Pub Date : 2020-01-01Epub Date: 2020-07-29DOI: 10.1007/s43494-020-00028-w
Sarup R Mathur, Wendy Peia Oakes, Heather Griller Clark, Eric Alan Common
{"title":"Introduction to the Special Issue Teacher Educators for Children with Behavioral Disorders (TECBD) Conference.","authors":"Sarup R Mathur, Wendy Peia Oakes, Heather Griller Clark, Eric Alan Common","doi":"10.1007/s43494-020-00028-w","DOIUrl":"https://doi.org/10.1007/s43494-020-00028-w","url":null,"abstract":"","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"43 3","pages":"219-221"},"PeriodicalIF":1.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7389157/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38302244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01Epub Date: 2020-11-18DOI: 10.1007/s43494-020-00031-1
Nathan A Stevenson, Janet VanLone, Brian R Barber
Teachers' skill in fostering students' engagement and limiting disruptive behavior is important for maintaining a safe, productive, and effective learning environment. Yet, teachers lacking specific training in classroom and behavior management continue to report high levels of stress and are more likely to leave the profession (Ingersoll, Merrill, et al., Seven trends: The transformation of the teaching force, 2018; Zabel & Zabel, Journal of Special Education Leadership, 15(2), 67-73, 2002). Despite wide agreement from experts about the importance of developing classroom and behavior management skills, many teacher training programs do not require specified coursework or experiences to develop this skill set for teacher licensure or degree completion. In this article, we describe what we observe to be a disconnect between current requirements of teacher preparation programs, and the nature of adequate teacher training to appropriately manage and support student behavior. We argue that this disconnect currently contributes to a host of problematic outcomes observable in schools, including teacher attrition, racial disproportionality in discipline actions, and an overreliance on punitive and ineffective behavior support practices. We end our discussion with additional recommendations for improving teacher training and ensuring systems alignment.
教师在培养学生参与和限制破坏性行为方面的技能对于维持一个安全、高效和有效的学习环境非常重要。然而，缺乏课堂和行为管理方面具体培训的教师继续报告高水平的压力，更有可能离开这个行业(Ingersoll, Merrill等人，Seven trends: the transformation of the teaching force, 2018;郑文杰，《特殊教育与领导》，2002年第15期，67-73页。尽管专家们普遍认同培养课堂和行为管理技能的重要性，但许多教师培训项目并不需要专门的课程或经验来培养教师执照或完成学位所需的技能。在这篇文章中，我们描述了我们观察到的教师准备计划的当前要求与适当管理和支持学生行为的充分教师培训的本质之间的脱节。我们认为，这种脱节目前导致了学校中一系列可观察到的问题结果，包括教师流失，纪律行动中的种族不成比例，以及过度依赖惩罚性和无效的行为支持实践。最后，我们提出了关于改进教师培训和确保系统一致性的其他建议。
{"title":"A Commentary on the Misalignment of Teacher Education and the Need for Classroom Behavior Management Skills.","authors":"Nathan A Stevenson, Janet VanLone, Brian R Barber","doi":"10.1007/s43494-020-00031-1","DOIUrl":"https://doi.org/10.1007/s43494-020-00031-1","url":null,"abstract":"<p><p>Teachers' skill in fostering students' engagement and limiting disruptive behavior is important for maintaining a safe, productive, and effective learning environment. Yet, teachers lacking specific training in classroom and behavior management continue to report high levels of stress and are more likely to leave the profession (Ingersoll, Merrill, et al., <i>Seven trends: The transformation of the teaching force</i>, 2018; Zabel & Zabel, <i>Journal of Special Education Leadership, 15</i>(2), 67-73, 2002). Despite wide agreement from experts about the importance of developing classroom and behavior management skills, many teacher training programs do not require specified coursework or experiences to develop this skill set for teacher licensure or degree completion. In this article, we describe what we observe to be a disconnect between current requirements of teacher preparation programs, and the nature of adequate teacher training to appropriately manage and support student behavior. We argue that this disconnect currently contributes to a host of problematic outcomes observable in schools, including teacher attrition, racial disproportionality in discipline actions, and an overreliance on punitive and ineffective behavior support practices. We end our discussion with additional recommendations for improving teacher training and ensuring systems alignment.</p>","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"43 4","pages":"393-404"},"PeriodicalIF":1.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7673070/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38640131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Shannon L. Nemer, K. Sutherland, Jason C. Chow, Rachel L. Kunemund
Abstract:Children frequently enter elementary school unprepared for its academic and socioemotional challenges. This can lead to challenging behaviors that negatively affect students' educational experiences, put them at risk for emotional and behavioral disorders (EBD), and impact relationships with teachers. Despite a large research base on student behavior, little is known about the critical role of teacher attributions, which can affect both teacher responses to challenging behavior and the acceptance of interventions. This systematic review aimed to identify dimensions used in the literature on teacher attributions for challenging student behavior in K–5 classrooms. A search of three databases resulted in 25 peer-reviewed articles with a variety of measures that characterized teacher attributions along three dimensions: locus, controllability, and stability. Further, nearly half the articles divided the dimension of locus into four distinct factors. Implications for practitioners and future research directions are discussed.
