Function-based replacement behavior interventions for students with challenging behavior

2017 ◽  
Vol 32 (4) ◽  
pp. 379-398 ◽  
Author(s):  
John William McKenna ◽  
Andrea Flower ◽  
Terry Falcomata ◽  
Reesha M. Adamson
Keyword(s):  
Challenging Behavior ◽  
Behavior Interventions ◽  
Replacement Behavior

scholarly journals PRELIMINARY OUTCOMES AND CHALLENGES TO IMPLEMENTING SCHOOL-WIDE POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS IN 30 GREEK PRIMARY SCHOOLS

2021 ◽  
Vol 8 (5) ◽  
Author(s):  
Theodoros Goutas ◽  
Ioannis Trikkaliotis ◽  
Petros Kliapis ◽  
Argiris Theodosiou ◽  
Nikolaos Tsigilis ◽  
...  
Keyword(s):  
Behavioral Problems ◽  
Challenging Behavior ◽  
Primary Schools ◽  
Positive Behavior ◽  
Educational Systems ◽  
Behavior Interventions ◽  
Implementation Challenges ◽  
School Year ◽  
Positive Behavior Interventions ◽  
Tier 1

<p>School-Wide Positive Behavior Interventions and Supports (SWPBIS) is an evidence-based three-tier school-wide framework for preventing and treating challenging behavior in schools, improving overall school climate, and promoting teachers' teaming and collaboration. SWPBIS outcomes, such as the decrease of students' behavioral problems and improvement of teachers' cooperation, have been well established across various educational systems in many countries. The purpose of this qualitative study is to investigate stakeholders' perceptions about the preliminary outcomes and challenges of the SWPBIS Tier 1 implementation in 30 Greek primary schools. A semi-structured focus group was conducted with stakeholders from Greek primary schools about their experiences from the implementation of SWPBIS Tier 1 during the 2019-2020 school year. Three key categories were identified: (a) perceptions about the initial SWPBIS outcomes, (b) implementation challenges, and (c) suggestions on additional supports. Practical implications and results are discussed in terms of how they can be used in sustaining SWPBIS in the Greek context.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0774/a.php" alt="Hit counter" /></p>

scholarly journals Alternative Approaches: Implementing Mindfulness Practices in the Classroom to Improve Challenging Behaviors

2019 ◽  
Vol 28 (1) ◽  
pp. 46-54
Author(s):  
Staci M. Zolkoski ◽  
Calli Lewis-Chiu
Keyword(s):  
Behavioral Disorders ◽  
Challenging Behavior ◽  
Emotional And Behavioral Disorders ◽  
Challenging Behaviors ◽  
Behavior Interventions ◽  
Student Behaviors ◽  
Discussion Paper ◽  
Proactive Approach ◽  
Mindfulness Practices ◽  
Alternative Approaches

Managing challenging student behaviors can be difficult for any educator. Lacking knowledge of research-based, positively oriented behavior interventions, educators may resort to punitive, reactive disciplinary strategies. Mindfulness is a positive, proactive approach that may help students with emotional and behavioral disorders improve their ability to regulate their own behaviors. This discussion paper describes research-informed mindfulness practices that teachers can use in their classrooms to address challenging behavior.

Managing Challenging Behavior in Adolescents with Autism Spectrum Disorder

2017 ◽  
pp. 242-272
Author(s):  
Maya Matheis ◽  
Jasper A. Estabillo ◽  
Johnny L. Matson
Keyword(s):  
Autism Spectrum Disorder ◽  
Challenging Behavior ◽  
Behavioral Treatment ◽  
Behavioral Assessment ◽  
Challenging Behaviors ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Behavior Interventions ◽  
Treatment Methods ◽  
Assessment And Treatment

The term “challenging behavior” describes a wide range of behaviors that may be harmful to an individual and that pose significant risks related to health, emotional distress, or exclusion from community settings. Challenging behaviors occur at high rates among individuals with autism spectrum disorder (ASD). Some forms of challenging behavior include: aggression, self-injurious behavior (SIB), stereotypical behavior, pica, and vomiting/rumination. Functional behavioral assessment (FBA) is the process of gathering and interpreting data related to the underlying function of a behavior. Interventions that target the function of a behavior are more effective and efficient. Behavioral treatment methods for challenging behavior are based on operant principles of reinforcement and punishment. Several common treatment methods are described. Suggestions for the assessment and treatment of challenging behaviors are outlined.

Systematic Review of Differential Reinforcement of Alternative Behavior Without Extinction for Individuals With Autism

2017 ◽  
Vol 42 (3) ◽  
pp. 398-421 ◽  
Author(s):  
Hannah L. MacNaul ◽  
Leslie C. Neely
Keyword(s):  
Problem Behavior ◽  
Challenging Behavior ◽  
Differential Reinforcement ◽  
Behavior Interventions ◽  
Promising Practices ◽  
Inclusion Criteria ◽  
Alternative Behavior ◽  
Positive Effects ◽  
Reduced Problem ◽  
Extinction Component

The purpose of this article is to review the literature on differential reinforcement of alternative behavior procedures without extinction for individuals with autism. Using predetermined inclusion criteria, a total of 10 studies were included and summarized in terms of the following: (a) participant characteristics (e.g., sex, age, and diagnosis), (b) treatment setting, (c) problem behavior, (d) function, (e) alternative behavior, (f) intervention, (g) outcomes, and (h) conclusiveness of evidence. Of the 10 studies, nine demonstrated positive effects and one mixed effects. Five studies successfully reduced problem behavior by manipulating different reinforcement parameters (magnitude, immediacy, and quality) and four manipulated the schedule of reinforcement. One study had mixed results with two of the three participants requiring extinction. The findings of this review suggest that variations of differential reinforcement of alternative behavior interventions without an extinction component may be considered promising practices for the treatment of challenging behavior in individuals with autism.

Behavior Interventions for Children

1995 ◽  
Vol 40 (1) ◽  
pp. 37-38
Author(s):  
Kurt S. Meredith
Keyword(s):  
Behavior Interventions
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