.
Collapse
|
57
|
|
58
|
|
59
|
|
60
|
We can reliably report psychological states because they are neither internal nor private. Behav Brain Sci 2010. [DOI: 10.1017/s0140525x00032180] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
|
61
|
What's the stimulus? Behav Brain Sci 2010. [DOI: 10.1017/s0140525x00032301] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
|
62
|
|
63
|
Communication versus discrimination. Behav Brain Sci 2010. [DOI: 10.1017/s0140525x0003212x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
|
64
|
The assessment of intentionality in animals. Behav Brain Sci 2010. [DOI: 10.1017/s0140525x00032295] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
|
65
|
Difference without discontinuity. Behav Brain Sci 2010. [DOI: 10.1017/s0140525x00032143] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
|
66
|
Private states and animal communication. Behav Brain Sci 2010. [DOI: 10.1017/s0140525x00032234] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
|
67
|
|
68
|
|
69
|
Communicative acts and drug-induced feelings. Behav Brain Sci 2010. [DOI: 10.1017/s0140525x00032246] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
|
70
|
Chapter 12 Other innovative techniques: Positive behavior supports and response to intervention. ACTA ACUST UNITED AC 2010. [DOI: 10.1108/s0270-4013(2010)0000019015] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register]
|
71
|
Cale SI, Carr EG, Blakeley-Smith A, Owen-DeSchryver JS. Context-Based Assessment and Intervention for Problem Behavior in Children With Autism Spectrum Disorder. Behav Modif 2009; 33:707-42. [DOI: 10.1177/0145445509340775] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
The present study used a context-based model of assessment and intervention to explore whether interventions that modify context result in reduction of problem behavior in ecologically valid settings (i.e., typical routines implemented by typical education personnel in neighborhood schools). The Contextual Assessment Inventory (CAI) and a postassessment interview were administered to parents and teachers of eight children with Autism Spectrum Disorder to identify problem contexts. Then, environmental modification techniques were implemented in three priority contexts: namely, transitions, termination of preferred activities, and presence of a feared stimulus. Our results demonstrated an almost complete elimination of problem behavior in the priority contexts as well as successful completion of activities and routines related to those contexts. We discuss the value of conceptualizing problem behavior as a function of context with respect to facilitating both assessment and intervention, and the need for enhancing breadth of effects to determine the larger impact of a context-based approach on promoting meaningful behavior change in the community.
Collapse
|
72
|
McGILL PETER. Community placements for people with severe and profound learning disabilities and serious challenging behaviour: Individual illustrations of issues and problems. J Ment Health 2009. [DOI: 10.1080/09638239550037721] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
|
73
|
Challenging Behaviours and Severe Learning Disabilities: Recent Developments in Behavioural Analysis and Intervention. Behav Cogn Psychother 2009. [DOI: 10.1017/s1352465800010468] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
Recent years have witnessed the gradual emergence of a technology of nonaversive behavioural support for people with severe learning disabilities and seriously challenging behaviours. Three key aspects of these developments are reviewed, including: the functional perspective to analysis and intervention; the incorporation of the analysis and modification of setting events into behavioural practice; and the use of experimental techniques to conduct functional analyses of the contextual control of challenging behaviours. Attention is drawn to the practical implications and limitations of these developments.
