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Snyder SK, Ayres KM. Assessment and treatment of multiply maintained problem behavior dependent on the time of day. Dev Neurorehabil 2024:1-8. [PMID: 39360356 DOI: 10.1080/17518423.2024.2410961] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/15/2023] [Revised: 09/26/2024] [Accepted: 09/26/2024] [Indexed: 10/04/2024]
Abstract
PURPOSE The current study evaluated treatments derived from two functional analyses (FA) for a 7-year-old student with autism. METHOD The FA assessment was conducted at different times of the day and each revealed different functions in the morning and the afternoon. RESULTS The morning FA suggested that problem behavior was maintained by positive reinforcement in the form of attention, whereas the afternoon FA showed that problem behavior was maintained by both positive reinforcement in the form of attention and negative reinforcement in the form of escape from task demands. DISCUSSION results of this study suggested that differential reinforcement for appropriate behavior in a multiple schedule arrangement effectively reduced multiply maintained problem behavior across the school day.
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Affiliation(s)
- Sara K Snyder
- Center for Autism and Behavioral Education Research, University of Georgia, Athens, GA, USA
| | - Kevin M Ayres
- Center for Autism and Behavioral Education Research, University of Georgia, Athens, GA, USA
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2
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Nesselrode R, Falcomata TS, Hills L, Erhard P. Functional Analysis in Public School Settings: A Systematic Review of the Literature. Behav Anal Pract 2022; 15:958-970. [PMID: 36465593 PMCID: PMC9582058 DOI: 10.1007/s40617-022-00679-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/15/2022] [Indexed: 10/18/2022] Open
Abstract
Previous studies have shown that variations of experimental functional analysis (FA) can be used effectively as part of the functional behavioral assessment process in educational settings. The purpose of the current study was to review the literature pertaining to FA of problem behavior in schools focusing on method, topographies, and results. Results of this review showed that analog functional analysis (AFA) are conducted most often in school settings; but recent trends show that use of adapted formats (e.g., trial-based FA and brief FA) are increasing. Analysis of FA results identified most frequent topographies and maintaining variables of problem behavior in the reviewed studies. Trends in teacher-implemented FA are discussed, as well as discrepancies surrounding the terminology of FA in the literature base. Implications for further research, such as social validity of FA in public schools and use of multiple targeted topographies within school-based FA are presented.
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Affiliation(s)
- Ross Nesselrode
- Department of Special Education, University of Texas at Austin, Austin, TX 78712 USA
| | - Terry S Falcomata
- Department of Special Education, University of Texas at Austin, Austin, TX 78712 USA
| | - Lauren Hills
- Department of Special Education, University of Texas at Austin, Austin, TX 78712 USA
| | - Patricio Erhard
- Department of Special Education, University of Texas at Austin, Austin, TX 78712 USA
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3
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Beqiraj L, Denne LD, Hastings RP, Paris A. Positive behavioural support for children and young people with developmental disabilities in special education settings: A systematic review. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2022; 35:719-735. [PMID: 35199433 PMCID: PMC9306923 DOI: 10.1111/jar.12989] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/17/2021] [Revised: 01/24/2022] [Accepted: 01/25/2022] [Indexed: 11/29/2022]
Abstract
Background Positive behavioural support (PBS) can be effective in supporting children and young people (CYP) with developmental disabilities. This systematic review focused on describing the components and nine characteristics of PBS that have been used with CYP with developmental disabilities in special education settings, and the evidence for PBS effectiveness in these settings. Additionally, facilitators and barriers to PBS implementation, and experiences of stakeholders, were investigated. Method Systematic searches followed a registered protocol, and 30 studies were identified, narratively synthesised, and critically appraised. Results From the 30 studies included, 10 reported the presence of all 9 PBS characteristics, 17 reported on 8 PBS characteristics, and 3 reported on 7 characteristics. Overall, 28 studies demonstrated significant decreases in behaviours that challenge and increases in alternative behaviours, if increasing alternative behaviours was part of the interventions. Conclusions There was a lack of evidence on facilitators and barriers, and a lack of qualitative studies exploring experiences of stakeholders with PBS in special education settings. The available evidence suggested that not all studies reported on all PBS characteristics when describing the approach followed. In addition, available evidence suggested that most studies demonstrated effectiveness of PBS regarding the measured outcomes. Implications and future directions are discussed.
