Behavioral Interventions最新文献_第9页

Discrete-trial teaching: A scoping review 离散试验教学：范围综述

IF 1.1 4区心理学

Behavioral Interventions Pub Date : 2024-03-23 DOI: 10.1002/bin.2012

Michelle A. Frank-Crawford, John C. Borrero, Alyssa Fisher, Paige Talhelm, Nathalie Fernandez

引用次数: 0

Assessment and treatment of multiply maintained self injury for a visually impaired elementary student with autism 对一名患有自闭症的视障小学生的多重维持性自伤进行评估和治疗

IF 1.1 4区心理学

Behavioral Interventions Pub Date : 2024-03-17 DOI: 10.1002/bin.2011

Sara K. Snyder, Madeline L. Griffin, Kevin M. Ayres

引用次数: 0

Exposure-based treatments for fear and reactivity to medical procedures: A systematic review of the literature with implications for research and practice 针对医疗程序恐惧和反应的暴露疗法：文献系统回顾及对研究和实践的启示

IF 1.1 4区心理学

Behavioral Interventions Pub Date : 2024-03-15 DOI: 10.1002/bin.2010

Awab Abdel-Jalil, Jillian N. Baldwin, Justin B. Leaf

引用次数: 0

A component analysis of ABC assessments as demonstrated through function based interventions 通过基于功能的干预措施对 ABC 评估进行成分分析

IF 1.1 4区心理学

Behavioral Interventions Pub Date : 2024-03-15 DOI: 10.1002/bin.2009

Lisa M. Tereshko, Mary Jane Weiss, Robert K. Ross, Jill M. Harper, Dennis Keane

引用次数: 0

Adapting preference assessments and reinforcement schedules to increase mask wearing with adults with intellectual disabilities 调整偏好评估和强化时间表，增加智障成人佩戴面罩的次数

IF 1.1 4区心理学

Behavioral Interventions Pub Date : 2024-03-14 DOI: 10.1002/bin.2008

Elizabeth J. Houck, Joseph D. Dracobly, Richard G. Smith, Melanie S. Bauer, Danielle R. Pelletier, Aaron J. Sanchez

{"title":"Adapting preference assessments and reinforcement schedules to increase mask wearing with adults with intellectual disabilities","authors":"Elizabeth J. Houck, Joseph D. Dracobly, Richard G. Smith, Melanie S. Bauer, Danielle R. Pelletier, Aaron J. Sanchez","doi":"10.1002/bin.2008","DOIUrl":"10.1002/bin.2008","url":null,"abstract":"New or infrequently contacted stimuli may present challenges for people with intellectual disabilities (ID) and autism spectrum disorder (ASD). Throughout the Covid-19 pandemic, facemasks emerged as a new stimulus that may cause distress, especially for those who may not understand the need for a mask. Further, the inability to tolerate wearing a facemask could limit safe access to public locations for people with ID and ASD. Most approaches to increasing health routines involve some form of escape extinction, a practice that may not be feasible or safe for some individuals and in some settings. As an alternative, approaches based on adapting stimulus features, including preferences, and positive reinforcement, may produce equally effective interventions. To evaluate this, we first assessed preference of eight adults with ID living in a residential facility, for four different types of facemasks and the standard facility face masks. Access to a variety of masks increased mask-wearing for two participants. We then evaluated reinforcement schedule manipulations without escape extinction to increase mask wearing for four participants from Study 1. For all four participants, we successfully increased mask wearing using a reinforcement schedule that was sustainable in their everyday environment.","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 3","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140154512","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

Improving goals written for individuals with autism: Preliminary results on assessing meaningfulness and relevance to adulthood 改进为自闭症患者撰写的目标：评估意义和与成年期相关性的初步结果

IF 1.1 4区心理学

Behavioral Interventions Pub Date : 2024-03-05 DOI: 10.1002/bin.2006

Shanna Bahry, Peter F. Gerhardt, Mary Jane Weiss, Justin B. Leaf, Kevin M. Ayres

{"title":"Improving goals written for individuals with autism: Preliminary results on assessing meaningfulness and relevance to adulthood","authors":"Shanna Bahry, Peter F. Gerhardt, Mary Jane Weiss, Justin B. Leaf, Kevin M. Ayres","doi":"10.1002/bin.2006","DOIUrl":"10.1002/bin.2006","url":null,"abstract":"In general, individuals with autism spectrum disorder have poor outcomes in adulthood on almost any measure assessed. Poor outcomes, in part, may be related to inadequate planning leading up to adulthood, including inappropriate goal setting, ineffective communication, and inadequate involvement of all decision-makers needed to inform planning. The skills in the repertoires of individuals on the spectrum have been shown in the research to directly impact the trajectory of outcomes. Yet, at present there is next to no peer-reviewed literature that identifies evidence-based procedures to teach practitioners how to write meaningful goals that will positively impact these outcomes. The present study therefore examined the effects of a treatment package aimed at improving the quality of goals written by clinicians and students of applied behavior analysis. Overall, this study showed that for at least some participants, the independent variable improved the quality of skill acquisition goals, as measured by expert and advanced practitioner ratings as well as self-assessed ratings. Both experiments yielded statistically significant increases in both dependent variables for the experimental group, when compared to the control group. These promising initial findings have implications for practitioners who hope to adequately plan for the future of those they serve by targeting those skills that will positively affect outcomes.","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 3","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140100107","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