Collapse
|
74
|
Durand VM, Hieneman M, Clarke S, Zona M. Optimistic Parenting: Hope and Help for Parents With Challenging Children. HANDBOOK OF POSITIVE BEHAVIOR SUPPORT 2009. [DOI: 10.1007/978-0-387-09632-2_10] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/14/2023]
|
75
|
Dunlap G, Sailor W, Horner RH, Sugai G. Overview and History of Positive Behavior Support. ACTA ACUST UNITED AC 2009. [DOI: 10.1007/978-0-387-09632-2_1] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/19/2023]
|
76
|
Dunlap G, Carr EG, Horner RH, Zarcone JR, Schwartz I. Positive Behavior Support and Applied Behavior Analysis. Behav Modif 2008; 32:682-98. [PMID: 18420542 DOI: 10.1177/0145445508317132] [Citation(s) in RCA: 39] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Positive behavior support (PBS) emerged in the mid-1980s as an approach for understanding and addressing problem behaviors. PBS was derived primarily from applied behavior analysis (ABA). Over time, however, PBS research and practice has incorporated evaluative methods, assessment and intervention procedures, and conceptual perspectives associated with a number of additional disciplines. Recently, there has been some confusion regarding the definition of PBS and, in particular, its relationship to ABA. In this article, it was noted that the practice of PBS and ABA, in some instances, can be indistinguishable but that important differences in definitions and emphases mandate an explicit distinction. The purpose of this article is to address some of the key points of confusion, identify areas of overlap and distinction, and facilitate a constructive and collegial dialog between proponents of the PBS and ABA perspectives.
Collapse
|
77
|
O'Brien J. Against Pain as a Tool in Professional Work on People with Severe Disabilities. ACTA ACUST UNITED AC 2007. [DOI: 10.1080/02674649166780111] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
|
78
|
Ntinas KM. Behavior modification and the principle of normalization: clash or synthesis? BEHAVIORAL INTERVENTIONS 2007. [DOI: 10.1002/bin.235] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
|
79
|
Allen D, Hawkins S, Cooper V. Parents' Use of Physical Interventions in the Management of Their Children's Severe Challenging Behaviour. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2006. [DOI: 10.1111/j.1468-3148.2006.00292.x] [Citation(s) in RCA: 22] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
|
80
|
Abstract
PURPOSE OF REVIEW The presence of problem behaviours often impede an individual's quality of life and ability to be fully included in the environments of his or her choice. Functional behavioural assessment has been gaining widespread use in all settings in which people with intellectual disabilities might present problem behaviours. Understanding the function of these problem behaviours is a critical component to developing an effective intervention plan. This paper presents a review of the current knowledge and findings regarding functional behavioural assessments. RECENT FINDINGS The recent studies on functional behavioural assessment have supported the well established fact that success in reducing behaviour problems is closely linked to understanding the function of the problem behaviour. Implementing functional behavioural assessment in school settings has been met with some challenges. Although a complex process, recent research has shown promise in training nonprofessionals in learning to carry out a functional behavioural assessment and implementing the information gained from the functional behavioural assessment into an effective behavioural intervention. SUMMARY The necessity of conducting a functional behavioural assessment is uncontested. Developing a behavioural intervention on the information obtained from a thorough functional behavioural assessment is part of best practice in the field of intellectual disabilities. We have the tools to conduct, and train others to conduct, a comprehensive functional behavioural assessment.
Collapse
Affiliation(s)
- Marc J Tassé
- University of North Carolina at Chapel Hill, Chapel Hill, North Carolina 27599-7255, USA.
| |
Collapse
|
81
|
Allen D, Hawkins S, Cooper V. Parents' Use of Physical Interventions in the Management of Their Children's Severe Challenging Behaviour. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2006. [DOI: 10.1111/j.1468-3148.2005.00292.x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
|
82
|
Zuriff GE. “Golden Oldies” in a laboratory course in the experimental analysis of behavior. THE BEHAVIOR ANALYST 2005; 28:65-72. [DOI: 10.1007/bf03392104] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
|
83
|
Hieneman M, Dunlap G, Kincaid D. Positive Support Strategies for Students with Behavioral Disorders in General Education Settings. PSYCHOLOGY IN THE SCHOOLS 2005. [DOI: 10.1002/pits.20112] [Citation(s) in RCA: 23] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
|
84
|
Woods JJ, Wetherby AM. Early Identification of and Intervention for Infants and Toddlers Who Are at Risk for Autism Spectrum Disorder. Lang Speech Hear Serv Sch 2003; 34:180-193. [DOI: 10.1044/0161-1461(2003/015)] [Citation(s) in RCA: 114] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2002] [Accepted: 04/02/2003] [Indexed: 11/09/2022] Open
Abstract
Providing intensive early intervention is critical to maximizing outcomes for children with autism spectrum disorder (ASD), and evidence suggests that the earlier intervention can begin, the better the outcome. The first purpose of this article is to review the earliest indicators of ASD in very young children—social and communication impairments—which have important implications for early identification. The second purpose is to review evidence-based intervention practices for children with ASD and to develop a set of guiding principles for providing intervention for infants and toddlers who are at risk for ASD. Issues that are delineated include providing intervention in natural environments, supporting families in early intervention, and embedding intervention in daily routines.
