Functional behavior analysis of anorexia nervosa: Applications to clinical practice.

2005 ◽  
Vol 6 (3) ◽  
pp. 166-177 ◽  
Author(s):  
Raimo Lappalainen ◽  
Martti T. Tuomisto
Keyword(s):  
Anorexia Nervosa ◽  
Clinical Practice ◽  
Behavior Analysis ◽  
Functional Behavior ◽  
Functional Behavior Analysis

Psychosocial Interventions for Individuals With Intellectual Disability

2020 ◽  
pp. 250-275
Author(s):  
Rajesh Jay Sharma ◽  
Jahirul Mullick
Keyword(s):  
Intellectual Disability ◽  
Behavior Analysis ◽  
Applied Behavior Analysis ◽  
Challenging Behavior ◽  
Emotional Regulation ◽  
Challenging Behaviors ◽  
Treatment Strategies ◽  
Psychosocial Interventions ◽  
Functional Behavior ◽  
Functional Behavior Analysis

People with intellectual disabilities are prone to various challenges in relation to self-care, emotional regulation, and decision making. Sometimes due to their cognitive and adaptive skill limitations, they display challenging behavior that further impacts on their quality of life. This chapter presents the concept of applied behavior analysis (ABA) and a discussion on the principles of applied behavior analysis (ABA) in prevention and treatment of challenging behaviors of individuals with intellectual disability. Functional behavior analysis (FBA) and its stages are described with examples for the future practitioners. As ABA has a major contribution in the treatment of challenging behaviors in individuals with intellectual disability, research supported treatment strategies are presented. This chapter also explained strategies for improving the adaptive behaviors of individuals with intellectual disability.

Achieving Recovery Through Resilience: Insights From Adults in Midlife Living With Anorexia Nervosa

2020 ◽  
pp. 104973232097820
Author(s):  
Leslie A. McCallum ◽  
Ramona Alaggia
Keyword(s):  
Young Adults ◽  
Anorexia Nervosa ◽  
Grounded Theory ◽  
Clinical Practice ◽  
Life Course ◽  
Young Adulthood ◽  
Constructivist Grounded Theory ◽  
Life Course Theory ◽  
Seeking Help ◽  
The Life Course

Despite the high percentage of adults living with anorexia nervosa (AN) over the life course, there is limited understanding of what it means to be living with AN in midlife when the majority of research has focused on adolescents and young adults. As such, clinical practice for individuals in midlife is informed by a severe and enduring AN (SE-AN) framework, which assumes that recovery is not necessarily feasible past young adulthood. This study used constructivist grounded theory methodology to understand the experiences of adults in midlife living with AN. In-depth analyses of 19 participant narratives in midlife show that individuals face barriers to seeking help or remaining in recovery; however, midlife can also act as a significant catalyst toward recovery. Subsequently, there is merit in revisiting the utility of the SE-AN framework in the context of life course theory and exploring resilience-informed approaches in supporting recovery from AN.

Cognitive Theory in Anorexia Nervosa and Bulimia Nervosa: A Review

1997 ◽  
Vol 25 (2) ◽  
pp. 113-145 ◽  
Author(s):  
Myra Cooper
Keyword(s):  
Eating Disorders ◽  
Anorexia Nervosa ◽  
Clinical Practice ◽  
Bulimia Nervosa ◽  
Experimental Psychology ◽  
Cognitive Theory ◽  
Current Status ◽  
Cognitive Content ◽  
Cognitive Theories ◽  
Questionnaire Studies

This paper reviews cognitive theories of eating disorders as they are usually applied in treatment. More recent theoretical contributions and theory that is not widely applied are also reviewed. A set of hypotheses is derived from these theories and evidence for the validity of each hypothesis is discussed: this includes evidence from treatment studies, questionnaire studies and from experimental psychology. Following review of existing evidence, the paper summarizes the current status of cognitive theory in eating disorders. It then considers ways in which theory and research could be developed in order to improve and extend our understanding of cognitive content and processes in eating disorders. Limitations of existing models are highlighted and gaps in our knowledge, including knowledge of variables that typically have a central role in cognitive theory, are identified. Further strategies to test the validity of hypotheses derived from cognitive theory are suggested, together with strategies that might extend existing theory. It is concluded that much further research is needed, both to test the validity of existing theoretical contributions and to extend theory so that it will be more useful in clinical practice.

Sign in / Sign up

Export Citation Format

Share Document