The effect of phonics skills intervention on early reading comprehension in an adolescent with autism: A longitudinal study 语音技能干预对自闭症青少年早期阅读理解能力的影响：纵向研究

IF 1.1 4区心理学

Behavioral Interventions Pub Date : 2024-03-02 DOI: 10.1002/bin.2007

Michael Nicolosi, Karola Dillenburger

引用次数: 0

An evaluation of training components necessary to teach staff members to conduct an intensive pediatric feeding intervention 评估教导工作人员进行强化儿科喂养干预所需的培训内容

IF 1.1 4区心理学

Behavioral Interventions Pub Date : 2024-02-25 DOI: 10.1002/bin.2004

Ronald J. Clark, David A. Wilder

{"title":"An evaluation of training components necessary to teach staff members to conduct an intensive pediatric feeding intervention","authors":"Ronald J. Clark, David A. Wilder","doi":"10.1002/bin.2004","DOIUrl":"10.1002/bin.2004","url":null,"abstract":"In applied behavior analysis, parents or other caregivers are often trained to implement an intervention after the intervention has been demonstrated effective when implemented by professionals. However, training novice staff members to conduct specific behavioral interventions has received less attention. This is particularly true in the context of training staff to implement interventions to treat food refusal. In the current study, we implemented three levels of training to evaluate the level of intensity required to train staff members (i.e., behavior technicians, Registered Behavior Technicians®, and Board-Certified Behavior Analysts®) to implement a feeding protocol with a role play partner. Only one participant met the mastery criteria following the first training phase, which included written instructions and video modeling. Following 72 h of exposure to the instructional materials, we provided participants an opportunity to ask clarifying questions about the procedure (second training phase). Only one participant met mastery in this phase. Three other participants required in vivo feedback and modeling (third training phase) to master the protocol. We discuss clinical implications and future research directions.","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 3","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139978218","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

Incorporating social validity into practice: Treatment progression across pediatric feeding skill domains 将社会有效性纳入实践：儿科喂养技能领域的治疗进展

IF 1.1 4区心理学

Behavioral Interventions Pub Date : 2024-02-23 DOI: 10.1002/bin.2003

Tessa Taylor, Sarah Ann Taylor

{"title":"Incorporating social validity into practice: Treatment progression across pediatric feeding skill domains","authors":"Tessa Taylor, Sarah Ann Taylor","doi":"10.1002/bin.2003","DOIUrl":"10.1002/bin.2003","url":null,"abstract":"A small but growing body of research in pediatric feeding disorders asserts the importance of comprehensively measuring social significance of goals, procedures, and effects of intervention, and incorporating social validity into practice to inform treatment. This report sought to extend this literature by detailing procedures to measure and improve social validity during a clinical case of a 3.5-year-old during a home-based intensive feeding program. A multiple baseline design demonstrated effectiveness of nonremoval and re-presentation added to a treatment package. Repeated choice via direct child preference assessments informed demand fading and gradual progression across six feeding skill domains (medication, cup drinking, independence, texture, volume, variety) and arrangements of response effort (preference, skill) with layers of reinforcer parameters (quality, magnitude, rate, immediacy). Indices of happiness definitions were modified, and extinction bursts examined. Fostering a collaborative approach, caregivers provided detailed input on social validity measures pretreatment, at discharge, and long-term follow-up (6-month, 1-year), inclusive of both qualitative and quantitative responses, written and verbal communication, and permanent product data. Further implications for practitioners included detailing the process for caregiver training and generalization to family meals with siblings and community settings, and providing adaptable full-text guidelines for free access/choice contexts.","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 3","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bin.2003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139946418","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

Reinforcement-schedule thinning practices during functional communication training: A survey of behavior analysts 功能性沟通训练中的强化-稀释计划实践：行为分析师调查

IF 1.1 4区心理学

Behavioral Interventions Pub Date : 2024-02-22 DOI: 10.1002/bin.2002

Daniel R. Mitteer, Megan A. Boyle, Andrew R. Craig

{"title":"Reinforcement-schedule thinning practices during functional communication training: A survey of behavior analysts","authors":"Daniel R. Mitteer, Megan A. Boyle, Andrew R. Craig","doi":"10.1002/bin.2002","DOIUrl":"10.1002/bin.2002","url":null,"abstract":"Researchers have investigated several schedule-thinning approaches during functional communication training (FCT), including FCT with delay schedules (Delay FCT), FCT with discriminative stimuli (Signaled FCT), and FCT with delay-and-denial tolerance training (DDTT). Despite many publications on these approaches, it is unclear how regularly, how often, and under what conditions behavior analysts use these FCT thinning strategies. We analyzed survey data from 129 board-certified behavior analysts® to determine (a) how often they use the three thinning approaches during FCT, (b) their most preferred thinning method, and (c) the variables (e.g., years of experience, treatment setting) associated with their most used and preferred approaches. DDTT was the most commonly implemented and preferred FCT thinning strategy. Relative to DDTT, Signaled FCT was more frequently used and preferred by doctoral-level behavior analysts and those working in clinical settings. However, regardless of approach, behavior analysts reported several challenges that hold implications for practice and research.","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 3","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bin.2002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139956669","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