Collapse
|
85
|
Oliver C, McClintock K, Hall S, Smith M, Dagnan D, Stenfert-Kroese B. Assessing the Severity of Challenging Behaviour: Psychometric Properties of the Challenging Behaviour Interview. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2003. [DOI: 10.1046/j.1468-3148.2003.00145.x] [Citation(s) in RCA: 60] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
|
86
|
Clarke S, Dunlap G, Stichter JP. A descriptive analysis of intervention research in emotional and behavioral disorders from 1980 through 1999. Behav Modif 2002; 26:659-83. [PMID: 12375380 DOI: 10.1177/014544502236656] [Citation(s) in RCA: 19] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The current study was conducted to examine the trends involved with experimental intervention research designed to modify behaviors of children and youth with emotional and/or behavioral disorders (EBD). Trends are summarized and compared to the intervention research that has been conducted in developmental disabilities (DD). The contents of 10 journals published between 1980 and 1999 were analyzed. Descriptive dimensions of the research including participant demographics, settings, research designs, dependent and independent variables, intervention agents, and measures of ecological validity were investigated. In addition, the databases were examined to determine whether interventions were based on individualized processes of assessment. The results showed strikingly similar trends across interventions with EBD and DD participants. The discussion addresses the general status of intervention research across both populations, as well as the importance of extending the current research to examine additional variables and measures with various populations.
Collapse
Affiliation(s)
- Shelley Clarke
- Division of Applied Research and Educational Support, University of South Florida, USA
| | | | | |
Collapse
|
87
|
Adams D, Allen D. Assessing the need for reactive behaviour management strategies in children with intellectual disability and severe challenging behaviour. JOURNAL OF INTELLECTUAL DISABILITY RESEARCH : JIDR 2001; 45:335-343. [PMID: 11489055 DOI: 10.1046/j.1365-2788.2001.00328.x] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/23/2023]
Abstract
The need for reactive behavioural management strategies for aggressive behaviours in adults with intellectual disability has been clearly established, but equivalent information concerning children with challenging behaviour is lacking by comparison. The present study was conducted in order to assess this need. A retrospective study was conducted to ascertain the nature of aggressive behaviours amongst a cohort children referred to a specialist support service. Aggressive behaviours were found to occur at high rates within the study group. Almost 60% of the children displayed aggression that occurred at least daily, and the behaviours resulted in serious consequences for carers in almost one-third of the group. Physical interventions were already in use in 56% of cases, but were largely improvised by carers. The need to include reactive behavioural training as part of an overall intervention package for carers of children with challenging behaviour appeared to be supported by the present results. The implications for training design are discussed.
Collapse
Affiliation(s)
- D Adams
- Clinical Psychology Training Course, University of Cardiff, Cardiff, UK
| | | |
Collapse
|
88
|
The Widening World Of Functional Assessment: Comments On Four Manuals And Beyond. J Appl Behav Anal 2001; 34:365-377. [PMCID: PMC1284334 DOI: 10.1901/jaba.2001.34-365] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2023]
Abstract
An escalating number of materials have been published recently on the topic of functional assessment and assessment‐based behavioral interventions. We review four manuals that purport to provide practical guidance for conducting functional assessment. An examination of these manuals yields encouraging evidence that the field of behavioral support has made notable progress in adopting a functional (behavior‐analytic) approach to unwanted behaviors. The content of the manuals, considered in the context of emerging perspectives in behavioral support, suggests a number of important issues and directions that should be addressed by future functional assessment research and practice.
