An evaluation of a caregiver-implemented stimulus avoidance assessment and corresponding treatment package.

2021 ◽  
Author(s):  
Christina A. Simmons ◽  
Amanda N. Zangrillo ◽  
Wayne W. Fisher ◽  
Patricia K. Zemantic
Keyword(s):  
Treatment Package

Using Video Modeling Intervention and Speech Generating Devices To Teach Requesting Behaviors to Persons With Autism

2011 ◽  
Vol 20 (4) ◽  
pp. 109-113
Author(s):  
Karen Copple ◽  
Rajinder Koul ◽  
Devender Banda ◽  
Ellen Frye
Keyword(s):  
Developmental Disabilities ◽  
Experimental Design ◽  
Communication Skills ◽  
Observational Learning ◽  
Video Modeling ◽  
Single Subject ◽  
Design Studies ◽  
Communicative Behaviors ◽  
Speech Generating Device ◽  
Treatment Package

Abstract One of the instructional techniques reported in the literature to teach communication skills to persons with autism is video modeling (VM). VM is a form of observational learning that involves watching and imitating the desired target behavior(s) exhibited by the person on the videotape. VM has been used to teach a variety of social and communicative behaviors to persons with developmental disabilities such as autism. In this paper, we describe the VM technique and summarize the results of two single-subject experimental design studies that investigated the acquisition of spontaneous requesting skills using a speech generating device (SGD) by persons with autism following a VM intervention. The results of these two studies indicate that a VM treatment package that includes a SGD as one of its components can be effective in facilitating communication in individuals with autism who have little or no functional speech.

Music Therapy in Enhancing Learning Attention of Children with Intellectual Disability

2021 ◽  
Vol 9 (4) ◽  
pp. 363-367
Author(s):  
Akintunde Oluseyi Dada ◽  
Owoade Philip Adeleke ◽  
Samson Akinwumi Aderibigbe ◽  
Michael Adeife Adefemi ◽  
Martina Ayibeya Apie ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Music Therapy ◽  
Intellectual Disabilities ◽  
Rating Scale ◽  
Home School ◽  
Analysis Of Covariance ◽  
Moderator Variables ◽  
Treatment Package ◽  
Therapy Treatment ◽  
Children With Intellectual Disability

Inattention is one of the significant problems that inhibit learning among children with intellectual disabilities. However, several strategies and therapies have been developed to solve the problem. This study, therefore, investigates the effectiveness of music therapy in enhancing attention among children with intellectual disability. A pretest-posttest control experimental research design was adopted. The experiment was carried out for six weeks using Music Therapy Treatment Package on 24 children with intellectual disability that were randomly selected Modupe Cole Momerial Childcare and Treatment Home/School, Akoka, Yaba, Lagos. A validated Attention Observation Rating Scale (AORS) with a reliability coefficient of 0.88 was used for this study. Three hypotheses were tested in the study, and Analysis of Covariance (ANCOVA) was used for data analysis. This study revealed that music therapy is effective in enhancing attention among children with intellectual disabilities. Sex and level of severity of the disability were also tested as moderator variables, but they have no significant main or interaction effect with music therapy in enhancing attention for children with intellectual disability. The finding is that music therapy is significantly effective in enhancing attention for children with intellectual disability regardless of their sex or level of severity. It was concluded that attention deficit could be improved for children with intellectual disability. Therefore, Music therapy was recommended for use in the school with adequate teacher training.

Can a Single-Classroom Treatment Approach Change Academic Performance and Behavioral Characteristics in Severely Behaviorally Disordered Adolescents: An Experimental Inquiry

1989 ◽  
Vol 14 (4) ◽  
pp. 215-225 ◽  
Author(s):  
Madeline Miller ◽  
Sidney R. Miller ◽  
John Wheeler ◽  
Jim Selinger
Keyword(s):  
Academic Performance ◽  
Behavioral Problems ◽  
Classroom Behaviors ◽  
Academic Skill ◽  
Cognitive Behavior Modification ◽  
Behaviorally Disordered ◽  
Self Monitoring ◽  
Inappropriate Behaviors ◽  
Treatment Package ◽  
Self Instruction

This study demonstrates that the use of cognitive behavior modification components, including self-instruction and self-monitoring, led to increased academic performances. Further, the second experiment demonstrates that the academic skill improvement also led to a reduction in inappropriate classroom behaviors. The subjects were two institutionalized adolescent males with identified severe behavioral disorders. The first subject displayed academic deficits in the area of mathematics. He also demonstrated several inappropriate classroom behaviors during the performance of math tasks which included clenched fists, closed eyes, crying, refusals to work, and guttural noises. The second subject's most severe academic and behavioral problems occurred during reading. His inappropriate classroom behaviors included excessive yawning, sleeping, off-task verbalizations, rocking in his seat, and staring into space. The treatment package in each experiment was comprised of self-instructional training which focused on the academic problems. Both subjects demonstrated improved academic performances. Informal observations of Subject 1 suggested that a reduction in inappropriate behaviors coincided with the improved academic performance. Behavioral data were collected on Subject 2 and the results demonstrated that the inappropriate behaviors were reduced as academic performance increased.

