Pub Date : 2021-12-01DOI: 10.22874/kaba.2021.8.3.57
Kyong-Mee Chung, D. Chin
Although identification of the function of problem behavior can be influenced by observers or types of problem behaviors, there is lack of studies analyzing these factors. The purpose of this study, which is focused on people with developmental disabilities, was to identify the functions of problem behaviors reported by three different groups of caregivers(teachers, staff/therapists, and parents), and types of problem behaviors(self-injurious, attack, destroy, stereotype, tantrum, others). Total of 473 participants answered basic information record and Functional Assessment for the Challenging/Problem Behaviors (FAPB). Results show that there was no significant difference in function of problem behavior across observers, but the main effect of the problem behavior type was observed. As a result of post-analysis of observer variables, demand was reported the least in the parent group. Attack and self-injurious behavior were significantly related to demand and avoidance, which was consistent with previous studies. interaction between two independent variables was not significant. Utilization of the result in the clinical field and further research was suggested.
{"title":"Identification of the Function of Problem Behavior Using Functional Assessment: Based on Types of Observer and Problem Behavior","authors":"Kyong-Mee Chung, D. Chin","doi":"10.22874/kaba.2021.8.3.57","DOIUrl":"https://doi.org/10.22874/kaba.2021.8.3.57","url":null,"abstract":"\u0000Although identification of the function of problem behavior can be influenced by observers or types of problem behaviors, there is lack of studies analyzing these factors. The purpose of this study, which is focused on people with developmental disabilities, was to identify the functions of problem behaviors reported by three different groups of caregivers(teachers, staff/therapists, and parents), and types of problem behaviors(self-injurious, attack, destroy, stereotype, tantrum, others). Total of 473 participants answered basic information record and Functional Assessment for the Challenging/Problem Behaviors (FAPB). Results show that there was no significant difference in function of problem behavior across observers, but the main effect of the problem behavior type was observed. As a result of post-analysis of observer variables, demand was reported the least in the parent group. Attack and self-injurious behavior were significantly related to demand and avoidance, which was consistent with previous studies. interaction between two independent variables was not significant. Utilization of the result in the clinical field and further research was suggested.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"61 22","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114052881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-01DOI: 10.22874/kaba.2021.8.3.1
So-La Kang, Ju Hee Park, Cuong Luu
기능 기반 중재는 문제 행동을 중재하는데 있어 효과적인 것으로 증명된 근거 기반 중재법이다. 그러나 문제 행동의 기능을 알아내는 것과 관련하여 안전 및 윤리적 문제가 발생할 수 있다. 이 연구는 이러한 문제점을 보완하기 위해 사용될 수 있는 전조행동 기반 다중 스케쥴 기능적 의사소통 훈련(FCT)의 효과를 연구하였다. 연구대상은 심각한 자해행동을 보이는 자폐 스펙트럼 장애를 가진 15세 고등학생이다. 시간 순차적 연관성을 나타내는 통계지표의 하나인 Yule’s Q를 사용하여 자해행동에 대한 전조행동을 확인한 후, 전조행동의 기능을 알아내기 위해 기능 분석(FA)을 실시하였다. FA 결과를 바탕으로 전조행동에 대해 FCT 및 강화 스케줄 약화 중재를 시행하였다. 중재 결과, 기능적 의사소통 반응이 증가함에 따라 성공적으로 전조행동의 감소와 함께 자해행동도 감소하였다. 이러한 결과는 문제행동을 다루는데 있어 강조되고 있는 주 접근인 근거중심, 기능기반 중재가 안전 등의 문제를 야기할 수 있는 심각한 문제행동중재에 있어서도 가능하도록 현 현실적 대안을 제시한다.