Collapse
|
89
|
Evans IM, Moltzen NL. Defining effective community support for long-term psychiatric patients according to behavioural principles. Aust N Z J Psychiatry 2000; 34:637-44. [PMID: 10954395 DOI: 10.1080/j.1440-1614.2000.00745.x] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
OBJECTIVE The purpose of this article is to define the characteristics of effective support in community mental health settings for patients with serious and persistent mental illness. METHOD A broad literature providing empirical evidence on competent caregiver behaviours and styles is selectively reviewed. Relevant findings from family caregiver research and studies of social environments that enhance skill development in people with intellectual disabilities are incorporated, within a cognitive-behavioural framework. RESULTS Six important domains are identified which represent positive caregiver styles: acceptance, creating a positive atmosphere, expectations of change, responsiveness, normalisation and educativeness. CONCLUSION The characteristics hypothesised to be critical for caregivers and support workers are defined in a general way that can allow for individualisation according to the goals of the programs and the cultural priorities of staff and patients. Further empirical validation of these characteristics would enable community mental health services to provide more specialised clinical treatments.
Collapse
Affiliation(s)
- I M Evans
- Department of Psychology, The University of Waikato, Hamilton, New Zealand.
| | | |
Collapse
|
90
|
Bird FL, Luiselli JK. Positive behavioral support of adults with developmental disabilities: assessment of long-term adjustment and habilitation following restrictive treatment histories. J Behav Ther Exp Psychiatry 2000; 31:5-19. [PMID: 10983743 DOI: 10.1016/s0005-7916(00)00004-5] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
The long-term maintenance of behavioral treatment effects is an important measure of clinical significance but is not reported with regularity in the published literature. The present report concerned therapeutic maintenance by evaluating five adults with developmental disabilities who had been exposed to multiple, restrictive procedures (food deprivation, mechanical restraint, electric shock) in a prior residential treatment facility and were transitioned to a new habilitation setting where these procedures were terminated in favor of alternative methods of behavior support. As revealed through a 24-month follow-up period, all of the participants were able to maintain clinically acceptable levels of challenging behaviors following the removal of the restrictive treatment procedures. Quality of life measures also revealed that the participants experienced greater independence, reduced supervision, and increased diversity in their living and work environments. These findings add to the limited studies on extended maintenance outcomes from behavioral intervention for serious clinical disorders in adults with developmental disabilities by demonstrating that positive adjustment can be sustained in the long-term without the continuation of restrictive treatment procedures.
Collapse
Affiliation(s)
- F L Bird
- The May Institute Inc., Norwood, MA 02062, USA
| | | |
Collapse
|
91
|
Allen D. Mediator analysis: an overview of recent research on carers supporting people with intellectual disability and challenging behavior. JOURNAL OF INTELLECTUAL DISABILITY RESEARCH : JIDR 1999; 43 ( Pt 4):325-339. [PMID: 10466871 DOI: 10.1046/j.1365-2788.1999.00209.x] [Citation(s) in RCA: 23] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/23/2023]
Abstract
Families and front-line care staff are often key agents in helping deliver behavioural interventions to people with intellectual disability and challenging behaviour. The present paper reviews factors which may impact on the effectiveness of such interventions. Both PsychLit and MedLine were used to conduct an automated literature search which included the terms 'learning disability', 'mental handicap', 'mental retardation', 'intellectual disability', 'challenging behaviour', 'families' and 'staff. This search was substantially augmented by additional citations obtained from books and journal articles. The impact of attitudes, beliefs and emotional states as setting conditions for interventions was highlighted. A variety of more general setting conditions related to intervention effectiveness were also identified. Implications for both clinical practice and future research were discussed.