A pilot implementation-effectiveness trial of a single-session telehealth workshop and smartphone-based cognitive behavioral intervention for managing emotions among college students

2021 ◽  
Author(s):  
Evan Kleiman ◽  
Kate Bentley ◽  
Annmarie Wacha-Montes ◽  
Madison Taylor ◽  
Kaileigh Conti ◽  
...  
Keyword(s):  
College Students ◽  
Mental Health Treatment ◽  
Low Cost ◽  
Effectiveness Trial ◽  
Single Session ◽  
Ecological Momentary Intervention ◽  
Center Staff ◽  
Positive Attitudes ◽  
Treatment Package ◽  
Ecological Momentary

The number of college students who need mental health treatment outpaces the resources available to counseling centers to provide these needed services, presenting a need for low-cost, scalable interventions for college populations. We conducted a pilot effectiveness trial of a scalable treatment package that consisted of a single (telehealth) workshop plus a companion app that provided ecological momentary intervention. Participants (n=177) received a workshop provided by counseling center staff and trainees. We were interested in (1) engagement with the app, (2) acceptability of the treatment, and (3) initial effectiveness of the treatment. Regarding engagement, we found that participants preferred two reminder prompts per day and identified two key inflection points where engagement fluctuated: at day 15, where just over half of the sample practiced a skill on the app at least once during the day and at day 41, where just over one third of people practiced a skill on the app each day. Regarding acceptability, students generally reported positive attitudes about the single-session workshop and app, but also noted that the content and assessments in the app needed to be more dynamic to improve how engaging it is. Regarding effectiveness, we found that about 75% of the sample experienced a significant reduction in negative affect from pre- to post-ecological momentary intervention. The results of this study are promising in terms of providing initial support for this novel treatment package and provide useful information for researchers planning to develop and test similar interventions.

scholarly journals Evaluation of a Treatment Package to Increase Mean Length of Utterances for Children with Autism

2020 ◽  
Vol 13 (3) ◽  
pp. 659-673
Author(s):  
M. Alice Shillingsburg ◽  
Sarah E. Frampton ◽  
Yannick A. Schenk ◽  
Brittany L. Bartlett ◽  
Taylor M. Thompson ◽  
...  
Keyword(s):  
Children With Autism ◽  
Treatment Package

scholarly journals Effects of pivotal response treatment on reciprocal vocal contingency in a randomized controlled trial of children with autism spectrum disorder

Autism ◽  
2020 ◽  
Vol 24 (6) ◽  
pp. 1566-1571
Author(s):  
Jena McDaniel ◽  
Paul Yoder ◽  
Madison Crandall ◽  
Maria Estefania Millan ◽  
Christina Mich Ardel ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Parent Report ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Pivotal Response Treatment ◽  
Control Group ◽  
Child Interaction ◽  
Parent Child Interaction ◽  
Treatment Package

A pivotal response treatment package consisting of clinician-delivered and parent-implemented strategies was recently found to be effective in improving language and social communication deficits in children with autism spectrum disorder. Reciprocal vocal contingency, an automated measure of vocal reciprocity, may provide stronger and complementary evidence of the effects of the pivotal response treatment package. Reciprocal vocal contingency is derived through an automated process from daylong audio samples from the child’s natural environment. Therefore, reciprocal vocal contingency is at lower risk for detection bias than parent report and brief parent–child interaction measures. Although differences were non-significant at baseline and after 12 weeks of intervention for the 48 children with autism spectrum disorder who were randomly assigned to the pivotal response treatment package or a delayed treatment control group, the pivotal response treatment package group had higher ranked reciprocal vocal contingency scores than the control group after 24 weeks ( U = 125, p = .04). These findings are consistent with results from parent report and parent–child interaction measures obtained during the trial. The participants in the pivotal response treatment package exhibited greater vocal responsiveness to adult vocal responses to their vocalizations than the control group. Findings support the effectiveness of the pivotal response treatment package on vocal reciprocity of children with autism spectrum disorder, which may be a pivotal skill for language development. Lay abstract A recent randomized controlled trial found that children with autism spectrum disorder who received a pivotal response treatment package showed improved language and social communication skills following the intervention. The pivotal response treatment package includes clinician-delivered and parent-implemented strategies. Reciprocal vocal contingency is an automated measure of vocal reciprocity derived from daylong audio samples from the child’s natural environment. It may provide stronger and complementary evidence of the effects of the pivotal response treatment package because it is at lower risk for detection bias than parent report and brief parent–child interaction measures. The current study compared reciprocal vocal contingency for 24 children with autism spectrum disorder in the pivotal response treatment package group and 24 children with autism spectrum disorder in the control group. The pivotal response treatment package group received 24 weeks of the pivotal response treatment package intervention. The control group received their usual intervention services during that time. The groups did not differ in reciprocal vocal contingency when the intervention started or after 12 weeks of intervention. However, after 24 weeks the pivotal response treatment package group had higher ranked reciprocal vocal contingency scores than the control group. These findings are consistent with results from parent report and parent–child interaction measures obtained during the trial. The participants in the pivotal response treatment package exhibited greater vocal responsiveness to adult vocal responses to their vocalizations than the control group. Findings support the effectiveness of the pivotal response treatment package on vocal reciprocity of children with autism spectrum disorder, which may be a pivotal skill for language development.

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