{"title":"A Systematic Literature Review Identifying Dimensions of Teacher Attributions for Challenging Student Behavior","authors":"Shannon L. Nemer, K. Sutherland, Jason C. Chow, Rachel L. Kunemund","doi":"10.1353/etc.2019.0026","DOIUrl":"https://doi.org/10.1353/etc.2019.0026","url":null,"abstract":"Abstract:Children frequently enter elementary school unprepared for its academic and socioemotional challenges. This can lead to challenging behaviors that negatively affect students' educational experiences, put them at risk for emotional and behavioral disorders (EBD), and impact relationships with teachers. Despite a large research base on student behavior, little is known about the critical role of teacher attributions, which can affect both teacher responses to challenging behavior and the acceptance of interventions. This systematic review aimed to identify dimensions used in the literature on teacher attributions for challenging student behavior in K–5 classrooms. A search of three databases resulted in 25 peer-reviewed articles with a variety of measures that characterized teacher attributions along three dimensions: locus, controllability, and stability. Further, nearly half the articles divided the dimension of locus into four distinct factors. Implications for practitioners and future research directions are discussed.","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"42 1","pages":"557 - 578"},"PeriodicalIF":1.0,"publicationDate":"2019-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/etc.2019.0026","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44080904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Meredith A. Weber, S. E. Rich, Candace J. Gann, Gary J. Duhon, Stephanie Smith Kellen
Abstract:Check-in/Check-out (CICO) is one of the most commonly utilized and well-established Tier 2 interventions (Horner, Sugai, & Lewis, 2015). Evaluation of CICO components is necessary to inform implementation of adequate prevention and intervention services, as well as evidence-based modifications of intervention intensity for students at risk of developing more severe problem behaviors. The current study utilized a multiple baseline design to examine the minimum amount of in-class feedback required to reduce student problem behavior and increase appropriate behaviors for three fifth grade students in the general education classroom. For all three participants, the first phase evaluated student response to the implementation of morning check-in and afternoon check-out only. Additional in-class feedback was provided for one participant. Results suggest that CICO may be effective in reducing student problem behavior without full implementation of in-class feedback.
{"title":"Can Less Be More for Students At-Risk for Emotional and Behavioral Disorders: Evaluating Components of Check-In/Check-Out","authors":"Meredith A. Weber, S. E. Rich, Candace J. Gann, Gary J. Duhon, Stephanie Smith Kellen","doi":"10.1353/etc.2019.0022","DOIUrl":"https://doi.org/10.1353/etc.2019.0022","url":null,"abstract":"Abstract:Check-in/Check-out (CICO) is one of the most commonly utilized and well-established Tier 2 interventions (Horner, Sugai, & Lewis, 2015). Evaluation of CICO components is necessary to inform implementation of adequate prevention and intervention services, as well as evidence-based modifications of intervention intensity for students at risk of developing more severe problem behaviors. The current study utilized a multiple baseline design to examine the minimum amount of in-class feedback required to reduce student problem behavior and increase appropriate behaviors for three fifth grade students in the general education classroom. For all three participants, the first phase evaluated student response to the implementation of morning check-in and afternoon check-out only. Additional in-class feedback was provided for one participant. Results suggest that CICO may be effective in reducing student problem behavior without full implementation of in-class feedback.","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"42 1","pages":"469 - 488"},"PeriodicalIF":1.0,"publicationDate":"2019-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/etc.2019.0022","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43623848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:This study examined if a functional relationship exists between video modeling (VM) of peer models and increased outcomes in social communication goals for preschool-age children in an integrated public school setting. Six preschool students received the VM treatment in the classroom using a withdrawal design (A-B-A-B-C); two additional students (comparison group) received treatment-as-usual (i.e., group instruction with individual support). All six treatment group students demonstrated an increasing trend across treatment sessions, with higher response rates than during baseline sessions; two participants showed less variability and a positive trend in the pull-out setting with fewer distractions. The two comparison participants did not show any gains from treatment-as-usual; however, positive gains were immediately noted after subsequently introducing VM. Using peer models in VM increased attention to videos and generalized to imitation of other social communication behaviors. Both push-in (i.e., individual treatment in classrooms) and pull-out sessions proved beneficial.