功能基础仲裁是被证明对问题行动仲裁有效的基于根据的仲裁法。但是在了解问题行动的功能时，可能会发生安全及伦理上的问题。该研究研究了基于前兆行动的多日程安排功能沟通训练(FCT)的效果，以弥补这一问题。研究对象是具有严重自残行为的自闭症谱系障碍的15岁高中生。使用Yule ' s Q作为时间顺序连贯性的统计指标之一，确认自残行为的前兆行为后，为了解前兆行为的功能，实施功能分析(FA)。根据FA结果，对前前兆行动实施了FCT及强化日程表弱化仲裁。仲裁结果，随着功能沟通反应的增加，成功地减少了前兆行动和自残行动。这样的结果为处理问题行动时强调的主要接近方法——以根据为中心、以功能为基础的仲裁，在可能引发安全等问题的严重问题行动仲裁上也提供了现实的对策。
{"title":"전조 행동 기반 다중 스케쥴 기능적 의사소통 중재가 심각한 자해 행동에 미치는 영향: 사례 연구","authors":"So-La Kang, Ju Hee Park, Cuong Luu","doi":"10.22874/kaba.2021.8.3.1","DOIUrl":"https://doi.org/10.22874/kaba.2021.8.3.1","url":null,"abstract":"\u0000기능 기반 중재는 문제 행동을 중재하는데 있어 효과적인 것으로 증명된 근거 기반 중재법이다. 그러나 문제 행동의 기능을 알아내는 것과 관련하여 안전 및 윤리적 문제가 발생할 수 있다. 이 연구는 이러한 문제점을 보완하기 위해 사용될 수 있는 전조행동 기반 다중 스케쥴 기능적 의사소통 훈련(FCT)의 효과를 연구하였다. 연구대상은 심각한 자해행동을 보이는 자폐 스펙트럼 장애를 가진 15세 고등학생이다. 시간 순차적 연관성을 나타내는 통계지표의 하나인 Yule’s Q를 사용하여 자해행동에 대한 전조행동을 확인한 후, 전조행동의 기능을 알아내기 위해 기능 분석(FA)을 실시하였다. FA 결과를 바탕으로 전조행동에 대해 FCT 및 강화 스케줄 약화 중재를 시행하였다. 중재 결과, 기능적 의사소통 반응이 증가함에 따라 성공적으로 전조행동의 감소와 함께 자해행동도 감소하였다. 이러한 결과는 문제행동을 다루는데 있어 강조되고 있는 주 접근인 근거중심, 기능기반 중재가 안전 등의 문제를 야기할 수 있는 심각한 문제행동중재에 있어서도 가능하도록 현 현실적 대안을 제시한다.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121198447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-01DOI: 10.22874/kaba.2021.8.3.75
Young-Mee Kang, Yunmo Kang, S. Son
This study was conducted to find out the effects of individualized positive behavior interventions and supports (PBIS) on class engagement of a student with intellectual disabilities. The participant was a post-secondary student with intellectual disabilities in a special school. Observed target behaviors were on-task behaviors and disrupting behaviors during the class. The interventions were individualized PBIS, which were consisted of team building, use of functional behavior assessment (FBA), hypothesis developmental, behavior intervention plan (BIP), and behavioral skills training (BST). Multiple baseline design across settings was used to examine the effects of PBIS on class engagement. The class was recorded using video for 30 minutes, excluding 5 minutes of the beginning and end of the class. Target behaviors were recorded using time sampling in 15 intervals and calculated in occurrence rate. Overall, The results of the visual analysis found that PBIS with implementation was effective to improve on-task behaviors and reduce disruptive behaviors during the class. This effect was also maintained after a certain period. Discussions, limitations, and future researches were suggested.
