Education and Treatment of Children最新文献

The purpose of this study was to evaluate the use of behavioral skills training (BST) that included video vignettes used for modeling and rehearsal to train preservice general educators how to collect accurate antecedent-behavior-consequence (ABC) data using a structured recording format. The effectiveness of the intervention was evaluated within the context of a multiple probe single-case research design. This study also assessed generalization of collecting correct ABC data across a narrative format, given that this format is commonly used in schools. BST was effective for training preservice general educators to collect ABC data using a structured recording format and participants also generalized this skill to a narrative recording format. These findings extend the literature on BST as an intervention that can improve preservice general educators’ behavioral abilities. Practical implications and future areas of research are provided.

In this study, we compared the effectiveness and efficiency of self-directed video prompting with and without voice-over narration for teaching daily living skills to children with autism spectrum disorder (ASD). The participants included four males between the ages of 10 to 14 years with ASD. We used an adapted alternating treatments design to compare video prompting (VP) with and without voice-over narration. Self-directed video prompting was effective both with and without voice-over narration for teaching, maintaining, and generalizing two skills: preparing popcorn and making fresh apple juice. Furthermore, to explore the social validity, we examined the views of participants and special education teachers who work with children with ASD. All participants reported that they enjoyed using a tablet for training and liked learning daily living skills. Three of the four participants preferred VP with voice-over narration over VP without voice-over narration. The teachers stated that the research aims were important, the VP was acceptable, and the results were significant. Further research is needed to support these findings and determine the factors that may be relevant for practitioners considering the use of voice-over narration with VP.

We implemented a rapid protocol to train teachers in a school for detained juvenile offenders to implement the Good Behavior Game, an empirically supported group contingency procedure, in their classrooms. Data were collected on both teacher (i.e., two measures of treatment integrity) and student behavior (i.e., disruptive behavior). Results indicated clear treatment effects in three of five classrooms and low levels of disruption but unclear effects in the other two. Most students and teachers preferred the intervention and found it effective.

Resurgence is the recurrence of target responding when reinforcement conditions have worsened. Resurgence of clinically relevant behavior can occur during planned and unplanned changes in treatment. Although resurgence is possible across many treatment contexts and participants, it may be especially relevant to the treatment of children. The purpose of this article was to systematically review research on the resurgence of clinically relevant behavior to identify the common demographics of included participants and potential practice implications. The results of the review found 22 articles published between 2015 and 2020 focused on the resurgence of clinically relevant behavior. These 22 articles primarily utilized child participants with autism spectrum disorder (ASD) diagnoses. Although one of the goals of this review was to identify potential practice implications for mitigating the resurgence of clinically relevant behavior, it appears that research is still too preliminary to develop standardized practice guidelines. However, key findings, considerations for practitioners, and future research directions are discussed.