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Affiliation(s)
- Lorena Beqiraj
- Centre for Educational Development, Appraisal and Research (CEDAR), University of Warwick, Coventry, UK
| | - Louise D Denne
- Centre for Educational Development, Appraisal and Research (CEDAR), University of Warwick, Coventry, UK
| | - Richard P Hastings
- Centre for Educational Development, Appraisal and Research (CEDAR), University of Warwick, Coventry, UK.,Centre for Developmental Psychiatry and Psychology, Monash University, Clayton, Victoria, Australia
| | - Andreas Paris
- Centre for Educational Development, Appraisal and Research (CEDAR), University of Warwick, Coventry, UK
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Scheithauer M, Call NA, Lomas Mevers J, McCracken CE, Scahill L. A Feasibility Randomized Clinical Trial of a Structured Function-Based Intervention for Elopement in Children with Autism Spectrum Disorder. J Autism Dev Disord 2021; 51:2866-2875. [PMID: 33125623 DOI: 10.1007/s10803-020-04753-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/10/2020] [Indexed: 12/27/2022]
Abstract
Elopement is a common and dangerous concern in autism spectrum disorder (ASD). There is evidence that behavior analytic treatments can successfully treat elopement, but the research is limited due to small samples and treatment components varying across studies. The current study evaluated the feasibility of studying a manualized intervention for elopement, based on strategies from single-subject research, in a randomized clinical trial with 24 individuals with ASD. Results demonstrated that recruitment was feasible; the manual was acceptable to parents; and therapists followed the manual with high-integrity. Initial efficacy results measured by the Aberrant Behavior Checklist, Clinical Global Impression Scale, and a Home Elopement Safety Checklist suggested improvement in the treatment group that should be studied in future research.
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Affiliation(s)
- Mindy Scheithauer
- Emory University School of Medicine, Department of Pediatrics, Division of Autism and Related Disorders, 1920 Briarcliff Road, Atlanta, GA, 30329, USA.
- Marcus Autism Center, Children's Healthcare of Atlanta, 1920 Briarcliff Road, Atlanta, GA, 30329, USA.
| | - Nathan A Call
- Emory University School of Medicine, Department of Pediatrics, Division of Autism and Related Disorders, 1920 Briarcliff Road, Atlanta, GA, 30329, USA
- Marcus Autism Center, Children's Healthcare of Atlanta, 1920 Briarcliff Road, Atlanta, GA, 30329, USA
| | - Joanna Lomas Mevers
- Emory University School of Medicine, Department of Pediatrics, Division of Autism and Related Disorders, 1920 Briarcliff Road, Atlanta, GA, 30329, USA
- Marcus Autism Center, Children's Healthcare of Atlanta, 1920 Briarcliff Road, Atlanta, GA, 30329, USA
| | - Courtney E McCracken
- Emory University School of Medicine, Department of Pediatrics, Division of Autism and Related Disorders, 1920 Briarcliff Road, Atlanta, GA, 30329, USA
- Emory University School of Medicine, Biostatistics Core, Atlanta, GA, USA
| | - Lawrence Scahill
- Emory University School of Medicine, Department of Pediatrics, Division of Autism and Related Disorders, 1920 Briarcliff Road, Atlanta, GA, 30329, USA
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5
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Blowers AP, Rodriguez NM, Cohrs VL, Luczynski KC, Aragon M. Assessment and treatment of elopement maintained by chase. BEHAVIORAL INTERVENTIONS 2020. [DOI: 10.1002/bin.1729] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Andrew P. Blowers
- University of Nebraska Medical Center's Munroe‐Meyer Institute. Omaha Nebraska USA
| | - Nicole M. Rodriguez
- University of Nebraska Medical Center's Munroe‐Meyer Institute. Omaha Nebraska USA
| | - Victoria L. Cohrs
- University of Nebraska Medical Center's Munroe‐Meyer Institute. Omaha Nebraska USA
| | - Kevin C. Luczynski
- University of Nebraska Medical Center's Munroe‐Meyer Institute. Omaha Nebraska USA
| | - Michael Aragon
- University of Nebraska Medical Center's Munroe‐Meyer Institute. Omaha Nebraska USA
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Wiggins LD, DiGuiseppi C, Schieve L, Moody E, Soke G, Giarelli E, Levy S. Wandering Among Preschool Children with and Without Autism Spectrum Disorder. J Dev Behav Pediatr 2020; 41:251-257. [PMID: 31977588 PMCID: PMC7505120 DOI: 10.1097/dbp.0000000000000780] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