{"title":"The Effects of Individualized Positive Behavior Interventions and Supports (PBIS) on Class Engagement of a Student with Intellectual Disabilities*","authors":"Young-Mee Kang, Yunmo Kang, S. Son","doi":"10.22874/kaba.2021.8.3.75","DOIUrl":"https://doi.org/10.22874/kaba.2021.8.3.75","url":null,"abstract":"\u0000This study was conducted to find out the effects of individualized positive behavior interventions and supports (PBIS) on class engagement of a student with intellectual disabilities. The participant was a post-secondary student with intellectual disabilities in a special school. Observed target behaviors were on-task behaviors and disrupting behaviors during the class. The interventions were individualized PBIS, which were consisted of team building, use of functional behavior assessment (FBA), hypothesis developmental, behavior intervention plan (BIP), and behavioral skills training (BST). Multiple baseline design across settings was used to examine the effects of PBIS on class engagement. The class was recorded using video for 30 minutes, excluding 5 minutes of the beginning and end of the class. Target behaviors were recorded using time sampling in 15 intervals and calculated in occurrence rate. Overall, The results of the visual analysis found that PBIS with implementation was effective to improve on-task behaviors and reduce disruptive behaviors during the class. This effect was also maintained after a certain period. Discussions, limitations, and future researches were suggested.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"51 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131094054","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-01DOI: 10.22874/kaba.2021.8.3.37
Byeongju Park, Hyesuk Leepark
In the present study, number of matching instruction trials required to induce Naming was analyzed using Naming probe procedure which was reported in existing literature. Then the identified number of matching trials with new sets of stimuli was provided to examine whether Naming responses emerged in children with language delays. A delayed multiple baselines across behaviors with multiple probes design was used and this experimental procedure was repeated with Participant B. The results of this study showed that both of participant showed emergence of Naming capabilities to novel sets of stimuli when the identified number of matching trials were provided. The results of this study suggested that one of main variables for emergence of Naming was number of opportunities in which the participants were exposed to stimuli before they reached to a criterion level during pointing or tact instruction with the stimuli. In future studies, relationship between number of trials to criteria during the listener or speaker instruction and emergence of Naming capability should be examined.
{"title":"Implication of Required Number of Matching Instruction Trials for Inducing Naming On Emergence of Naming in Children with Developmental Disabilities","authors":"Byeongju Park, Hyesuk Leepark","doi":"10.22874/kaba.2021.8.3.37","DOIUrl":"https://doi.org/10.22874/kaba.2021.8.3.37","url":null,"abstract":"\u0000In the present study, number of matching instruction trials required to induce Naming was analyzed using Naming probe procedure which was reported in existing literature. Then the identified number of matching trials with new sets of stimuli was provided to examine whether Naming responses emerged in children with language delays. A delayed multiple baselines across behaviors with multiple probes design was used and this experimental procedure was repeated with Participant B. The results of this study showed that both of participant showed emergence of Naming capabilities to novel sets of stimuli when the identified number of matching trials were provided. The results of this study suggested that one of main variables for emergence of Naming was number of opportunities in which the participants were exposed to stimuli before they reached to a criterion level during pointing or tact instruction with the stimuli. In future studies, relationship between number of trials to criteria during the listener or speaker instruction and emergence of Naming capability should be examined.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115685191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-01DOI: 10.22874/kaba.2021.8.3.135
Jinsook Lee
The purpose of the study was to examine the effects of self-monitoring program for self-management on the problem behavior of the child who have ADHD. For this purpose, a infant child who ADHD was selected. The study utilized multiple baseline across behaviors: hyperactivity, impulsivity and inattention behavior. The results from the present study are as follows. First, self-monitoring program for self-Management was effective on the decrease of the hyperactivity problem on the infant child. Second, self-monitoring program for self-Management was effective on the decrease of the impulsivity behavior problem on the infant child. Third, self-monitoring program for self-Management was effective on the decrease of the inattention behavior. Fourth, the effect on decrease of the problem behavior were still maintained after intervention was ended.
