Behavioral Interventions最新文献_第4页

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

“Hey you!”: An extension of the speaker immersion protocol to recruit the attention of a listener "嘿，你！"：扬声器沉浸协议的扩展，以吸引听者的注意力

IF 1.1 4区心理学

Behavioral Interventions Pub Date : 2024-09-26 DOI: 10.1002/bin.2052

Victoria R. Verdun, Aparna Naresh, Amanda Kazee, Rachel Yosick

{"title":"“Hey you!”: An extension of the speaker immersion protocol to recruit the attention of a listener","authors":"Victoria R. Verdun, Aparna Naresh, Amanda Kazee, Rachel Yosick","doi":"10.1002/bin.2052","DOIUrl":"https://doi.org/10.1002/bin.2052","url":null,"abstract":"The speaker immersion protocol (SIP) is an intervention that attempts to increase the frequency and spontaneity of a child's spoken communication. SIP has demonstrated effectiveness with increasing mands and other verbal operants (Ross et al., 2006); however, prior investigations have not examined SIP in the context of needing to recruit the social attention of a communicative partner in the presence of an establishing operation. The current study sought to extend the literature on SIP by adding a recruitment for social attention component to the intervention with two children with Autism spectrum disorder and limited spontaneous language. Prior to intervention, both participants engaged in low levels of target-requesting behavior even when a communication partner was readily available close by. After receiving an intervention designed to increase vocal requests, both participants demonstrated a significant increase in the number of vocal requests they emitted; however, that did not generalize to making appropriate bids for attention until recruitment for attention was embedded within SIP. Future studies should continue to examine the most effective and efficient ways to improve both the quantity and the quality of autistic children's social communication.","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 4","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142665191","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

Decreasing self-injury in a child with multiple disabilities: A practitioner's demonstration 减少多重残疾儿童的自我伤害：从业者示范

IF 1.1 4区心理学

Behavioral Interventions Pub Date : 2024-09-24 DOI: 10.1002/bin.2058

Brianna Laureano, Rajen Bajracharya, Emily A. Chesbrough, John Michael Falligant

{"title":"Decreasing self-injury in a child with multiple disabilities: A practitioner's demonstration","authors":"Brianna Laureano, Rajen Bajracharya, Emily A. Chesbrough, John Michael Falligant","doi":"10.1002/bin.2058","DOIUrl":"https://doi.org/10.1002/bin.2058","url":null,"abstract":"Self-injurious behavior is thought to be the product of interactions between deficits related to a primary disability (e.g., limited communication repertoires and adaptive skills) and learning experiences that reinforce problem behavior (e.g., consoling the child, terminating non-preferred activities, etc.). For these cases, functional communication training (FCT) may be prescribed to decrease challenging behavior and increase the client's communicative repertoire. However, FCT procedures for individuals with multiple physical impairments may require considerable individualization and modifications. Unfortunately, the existing body of research related to the assessment and treatment of behavior of individuals with motor, visual, or other impairments is relatively limited. The purpose of this report is to demonstrate how practitioners can modify assessment and treatment procedures to decrease challenging behavior and promote independence when working with individuals with multiple impairments. We provide an example of effective skill acquisition and behavior reduction interventions for a young girl, Ava, presenting with multiple disabilities—including visual, hearing, and motor impairments. Consistent with the habilitative aims of applied behavior analysis, the intervention was effective at decreasing Ava's challenging behavior and increasing her independent communication and adaptive behavior.","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 4","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142665145","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

Evaluating video feedback to improve eSports performance in Street Fighter V 评估视频反馈，提高《街头霸王 5》的电子竞技表现

IF 1.1 4区心理学

Behavioral Interventions Pub Date : 2024-09-17 DOI: 10.1002/bin.2056

Romel White, Raymond Miltenberger, Anthony Concepcion

引用次数: 0

Discrepancies between treatment preference and effectiveness 治疗偏好与疗效之间的差异

IF 1.1 4区心理学

Behavioral Interventions Pub Date : 2024-09-17 DOI: 10.1002/bin.2057

Cody Morris, Elise A. Zarcaro, Jesse Perrin, Megan E. Ellsworth

引用次数: 0

Effects of an online group-based intervention on effort tolerance in general education 在线小组干预对普通教育中耐受努力程度的影响

IF 1.1 4区心理学

Behavioral Interventions Pub Date : 2024-09-03 DOI: 10.1002/bin.2053

Ji Young Kim, Daniel M. Fienup, Hayley M. Geiger, Laudan B. Jahromi

{"title":"Effects of an online group-based intervention on effort tolerance in general education","authors":"Ji Young Kim, Daniel M. Fienup, Hayley M. Geiger, Laudan B. Jahromi","doi":"10.1002/bin.2053","DOIUrl":"10.1002/bin.2053","url":null,"abstract":"Effort tolerance refers to a repertoire of selecting a larger reinforcer requiring a higher-effort response over a smaller reinforcer requiring a lower-effort response. The current study investigated the effects of an online group-based effort-tolerance training on students' effort tolerance. The study adds to the literature because no studies have investigated the effects of a progressive ratio schedule of reinforcement as an intervention that targets effort tolerance for a whole class in an online platform and in general education settings. During the intervention, researchers gradually increased the response requirements (i.e., number of math problems) to access a larger reinforcer and incorporated choice-making opportunities to promote second-grade students' selection of a higher-effort/larger-reinforcer response. The findings yielded mixed results – the intervention was relatively effective at increasing effort tolerance for students performing on and below grade level for math, but the same effects were not shown in students performing above grade level. Future applications in education and research are discussed.","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 4","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bin.2053","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142186472","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