Collapse
Affiliation(s)
- D Allen
- Cardiff Community NHS Trust & Welsh Centre for Learning Disabilities, UK
| |
Collapse
|
92
|
Durand VM. Functional communication training using assistive devices: recruiting natural communities of reinforcement. J Appl Behav Anal 1999; 32:247-67. [PMID: 10513023 PMCID: PMC1284191 DOI: 10.1901/jaba.1999.32-247] [Citation(s) in RCA: 139] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Abstract
We evaluated the effectiveness of functional communication training (FCT) as an intervention for the problem behavior exhibited by 5 students with severe disabilities both in school and in the community. Following an assessment of the function of their problem behavior, the students were taught to use assistive communication devices in school to request the objects and activities that presumably were maintaining their behavior. Multiple baseline data collected across the students indicated that not only did the students use their devices successfully, but the intervention also reduced their problem behavior. In addition, data from community settings showed generalization to untrained community members. These results replicate other successful efforts to use FCT with individuals having limited communication skills, and demonstrate the value of teaching skills to recruit natural communities of reinforcement in order to generalize intervention effects to meaningful nontraining environments.
Collapse
Affiliation(s)
- V M Durand
- Department of Psychology, University at Albany, SUNY, New York 12222, USA
| |
Collapse
|
93
|
Bihm EM, Poindexter AR, Warren ER. Aggression and psychopathology in persons with severe or profound mental retardation. RESEARCH IN DEVELOPMENTAL DISABILITIES 1998; 19:423-438. [PMID: 9770254 DOI: 10.1016/s0891-4222(98)00015-8] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/22/2023]
Abstract
We examined aggression and psychopathology in persons with severe or profound mental retardation. Most aggressive episodes were directed toward other clients, and ratings of aggression were positively correlated with self-injury, stereotypic behavior, and being ambulatory. In a linear regression analysis of psychopathological correlates, aggression was most consistently predicted by dependent personality and psychosis. To better describe the construct of aggression, we also developed an Aggression-psychopathology scale. Persons with mental retardation and aggression were more likely to be impulsive, attention-seeking, dependent, socially inadequate, and anxious. Intensive efforts to modify the psychopathological correlates of aggression may improve treatment planning and outcome.
Collapse
Affiliation(s)
- E M Bihm
- University of Central Arkansas, Department of Psychology and Counseling, Conway 72035, USA.
| | | | | |
Collapse
|
94
|
Burton M, Sanderson H. Paradigms in Intellectual Disability: Compare, Contrast, Combine. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 1998. [DOI: 10.1111/j.1468-3148.1998.tb00033.x] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
|
95
|
Allen D, McDonald L, Dunn C, Doyle T. Changing care staff approaches to the prevention and management of aggressive behaviour in a residential treatment unit for persons with mental retardation and challenging behaviour. RESEARCH IN DEVELOPMENTAL DISABILITIES 1997; 18:101-112. [PMID: 9172279 DOI: 10.1016/s0891-4222(96)00043-1] [Citation(s) in RCA: 28] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/22/2023]
Abstract
The impact of a new training procedure aimed at improving staff skills in the preventative and reactive management of severely challenging behaviours was investigated within a six-place residential treatment unit. The results showed that there was some evidence to support the notion that the training reduced the number of behavioural incidents for most residents. The rates of major reactive strategy use (restraint and emergency medication) also declined over time, as did rates of staff and resident injury. Although only a limited number of these changes showed statistically significant correlations with time, it is argued that they were clinically significant when viewed against the complexity of the client group under study.