{"title":"The Effectiveness of Self-Monitoring Feedback Program for Self-Management on the Hyperactivity, Impulsivity and Inattention Behavior for the Child with ADHD","authors":"Jinsook Lee","doi":"10.22874/kaba.2021.8.3.135","DOIUrl":"https://doi.org/10.22874/kaba.2021.8.3.135","url":null,"abstract":"\u0000The purpose of the study was to examine the effects of self-monitoring program for self-management on the problem behavior of the child who have ADHD. For this purpose, a infant child who ADHD was selected. The study utilized multiple baseline across behaviors: hyperactivity, impulsivity and inattention behavior. The results from the present study are as follows. First, self-monitoring program for self-Management was effective on the decrease of the hyperactivity problem on the infant child. Second, self-monitoring program for self-Management was effective on the decrease of the impulsivity behavior problem on the infant child. Third, self-monitoring program for self-Management was effective on the decrease of the inattention behavior. Fourth, the effect on decrease of the problem behavior were still maintained after intervention was ended.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127311886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-01DOI: 10.22874/kaba.2021.8.3.17
Saahoon Hong, Eunji Kim, J. Sung, Oyong Kweon
The primary purpose of this study was to explore the ecological factors of at-risk students with suicidal thoughts among second-year middle school students, participated in the 5th year of the Gyeonggi Education Panel Study (GEPS). The decision-tree model, one of the machine learning algorithms, confirmed the intersectionality between suicidal ideation and the ecological factors of students at risk. For students who answered “strongly agree” and “not at all” to the question of suicidal ideation, mental health, attachment alienation, academic stress, gender, household income, and delinquency factors were identified as major factors with statistical significance. Based on the decision-tree model and its results, it was emphasized that it is necessary to understand the psychological and emotional needs, the home environment, and the school environment of students in crisis from an ecological perspective. In addition, the implications of the data-based approach, such as the decision tree model for School-Wide Positive Behavior Supports and the school safety integrated system (Wee project), were discussed.
{"title":"Exploring Ecological Factors Associated with At-Risk Students with Suicidal Ideation: A Decision Tree Algorithm","authors":"Saahoon Hong, Eunji Kim, J. Sung, Oyong Kweon","doi":"10.22874/kaba.2021.8.3.17","DOIUrl":"https://doi.org/10.22874/kaba.2021.8.3.17","url":null,"abstract":"\u0000The primary purpose of this study was to explore the ecological factors of at-risk students with suicidal thoughts among second-year middle school students, participated in the 5th year of the Gyeonggi Education Panel Study (GEPS). The decision-tree model, one of the machine learning algorithms, confirmed the intersectionality between suicidal ideation and the ecological factors of students at risk. For students who answered “strongly agree” and “not at all” to the question of suicidal ideation, mental health, attachment alienation, academic stress, gender, household income, and delinquency factors were identified as major factors with statistical significance. Based on the decision-tree model and its results, it was emphasized that it is necessary to understand the psychological and emotional needs, the home environment, and the school environment of students in crisis from an ecological perspective. In addition, the implications of the data-based approach, such as the decision tree model for School-Wide Positive Behavior Supports and the school safety integrated system (Wee project), were discussed.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127571322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-01DOI: 10.22874/kaba.2021.8.2.1
Sun Young Wi, Eunhee Paik
The purpose of this study were to literature review and analyze the results of experimental studies on individualized positive behavior support for young children with developmental delays and at-risk from 2002 to 2019. 17 research articles published in Korea have been selected to be reviewed and analyzed. The selected research articles were analyzed according to variables of disability type, age, intervention setting, and category of challenging behaviors and intervention strategies. The effect size of the intervention in 17 single subject design studies was analyzed by percentage of non-overlapping data point value. To summarize, developmental delays and autism spectrum disorder were the most common type of disabilities that have been studied. Inclusive kindergarten was the most common environmental research setting being investigated. The effect size of the intervention in research turned out to be highly effective level between 90 to 100% in problematic and adaptive behaviors. Therefore, future research direction were suggested for individualized positive behavior support for preschoolers with developmental delay and at-risk.
