{"title":"Teaching derived relational responding to young children.","authors":"Yvonne Barnes-Holmes, D. Barnes-Holmes, L. McHugh","doi":"10.1037/H0100275","DOIUrl":"https://doi.org/10.1037/H0100275","url":null,"abstract":"Although it employs a relatively small array of behavioral concepts and processes, Relational Frame Theory provides an account of how some of the most complex verbal events can be understood behaviorally and may be established systematically. In the current paper, the findings from a research agenda that has clear and widespread implications for educational practice are summarized. This exciting research initiative consists of studies in which both simple and relatively complex forms of derived relational responding have been targeted for assessment and remediation using interventions driven by Relational Frame Theory. A key theme running throughout the diverse content covered in this research program is the role of a basic understanding of relational responding in the teaching of critical cognitive or verbal repertoires in children. The article argues that identifying the core relational units involved in these cognitive skills, and targeting their fluid and flexible development with appropriate training, will lead to significant improvements in the methods used in many educational settings.","PeriodicalId":236920,"journal":{"name":"The Journal of Early and Intensive Behavioral Intervention","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134059980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Correspondence training: A review of the literature.","authors":"Alicia Bevill-Davis, T. Clees, D. Gast","doi":"10.1037/H0100276","DOIUrl":"https://doi.org/10.1037/H0100276","url":null,"abstract":"Correspondence training involves modification of nonverbal behavior via changes in verbal behavior. The procedure has a long history of effectiveness with a wide range of learners, but its potential for use with young children with disabilities remains largely unrealized. In an effort to identify the most appropriate applications of correspondence training procedures for this population, the authors conducted a comprehensive review of the existing literature base. The purpose of this article is to provide an in-depth, critical analysis of empirical research on the effectiveness of correspondence training. Thirty-three data-based articles are included in the review, which is organized into 4 categories, including: (1) early correspondence training research; (2) the role of the verbalization/content condition in correspondence training; (3) issues related to reinforcement; and (4) procedures to promote generalization. ********** Over the course of the past 30 years, correspondence training procedures have been used to modify the behavior of individuals with and without disabilities. Researchers have evaluated the impact of correspondence training on children's use of specific play materials (e.g., Baer, Williams, Osnes, & Stokes, 1985; deFreitas Ribeiro, 1989; Israel & O'Leary, 1977; Risley & Hart, 1968), engagement (Bevill, Gast, Maguire, & Vail, 2001), appropriate social behaviors (e.g., Odom & Watts, 1991; Osnes, Guevremont, & Stokes, 1986; Rogers-Warren & Baer, 1976), domestic and work-related skills (e.g., Crouch, Rusch, & Karlan, 1984; Paniagua, 1985), academic behaviors (e.g., Weninger & Baer, 1990; Keogh, Burgo, Whitman, & Johnson, 1983), health and safety behaviors (Baer, Blount, Detrich, & Stokes, 1987; Olsen-Woods, Miltenberger, & Foreman, 1998), leisure/recreational skills (Wilson, Rusch, & Lee, 1992), and self-control (Karoly & Dirks, 1977). While the general format of correspondence training has remained the same over time, theory and practice related to the procedure have evolved and changed in response to research outcomes. The purpose of this article is to provide a critical analysis of the empirical research on the effectiveness of correspondence training with learners with and without disabilities. This review expands on the work of Baer (1990) by providing in-depth analysis of critical investigations, as well as an overview of studies completed since publication of that review. Because the literature base on correspondence training is relatively large and varied, review of individual studies is organized into 4 categories, including: (1) early correspondence training research (2) the role of the verbalization/content condition in correspondence training; (3) issues related to reinforcement; and (4) procedures to promote generalization. METHOD Research studies related to use of correspondence training procedures were identified through electronic and archival searches of refereed professional journals. The archival search was con","PeriodicalId":236920,"journal":{"name":"The Journal of Early and Intensive Behavioral Intervention","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114434888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Lochman, N. Palardy, Heather K. McElroy, Nancy C. Phillips, Khiela J. Holmes
