EXPERIMENTAL ANALYSIS OF PRECURSORS TO SEVERE PROBLEM BEHAVIOR

2013 ◽  
Vol 46 (1) ◽  
pp. 101-129 ◽  
Author(s):  
Jennifer N. Fritz ◽  
Brian A. Iwata ◽  
Jennifer L. Hammond ◽  
Sarah E. Bloom
Keyword(s):  
Problem Behavior ◽  
Experimental Analysis ◽  
Severe Problem ◽  
Severe Problem Behavior

The development and application of individualized levels systems for the treatment of severe problem behavior

2002 ◽  
Vol 33 (1) ◽  
pp. 65-86 ◽  
Author(s):  
Louis P. Hagopian ◽  
Karena S. Rush ◽  
David M. Richman ◽  
Patricia F. Kurtz ◽  
Stephanie A. Contrucci ◽  
...  
Keyword(s):  
Problem Behavior ◽  
Severe Problem ◽  
Severe Problem Behavior

Idiosyncratic Functions: Severe Problem Behavior Maintained by Access to Ritualistic Behaviors

2008 ◽  
Vol 32 (1) ◽  
pp. 77-87 ◽  
Author(s):  
Nicole Hausman ◽  
SungWoo Kahng ◽  
Ellen Farrell ◽  
Camille Mongeon
Keyword(s):  
Problem Behavior ◽  
Severe Problem ◽  
Ritualistic Behaviors ◽  
Severe Problem Behavior

Minimizing Restraint and Seclusion in Schools: A Response to Beaudoin and Moore

2018 ◽  
Vol 56 (3) ◽  
pp. 165-170 ◽  
Author(s):  
Virginia L. Walker ◽  
Sarah E. Pinkelman
Keyword(s):  
Problem Behavior ◽  
Current Status ◽  
Evidence Based ◽  
Behavior Support ◽  
Entire Family ◽  
Evidence Based Practices ◽  
Severe Problem ◽  
Wide Range ◽  
Short And Long Term ◽  
Severe Problem Behavior

Abstract Increasing efforts have been made in the field of special education to identify positive, evidence-based practices (EBPs) to meet the needs of students who engage in problem behavior, with a major goal being to eliminate or limit the use of reactive measures such as restraint and seclusion (Snell & Walker, 2014). Various stakeholders, including families and self-advocates, have voiced concerns about the dangers of restraint and seclusion and the lack of protection afforded to students who engage in severe problem behavior. In the previous article in this issue of Intellectual and Developmental Disabilities, Beaudoin and Moore (2018) echo these concerns in their account of a family's experience with restraint as told from the perspective of a father whose son was subjected to restraint, resulting in a number of adverse short- and long-term consequences that affected the entire family. In response to Beaudoin and Moore, we provide readers with a brief review of the current status of restraint and seclusion in school settings and evidence-based strategies that can be used to address severe problem behavior and reduce the need for restraint and seclusion. For readers interested in exploring restraint and seclusion in greater depth, we suggest recent work by Trader and colleagues (2017). We also have outlined guidelines for behavior support planning that should be considered by various stakeholders as educators work toward establishing safe and supportive school environments that address a wide range of student behavioral needs.

Preparing Teachers and Consultants for the Challenge of Severe Problem Behavior

2001 ◽  
Vol 3 (2) ◽  
pp. 101-108 ◽  
Author(s):  
Robert E. O'Neill ◽  
Jesse W. Johnson ◽  
Richard Kiefer-O'Donnell ◽  
John J. McDonnell
Keyword(s):  
Problem Behavior ◽  
Severe Problem ◽  
Severe Problem Behavior

scholarly journals Teaching a Preschooler with ASD to Cooperate in Relinquish Reinforcers and Transition to Learning Activities During Skill-Based Treatment (SBT)

2021 ◽  
Vol 71 (2) ◽  
pp. 15-22
Author(s):  
L.L. Beznosikova ◽  
L.A. Ostrovskaya
Keyword(s):  
Problem Behavior ◽  
Problem Behaviors ◽  
Individual Case ◽  
Autism Spectrum ◽  
Learning Activities ◽  
Multiple Baseline ◽  
Severe Problem ◽  
Baseline Design ◽  
Severe Problem Behavior ◽  
Learning Area

A child, 5 years and 3 months old with autism spectrum disorder (ASD) and severe problem behavior was taught to stop playing and move to the learning activities. The study demonstrates the result of 2 phases of skill-based treatment (SBT) developed by Dr. Gregory Hanley: a) relinquish reinforcement phase (CAB 1) and b) transition phase (CAB 2). This is an individual case analysis, the study was conducted in a multiple baseline design across behaviors, lasted 8 weeks, and included the measurements of problem behaviors and learned skills during each training trial. As a result of 15-hour training, the child was taught the skill of stopping the play and transition to the learning area. Learners’ responses as willingness to listen to a teacher and ready to learn have emerged. At the same time, dangerous problem behavior was reduced to zero during the transition from a preferred activity to a learning area while being instructed. Transition responses were spontaneously generalized with people who were not present in the classroom (parents, tutors) and transferred to the new conditions (home and pre-school).

Sign in / Sign up

Export Citation Format

Share Document