{"title":"Literature Review of Individualized Positive Behavior Support for Young Children with Developmental Delays and At-Risk","authors":"Sun Young Wi, Eunhee Paik","doi":"10.22874/kaba.2021.8.2.1","DOIUrl":"https://doi.org/10.22874/kaba.2021.8.2.1","url":null,"abstract":"\u0000The purpose of this study were to literature review and analyze the results of experimental studies on individualized positive behavior support for young children with developmental delays and at-risk from 2002 to 2019. 17 research articles published in Korea have been selected to be reviewed and analyzed. The selected research articles were analyzed according to variables of disability type, age, intervention setting, and category of challenging behaviors and intervention strategies. The effect size of the intervention in 17 single subject design studies was analyzed by percentage of non-overlapping data point value. To summarize, developmental delays and autism spectrum disorder were the most common type of disabilities that have been studied. Inclusive kindergarten was the most common environmental research setting being investigated. The effect size of the intervention in research turned out to be highly effective level between 90 to 100% in problematic and adaptive behaviors. Therefore, future research direction were suggested for individualized positive behavior support for preschoolers with developmental delay and at-risk.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130249649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-01DOI: 10.22874/kaba.2021.8.2.151
Soyeon Kang
This study evaluated the effect of two multi-component interventions in reducing vocal stereotypy and increasing task engagement especially in learning situations among children with developmental disabilities. The participant was a 17-year-old high school student with autism spectrum disorder. He had very limited communication skills and a high level of vocal stereotypy that interfered with learning. Based on an alternating treatment design, a multi-component intervention with a redirection prompt using sound and a multi-component intervention with a redirection prompt using activity engagement were conducted by behavioral therapists during learning activities in a hospital-based behavioral therapy room. According to the results of the study, both multi-component interventions were effective not only in reducing vocal stereotypy but also in increasing task performance in learning situations. There was no significant difference between the two multi-component interventions in reducing vocal stereotypy. Based on these results, practical applications of the vocal stereotypy intervention methods were discussed.
{"title":"Effect of two multi-component interventions on vocal stereotypy and task performance of a high school student with autism spectrum disorder*","authors":"Soyeon Kang","doi":"10.22874/kaba.2021.8.2.151","DOIUrl":"https://doi.org/10.22874/kaba.2021.8.2.151","url":null,"abstract":"\u0000This study evaluated the effect of two multi-component interventions in reducing vocal stereotypy and increasing task engagement especially in learning situations among children with developmental disabilities. The participant was a 17-year-old high school student with autism spectrum disorder. He had very limited communication skills and a high level of vocal stereotypy that interfered with learning. Based on an alternating treatment design, a multi-component intervention with a redirection prompt using sound and a multi-component intervention with a redirection prompt using activity engagement were conducted by behavioral therapists during learning activities in a hospital-based behavioral therapy room. According to the results of the study, both multi-component interventions were effective not only in reducing vocal stereotypy but also in increasing task performance in learning situations. There was no significant difference between the two multi-component interventions in reducing vocal stereotypy. Based on these results, practical applications of the vocal stereotypy intervention methods were discussed.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"112 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128076809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-01DOI: 10.22874/kaba.2021.8.2.129
Taewoo Ha, Jinhyeok Choi
The purpose of this study was to analyze the effects of using self-monitoring checklist containing self-management intervention on work productivity. For this purpose a student with intellectual disability who placed in special schools’ majoring courses was selected as a participant, and the experiment was conducted in a structured classroom setting. For this study, a multiple probe design across settings was used to identify a potential functional relationship between independent and dependent variables. The independent variable of this study was the self-management intervention which was materialized as ‘Self-Monitoring card’ including self-monitoring, self-evaluation, and self-reinforcement. The dependent variable of this study was the student’s work productivity which was measured by the number of products and the ratio of products without error at one period. During the intervention student’s work productivity was improved in all working settings, and the improved work productivity was maintained or more improved after the intervention. The result from this study demonstrated that the self-monitoring checklist has a positive effects on student’s work productivity.
