Journal of Developmental and Physical Disabilities最新文献

Differential reinforcement of alternative behavior (DRA) is a common strategy for escape-maintained behaviors targeted for reduction (i.e., targeted behavior) exhibited by youth with intellectual and developmental disabilities. DRA often involves various methods of prompting to ensure the instruction or task remains in place until contingencies for the DRA are met. Currently, there is little research on client preference for these different prompting strategies in the context of DRA treatments. The current study includes four participants diagnosed with autism spectrum disorder (ASD) who exhibited targeted behavior maintained by escape from instructional tasks. We evaluated efficacy and preference for three prompting strategies (three-step least-to-most, repeated vocal prompt, or a single initial prompt) embedded in a DRA treatment aimed at reducing targeted behavior (e.g., aggression) and improving task completion. For all participants, more than one prompting strategy was effective when positive was combined with negative reinforcement in the DRA. We then implemented a concurrent-chains assessment to determine client preference, a rank-order task for caregiver preference, and an acceptability questionnaire for therapists. Two participants demonstrated a clear preference, and preference was obtained from a total of two caregivers and seven therapists. The initial and repeated verbal prompts were most preferred. Results are discussed in the context of client autonomy and incorporating choice in treatment planning.

Functional communication training (FCT; Carr & Durand, 1985) is frequently utilized as a treatment for socially maintained problem behavior (Tiger et al., 2008). Although FCT is a viable treatment option for the reduction of problem behavior, researchers have identified several variables related to the selection of the functional communication response (FCR) topography that may influence treatment outcomes, including individual and caregiver preference. However, there may be times in which the target individual and caregiver preference do not match. Given this, there is a need for procedures to identify and compare both child and caregiver preferences. Therefore, the purpose of this study was to identify a preferred FCR topography via mand topography assessment and compare results of the mand topography assessment with a formal assessment of caregiver preference. We found that both child and caregiver participants demonstrated a preference for at least one FCR topography. Although we identified a preference for both the child and caregiver participants, child and caregiver preference did not match, except for a partial match for one caregiver-child dyad. Clinical implications and recommendations for navigating next steps when client and caregiver preferences do not align are discussed.

Video activity schedules are a combination of video modeling and activity schedules that teach a singular task or a series of tasks to be completed. Instead of a sequence of pictures, videos demonstrate to the learner what is expected to be done. Research has focused heavily on using video activity schedules to teach daily living or vocational skills; however, there is a lack of research on using video activity schedules to teach play skills. In this study, a non-concurrent multiple baseline design across participants was used to evaluate the effect of a video activity schedule to teach four dyads of autistic children how to play cooperative games during a summer day camp. Results indicate that all participants learned how to play the game, including during generalization and maintenance probes. A limitation within the study was a lack of data collected for social communication and social validity. Future research should collect social communication data and/or other measures like indices of happiness (e.g., smiling, laughing, etc.).

Legislative mandates dictate that students with disabilities are provided instruction, services, and supports needed to progress in school (Individuals with Disabilities Education Act [IDEA] Part B, 2004) which can be in the form of Individualized Education Plans (IEPs), Individualized Family Service Plans (IFSP) for children three and under, and 504 plans. A number of studies have highlighted the ways in which these formal educational processes may increase stress among parents (Rios et al., Research in Autism Spectrum Disorders, 73(March), 101534, 2020). However, formal educational processes may also be protective in the context of parents’ experiences of affiliate stigma and their perceptions of family-school partnerships, which have not been widely examined, particularly among Latino parents of children with disabilities. The current study examined the relationship between affiliate stigma, or the parent’s internalized stigma related to the child’s disability, and family-school partnerships in a sample of 141 Latino parents. In the current study we also examined whether the presence of a formal education plan (e.g., IEP, IFSP, 504 plan) moderated the relationship between affiliate stigma and family-school partnerships. We found that higher parent engagement but not affiliate stigma was related to significantly stronger family-school partnerships. In the sample 60% of parents reported that their child had an education plan, and presence of such a plan moderated the relationship between affiliate stigma and family-school partnerships. Recommendations are made for future research and practice related to supporting Latino parents within the special education system.

Many children with autism spectrum disorder experience feeding difficulties that can lead to increased health risks (e.g., severe nutrition deficiencies, obesity-related illnesses) if left untreated. Intensive feeding programs that use behavior-analytic interventions have reported positive outcomes for treating challenging behavior associated with pediatric feeding disorders at discharge and up to 1 year post discharge. Whether these children achieve and maintain long-term goals is unknown. The purpose of the current study was to evaluate outcomes of behavior-analytic intervention for pediatric feeding disorders among children with and without autism spectrum disorder in an intensive feeding program post discharge. Caregivers of former patients reported on the positive and negative impact of the program and their child’s growth and diet variety at follow-up. 85% of caregivers reported the program had a positive impact. Increases in height-for-age z scores were significant from admission to discharge from the intensive program, and progress in growth and diet variety remained the same or improved for most children at follow-up. Results suggest that behavior-analytic intervention in an intensive feeding program produced positive short- and long-term outcomes for children and their families.

Parent advocacy is often critical for families of individuals with disabilities. Prior research has suggested that parent advocacy occurs across three levels: individual, peer, and systemic. Yet, little empirical research has identified the correlates of advocacy for each level. For this study, we examined the survey responses of 246 parents of individuals with disabilities who were interested in participating in a legislative advocacy program. Analyses included hierarchical regressions to identify the correlates of individual, peer, and systemic advocacy. Parents of children with autism were significantly more likely to engage in individual advocacy. Parents who identified as Black (versus other racial groups) advocated significantly more on a systemic level. Further, malleable factors such as empowerment and motivation correlated positively with advocacy. Implications for research and practice are discussed.

Family navigator programs (i.e., programs to train family navigators) are becoming increasingly common among families of children with autism. Family navigators (i.e., individuals who help families access evaluations and/or services) may be parents of children with autism themselves or health professionals. Extant research has shown that family navigators can help families receive timely diagnostic evaluations and initial services. Yet, the development of family navigator programs is unclear; by exploring the input of families of children with autism, such programs can be responsive to family needs. In this study, we extend the extent literature by exploring the lived experiences of 12 parents of autistic children from low-resourced communities to inform the development of a family navigator program. Findings demonstrated that navigator programs need to prepare navigators to address barriers such as limited knowledge and difficulty accepting an autism diagnosis. Navigator programs should teach navigators to use strategies with families including educating families about services and connecting families with peer support. Program content should reflect direct services, government services, and advocacy strategies. Notably, for true improvements to service access for all autistic children, systemic changes are also needed in the service delivery systems. Implications are discussed.

Abstract

Researchers have shown that behavioral interventions that incorporate communication as a focus have demonstrated efficacy for individuals with intellectual and developmental disabilities (IDD). Researchers have demonstrated that individuals with IDD allocate responding to one communicative response modality over others when multiple communicative modalities produce reinforcement in the context of a concurrent-schedules arrangement. Identifying preference for communicative response modality provides one approach to incorporating aspects of social validity in the design of behavioral interventions for individuals with IDD, placing additional importance on demonstrations of the robustness of this preference. In the current study, we evaluated preference among concurrently available communication modalities for 14 individuals with IDD. Results of the study replicated previous, similar research in that the vast majority of individuals demonstrated a preference between communicative response modalities. We discuss the results within the context of social validity and implications for intervention.