{"title":"Anger Management Interventions.","authors":"J. Lochman, N. Palardy, Heather K. McElroy, Nancy C. Phillips, Khiela J. Holmes","doi":"10.1037/H0100283","DOIUrl":"https://doi.org/10.1037/H0100283","url":null,"abstract":"Two anger management interventions for aggressive children, Anger Coping and Coping Power, are described in this review article, including conceptual underpinnings, session format and content, and outcome research findings. Important issues and considerations in the implementation of such interventions are also presented. Overall, Anger Coping and Coping Power have emerged as effective interventions for angry, aggressive children and represent useful resources for clinicians' work with this population. CONTEXTUAL SOCIAL-COGNITIVE MODEL OF ANGRY AGGRESSION The social-cognitive model serving as the conceptual framework for the Anger Coping Program and the Coping Power Program began as a model of anger arousal (Lochman, Nelson, & Sims, 1981). In this conceptualization of anger arousal, which stressed sequential cognitive processing, the child responded to problems such as interpersonal conflicts or frustrations with environmental obstacles (e.g., difficult schoolwork). However, it was not the stimulus event itself that provoked the child's anger and response, but rather the child's cognitive processing of and about that event. This first stage of cognitive processing (appraisal) consisted of labeling, attributions, and perceptions of the problem event, and of the child's subsequent anger. The second stage of processing (problem solution) consisted of the child's cognitive plan for his or her response to the perceived threat or provocation. This early anger arousal model indicated that the child's cognitive and emotional processing of the problem event and of his or her planned response led to the child's actual behavioral response and to the positive or negative consequences that the child experienced as a result. Our current Contextual Social-Cognitive model (Lochman & Wells, 2002a) includes a more comprehensive understanding of social-cognitive processes, maintains an emphasis on anger arousal, and includes recognition of the contextual factors which contribute to children's aggression. Social cognition. The current social-cognitive model of children's aggression (Lochman, Whidby, & Fitzgerald, 2000) underlying the child component of the Coping Power program evolved in large part because of research on aggressive children's social information-processing (Crick & Dodge, 1994). At the appraisal stage of processing, aggressive children have been found to recall fewer relevant cues about events (Lochman & Dodge, 1994), and to selectively attend to hostile rather than neutral cues (Gouze, 1987; Milich & Dodge, 1984). Aggressive children have been shown to have a hostile attributional bias, as they tend to excessively infer that others are acting toward them in a provocative and hostile manner (Katsurada & Sugawara, 1998; Lochman & Dodge, 1994, 1998). At the problem solution stage of social-cognitive processing, aggressive children offer fewer competent verbal problem solutions (Dunn, Lochman, & Colder, 1997), including verbal assertion and compromise s","PeriodicalId":236920,"journal":{"name":"The Journal of Early and Intensive Behavioral Intervention","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130913535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Joseph D. Cautilli, N. Harrington, Emma Vila Gillam, J. Denning, Ileana Helwig, A. Ettingoff, Antonio Valdés, A. Angert
{"title":"Do Children with Multiple Patterns of Problem Behavior Improve? The Effectiveness of an Intensive Bio-Behaviorally Oriented School-Based Behavioral Health Program.","authors":"Joseph D. Cautilli, N. Harrington, Emma Vila Gillam, J. Denning, Ileana Helwig, A. Ettingoff, Antonio Valdés, A. Angert","doi":"10.1037/H0100279","DOIUrl":"https://doi.org/10.1037/H0100279","url":null,"abstract":"Over the last thirty years, children's behavioral health services in the school have witnessed drastic progress. Over this time, medications for mental health problems have improved. In addition, empirically validated treatments, most of which have come from behavioral psychology, have made their way into Best Practice guidelines for the treatment of children with emotional and behavioral disorders. In 1999, the U.S. Surgeon General reported on many of these practices and suggested their use to enhance treatment outcomes for children. The President's New Freedom Commission on Mental Health (2003) suggested the need for evidence-based practices to become a regular part of behavioral health care practice and suggested setting up and evaluating the effectiveness of such practices in demonstration projects. In addition, in the 2003-year school year, Children Crisis Treatment Center participated in a new school based program, which focused on the treatment of children with emotional and behavioral disorders in the school. Twenty-four children entered into the program over the course of the first year. Each child received a functional behavioral assessment