Behavioral Interventions最新文献_第2页

Teaching Reciprocal Tacting to Children With Autism 教自闭症儿童互动表演

IF 1.1 4区心理学

Behavioral Interventions Pub Date : 2024-12-14 DOI: 10.1002/bin.2069

Meral Koldas, Sarah Connolly, Juliana Sequeira Cesar de Oliveira, Whitney Trapp, M. Alice Shillingsburg

引用次数: 0

Variables Influencing Physical Activity for Children With Developmental Disabilities Who Exhibit Problem Behavior 影响有问题行为的发育障碍儿童体育活动的变量

IF 1.1 4区心理学

Behavioral Interventions Pub Date : 2024-12-14 DOI: 10.1002/bin.2067

Cynthia P. Livingston, Delaney E. Schneider, Isaac J. Melanson, Sarah E. Martinez, Heather Anderson, Samantha J. Bryan

{"title":"Variables Influencing Physical Activity for Children With Developmental Disabilities Who Exhibit Problem Behavior","authors":"Cynthia P. Livingston, Delaney E. Schneider, Isaac J. Melanson, Sarah E. Martinez, Heather Anderson, Samantha J. Bryan","doi":"10.1002/bin.2067","DOIUrl":"https://doi.org/10.1002/bin.2067","url":null,"abstract":"Physical activity is associated with several health and non-health-related benefits for children with and without disabilities. Most children do not meet the Centers for Disease Control and Prevention's recommendation of at least 60 min of moderate-to-vigorous physical activity daily. Children with intellectual and developmental disabilities (IDD) are even less likely to meet these standards than their neurotypical peers. Thus, there is a need to identify ways to combat physical inactivity by identifying variables influencing physical activity in this population. The present study assessed the effects of activity contexts (Experiment 1) and social and nonsocial consequences (Experiment 2) on physical activity and problem behavior for children diagnosed with autism spectrum disorder (ASD) who exhibited problem behavior. In both experiments, we identified one or more conditions that effectively increased physical activity relative to a control. Additionally, little to no problem behavior was observed.","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"40 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bin.2067","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142861230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

IF 1.1 4区心理学

Behavioral Interventions Pub Date : 2024-12-12 DOI: 10.1002/bin.2068

Kissel J. Goldman, Heather Simpson Martin, Iser G. DeLeon

{"title":"Comparing Similar and Dissimilar Competing Responses for Tic Management","authors":"Kissel J. Goldman, Heather Simpson Martin, Iser G. DeLeon","doi":"10.1002/bin.2068","DOIUrl":"https://doi.org/10.1002/bin.2068","url":null,"abstract":"<div>\u0000 \u0000 Competing-response training is an important component of Habit-Reversal Therapy. Competing responses are recommended to be incompatible with tics. However, research on the efficacy of non-incompatible (“dissimilar”) competing responses is scant. We conducted two experiments with individuals with tics who had at least one established incompatible (“similar”) competing response and completed Habit-Reversal Therapy previously. In Experiment 1, we compared similar and dissimilar competing responses in terms of tics reduction and interference with ongoing activities. In Experiment 2, we assessed the maintained effectiveness of dissimilar competing responses over multiple exposures, preference among competing response types, and the effects of similar and dissimilar competing responses on non-targeted tics. Across both experiments, we observed similar tic reduction and disruption of ongoing activity when participants used either competing response type. Engagement was generally greater in dissimilar competing responses. We discuss potential implications for clinicians and areas of future research.\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"40 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142861044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Television's Mixed Messages: Choose the Best and Mute the Rest (The Sequel) 电视的混合信息：择其善者而从之（续集）

IF 1.1 4区心理学

Behavioral Interventions Pub Date : 2024-12-10 DOI: 10.1002/bin.2066

Kimberly A. Schreck, Jonathan Lyon, Julia Leslie, Samara Wilson

引用次数: 0

A Problem-Solving Tool for Single-Case Design Selection in Practice 实践中单案例设计选择的问题解决工具

IF 1.1 4区心理学

Behavioral Interventions Pub Date : 2024-11-30 DOI: 10.1002/bin.2065

Richard A. Colombo, Michele Wallace

引用次数: 0

Teaching delay tolerance to a child with Smith-Magenis syndrome in a classroom using a simplified approach 用简化方法在课堂上教授史密斯-马盖尼综合征患儿耐延迟能力

IF 1.1 4区心理学

Behavioral Interventions Pub Date : 2024-10-13 DOI: 10.1002/bin.2063

Mariah DeFreitas, Tyler Womack, Tricia Choy, Joseph N. Ricciardi

引用次数: 0

Using self-management strategies to improve toothbrushing for adults in supported community living 利用自我管理策略改善辅助社区生活中成年人的刷牙情况

IF 1.1 4区心理学

Behavioral Interventions Pub Date : 2024-10-09 DOI: 10.1002/bin.2062

Gatwech Miak, Thomas Zane, Robin M. Kuhn, Lynn Koegel

引用次数: 0

Program evaluation of a specialized treatment home for adults with severe challenging behavior 为有严重挑战行为的成年人提供的专门治疗之家的项目评估