Abstract
OBJECTIVES (1) Report the occurrence of wandering, or leaving a supervised space, among children with confirmed autism spectrum disorder (ASD), other developmental delay (DD) with a previous but unconfirmed ASD diagnosis (DDprevASD), DD without a previous ASD diagnosis, and a population comparison group (POP) at an age when wandering is no longer expected and (2) explore whether ASD status is associated with wandering independent of behavioral, developmental, and maternal factors. METHOD Parents and children aged 4 to 5 years enrolled in the Study to Explore Early Development Phase-1+2. All children were screened for ASD symptoms upon enrollment. Those with ASD symptoms and/or a previous ASD diagnosis received the Mullen Scales of Early Learning (MSEL) to determine their developmental level and 2 ASD diagnostic tests to determine their ASD status. All other children were evaluated with the MSEL alone. Mothers completed the Child Behavior Checklist/1½-5, which includes an item on whether the child wanders away (categorized as at least sometimes true vs not true) and items assessing behavior problems. RESULTS Children with ASD (N = 1195) were significantly more likely to wander than children classified as DDprevASD (N = 230), DD (N = 1199), or POP (N = 1272) (60.4%, 41.3%, 22.3%, and 12.4%, respectively, p < 0.01). ASD status, very low developmental level, and affective, anxiety, attention, and oppositional problems were each independently associated with wandering behavior. CONCLUSION Wandering is significantly more common among children with ASD and those with behavioral and developmental problems compared with other children. These findings can be used to increase the awareness of wandering among children with atypical development.
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Affiliation(s)
- Lisa D. Wiggins
- National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention, Atlanta, GA
| | - Carolyn DiGuiseppi
- Colorado School of Public Health, University of Colorado-Anschutz Medical Campus, Aurora, CO
| | - Laura Schieve
- National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention, Atlanta, GA
| | - Eric Moody
- Colorado School of Public Health, University of Colorado-Anschutz Medical Campus, Aurora, CO
| | - Gnakub Soke
- National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention, Atlanta, GA
| | - Ellen Giarelli
- College of Nursing and Health Professionals, Drexel University, Philadelphia, PA
| | - Susan Levy
- Center for Autism Research, Children’s Hospital of Philadelphia, Philadelphia, PA
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7
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Boyle MA, Bacon MT, Brewer EM, Carton SM, Gaskill LA. Evaluating a treatment without extinction for elopement maintained by access to stereotypy. J Appl Behav Anal 2020; 53:1531-1541. [DOI: 10.1002/jaba.682] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/09/2019] [Accepted: 11/17/2019] [Indexed: 12/27/2022]
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8
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Boyle MA, Stamper SM, Donaldson EA, Curtis KS, Forck KL, Shrimplin MA, Barsness AC, Oller C. Functional Communication Training for Multiple Reinforcers: an Evaluation of Isolated Control Following a Synthesized Context. Behav Anal Pract 2019; 12:592-599. [PMID: 31976266 PMCID: PMC6743520 DOI: 10.1007/s40617-018-00320-7] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022] Open
Abstract
We evaluated the effectiveness of teaching 2 functionally and topographically dissimilar communication responses within the same sessions following a functional analysis with a synthesized contingency. We also conducted stimulus-control probes to determine the extent to which communication responses and problem behavior occurred when each contingency was presented in isolation. The child in the current study acquired communicative responses for both reinforcers, and problem behavior decreased during functional communication training (FCT). Further, relevant communication responses occurred in the respective stimulus-control probes. Results are discussed in terms of implications for research and practice regarding methods for conducting FCT following functional analyses with synthesized contingencies.
