 Subjects -> PSYCHOLOGY (Total: 983 journals)
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- Functional Communication Training in Schools: A Systematic Analysis of the
Evidence for Ecological Validity-
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Authors: Laura C. Chezan, Autumn M. Bauer, Meka N. McCammon, Erik Drasgow
Abstract: Behavior Modification, Ahead of Print.
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.
Citation: Behavior Modification
PubDate: 2024-07-26T11:36:25Z
DOI: 10.1177/01454455241264816
- A Quantitative Systematic Literature Review of Combination Punishment
Literature: Progress Over the Last Decade-
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Authors: Asude Sumeyye Ayvaci, Alison Dorothea Cox, Andreas Dimopoulos
Abstract: Behavior Modification, Ahead of Print.
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.
Citation: Behavior Modification
PubDate: 2024-07-26T11:00:47Z
DOI: 10.1177/01454455241262414
- Development and Validation of an Assessment-Driven Behavioral Intervention
for Primary Complex Motor Stereotypies in Young Children-
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Authors: Matthew L. Edelstein, Emily D. Pogue, Harvey S. Singer
Abstract: Behavior Modification, Ahead of Print.
Complex motor stereotypies are rhythmic, repetitive, fixed, and non-goal directed movements (e.g., bilateral flapping/waving movements of the hands/arms). Movements typically begin in early childhood and can occur in otherwise normally developing (“primary”) or autistic (“secondary”) children. Stereotypies persist, occur multiple times a day, have prolonged durations, can be socially stigmatizing, and may lead to bullying and isolation. Prior behavioral treatment studies have focused on older children (ages 6–12) and report modest reductions in stereotypy (i.e., between 14% and 33%). The current study involves the functional assessment and treatment of five children with Primary Complex Motor Stereotypy using a modified awareness training procedure, differential reinforcement of other behavior, and schedule thinning in a nonconcurrent multiple baseline design. Results suggest a 99% reduction of motor stereotypy from baseline across all participants.
Citation: Behavior Modification
PubDate: 2024-05-31T04:23:58Z
DOI: 10.1177/01454455241255085
- Perceived Negative Effects of Tic Management Strategies in Adults With Tic
Disorders-
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Authors: Kathryn E. Barber, Brandon X. Pitts, Jordan T. Stiede, Flint M. Espil, Douglas W. Woods, Matthew W. Specht, Shannon M. Bennett, John T. Walkup, Emily J. Ricketts, Joseph F. McGuire, Alan L. Peterson, Scott N. Compton, Sabine Wilhelm, Lawrence Scahill, John C. Piacentini
Abstract: Behavior Modification, Ahead of Print.
Behavior therapy is a well-established and empirically supported treatment for tic disorders (TDs). However, concerns have been expressed about the negative effects of behavioral interventions, such as tic worsening, tic substitution, and excessive effort. This study explored perceived negative effects of tic management strategies in adults with TDs and predictors of these experiences. Participants (N = 72) completed semi-structured interviews 11 years after receiving behavior therapy or supportive therapy in a randomized clinical trial. We examined responses to interview questions about managing tics and predictors of reported negative effects. Most participants did not experience tic worsening (84%) or tic substitution (75%) from tic management strategies. The majority felt they could manage tics while participating in their environment (87%) and did not report life interference from tic management (77%). About half (45%) felt less present when managing tics. Treatment non-responders in the original trial were more likely to report negative effects of tic management strategies. No differences in reported negative consequences were found between those who received behavior therapy versus supportive therapy, suggesting that behavior therapy specifically does not lead to such adverse effects. These findings could reduce misconceptions about behavior therapy for TDs and enhance its acceptability and utilization.
Citation: Behavior Modification
PubDate: 2024-04-01T11:25:38Z
DOI: 10.1177/01454455241236446
- Examining Procedural Variations of Delivering Competing Stimuli in the
Treatment of Stereotypy-
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Authors: Julia L. Rosenzweig, Catlyn A. Li Volsi, Tiago de Man, William H. Ahearn
Abstract: Behavior Modification, Ahead of Print.
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.
Citation: Behavior Modification
PubDate: 2024-02-23T12:06:22Z
DOI: 10.1177/01454455241232574
- Generalization and Discrimination of Positively Reinforced Explicit Mands
in Young Children with Autism Spectrum Disorder-
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Authors: Laura Claudia Chezan, Autumn Bauer, Erik Drasgow, Heidi Garcia, Adam Warman
Abstract: Behavior Modification, Ahead of Print.
Many children with autism spectrum disorder (ASD) exhibit generalization errors following mand training. In this study, we extended the literature on the generalization of positively reinforced explicit mands in three young children with ASD and complex communication needs. First, we used mand training to teach a new, socially appropriate, positively reinforced explicit mand to request preferred toys. Second, we assessed the discriminated generalization of the newly acquired mand by using untrained examples and nonexamples. Results suggest that our mand training resulted in acquisition of a discriminated positively reinforced explicit mand in all three children. Overgeneralization was documented for one of the three children included in the study. We discuss implications for researchers and practitioners related to the importance of assessing for generalization errors following mand training.
Citation: Behavior Modification
PubDate: 2024-01-30T10:20:29Z
DOI: 10.1177/01454455241228768
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