and an individualized behavioral intervention plan. The treatments in these plans represented evidence based, best practices such as contingency management procedures like token systems with response cost, behavioral skills training, and problem solving training. The system functioned as a revolving entry program providing behavioral consultation to teachers, behavior therapy to children and direct care support to implement non-technical behavioral interventions. Of the eleven staff in the program, three had a masters' degree in counseling or a related field, who served as both behavior therapists and behavioral consultants to the teachers. Seven staff had bachelors degree in psychology related fields and one-year experience. Bachelor level staff provided direct care to the children on a rotating basis across the children's school day. The program never had more than twenty-two children at any one time. The pre-post scores represent the scores at the child's entrance and exits from the program, or entrance to the end of the school year. The average length of time represented in these scores for a child in the program was approximately 6 months. Of the original group, 18 received pre-post scores on the Achenbach: Teacher Report Form. One child's pre-post scoring pattern was in the normal range for both instruments, so we excluded his scores from the analysis. This paper represents an outcome analysis of the effectiveness of this program. Using the Jacobson and Truax's (1997) reliable change index score, we rated large behavioral response classes (or what some would refer to as psychiatric symptoms) to determine if clinically significant improvement resulted from the program. Using these measures, enhanced functioning occurred for twelve out of seventeen scores or 70% of the children. In addition, five","PeriodicalId":236920,"journal":{"name":"The Journal of Early and Intensive Behavioral Intervention","volume":"10 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131487198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Matthew E. Goldfine, S. Wagner, Steven A. Branstetter, C. McNeil
{"title":"Parent-Child Interaction Therapy: An Examination of Cost-Effectiveness.","authors":"Matthew E. Goldfine, S. Wagner, Steven A. Branstetter, C. McNeil","doi":"10.1037/H0100414","DOIUrl":"https://doi.org/10.1037/H0100414","url":null,"abstract":"In regard to mental health impairment, disruptive behavior has been found to be the most frequent cause of child outpatient or inpatient referral (Wells & Forehand, 1985) and is estimated to affect up to 23% of young children (O'Brien, 1996). In addition to an especially poor prognosis, the societal cost of children with disruptive behavior disorders (DBD) is great. Estimates indicate that a child with severe behavioral problems is about ten times more expensive than a child without such problems (Scott, Knapp, Henderson, & Maughan, 2001). Given the potential monetary benefits of early intervention among this population, as well as the intangible gains associated with improved behavior and a safer community, it is advantageous to explore DBD treatments that are efficacious and financially prudent. The current paper sets out to evaluate the cost-effectiveness of Parent-Child Interaction Therapy (PCIT; Eyberg, Boggs, & Algina, 1995; Hembree-Kigin & McNeil, 1995), an empirically supported treatment for child DBD, and in doing so, assess the anticipated financial costs and behavior improvements associated with its implementation and practice. First, we will review the extant literature and examine the implications, financial and otherwise, of untreated DBD. Next, we introduce PCIT and demonstrate the empirical support for the use of PCIT for children with DBD. Following such an introduction, we commence with an analysis of the costs and anticipated behavior changes associated with the use of PCIT on a per-child basis. Additionally, we discuss the startup costs necessary for implementing PCIT. Lastly, we conclude with a discussion of the implications of the results and suggest future directions for research in this area. We hope that this paper will encourage the use of PCIT in new settings, including both community and university clinics. Particularly when considering the exuberant costs of DBD, PCIT may be an attractive option to clinicians and policymakers if it is demonstrated to be a cost-effective treatment. The class of externalizing behaviors referred to as DBD is generally typified by aggressive, defiant, and impulsive behaviors which are commonly diagnosed as either Conduct Disorder (CD) or Oppositional Defiant Disorder (ODD). CD is characterized by aggression, theft, destruction of property, and defiance of societal norms. ODD is defined as a persistent pattern of behavior which includes arguing, disobedience of adult requests, and anger. All, by definition, lead to clinically significant impairment in the academic, interpersonal, and/or occupational domains (American Psychiatric Association, 2000). Additionally, these disorders are typically present