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Affiliation(s)
- Megan A. Boyle
- Department of Counseling, Leadership, and Special Education, Missouri State University, Springfield, MO 65897 USA
| | - Shannie M. Stamper
- Department of Counseling, Leadership, and Special Education, Missouri State University, Springfield, MO 65897 USA
| | - Elizabeth A. Donaldson
- Department of Counseling, Leadership, and Special Education, Missouri State University, Springfield, MO 65897 USA
| | - Kaitlin S. Curtis
- Department of Counseling, Leadership, and Special Education, Missouri State University, Springfield, MO 65897 USA
- Present Address: Applied Behavioral Services in Cincinnati, Cincinnati, OH USA
| | - Kara L. Forck
- Department of Counseling, Leadership, and Special Education, Missouri State University, Springfield, MO 65897 USA
- Present Address: Morning Star Behavioral Associates in St. Louis, St. Louis, MO USA
| | - Melissa A. Shrimplin
- Department of Counseling, Leadership, and Special Education, Missouri State University, Springfield, MO 65897 USA
| | - Allie C. Barsness
- Department of Counseling, Leadership, and Special Education, Missouri State University, Springfield, MO 65897 USA
| | - Christina Oller
- Department of Counseling, Leadership, and Special Education, Missouri State University, Springfield, MO 65897 USA
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Severini KE, Ledford JR, Robertson RE. Systematic Review of Problem Behavior Interventions: Outcomes, Demographics, and Settings. J Autism Dev Disord 2018; 48:3261-3272. [PMID: 29704142 DOI: 10.1007/s10803-018-3591-0] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Interventions designed to decrease problem behavior for students with ASD are critical and may be differentially important for students from minority groups as those students tend to be assigned more negative outcomes related to problem behavior (e.g., suspensions). School-based interventions intended to decrease problem behavior for individuals with ASD were reviewed; 46 articles including 84 single case designs and 87 participants were analyzed regarding participant demographics, settings and implementers, intervention components, and study characteristics. We assessed outcomes for 55 demonstration designs with adequate rigor. Most research was conducted with students in segregated settings and, although race and ethnicity were rarely reported, proportions were different from other reviews in that children from some minority groups were overrepresented.
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Affiliation(s)
- Katherine E Severini
- Department of Special Education, Vanderbilt University, Peabody Box 228, Nashville, TN, 37208, USA.
| | - Jennifer R Ledford
- Department of Special Education, Vanderbilt University, Peabody Box 228, Nashville, TN, 37208, USA
| | - Rachel E Robertson
- Department of Instruction and Learning, University of Pittsburgh, 5146 Wesley W. Posvar Hall, 230 South Bouquet Street, Pittsburgh, PA, 15260, USA
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Abstract
Research on autism spectrum disorder (ASD) and on Alzheimer's Disease (AD) and other types of dementia describes a behaviour called 'wandering', a term that denotes movement through space lacking intention or exact destination, as when a person is disoriented or not self-aware. In the U.S., 'wandering' in both ASD and AD has been examined mostly from a management and prevention perspective. It prioritizes safety while primarily overlooking personal experiences of those who 'wander' and their families, thus limiting the range of potentially effective strategies to address this issue. Communicative challenges faced by many people diagnosed with ASD and AD further obscure the experiential, existential aspects of 'wandering'. This article reflects an increasing concern of social science scholars interested in whether and how the conceptual and practical strategies to address 'wandering' are informed by the situated experiences of people with cognitive and developmental disabilities and their families. We examine 'wandering' at the intersections of personal experience, family life, clinical practice, public health policy, and legislation, as a conceptually rich site where notions of personhood, subjectivity, intentionality, and quality of life powerfully and consequentially converge to impact the lives of many people with ASD and AD, and their families. We draw upon critical autism studies describing how attributions of personhood, subjectivity, intentionality, rational agency, and moral autonomy of people with ASD have been contingent upon the norms and conventions governing movement of the human body through space (Hilton, Afr Am Rev 50(2):221-235, 2017). When this movement is deemed aberrant, the person may be construed as irrational, a danger to self because of a lack of self-awareness, and a danger to others because of a lack of empathy. These attributions put the person at risk of being excluded from the considerations and, more importantly, the obligations of the 'moral community' to ensure that he or she has a 'good human life' (Barnbaum, The Ethics of Autism: Among Them but not of Them. Indiana University Press, Bloomington, 2008; Silvers and Francis, Metaphilosophy 40(3/4):475-498, 2009). Using ethnographic, narrative phenomenological (Mattingly, The Paradox of Hope: Journeys through a Clinical Borderland. Berkeley: University of California Press, 2010), and medical humanities (Charon, JAMA 286:1897-1902, 2001; Narrative Medicine: Honoring the Stories of Illness. New York: Oxford University Press, 2006) approaches, we examine multiple perspectives on 'wandering' in ASD and AD across narrative discourse genres, institutional contexts, and media of representation. We argue for an extension of the prevention and management view to focus not only on safety but also on what phenomenologist Merleau-Ponty (1962) called "having a world" (p. 146). The analysis is intended to inform clinical practice, policy and public health efforts to enhance understanding of first and second person perspectives on 'wandering' in order to improve the participation and quality of life of people with ASD and AD who 'wander', and their families.