{"title":"The Effects of Self-Monitoring Checklist containing Self-Management Intervention on Work Productivity for Student with Intellectual Disability who placed in special schools’ majoring courses","authors":"Taewoo Ha, Jinhyeok Choi","doi":"10.22874/kaba.2021.8.2.129","DOIUrl":"https://doi.org/10.22874/kaba.2021.8.2.129","url":null,"abstract":"\u0000The purpose of this study was to analyze the effects of using self-monitoring checklist containing self-management intervention on work productivity. For this purpose a student with intellectual disability who placed in special schools’ majoring courses was selected as a participant, and the experiment was conducted in a structured classroom setting. For this study, a multiple probe design across settings was used to identify a potential functional relationship between independent and dependent variables. The independent variable of this study was the self-management intervention which was materialized as ‘Self-Monitoring card’ including self-monitoring, self-evaluation, and self-reinforcement. The dependent variable of this study was the student’s work productivity which was measured by the number of products and the ratio of products without error at one period. During the intervention student’s work productivity was improved in all working settings, and the improved work productivity was maintained or more improved after the intervention. The result from this study demonstrated that the self-monitoring checklist has a positive effects on student’s work productivity.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132448981","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-01DOI: 10.22874/kaba.2021.8.2.23
Ji Eun Chung, Moonbong Yang
Discrete trial teaching (DTT) is a teaching strategy based on applied behavior analysis and has been widely used for children with autistic disorders and other developmental disabilities. The purpose of this study is to examine the functional relationship of whether avoidance behavior decreases when the task selection technique is applied across tasks given to children with autism spectrum disorders during the intervention of individual trial professors. This study was conducted from March to May 2020 based on ABAB design. During baseline 1, no task selection technique was administered, and change of avoidance behavior was sought in comparison with intervention 1 when the task selection technique was provided. The same procedure was repeated under the same conditions to expand experimental control and to examine the functional relationship. We also investigated whether these effects could persist with other moderators when a generalized setting was given for 1 week after the ABAB intervention. As a result, more avoidance behavior was found to take place during both baseline 1 and baseline 2, where the task selection technique' was not provided, and the number of avoidance behaviors was reduced during intervention 1 and intervention 2 when the task selection technique was provided. Also, in the generalization setting, the occurrence rate of avoidance behavior is lowered to 0, which means that generalization is well managed. In the conclusion of this study, discussion, limitations, and suggestions based on the results of this study were addressed.
{"title":"The Effects of Task Selection Techniques on Task Avoidance Behavior of Children with Autism Spectrum Disorder in DTT Intervention","authors":"Ji Eun Chung, Moonbong Yang","doi":"10.22874/kaba.2021.8.2.23","DOIUrl":"https://doi.org/10.22874/kaba.2021.8.2.23","url":null,"abstract":"\u0000Discrete trial teaching (DTT) is a teaching strategy based on applied behavior analysis and has been widely used for children with autistic disorders and other developmental disabilities. The purpose of this study is to examine the functional relationship of whether avoidance behavior decreases when the task selection technique is applied across tasks given to children with autism spectrum disorders during the intervention of individual trial professors. This study was conducted from March to May 2020 based on ABAB design. During baseline 1, no task selection technique was administered, and change of avoidance behavior was sought in comparison with intervention 1 when the task selection technique was provided. The same procedure was repeated under the same conditions to expand experimental control and to examine the functional relationship. We also investigated whether these effects could persist with other moderators when a generalized setting was given for 1 week after the ABAB intervention. As a result, more avoidance behavior was found to take place during both baseline 1 and baseline 2, where the task selection technique' was not provided, and the number of avoidance behaviors was reduced during intervention 1 and intervention 2 when the task selection technique was provided. Also, in the generalization setting, the occurrence rate of avoidance behavior is lowered to 0, which means that generalization is well managed. In the conclusion of this study, discussion, limitations, and suggestions based on the results of this study were addressed.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127389284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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