early in life and can be recognized in children as young as two years of age (Muntz, Hutchings, Edwards, Hounsome, & O'Celleachair, 2004). Among the numerous biological and situational correlates for the development of DBD, some of the strongest data indicate that family factors greatly contrib","PeriodicalId":236920,"journal":{"name":"The Journal of Early and Intensive Behavioral Intervention","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114942828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Things We Care to See: The Effects of Rotated Protocol Immersion on the Emergence of Early Observing Responses.","authors":"D. Keohane, Nicole Luke, R. D. Greer","doi":"10.1037/H0100408","DOIUrl":"https://doi.org/10.1037/H0100408","url":null,"abstract":"As organisms living in a complex environment we are affected by multiple stimuli from moment-to-moment. As a result we have developed a singularly efficient method of selecting and attending to stimuli so that we can affect some kind of control over the environment in which we live. For some of us, observing is the foundation of our entire system of scientific inquiry (Haury, 2002). For most of us, observing connects the physical world, the sensory information we receive from it, and the uniting of those discriminations as we interpret that information. Observing responses are operant responses that are selected out by their consequences. These responses can be measured in terms of their sensory modalities. When a child looks at a person calling his name, listens to someone giving a direction, tastes foods, smells a flower, or touches items across a variety of textures, the child is responding as an observer of the environment. The various stimuli that reinforce those responses provide a conditioning process for observing (Keohane, Delgado & Greer, in press). Importantly, observing responses and the reinforcers that support them are basic to the emergence of increasingly more complex behaviors (Donahoe & Palmer, 2004; Greer & Ross, 2008). As part of our search for more effective ways to provide instruction to children with disabilities so that they would have increased access to the social community, we became increasingly aware of the role of observing responses and their controlling stimuli. Observing has been a topic of interest to many fields of inquiry. Psychology in particular has attempted to understand observing behavior. Over time, psychology has branched into a myriad of sub disciplines, each providing explanations of a variety of interests from divergent perspectives. With the specialization of sub disciplines, individuals have found it necessary to define the terms they use to talk about phenomena. How we define terms has far reaching effects for their application in research. As each sub discipline separated from the others, they often distinguished themselves by insisting on their own definitions and terms. Behaviorism did just that. Skinner proposed distinct vocabulary for use in talking about language and differentiated it from the terminology used by other types of psychologists (Skinner, 1957). From a behavioral perspective, language and the study of language, has been greatly influenced by Skinner's proposition of a functional account of language. Observing is a critical element of language function and is treated in Skinner's account of language. Skinner referred to \"observing behavior,\" and suggested that there may be some \"automatically reinforcing properties\" of observing behavior, when it functions to intensify or bring into focus the stimulus discriminative (p. 416). Donahoe and Palmer (2004) defined observing responses as: \"acquired environment-behavior relations whose primary function is to affect the sensing of stimuli","PeriodicalId":236920,"journal":{"name":"The Journal of Early and Intensive Behavioral Intervention","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127890816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
K. Lane, R. Smither, Rachel Huseman, J. Guffey, J. Fox
{"title":"A function-based intervention to decrease disruptive behavior and increase academic engagement","authors":"K. Lane, R. Smither, Rachel Huseman, J. Guffey, J. Fox","doi":"10.1037/H0100348","DOIUrl":"https://doi.org/10.1037/H0100348","url":null,"abstract":"Abstract A range of interventions exist to prevent and respond to disruptive classroom behavior. This study documents the efficacy of a function-based intervention conducted using a multiple baseline across settings design. Despite moderately variable levels of treatment fidelity, results suggest a functional relation between the introduction of a package intervention and corresponding increases in academic engagement and decreases in disruption. Limitations and implications for future research are presented. Keywords: function based intervention; treatment integrity. ********** In reviewing the empirical status of our knowledge about the nature and management of the class of behavior known as \"disruption,\" Neary and Eyberg (2002) noted that: (a) disruption