Behavior Modification最新文献

Implementation Study of "Building Resilience," Including Positive Psychology Interventions and Positive Emotion Regulation Training in Patients With Severe Mental Illness in an Adult Outpatient Psychiatric Mental Health Setting: An Exploratory Clinical Trial. 在成人精神科门诊精神疾病患者中开展 "建立复原力 "实施研究，包括积极心理学干预和积极情绪调节训练：一项探索性临床试验。

IF 2 3区心理学

Behavior Modification Pub Date : 2024-11-01 Epub Date: 2024-08-20 DOI: 10.1177/01454455241269842

Karin Holmedal Byrne, Berit M Gustafsson

{"title":"Implementation Study of \"Building Resilience,\" Including Positive Psychology Interventions and Positive Emotion Regulation Training in Patients With Severe Mental Illness in an Adult Outpatient Psychiatric Mental Health Setting: An Exploratory Clinical Trial.","authors":"Karin Holmedal Byrne, Berit M Gustafsson","doi":"10.1177/01454455241269842","DOIUrl":"10.1177/01454455241269842","url":null,"abstract":"Deficits in positive emotion regulation skills may be an important factor in the development and maintenance of anxiety and mood disorders. A treatment, which includes strategies to build and strengthen positive emotion regulation skills has been provided to patients primarily diagnosed with an anxiety and or mood disorder in an adult mental health outpatient service setting. To study the effects on positive and negative emotion, emotion regulation skills, emotional disorder symptoms, quality of life, and wellbeing during a new developed treatment. An exploratory clinical trial was used to conduct a preliminary assessment of a novel intervention. The intervention was provided in a group format over a 6-week period and independent practice over an 8-week period. Outcome variables were assessed pre- and post-treatment and at a 2-month follow up. Life quality, subjective wellbeing ratings, depressive and anxiety symptoms improved at follow up. The data suggests that the intervention may have the potential to produce desired change in positive emotion regulation. Preliminary findings suggest the intervention can have beneficial effects. These findings are promising and support the possibility that disturbances in positive emotion regulation may be a generative target for treatment research.","PeriodicalId":48037,"journal":{"name":"Behavior Modification","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142009722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Development and Validation of an Assessment-Driven Behavioral Intervention for Primary Complex Motor Stereotypies in Young Children. 针对幼儿初级复杂运动刻板印象的评估驱动行为干预的开发与验证。

IF 2 3区心理学

Behavior Modification Pub Date : 2024-11-01 Epub Date: 2024-05-31 DOI: 10.1177/01454455241255085

Matthew L Edelstein, Emily D Pogue, Harvey S Singer

引用次数: 0

School Refusal Behaviors: The Roles of Adolescent and Parental Factors. 拒绝上学的行为：青少年和家长因素的作用。

IF 2 3区心理学

Behavior Modification Pub Date : 2024-11-01 Epub Date: 2024-08-26 DOI: 10.1177/01454455241276414

Junwen Chen, Celina Feleppa, Tingyue Sun, Satoko Sasagawa, Michael Smithson, Liana Leach

{"title":"School Refusal Behaviors: The Roles of Adolescent and Parental Factors.","authors":"Junwen Chen, Celina Feleppa, Tingyue Sun, Satoko Sasagawa, Michael Smithson, Liana Leach","doi":"10.1177/01454455241276414","DOIUrl":"10.1177/01454455241276414","url":null,"abstract":"School refusal behaviors in adolescents have deleterious immediate and long-term consequences and are associated with mental ill-health such as anxiety and depression. Understanding factors that place youth at higher risk of school refusal behavior may assist in developing effective management approaches. We investigated parental and adolescent factors that may be associated with school refusal behaviors by specifically focusing on the role of parental and adolescent emotion dysregulation, their anxiety and depression, and parental rearing style. First, we hypothesized that adolescents with school refusal behaviors, as well as their parents, will report higher levels of emotion dysregulation, anxiety, and depression compared to their counterparts without school refusal behaviors. Furthermore, we hypothesized that multivariate models testing the role of parental and child factors concurrently will show that parental (emotion dysregulation, anxiety and depression, and rearing styles) and adolescent (emotion dysregulation, anxiety, and depression) factors are associated with school refusal behaviors. One hundred and six adolescents aged 12 to 18 years and their parents completed an online questionnaire measuring both parental and adolescent emotion dysregulation, anxiety, depression, parental rearing styles, and adolescents' school refusal behaviors. Adolescents with school refusal behaviors reported greater anxiety and depression, with their parents showing greater emotion dysregulation. Multivariate analyses showed that parental emotion dysregulation and adolescent age were associated with school refusal behaviors independently. Future management for school refusal behaviors should consider age-tailored approaches by incorporating training for parental emotion regulation skills.","PeriodicalId":48037,"journal":{"name":"Behavior Modification","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11497732/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142074209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Functional Communication Training in Schools: A Systematic Analysis of the Evidence for Ecological Validity. 学校功能性沟通培训：对生态有效性证据的系统分析。