摘要:本研究考察了融合公立学校背景下，同伴模型的视频建模(VM)与学龄前儿童社交目标的提高之间是否存在函数关系。6名学龄前儿童在课堂上采用退缩设计(a - b - a - b - c)接受虚拟机治疗;另外两名学生(对照组)接受了常规治疗(即团体指导和个人支持)。所有六个治疗组的学生在治疗期间都表现出增加的趋势，反应率高于基线治疗期间;两名参与者在分心较少的情况下表现出较少的变异性和积极的趋势。两名比较参与者没有从常规治疗中获得任何好处;然而，在随后引入虚拟机后，立即注意到积极的收益。在虚拟现实中使用同伴模型增加了对视频的关注，并推广到模仿其他社交行为。事实证明，“推入式”(即课堂上的个别治疗)和“拉出式”都是有益的。
{"title":"Video Modeling Using Classroom Peers as Models to Increase Social Communication Skills in Children with ASD in an Integrated Preschool","authors":"T. Cardon, Nichole Wangsgard, N. Dobson","doi":"10.1353/etc.2019.0024","DOIUrl":"https://doi.org/10.1353/etc.2019.0024","url":null,"abstract":"Abstract:This study examined if a functional relationship exists between video modeling (VM) of peer models and increased outcomes in social communication goals for preschool-age children in an integrated public school setting. Six preschool students received the VM treatment in the classroom using a withdrawal design (A-B-A-B-C); two additional students (comparison group) received treatment-as-usual (i.e., group instruction with individual support). All six treatment group students demonstrated an increasing trend across treatment sessions, with higher response rates than during baseline sessions; two participants showed less variability and a positive trend in the pull-out setting with fewer distractions. The two comparison participants did not show any gains from treatment-as-usual; however, positive gains were immediately noted after subsequently introducing VM. Using peer models in VM increased attention to videos and generalized to imitation of other social communication behaviors. Both push-in (i.e., individual treatment in classrooms) and pull-out sessions proved beneficial.","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"42 1","pages":"515 - 536"},"PeriodicalIF":1.0,"publicationDate":"2019-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/etc.2019.0024","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47609616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Paul Caldarella, Ross Larsen, L. Williams, Howard P. Wills, J. Wehby
Abstract:Students with emotional and behavioral disorders (EBD) often receive low rates of teacher praise and high rates of teacher reprimands, though they may respond more positively to praise and more negatively to reprimands than their typically developing peers. Teacher praise-to-reprimand ratios (PRRs) are associated with increased student engagement, but more research is necessary to further explore how these ratios affect student behavior, particularly for students with or at risk for EBD. Commonly 3:1 or 4:1 is recommended as a desirable PRR, but students with EBD may need higher ratios to improve their classroom behavior. In our study of 540 students and 149 teachers, we found that as teacher PRR increased the engagement of at-risk students increased, though engagement for typically developing peers did not. A PRR of approximately 9:1 was needed for students at risk for EBD to approximate the engagement levels of their typically developing peers. No effect of PRR on disruption rates was found for either student category.