is a common behavior problem in children; (b) disruption presents itself in various specific ways including noncompliant, impulsive, attention-demanding, high rate and/or aggressive behaviors; (c) it is a common reason for referral to child mental health services; and, (d) left untreated, it is a highly stable and problematic pattern of behavior. Not surprisingly, various behavior intervention procedures and packages have been developed and evaluated in terms of their ability to effectively eliminate such behavior challenges in children and youth. Some interventions have been developed for application by a child's parents such as Parent Child Interaction Therapy (e.g., Eisenstadt, Eyberg, McNeil, Newcomb, & Funderbunk, 1993; McNeil, Eyberg, Eisensadt, Newcomb, & Funderbunk, 1991; Neary & Eyberg, 2002). Others have developed interventions for application by teachers and other school personnel to address disruptive behavior in classroom and other educational settings (e.g., De Martini-Scully, Bray, & Kehle, 2000; Kelshaw-Levering, SterlingTurner, Henry, & Skinner, 2000; Musser, Bray, Kehle, & Jenson, 2001; Theodore, Bray, Kehle, & Jenson, 2001). Furthermore with the addition of case management and consultation strategies, these procedures can be applied in a coordinated fashion to have good effect across a child's school and home environments (e.g., Martin & Hagan-Burke, 2002). Although different in their specific applications and some of their conceptual underpinnings, these behavioral procedures and intervention packages also have underlying similarities. Generally, these approaches seek to alter maladaptive interaction patterns between the disruptive child and the adults (teachers, parents) in his/her environment. This re-arrangement is frequently accomplished by teaching the teacher or parent to modify his/her own behavior toward the child: (a) state behavior expectations clearly; (b) use direct or \"precision\" requests; (c) apply differential reinforcement procedures; and (d) employ response cost or time out procedures to decrease more serious disruptive behaviors of the child (Sulzer-Azaroff & Mayer, 1991). There is a considerable data base supporting the efficacy of these combined procedur","PeriodicalId":236920,"journal":{"name":"The Journal of Early and Intensive Behavioral Intervention","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133434498","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"A review of Mary Lynch Barbera & Tracy Rasmussen's The verbal behavior approach: How to teach children with autism and related disorders.","authors":"M. Weiss","doi":"10.1037/H0100389","DOIUrl":"https://doi.org/10.1037/H0100389","url":null,"abstract":"","PeriodicalId":236920,"journal":{"name":"The Journal of Early and Intensive Behavioral Intervention","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129960736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Allison E. Olchowski, E. Foster, C. Webster-Stratton
{"title":"Implementing Behavioral Intervention Components in a Cost-Effective Manner: Analysis of the Incredible Years Program.","authors":"Allison E. Olchowski, E. Foster, C. Webster-Stratton","doi":"10.1037/H0100345","DOIUrl":"https://doi.org/10.1037/H0100345","url":null,"abstract":"Abstract Multi-component interventions for conduct disorder target several contexts of a child's life (e.g., both home and school environments) and are generally more effective than single-component behavioral interventions. Whether the multi-component approach is cost-effective remains an unanswered question. This article analyzes two decades of data from the Incredible Years (IY) Series to examine the cost-effectiveness of delivering multiple, stacked intervention components versus a single-component delivery approach. Cost-effectiveness analysis (CEA) provides decision makers with important economic information that can be used to aid in the selection of a program delivery format from one of several competing approaches. CEA concepts, including explicit budget constraints and strict dominance, are demonstrated using IY data; guidelines for interpreting CEA results are provided. Our analyses suggest that combining intervention components is a cost-effective approach to treating behavioral problems in a clinic-based youth population. Keywords: cost-effectiveness, multi-component interventions, Incredible Years Series, conduct disorder. ********** Conduct disorder (CD) is among the most common emotional and behavioral disorders affecting youth (Institute of Medicine, 1989), occurring in an estimated 10 percent of preschool and early-school-age children (Institute of Medicine, 1989; Webster-Stratton & Reid, 2003). Children with CD often engage in a variety of behaviors that are detrimental to themselves, their families, and society (Institute of Medicine, 1989; Webster-Stratton & Reid, 2003). Youth diagnosed with CD exhibit persistent behaviors consistent with three or more of the following four behavioral categories: aggression toward people or animals; property destruction; deceitfulness