IF 1.1 4区心理学

Behavioral Interventions Pub Date : 2024-10-05 DOI: 10.1002/bin.2059

Thurka Thillainathan, Bruce Linder, Alison D. Cox

{"title":"Program evaluation of a specialized treatment home for adults with severe challenging behavior","authors":"Thurka Thillainathan, Bruce Linder, Alison D. Cox","doi":"10.1002/bin.2059","DOIUrl":"https://doi.org/10.1002/bin.2059","url":null,"abstract":"Individuals with intellectual and developmental disabilities who engage in severe challenging behavior may comprise 5%–10% of the clinical population. Unfortunately, challenging behavior literature tends to underrepresent adult participants and emphasize efficacy (Does the intervention work?) more often than effectiveness (Does the intervention work in real world settings?). We conducted a systematic program evaluation to examine the effectiveness of a comprehensive behavioral treatment package using a hybrid quasi-experimental consecutive case series design featuring eight adults who experienced the treatment package. The results depicted a substantial decrease in challenging behavior and increase in adaptive behavior across sessions for most participants. Impressive treatment integrity outcomes (M = 84%, range, 82%–90%) showcased that the intervention was implemented as intended. Social validity surveys administered to participants, caregivers, and case managers provide support for the acceptability of the treatment package. Project limitations, clinical considerations, and future directions are discussed.","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 4","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bin.2059","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142664620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A comparison of staff training procedures to teach flexible prompt fading 比较员工培训程序以传授灵活的提示音消退方法

IF 1.1 4区心理学

Behavioral Interventions Pub Date : 2024-09-30 DOI: 10.1002/bin.2061

Shannon M. Arthur, Justin B. Leaf, Christine Milne, Angela Fuhrmann-Knowles, Ashley N. Creem, Joseph H. Cihon, Florence D. DiGennaro Reed, Mary Jane Weiss

{"title":"A comparison of staff training procedures to teach flexible prompt fading","authors":"Shannon M. Arthur, Justin B. Leaf, Christine Milne, Angela Fuhrmann-Knowles, Ashley N. Creem, Joseph H. Cihon, Florence D. DiGennaro Reed, Mary Jane Weiss","doi":"10.1002/bin.2061","DOIUrl":"https://doi.org/10.1002/bin.2061","url":null,"abstract":"Quality behavior intervention requires critical thinking skills, in-the-moment analysis, flexibility, and clinical judgment. Yet, there has been limited research on developing these complex skills. Flexible prompt fading (FPF) is a prompting procedure that requires the interventionist to continually analyze learner responding and make in-the-moment decisions to maximize learning during the teaching session, ultimately using clinical judgment while using prompting as a teaching strategy. FPF has consistently been demonstrated to be effective and in some cases more efficient than other prompting procedures. However, there has been no research demonstrating effective training procedures for the skills necessary to implement FPF. In order to more widely disseminate procedures that require these analytic skills, effective training procedures must be identified. The current study evaluated the effects of behavioral skills training (BST) and a progressive approach to staff training to teach staff to implement FPF with autistic individuals/individuals with ASD and the effects of each training method on development of clinical judgment skills. The results demonstrated that both training procedures were effective in teaching implementation of FPF.","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 4","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142665155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A programmatic description of an early, intensive behavioral intervention program in Australia 澳大利亚早期强化行为干预计划的方案说明

IF 1.1 4区心理学

Behavioral Interventions Pub Date : 2024-09-30 DOI: 10.1002/bin.2060

Karen McKinnon, Joseph H. Cihon, John McEachin

{"title":"A programmatic description of an early, intensive behavioral intervention program in Australia","authors":"Karen McKinnon, Joseph H. Cihon, John McEachin","doi":"10.1002/bin.2060","DOIUrl":"https://doi.org/10.1002/bin.2060","url":null,"abstract":"There is currently limited research on early, intensive behavioral intervention (EIBI) within Australia. The purpose of this paper was to provide a programmatic description and preliminary findings of an intervention approach which provides a high level of intensity of intervention to preschool aged children diagnosed with autism spectrum disorder (ASD). A total of 154 children with autism participated in the program from 2011 to 2022. At the group level, children who received 27 hr per week of intervention showed significant gains on standardized cognitive and adaptive behavior measures during an average one year of intervention. Further examination of the response to intervention at an individual level demonstrated that 84% of children showed an acceleration in their rate of learning during intervention, with 52% more than doubling their rate of learning in this time. Age was determined to predict improvement in developmental trajectory, but intake cognitive abilities did not. In general, children who commenced intervention at a younger age made substantial improvements in their rate of learning, but children who commenced intervention at an older age made even greater improvements relative to their skills at commencement. The results as well as limitations given the exploratory nature of this paper are discussed, along with implications for addressing the needs of young autistic children in Australia.","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 4","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142665165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0