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Affiliation(s)
- Olga Solomon
- Chan Division of Occupational Science and Occupational Therapy, University of Southern California, 1540 Alcazar Str. CHP 133, Los Angeles, CA, 90089, USA.
| | - Mary C Lawlor
- Chan Division of Occupational Science and Occupational Therapy, University of Southern California, 1540 Alcazar Str. CHP 133, Los Angeles, CA, 90089, USA
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Jessel J, Ingvarsson ET, Metras R, Whipple R, Kirk H, Solsbery L. Treatment of elopement following a latency-based interview-informed, synthesized contingency analysis. BEHAVIORAL INTERVENTIONS 2018. [DOI: 10.1002/bin.1525] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Joshua Jessel
- University of North Texas; Denton TX USA
- Queens College; New York NY USA
| | | | - Rachel Metras
- University of North Texas; Denton TX USA
- Child Study Center; New York NY USA
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12
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Abstract
Elopement is a dangerous behavior that is emitted by a large proportion of individuals with intellectual and developmental disabilities. Functional analysis and function-based treatments are critical in identifying maintaining reinforcers and decreasing elopement. The purpose of this review was to identify recent trends in the functional analysis and treatment of elopement, as well as determine the efficacy (standardized mean differences) of recent treatments. Over half of subjects' elopement was maintained by social positive reinforcement, while only 25% of subjects' elopement was maintained by social negative reinforcement. Elopement was rarely maintained by automatic reinforcement, and none of the studies in the current review evaluated treatments to address automatically maintained elopement. Functional communication training was the most common intervention regardless of function. Results are discussed in terms of clinical implications and directions for future research.
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13
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Boyle MA, Keenan G, Forck KL, Curtis KS. Treatment of Elopement Without Blocking With a Child With Autism. Behav Modif 2017; 43:132-145. [PMID: 29169253 DOI: 10.1177/0145445517740871] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
Abstract
Elopement is a dangerous behavior common in children with autism spectrum disorder (ASD). Relative to other forms of problematic behavior, elopement has received little attention in both assessment and treatment. The current study entailed a functional analysis of elopement of one child with ASD, results of which suggested a partially automatic function. We then evaluated a differential reinforcement procedure, along with a rule, which successfully decreased elopement without the use of blocking. A changing-criterion design embedded within a withdrawal design was used to gradually increase the criterion for maintaining a close proximity to a therapist prior to being allowed to run.