{"title":"Teacher Praise-to-Reprimand Ratios: Behavioral Response of Students at Risk for EBD Compared with Typically Developing Peers","authors":"Paul Caldarella, Ross Larsen, L. Williams, Howard P. Wills, J. Wehby","doi":"10.1353/etc.2019.0021","DOIUrl":"https://doi.org/10.1353/etc.2019.0021","url":null,"abstract":"Abstract:Students with emotional and behavioral disorders (EBD) often receive low rates of teacher praise and high rates of teacher reprimands, though they may respond more positively to praise and more negatively to reprimands than their typically developing peers. Teacher praise-to-reprimand ratios (PRRs) are associated with increased student engagement, but more research is necessary to further explore how these ratios affect student behavior, particularly for students with or at risk for EBD. Commonly 3:1 or 4:1 is recommended as a desirable PRR, but students with EBD may need higher ratios to improve their classroom behavior. In our study of 540 students and 149 teachers, we found that as teacher PRR increased the engagement of at-risk students increased, though engagement for typically developing peers did not. A PRR of approximately 9:1 was needed for students at risk for EBD to approximate the engagement levels of their typically developing peers. No effect of PRR on disruption rates was found for either student category.","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"42 1","pages":"447 - 468"},"PeriodicalIF":1.0,"publicationDate":"2019-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/etc.2019.0021","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48974353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:The positive behavioral interventions and supports (PBIS) framework has been applied for over two decades in public schools throughout the country. More recently it has been adopted, or is being considered for adoption, by an increasing number of states and facilities providing residential or secure care for juvenile offenders. During implementation these jurisdictions, like public schools, experience challenges during initial implementation and in achieving sustained implementation. In this paper, we discuss issues related to sustainability of PBIS in secure care settings. We describe recommended practices and unique characteristics of secure care that may affect sustained implementation.
{"title":"Sustaining PBIS in Secure Care for Juveniles","authors":"Brenda Scheuermann, C. M. Nelson","doi":"10.1353/etc.2019.0025","DOIUrl":"https://doi.org/10.1353/etc.2019.0025","url":null,"abstract":"Abstract:The positive behavioral interventions and supports (PBIS) framework has been applied for over two decades in public schools throughout the country. More recently it has been adopted, or is being considered for adoption, by an increasing number of states and facilities providing residential or secure care for juvenile offenders. During implementation these jurisdictions, like public schools, experience challenges during initial implementation and in achieving sustained implementation. In this paper, we discuss issues related to sustainability of PBIS in secure care settings. We describe recommended practices and unique characteristics of secure care that may affect sustained implementation.","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"42 1","pages":"537 - 556"},"PeriodicalIF":1.0,"publicationDate":"2019-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/etc.2019.0025","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44671891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
E. A. Common, M. Buckman, K. Lane, Melinda M. Leko, D. J. Royer, W. Oakes, Grant Edmund Allen
Abstract:In this methodological illustration, we examined Tier 2 social skills interventions to support school success for students with or at risk for emotional or behavior disorders. We presented findings examining the usability and feasibility of the Social Skills Improvement System—Intervention Guide and Positive Action Counselor's Kit, which emphasize teaching and reinforcing social skills associated with success within and beyond school settings. We described how data-informed decision-making processes were conducted to design, implement, and evaluate social skills interventions, including monitoring student outcomes across the two programs. We end with a discussion of barriers and enablers toward conducting data-informed social skills interventions in authentic educational settings.
