Long-term effectiveness and generality of practical functional assessment and skill-based treatment

IF 2.9 2区 心理学 Q1 PSYCHOLOGY, CLINICAL
Jessica D. Slaton, Morgan Davis, David A. DePetris, Katherine J. Raftery, Salvatore Daniele, Christina M. Caruso
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引用次数: 0

Abstract

There are several considerations to address when conducting functional communication training for challenging behavior in a school setting, such as the need for schedule thinning and maintenance across staff and the need to establish a variety of appropriate classroom skills. There are several strategies for conducting schedule thinning following functional communication training and for transferring effects across people or settings. However, there are few examples of these processes in natural settings with relevant caregivers and with long-term maintenance of effects. We implemented a functional assessment and skill-based treatment process with six children with autism in a specialized school setting and extended treatment until challenging behavior was reduced to near-zero levels across multiple staff and settings. Follow-up data indicate that effects were still observed 1 year posttreatment and the use of crisis procedures (e.g., physical restraint) was eliminated for all participants.

实用功能评估和技能治疗的长期有效性和通用性。
在学校环境中针对挑战性行为进行功能性沟通训练时,有几个注意事项需要解决,例如需要在不同的教职员工之间进行时间安排的细化和维持,以及需要建立各种适当的课堂技能。有几种策略可以在功能性沟通训练后进行时间安排调整,并在不同的人或不同的环境中传递效果。然而,在自然环境中与相关照顾者一起进行这些过程并长期保持效果的例子却很少。我们在一所专门的学校环境中对六名自闭症儿童实施了功能评估和技能治疗过程,并延长了治疗时间,直到挑战性行为在多个工作人员和环境中减少到接近零的水平。随访数据显示,治疗一年后仍能观察到效果,而且所有参与者都不再使用危机处理程序(如物理约束)。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of applied behavior analysis
Journal of applied behavior analysis PSYCHOLOGY, CLINICAL-
CiteScore
5.80
自引率
20.70%
发文量
61
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