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Affiliation(s)
| | - Ginny Keenan
- 1 Missouri State University, Springfield, MO, USA
| | - Kara L Forck
- 1 Missouri State University, Springfield, MO, USA
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14
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Call NA, Alvarez JP, Simmons CA, Lomas Mevers JE, Scheithauer MC. Clinical outcomes of behavioral treatments for elopement in individuals with autism spectrum disorder and other developmental disabilities. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2016; 21:375-379. [PMID: 27178995 DOI: 10.1177/1362361316644732] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
Abstract
The external validity of behavioral treatments for elopement (i.e. leaving supervision without permission) remains unclear because studies to date include only small samples ( n = 1–3). This study quantified the overall effectiveness of behavioral treatments for elopement by retrospectively examining treatment data from all patients seen for the treatment of elopement at an intensive day treatment clinic ( n = 11), irrespective of treatment success. Reductions in elopement from baseline to the final treatment for each participant demonstrate that behavioral intervention is a highly effective treatment for elopement, as determined by the large effect size (Cohen’s d = 1.18).
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15
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Rice CE, Zablotsky B, Avila RM, Colpe LJ, Schieve LA, Pringle B, Blumberg SJ. Reported Wandering Behavior among Children with Autism Spectrum Disorder and/or Intellectual Disability. J Pediatr 2016; 174:232-239.e2. [PMID: 27157446 PMCID: PMC4983701 DOI: 10.1016/j.jpeds.2016.03.047] [Citation(s) in RCA: 32] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/29/2015] [Revised: 01/15/2016] [Accepted: 03/21/2016] [Indexed: 11/18/2022]
Abstract
OBJECTIVE To characterize wandering, or elopement, among children with autism spectrum disorder (ASD) and intellectual disability. STUDY DESIGN Questions on wandering in the previous year were asked of parents of children with ASD with and without intellectual disability and children with intellectual disability without ASD as part of the 2011 Survey of Pathways to Diagnosis and Services. The Pathways study sample was drawn from the much larger National Survey of Children with Special Health Care Needs conducted in 2009-2010. RESULTS For children with special healthcare needs diagnosed with either ASD, intellectual disability, or both, wandering or becoming lost during the previous year was reported for more than 1 in 4 children. Wandering was highest among children with ASD with intellectual disability (37.7%) followed by children with ASD without intellectual disability (32.7%), and then children with intellectual disability without ASD (23.7%), though the differences between these groups were not statistically significant. CONCLUSIONS This study affirms that wandering among children with ASD, regardless of intellectual disability status, is relatively common. However, wandering or becoming lost in the past year was also reported for many children with intellectual disability, indicating the need to broaden our understanding of this safety issue to other developmental disabilities.
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Affiliation(s)
- Catherine E Rice
- National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention, Atlanta, GA; Department of Psychiatry and Behavioral Sciences, Emory University School of Medicine, Atlanta, GA.
| | - Benjamin Zablotsky
- National Center for Health Statistics, Centers for Disease Control and Prevention, Hyattsville, MD
| | - Rosa M Avila
- University of Washington, School of Public Health, Seattle, WA
| | - Lisa J Colpe
- National Institute of Mental Health, National Institutes of Health, Bethesda, MD
| | - Laura A Schieve
- National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention, Atlanta, GA
| | - Beverly Pringle
- National Institute of Mental Health, National Institutes of Health, Bethesda, MD
| | - Stephen J Blumberg
- National Center for Health Statistics, Centers for Disease Control and Prevention, Hyattsville, MD
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Hayward B, Ransley F, Memery R. GPS Devices for Elopement of People With Autism and Other Developmental Disabilities: A Review of the Published Literature. JOURNAL OF POLICY AND PRACTICE IN INTELLECTUAL DISABILITIES 2016. [DOI: 10.1111/jppi.12148] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Affiliation(s)
- Brent Hayward
- Department of Health & Human Services; Melbourne Victoria Australia
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17
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Delgado-Casas C, Navarro JI, Garcia-Gonzalez-Gordon R, Marchena E. Functional analysis of challenging behavior in people with severe intellectual disabilities. Psychol Rep 2014; 115:655-69. [PMID: 25375028 DOI: 10.2466/15.pr0.115c26z4] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Challenging behaviors exhibited by individuals with developmental disabilities often hinder the acquisition of academic, social, and life skills. Functional analysis has been useful for assessing challenging behavior in various settings. The purpose of this study was to implement an operant methodology for recognizing the functional properties of challenging behavior in people with intellectual disabilities. Four adults diagnosed with profound intellectual disability received assessment under several experimental conditions using a functional analysis methodology: social attention as positive reinforcement, negative reinforcement such as the termination of demands, positive tangible reinforcements, absence of social contingencies, and escape from noisy stimuli. Results showed that different types of reinforcement or avoiding contingencies affected the rate of aggression, self-injury, disruption, stereotypy, or socially offensive behaviors, and functional analysis may potentially be a viable alternative for identifying challenging behaviors.