{"title":"Exploring Solutions to Address Students' Social Competencies to Facilitate School Success: A Usability and Feasibility Study","authors":"E. A. Common, M. Buckman, K. Lane, Melinda M. Leko, D. J. Royer, W. Oakes, Grant Edmund Allen","doi":"10.1353/etc.2019.0023","DOIUrl":"https://doi.org/10.1353/etc.2019.0023","url":null,"abstract":"Abstract:In this methodological illustration, we examined Tier 2 social skills interventions to support school success for students with or at risk for emotional or behavior disorders. We presented findings examining the usability and feasibility of the Social Skills Improvement System—Intervention Guide and Positive Action Counselor's Kit, which emphasize teaching and reinforcing social skills associated with success within and beyond school settings. We described how data-informed decision-making processes were conducted to design, implement, and evaluate social skills interventions, including monitoring student outcomes across the two programs. We end with a discussion of barriers and enablers toward conducting data-informed social skills interventions in authentic educational settings.","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"42 1","pages":"489 - 514"},"PeriodicalIF":1.0,"publicationDate":"2019-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/etc.2019.0023","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46645407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Carrie A Davenport, Sheila R Alber-Morgan, Moira Konrad
This study examined the effects of behavioral skills training (BST) on teachers' implementation fidelity of a reading racetrack (a board game designed to increase sight word fluency) with elementary students identified as struggling readers. BST, an alternative to traditional professional development, is a performance-based protocol incorporating instruction, modeling, rehearsal, and feedback. A multiple probe design across teacher-student dyads demonstrated that BST was functionally related to the teachers' implementation of a reading racetrack with 100% fidelity on at least three consecutive sessions. Additionally, students met mastery criteria for sight word acquisition and demonstrated maintenance at least one to two weeks post intervention.
{"title":"Effects of Behavioral Skills Training on Teacher Implementation of a Reading Racetrack Intervention.","authors":"Carrie A Davenport, Sheila R Alber-Morgan, Moira Konrad","doi":"10.1353/etc.2019.0018","DOIUrl":"https://doi.org/10.1353/etc.2019.0018","url":null,"abstract":"<p><p>This study examined the effects of behavioral skills training (BST) on teachers' implementation fidelity of a reading racetrack (a board game designed to increase sight word fluency) with elementary students identified as struggling readers. BST, an alternative to traditional professional development, is a performance-based protocol incorporating instruction, modeling, rehearsal, and feedback. A multiple probe design across teacher-student dyads demonstrated that BST was functionally related to the teachers' implementation of a reading racetrack with 100% fidelity on at least three consecutive sessions. Additionally, students met mastery criteria for sight word acquisition and demonstrated maintenance at least one to two weeks post intervention.</p>","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"42 3","pages":"385-408"},"PeriodicalIF":1.0,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/etc.2019.0018","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38103343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Patrick W. Romani, Antoinette M. Donaldson, Abigail J. Ager, Jennifer E. Peaslee, Shanna M. Garden, M. Ariefdjohan
Abstract:Problem behavior occurring during public outings can limit children's participation in these activities and can be disruptive for families. The current study included two children referred for the assessment and treatment of problem behaviors occurring during public outings. Clinic-based functional behavior assessments indicated problem behaviors were likely maintained by access to tangibles. Implementation of the tangible condition of the functional analysis in a hospital-based gift shop or cafeteria confirmed these hypotheses. To address their problem behavior and compliance, both participants participated in differential reinforcement of alternative (DRA) behavior treatment programs. Within an ABAB reversal design, DRA treatment resulted in decreased problem behavior and increased compliance to instructions when compared to the tangible condition of the functional analysis. Collectively, results of this study effectively replicated and extended an assessment and treatment procedure to address problem behaviors exhibited by children during public outings.
{"title":"Assessment and Treatment of Aggression During Public Outings","authors":"Patrick W. Romani, Antoinette M. Donaldson, Abigail J. Ager, Jennifer E. Peaslee, Shanna M. Garden, M. Ariefdjohan","doi":"10.1353/ETC.2019.0016","DOIUrl":"https://doi.org/10.1353/ETC.2019.0016","url":null,"abstract":"Abstract:Problem behavior occurring during public outings can limit children's participation in these activities and can be disruptive for families. The current study included two children referred for the assessment and treatment of problem behaviors occurring during public outings. Clinic-based functional behavior assessments indicated problem behaviors were likely maintained by access to tangibles. Implementation of the tangible condition of the functional analysis in a hospital-based gift shop or cafeteria confirmed these hypotheses. To address their problem behavior and compliance, both participants participated in differential reinforcement of alternative (DRA) behavior treatment programs. Within an ABAB reversal design, DRA treatment resulted in decreased problem behavior and increased compliance to instructions when compared to the tangible condition of the functional analysis. Collectively, results of this study effectively replicated and extended an assessment and treatment procedure to address problem behaviors exhibited by children during public outings.","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"42 1","pages":"345 - 359"},"PeriodicalIF":1.0,"publicationDate":"2019-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/ETC.2019.0016","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47030733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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