Collapse
Affiliation(s)
- D Allen
- Welsh Centre for Learning Disabilities, Cardiff, Wales, UK
| | | | | | | |
Collapse
|
96
|
Albin RW, O'Brien M, Horner RH. Analysis of an escalating sequence of problem behaviors: a case study. RESEARCH IN DEVELOPMENTAL DISABILITIES 1995; 16:133-147. [PMID: 7792409 DOI: 10.1016/0891-4222(95)00005-4] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/22/2023]
Abstract
This case study focused on a student with severe disabilities who displayed multiple problem behaviors that fit a pattern of behavioral escalation. Analysis of the pattern in which problem behaviors occurred within instructional sessions, and comparisons of conditional rates of occurrence for specific behaviors to overall base rates of occurrence, indicated that the student's problem behaviors did represent a behavioral sequence. Functional assessment led to the hypothesis that the use of rule statements by the teacher was related to the occurrence and escalation of the problem behaviors. An ABAB reversal design showed that eliminating the use of rule statements was an effective instructional intervention for decreasing the rate of the student's problem behaviors. Independent ratings of the physical effort required for specific problem behaviors in the sequence suggested that response effort may be one variable underlying the pattern of responding within a behavioral sequence. Implications are offered for our theoretical understanding of complex patterns of problem behaviors and for future research and clinical intervention.
Collapse
Affiliation(s)
- R W Albin
- Specialized Training Program, University of Oregon, Eugene 97403-1235, USA
| | | | | |
Collapse
|
97
|
Dunlap G, dePerczel M, Clarke S, Wilson D, Wright S, White R, Gomez A. Choice making to promote adaptive behavior for students with emotional and behavioral challenges. J Appl Behav Anal 1994; 27:505-18. [PMID: 7928792 PMCID: PMC1297831 DOI: 10.1901/jaba.1994.27-505] [Citation(s) in RCA: 221] [Impact Index Per Article: 7.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/27/2023]
Abstract
Two analyses investigated the effects of choice making on the responding of elementary school students with emotional and behavioral challenges. In the first analysis, 2 participants were given choices from menus of academic tasks, all of which were pertinent to their educational objectives in English and spelling, respectively. Reversal designs showed that the choice-making conditions increased task engagement and reduced disruptive behavior for both students. An additional analysis was performed with a 3rd student in an effort to further distinguish the effects of choice making from preference. In this study, one of the no-choice phases was yoked to a previous choice-making condition. This analysis demonstrated that the choice-making condition was superior to baseline and yoked control phases as determined by levels of task engagement and disruptive behavior. The findings of the two analyses contribute information relevant to students with emotional and behavioral disorders, and to a growing literature on the desirable effects of choice making for students with disabilities and challenging behaviors.
Collapse
Affiliation(s)
- G Dunlap
- Department of Child and Family Studies, Florida Mental Health Institute, University of South Florida, Tampa 33612
| | | | | | | | | | | | | |
Collapse
|
98
|
Kern L, Childs KE, Dunlap G, Clarke S, Falk GD. Using assessment-based curricular intervention to improve the classroom behavior of a student with emotional and behavioral challenges. J Appl Behav Anal 1994; 27:7-19. [PMID: 8188564 PMCID: PMC1297773 DOI: 10.1901/jaba.1994.27-7] [Citation(s) in RCA: 176] [Impact Index Per Article: 5.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/29/2023]
Abstract
We evaluated a process of descriptive assessment, functional assessment, and assessment-based intervention with an elementary-school child who was described as having emotional and behavioral challenges, but who also exhibited above-average intelligence and communication skills. During a hypothesis-development phase, information was gathered from several sources including an interview that was conducted directly with the participant. Descriptive information collected during this phase produced five hypotheses about variables maintaining the problem behavior that were then tested experimentally in the classroom environment. The resulting functional assessment data supported the hypotheses. Intervention packages based on the hypotheses were implemented sequentially across English, spelling, and math classes. The interventions were successful in increasing on-task behavior, and the improvements were maintained for the remainder of the school year.
Collapse
Affiliation(s)
- L Kern
- University of Pennsylvania, Philadelphia
| | | | | | | | | |
Collapse
|
99
|
Are some mental states public events? Behav Brain Sci 1993. [DOI: 10.1017/s0140525x00032283] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
|
100
|
Behaviorism is alive and well. Behav Brain Sci 1993. [DOI: 10.1017/s0140525x00032155] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
|