Brief functional analysis and treatment of a vocal tic.

This study sought to extend functional methodology to the assessment and treatment of habits. After a descriptive assessment indicated that coughing occurred while eating, a brief functional analysis suggested that social attention was the maintaining variable. Results demonstrated that treatment, derived from the assessment and analysis data, rapidly eliminated the cough. We discuss the appropriateness of using functional analysis procedures for deriving treatments for habits in a clinical setting

A prompt plus delayed contingency procedure for reducing bathroom graffiti.

This study assessed the effectiveness of posting signs for reducing graffiti in three men's restrooms on a college campus using a multiple baseline across settings design. During baseline, graffiti increased almost daily in each of the three settings. Immediately following the intervention, no marks were made on any of the three walls. Results were maintained at 3-month follow-up. A possible explanation for the results is that the signs specified an altruistic contingency

Reducing wandering by persons with dementia using differential reinforcement.

Wandering behavior of 4 geriatric patients with dementia residing in a long-term care facility was assessed using direct behavioral observations. The consequences identified during the observations as maintaining wandering for each patient were then applied for the absence of wandering using differential reinforcement of other behavior (DRO). The effectiveness of the DRO procedure was evaluated using an ABAB design. Results indicated significant reductions in wandering during treatment

The Effects of Direct Training and Treatment Integrity On Treatment Outcomes in School Consultation

The current study attempts to expand the empirical consultation research base by examining the effects of direct and indirect consultee training methods on treatment integrity and treatment outcomes. A multiple baseline design across consultation dyads was used to investigate the influence of these variables. The results suggest that direct consultee training led to higher treatment integrity. In addition, results for three of four consultation cases support the hypothesis that treatments implemented with high integrity led to successful outcomes

Functional Assessment and Intervention For Disruptive Classroom Behaviors In Preschool and Head Start Classrooms

Functional assessment procedures have proven useful for developing effective individualized interventions for a wide variety of populations and behavioral concerns. However, fewer studies have been conducted with preschool students who exhibit high incidence problem behaviors. The current study includes data from comprehensive functional assessments and interventions implemented in preschool and Head Start classrooms. Three preschool students and five teachers participated in the study. Each student received a comprehensive functional assessment for problem behavior that included a teacher interview, descriptive assessment, and abbreviated functional analysis. Assessment data were used to develop individualized function-based interventions that were implemented by experimenters and teachers. The function-based interventions resulted in decreases in problem behavior for all three students. Additionally, convergence between functional assessment procedures was obtained for all participants. Finally, social validity data indicated that teachers found the assessment and intervention procedures acceptable. © 2007 Springer Science+Business Media, Inc

Effects of Tic-Related Conversation on Rate of Tics in Two Siblings

This study examined the effects of tic related conversation on motor and vocal tics in two siblings ages 11 and 12 diagnosed with Tourette\u27s syndrome. Using a multi-element design, the siblings were exposed to tic related conversation that was directed toward each sibling individually and with both siblings:A non-tic-related conversation served as a control condition. For both siblings, the rate of tics was greater during tic-related conversation conditions relative to control sessions. However, there was some variability in responding across siblings and those results are described in detail. Moreover, results are discussed in terms of implications for science and practice as they relate to tic disorders. (C) 2013 Elsevier Inc. All rights reserved

Investigating the Relationship Between Training Type and Treatment Integrity

In recent years there has been a renewed interest in the assessment of treatment integrity. Current studies have examined means by which to increase treatment integrity but may be limited by an overreliance on indirect measures of treatment integrity and failure to address multiple training methods within one study. The present study was conducted to investigate the relationship between training procedures and treatment integrity. Participants first read a case description and intervention plan for a client (confederate) exhibiting a facial tie. Participants were trained using one of three procedures (didactic, modeling, or rehearsal/feedback) to implement the treatment protocol and then conducted a treatment session with the client. Treatment sessions were coded for accuracy of implementation (integrity). Higher levels of treatment integrity were associated with direct training procedures (i.e., modeling and rehearsal/feedback training). Implications of the results for treatment planning and the potential ramifications for consultants working in the schools are discussed

Conducting school-based functional behavioral assessments: A Practitioner\u27s Guide

Widely recognized as a gold-standard resource, this authoritative book has been revised and expanded with 50% new material. It provides a complete introduction to functional behavioral assessment (FBA), complete with procedures, forms, and tools that have been piloted and refined in both general and special education settings. Numerous vivid examples illustrate how to use the authors\u27 behavior-analytic problem-solving model (BAPS) to synthesize assessment results and guide the design of individually tailored interventions. Practitioners and students enjoy the engaging, conversational tone. In a large-size format with lay-flat binding for easy photocopying, the book includes 17 reproducible checklists and forms. Purchasers get access to a companion Web page where they can download and print the reproducible materials. New to This Edition Revised BAPS model reflects the latest research and offers a more comprehensive approach to FBA. Chapters on professional and ethical standards; analyzing how biological/medical conditions, thoughts, and emotions influence behavior; and analyzing how executive skills deficits influence behavior. Chapters on testing hypotheses about the functions of problem behavior; testing reinforcer effectiveness; and evaluating function-based interventions. Chapter providing applied learning experiences for professionals and students. Most of the reproducible tools are new or revised

Analyzing the influence of tic-related talk on vocal and motor tics in children with Tourette's syndrome.

This study examined the effect of tic-related talk on the vocal and motor tics of 2 boys with Tourette's syndrome. Using ABAB withdrawal designs, the boys were alternately exposed to conditions with and without talk of their tics. For both boys, vocal tics markedly increased when talk pertained to tics and decreased when talk did not pertain to tics, but motor tic covariance was less consistent

Response Blocking With Guided Compliance and Reinforcement for a Habilitative Replacement Behavior: Effects On Public Masturbation and On-Task Behavior

There is limited empirical research regarding effective treatment for public masturbation. In the current case study, the relative and combined effects of reinforcement of an incompatible habilitative replacement behavior and response blocking with guided compliance on masturbation and on-task behavior were evaluated for a seven year-old African-American female with a traumatic brain injury who masturbated in her regular and special education classrooms. Results indicate that response blocking with guided compliance was successful in reducing masturbation. However, response blocking with guided compliance and reinforcement of an incompatible response was most effective for reducing masturbation and simultaneously increasing on-task behavior