or theft; and serious rule violations (DSM-IV, 1994). These children frequently lack critical social and self-regulation skills necessary for making friends, and, as a result, often endure peer rejection and isolation from an early age (Kaiser & Hester, 1997; Miller-Johnson, Coie, Maumary-Gremaud, Bierman, & CPPRG, 2002). CD puts youth at risk for other costly outcomes such as weapon use, alcohol use, and other drug use and increases the likelihood of teenage pregnancy, dropping out of school, and police contact (Robins and Price, 1991; Achenbach, Howell, McConaughy, & Stanger, 1998; Bardone, Moffitt, Caspi, Dickson, Stanton, & Silva, 1998; Scott, 1998). Scott, Knapp, Henderson, and Maughan (2001) found evidence of a linear relationship between severity of conduct problems and societal costs; children with conduct problems (but who did not meet diagnostic criteria for CD) and children diagnosed with CD generated societal costs three and ten times greater than children with no conduct problems, respectively. Children with CD often become involved with public, child-serving systems, such as juvenile justice. This involvement creates juvenile court costs, incarcera","PeriodicalId":236920,"journal":{"name":"The Journal of Early and Intensive Behavioral Intervention","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126560434","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jennifer Grisham-Brown, Robyn Ridgley, Kristie Pretti-Frontczak, Cissie Litt, A. Nielson
{"title":"Promoting positive learning outcomes for young children in inclusive classrooms: A preliminary study of children's progress toward pre-writing standards.","authors":"Jennifer Grisham-Brown, Robyn Ridgley, Kristie Pretti-Frontczak, Cissie Litt, A. Nielson","doi":"10.1037/H0100329","DOIUrl":"https://doi.org/10.1037/H0100329","url":null,"abstract":"Abstract We used a multiple baseline across students in preliminary study to investigate the effects of embedding learning opportunities on the acquisition of pre-writing skills in 3 preschool-aged children of varying abilities enrolled in inclusive preschool programs. Acquiring pre-writing skills is part of most states' pre-kindergarten standards and is considered an important early literacy skill. Instruction was distributed across the school day within developmentally appropriate activities. Results showed that 2 of the 3 children acquired their target skill, while the third made progress over baseline performance. As preschool teachers struggle to teach children with differing abilities and to promote progress toward statewide standards, creating embedded learning opportunities may offer an effective tactic. Implications for practice and future research are discussed. Key Words: embedding, pre-kindergarten standards, inclusive preschool Introduction Since the passage of No Child Left Behind and specifically the Good Start Grow Smart Provisions of that Act, 43 states have developed pre-kindergarten standards for children who are 3-5 years of age (Neuman & Roskos, 2005). Predictably, programs serving this age group are now being held responsible for children's attainment of these standards. For example, beginning in 2000, the Administration for Children and Families began requiring Head Start programs to report children's progress on identified outcomes in the areas of language, literacy and numeracy. The Office of Special Education Programs, too, now requires that states report the progress of children being served through Part 619 (preschool act) of the Individuals with Disabilities Education Act in the area of knowledge and skills, including early literacy (Office of Special Education Programs, 2005). This trend toward accountability in early care and education programs has three (3) implications for programs serving young children. First, because many young children are being served in inclusive early childhood settings (Grisham-Brown, Hemmeter, & Pretti-Frontczak, 2005), it is possible that they may be benefiting from the services of a number of agencies. Programs may have to determine who will receive \"credit\" for children's progress (Harbin, Rous, & McLean. 2005). For example, a child may be in a public preschool program that combines funding from IDEA (Part 619), Head Start, and perhaps Title 1. Programs may have to determine if progress made by children is a result of the special education services they receive or from their experiences in Head Start. Second, as a result of movement toward more inclusive education, teachers are challenged to demonstrate the progress of a highly diverse group of children toward a single set of program standards. For example, teachers may have to demonstrate all children are acquiring skills toward a pre-kindergarten standard that reads \"demonstrates competence in the beginning skills and strategies of t","PeriodicalId":236920,"journal":{"name":"The Journal of Early and Intensive Behavioral Intervention","volume":"1991 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131118026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}