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18
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Behavior analysts can be interdisciplinary too: A review of Durand'sAutism Spectrum Disorder. J Appl Behav Anal 2014. [DOI: 10.1002/jaba.157] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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Neidert PL, Iwata BA, Dempsey CM, Thomason-Sassi JL. Latency of response during the functional analysis of elopement. J Appl Behav Anal 2013; 46:312-6. [PMID: 24114105 DOI: 10.1002/jaba.11] [Citation(s) in RCA: 28] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/08/2011] [Accepted: 11/16/2011] [Indexed: 11/05/2022]
Abstract
Elopement is a dangerous behavior sometimes exhibited by individuals with intellectual disabilities. We conducted trial-based functional analyses in which latency was the index of elopement for 2 students. Two unobtrusive safety monitors were placed outside the building to eliminate potential confounding caused by having to retrieve a student. Results of both students' assessments indicated that elopement served multiple functions. Results are discussed in terms of the study's methodological and applied implications.
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20
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Lehardy RK, Lerman DC, Evans LM, O'Connor A, LeSage DL. A SIMPLIFIED METHODOLOGY FOR IDENTIFYING THE FUNCTION OF ELOPEMENT. J Appl Behav Anal 2013; 46:256-70. [DOI: 10.1002/jaba.22] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/13/2011] [Accepted: 05/26/2012] [Indexed: 11/10/2022]
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Schlichenmeyer KJ, Roscoe EM, Rooker GW, Wheeler EE, Dube WV. Idiosyncratic variables that affect functional analysis outcomes: a review (2001-2010). J Appl Behav Anal 2013; 46:339-48. [PMID: 24114110 DOI: 10.1002/jaba.12] [Citation(s) in RCA: 59] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/27/2011] [Accepted: 09/07/2012] [Indexed: 11/11/2022]
Abstract
Although typical functional analyses often produce clear outcomes, some studies have reported ambiguous results that cannot be interpreted. Such undifferentiated outcomes may occur if test conditions do not include relevant antecedent or consequent events. Clinicians then may try to modify the functional analysis conditions to include those events. Hanley, Iwata, and McCord (2003) reviewed the functional analysis literature through 2000 and described idiosyncratic variables included in modified functional analyses. The objective of the present review was to present a quantitative analysis of idiosyncratic antecedents and consequences in modified functional analyses during the past decade (2001 to 2010). We discuss the range of stimulus parameters tested and the assessment strategies used for informing the modified analysis conditions.
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Anderson C, Law JK, Daniels A, Rice C, Mandell DS, Hagopian L, Law PA. Occurrence and family impact of elopement in children with autism spectrum disorders. Pediatrics 2012; 130:870-7. [PMID: 23045563 PMCID: PMC4524545 DOI: 10.1542/peds.2012-0762] [Citation(s) in RCA: 114] [Impact Index Per Article: 9.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/24/2022] Open
Abstract
OBJECTIVES Anecdotal reports suggest that elopement behavior in children with autism spectrum disorders (ASDs) increases risk of injury or death and places a major burden on families. This study assessed parent-reported elopement occurrence and associated factors among children with ASDs. METHODS Information on elopement frequency, associated characteristics, and consequences was collected via an online questionnaire. The study sample included 1218 children with ASD and 1076 of their siblings without ASD. The association among family sociodemographic and child clinical characteristics and time to first elopement was estimated by using a Cox proportional hazards model. RESULTS Forty-nine percent (n = 598) of survey respondents reported their child with an ASD had attempted to elope at least once after age 4 years; 26% (n = 316) were missing long enough to cause concern. Of those who went missing, 24% were in danger of drowning and 65% were in danger of traffic injury. Elopement risk was associated with autism severity, increasing, on average, 9% for every 10-point increase in Social Responsiveness Scale T score (relative risk 1.09, 95% confidence interval: 1.02, 1.16). Unaffected siblings had significantly lower rates of elopement across all ages compared with children with ASD. CONCLUSIONS Nearly half of children with ASD were reported to engage in elopement behavior, with a substantial number at risk for bodily harm. These results highlight the urgent need to develop interventions to reduce the risk of elopement, to support families coping with this issue, and to train child care professionals, educators, and first responders who are often involved when elopements occur.