IF 2 3区心理学

Behavior Modification Pub Date : 2024-11-01 Epub Date: 2024-07-26 DOI: 10.1177/01454455241264816

Laura C Chezan, Autumn M Bauer, Meka N McCammon, Erik Drasgow

{"title":"Functional Communication Training in Schools: A Systematic Analysis of the Evidence for Ecological Validity.","authors":"Laura C Chezan, Autumn M Bauer, Meka N McCammon, Erik Drasgow","doi":"10.1177/01454455241264816","DOIUrl":"10.1177/01454455241264816","url":null,"abstract":"Ecological validity refers to the meaningfulness or practical significance of research outcomes in everyday settings or the extent to which an intervention can be implemented by typical people during naturally occurring opportunities. In education, ecological validity may contribute to the adoption of interventions by teachers working with students in school settings. Our purpose in this review was to examine the evidence for ecological validity of functional communication training (FCT) used to address challenging behavior in school-age individuals with disabilities. We reviewed 19 single-case experimental design (SCED) studies published between 1985 and 2023. First, we used the What Works Clearinghouse (WWC) Standards to evaluate the empirical evidence of each study. Second, we evaluated the extent to which behavioral assessment and FCT procedures were described in the 15 studies that met the WWC Standards. Third, we conducted a systematic analysis of the evidence for ecological validity of behavioral assessment and FCT. Results indicate that 95% of the SCED studies met the WWC Standards. The description of procedures was complete for 50% of the behavioral assessments and for 11% of the FCT. The overall evidence for ecological validity was moderate for 16.7% and low for 83.3% of the behavioral assessments. The evidence for ecological validity for all FCT procedures was low. Future research and implications related to ecological validity are discussed.","PeriodicalId":48037,"journal":{"name":"Behavior Modification","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141761703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Progressive Functional Analysis and Function-Based Intervention Via Telehealth: A Replication and Extension. 通过远程保健进行渐进式功能分析和基于功能的干预：复制和推广。

IF 2 3区心理学

Behavior Modification Pub Date : 2024-10-27 DOI: 10.1177/01454455241291785

Emily Exline, Kristina McGinnis, Serena R Garza, Stephanie Gerow, Tracey N Sulak, Monserrat Austin

{"title":"Progressive Functional Analysis and Function-Based Intervention Via Telehealth: A Replication and Extension.","authors":"Emily Exline, Kristina McGinnis, Serena R Garza, Stephanie Gerow, Tracey N Sulak, Monserrat Austin","doi":"10.1177/01454455241291785","DOIUrl":"https://doi.org/10.1177/01454455241291785","url":null,"abstract":"The purpose of this study was to evaluate a progressive functional analysis (FA) model and function-based intervention delivered by caregivers with coaching via telehealth. Children diagnosed with autism and at least one caregiver (e.g., parent) participated in the study. We conducted three assessments prior to and following intervention: a researcher-developed 10-min observation, the Parental Stress Index, and the externalizing section of the Vineland Adaptive Behavior Rating Scales, Third Edition (VABS-3). We included 47 participants in the present evaluation of the progressive FA model. We identified the function of challenging behavior for 36 participants. A function was not identified for nine participants who exhibited low or no challenging behavior during the assessment; the results were inconclusive for two participants. For the 17 participants who participated in the intervention evaluation phase, each of the participants achieved the mastery criterion, which was an 80% reduction in challenging behavior for most participants. Additionally, there was a statistically significant decrease in the VABS-3 externalizing behavior measure from pre- to post-assessment, although neither of the other pre-post measures resulted in statistically significant changes. This study replicates and extends previous research, supporting the use of progressive FA model and function-based interventions to improve challenging behavior.","PeriodicalId":48037,"journal":{"name":"Behavior Modification","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142510489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Using Instructions and Acoustic Feedback to Improve Staff Delivery of Behavior-Specific Praise in a Clinical Setting. 在临床环境中使用指令和声音反馈来改进员工对特定行为的表扬。