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Affiliation(s)
| | - J. Kiely Law
- Kennedy Krieger Institute, Baltimore, Maryland
- Johns Hopkins University School of Medicine, Baltimore, Maryland
| | - Amy Daniels
- Kennedy Krieger Institute, Baltimore, Maryland
- Autism Speaks, New York, New York
| | - Catherine Rice
- National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention, Atlanta, Georgia
| | - David S. Mandell
- University of Pennsylvania Perelman School of Medicine, Center for Mental Health Policy and Services Research, Philadelphia, Pennsylvania
| | - Louis Hagopian
- Kennedy Krieger Institute, Baltimore, Maryland
- Johns Hopkins University School of Medicine, Baltimore, Maryland
| | - Paul A. Law
- Kennedy Krieger Institute, Baltimore, Maryland
- Johns Hopkins University School of Medicine, Baltimore, Maryland
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Kang S, O'Reilly MF, Fragale CL, Aguilar JM, Rispoli M, Lang R. Evaluation of the rate of problem behavior maintained by different reinforcers across preference assessments. J Appl Behav Anal 2012; 44:835-46. [PMID: 22219533 DOI: 10.1901/jaba.2011.44-835] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2008] [Accepted: 05/17/2011] [Indexed: 10/28/2022]
Abstract
The rates of problem behavior maintained by different reinforcers were evaluated across 3 preference assessment formats (i.e., paired stimulus, multiple-stimulus without replacement, and free operant). The experimenter administered each assessment format 5 times in a random order for 7 children with developmental disabilities whose problem behavior was maintained by attention, tangible items, or escape. Results demonstrated different effects related to the occurrence of problem behavior, suggesting an interaction between function of problem behavior and assessment format. Implications for practitioners are discussed with respect to assessing preferences of individuals with developmental disabilities who exhibit problem behavior.
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Affiliation(s)
- Soyeon Kang
- The Meadows Center for Preventing Educational Risk, University of Texas at Austin, Austin, Texas 78712, USA.
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Falcomata TS, Roane HS, Feeney BJ, Stephenson KM. Assessment and treatment of elopement maintained by access to stereotypy. J Appl Behav Anal 2011; 43:513-7. [PMID: 21358912 DOI: 10.1901/jaba.2010.43-513] [Citation(s) in RCA: 48] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/18/2009] [Accepted: 09/30/2009] [Indexed: 11/22/2022]
Abstract
We evaluated a treatment for elopement maintained by access to stereotypic door play. First, we conducted a functional analysis of elopement that produced undifferentiated results. Next, we conducted an assessment in which we evaluated the relation between elopement and door play. Results suggested a functional relation between the 2 behaviors (i.e., elopement was maintained by contingent access to door play). Finally, we implemented functional communication training as a treatment for elopement in which access to door play was made contingent on a target appropriate communication response.
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Affiliation(s)
- Terry S Falcomata
- 1 University Station D5300, University of Texas at Austin, Austin, Texas 78712, USA.
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Lang R, Sigafoos J, Lancioni G, Didden R, Rispoli M. Influence of assessment setting on the results of functional analyses of problem behavior. J Appl Behav Anal 2011; 43:565-7. [PMID: 21358920 DOI: 10.1901/jaba.2010.43-565] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2010] [Accepted: 05/04/2010] [Indexed: 10/18/2022]
Abstract
Analogue functional analyses are widely used to identify the operant function of problem behavior in individuals with developmental disabilities. Because problem behavior often occurs across multiple settings (e.g., homes, schools, outpatient clinics), it is important to determine whether the results of functional analyses vary across settings. This brief review covers 3 recent studies that examined the influence of different settings on the results of functional analyses and identifies directions for future research.
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