IF 2 3区心理学

Behavior Modification Pub Date : 2024-10-21 DOI: 10.1177/01454455241291472

Kwadwo Britwum, G David Smith, Michelle Britwum, Elizabeth Parthum, Eric Jacobs

{"title":"Using Instructions and Acoustic Feedback to Improve Staff Delivery of Behavior-Specific Praise in a Clinical Setting.","authors":"Kwadwo Britwum, G David Smith, Michelle Britwum, Elizabeth Parthum, Eric Jacobs","doi":"10.1177/01454455241291472","DOIUrl":"https://doi.org/10.1177/01454455241291472","url":null,"abstract":"Past research has shown the effectiveness of contingent acoustic feedback (CAF) in various human performance settings, but its impact on staff performance in clinical settings remains unclear. The current study replicated and extended Herron et al. (2018) by using vocal instructions and CAF to teach staff to use behavior-specific praise (BSP) to reinforce designated client behavior in a clinical setting. Results from a multiple-baseline-across-staff design revealed that this intervention increased the rate at which staff used BSP to reinforce designated client behavior. Paired sample t-tests showed a significant increase in the rate of BSP for each participant from baseline to the intervention phase, and participants maintained increased rates of BSP during probes conducted 1 to 3 weeks after the intervention was complete. Additionally, paired sample t-tests showed statistically significant increases in the rates of designated behavior for each client. Participants also rated the instructions and CAF procedure as more worthwhile, helpful, relevant, pleasant, and less disruptive than feedback methods typically used in their agency.","PeriodicalId":48037,"journal":{"name":"Behavior Modification","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142477825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Expression of Concern: Behavioral Activation and Acceptance and Commitment Therapy in the Treatment of Anxiety and Depression in Cancer Survivors: A Randomized Clinical Trial. 关注的表达：行为激活和接纳与承诺疗法在治疗癌症幸存者焦虑和抑郁中的应用：随机临床试验

IF 2 3区心理学

Behavior Modification Pub Date : 2024-10-16 DOI: 10.1177/01454455241290866

引用次数: 0

A Quantitative Systematic Literature Review of Combination Punishment Literature: Progress Over the Last Decade. 对综合惩罚文献的定量系统文献综述：过去十年的进展。

IF 2 3区心理学

Behavior Modification Pub Date : 2024-07-26 DOI: 10.1177/01454455241262414

Asude Sumeyye Ayvaci, Alison Dorothea Cox, Andreas Dimopoulos

{"title":"A Quantitative Systematic Literature Review of Combination Punishment Literature: Progress Over the Last Decade.","authors":"Asude Sumeyye Ayvaci, Alison Dorothea Cox, Andreas Dimopoulos","doi":"10.1177/01454455241262414","DOIUrl":"https://doi.org/10.1177/01454455241262414","url":null,"abstract":"This review evaluated single-case experimental design research that examined challenging behavior interventions utilizing punishment elements. Thirty articles published between 2013 and 2022 met study inclusion criteria. Study quality was also assessed. Through multiple levels of analysis (e.g., descriptive statistics, non-parametric statistics), we examined (a) participant and study trends, (b) differential outcomes related to temporal reinforcement approaches (antecedent, consequent, or combined reinforcement) applied alongside punishment element(s), (c) differential outcomes related to the punishment type (negative, positive) applied alongside reinforcement, and (d) effect sizes associated with study rigor across peer-reviewed and gray literature. Our results may tentatively suggest that, for certain situations, concurrently applying punishment with antecedent reinforcement approaches may coincide with significantly larger effect sizes compared to combined temporal reinforcement approaches, while positive punishment applied concurrently with reinforcement may coincide with larger but non-significant intervention effects. Most featured articles met rigor criteria, but larger effects were seen in peer-reviewed literature.","PeriodicalId":48037,"journal":{"name":"Behavior Modification","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141761702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Examining Procedural Variations of Delivering Competing Stimuli in the Treatment of Stereotypy. 研究在治疗刻板印象中传递竞争性刺激的程序变异。

IF 2.3 3区心理学

Behavior Modification Pub Date : 2024-07-01 Epub Date: 2024-02-23 DOI: 10.1177/01454455241232574

Julia L Rosenzweig, Catlyn A Li Volsi, Tiago de Man, William H Ahearn

{"title":"Examining Procedural Variations of Delivering Competing Stimuli in the Treatment of Stereotypy.","authors":"Julia L Rosenzweig, Catlyn A Li Volsi, Tiago de Man, William H Ahearn","doi":"10.1177/01454455241232574","DOIUrl":"10.1177/01454455241232574","url":null,"abstract":"Competing stimulus assessments (CSA) are effective tools for identifying stimuli that compete with automatically reinforced behavior. However, Jennett et al. suggests there are cases for which non-contingent access to competing stimuli are insufficient at decreasing target responding and additional treatment components may be necessary. The purpose of the current study was to examine procedural variations (i.e., rotating competing items and prompted engagement) when presenting competing stimuli on increasing functional engagement and decreasing stereotypy. Following a functional analysis, a CSA was conducted to identify competing stimuli for four individuals with autism. Items identified were then used with two procedural variations. Levels of stereotypy, functional engagement, and item contact were measured. Results showed that for two participants both treatments were effective, while for the other two participants prompting functional engagement was more effective. Prompting functional engagement is likely a productive strategy for enhancing engagement with competing stimuli for automatically reinforced problem behavior as it may result in functional engagement becoming reinforcing in and of itself.","PeriodicalId":48037,"journal":{"name":"Behavior Modification","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139933635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Generalization and Discrimination of Positively Reinforced Explicit Mands in Young Children with Autism Spectrum Disorder. 自闭症谱系障碍幼儿对积极强化的明确指令的泛化和辨别。

IF 2 3区心理学

Behavior Modification Pub Date : 2024-07-01 Epub Date: 2024-01-30 DOI: 10.1177/01454455241228768

Laura Claudia Chezan, Autumn Bauer, Erik Drasgow, Heidi Garcia, Adam Warman

引用次数: 0