bluuebunny/crossref_metadata_2025 huggingface dataset:
Reading Strategies for Secondary Students with Mild Disabilities
Authors: Lebzelter Susan , Nowacek E. Jane
Published: December 2007

General and special education teachers often are faced with the question of how to provide reading instruction that meets the needs of middle and high school students with mild disabilities. In this article, we describe seven learning strategies that are designed to promote word recognition, vocabulary development, and reading comprehension. We provide an instructional sequence for each of the strategies, briefly report research findings, and include a checklist that teachers can use to evaluate learning strategies.
Sexuality Education for Students with Specific Learning Disabilities
Authors: Carter Jade K.
Published: December 2007

Sexuality education is a topic that often causes distress for teachers, families, and students with specific learning disabilities. When given appropriate learning opportunities, students can learn the basics of personal health management and also benefit from directed discussion and learning activities that relate to personal relationships. This article reviews the content of one such program. The critical role of parents/families is discussed, a course outline is provided, and a list of possible resources is given.
Smoothing the Rough Edges of Classroom Transitions
Authors: Buck Glenn H.
Published: December 2007

Many students with learning and attention-related disabilities have difficulty dealing with classroom transitions. In this article, the problems that are often associated with this classroom activity are discussed within the context of effective teaching. Short case studies are provided to show how behavior problems escalate when effective teaching methods are not utilized. Several transition techniques are suggested.
Phonological Awareness
Authors: Chard David J. , Dickson Shirley V.
Published: December 2007

This article defines phonological awareness and discusses historic and contemporary research findings regarding its relation to early reading. Common misconceptions about phonological awareness are addressed. Research-based guidelines for teaching phonological awareness and phonemic awareness to all children are described. Additional instructional design guidelines are offered for teaching children with learning disabilities who are experiencing difficulties with early reading. Considerations for assessing children's phonological awareness are discussed, and descriptions of available measures are provided.
Word Recognition Instruction
Authors: Chard David J. , Osborn Jean
Published: December 2007

This article focuses on the effect of word recognition instruction on later reading success for all students, particularly for those experiencing difficulties with early reading. A brief review of the knowledge base on word recognition instruction is provided. Instructional principles are offered for teaching five essential elements of word recognition: letter-sound correspondence, regular word reading, story reading, irregular word reading, and advanced word analysis. Considerations for monitoring children's progress on each element are discussed and practical ideas provided.
Strategies to Increase Reading Fluency
Authors: Mastropieri Margo A. , Leinart Amy , Scruggs Thomas E.
Published: December 2007

Problems in reading fluency have long been considered to be among the most common characteristics of students with mild disabilities and other special needs. In this article, we review research on reading fluency and provide recommendations for practice. Interventions that have received research attention include repeated reading, peer-mediated instruction, computer-guided practice, previewing, and combined approaches.
Instructional Strategies for Content-Area Reading Instruction
Authors: Pedrotty Bryant Diane , Ugel Nicole , Thompson Sylvia , Hamff Allison
Published: December 2007

Students with reading disabilities in middle and high school grades need assistance in content-area reading to integrate new information with their prior knowledge, to obtain important information from the text, and to remember what they have read. Thus, content area reading instruction is an important component of all secondary curricula and includes strategy instruction in word identification, vocabulary, and comprehension skills. The purpose of this article is to present an overview of the components of content-area reading instruction and to describe instructional strategies that can be used to teach students with reading disabilities how to approach content area reading.
Creating Classroom Communities and Networks for Student Support
Authors: Korinek Lori , Walther-Thomas Chriss , McLaughlin Virginia L. , Toler Williams Brenda
Published: December 2007

This article describes the rationale and strategies for establishing community support and a sense of belonging for diverse students in inclusive settings. Techniques for creating community, friendship activities, peer supports, and disability awareness are discussed in the context of providing a network of supports to meet a variety of needs. This student support network includes schoolwide, academic, social/emotional, student-to-student, and community-school supports and is designed to provide opportunities for all students to contribute as well as to receive support needed for success in inclusive programs.
Facilitating Friendships Among Diverse Students
Authors: Salend Spencer J.
Published: December 2007

Friendships are important to everyone and are one of the desired outcomes of inclusion programs. Unfortunately, the development of friendships between students with disabilities and their general education peers has been hindered by several factors, resulting in limited social interactions between these two groups of students. This article offers educators and families a variety of strategies they can use to help facilitate the development of friendships among diverse students.
Encouraging Constructive Behavior in Middle School Classrooms
Authors: Gibson Barbara P. , Govendo Barbara L.
Published: December 2007

Over the past decade, educators have explored the application of multiple-intelligences theory in academics. As educators structure their classrooms to create learning environments that encourage positive behavior and good citizenship in the world outside the classroom, why not infuse multiple-intelligences approaches into the development of the classroom community and its governance as well? This article focuses on the application of multiple-intelligences theory to the classroom social community at the middle school level.
Encouraging Children to Make Choices About Their Literacy Learning
Authors: Sanacore Joseph
Published: December 2007

The professional literature, as well as practical experience, suggests that students need opportunities to gain a sense of self-determination. Both at-risk children and their nondisabled peers benefit from making choices during every school day, especially in the context of literacy learning. Educators can encourage the development of decision making by demonstrating how to select appropriate reading materials, by providing time for reading immersion, by reading aloud a wide variety of resources, and by fostering the use of tape-recorded books. Classroom teachers and special educators who support these and similar approaches are increasing students' chances of being successful with their literacy-learning choices. Although not a cure-all, exposure to daily decision making nurtures students' personal and academic growth and simultaneously enriches them in ways that will last a lifetime.
Personal Accounts of Exceptionality
Authors: Smead Valerie S.
Published: December 2007

First-person nonfiction accounts of exceptionality as a supplement to research-based accounts can be valuable to clinicians and teachers who are working with exceptional children. In this article, an annotated bibliography of 24 book-length accounts is provided. Content areas include gifts and talents, physical health impairments, autism, emotional disorders, learning disabilities, and making the transition to adulthood. Potential limitations and misuses of such narratives also are discussed, along with suggestions for future research on their utility.
Managing the Process of Review
Authors: Crawford Donald B.
Published: December 2007

Managing the process of review can sometimes become a difficult or onerous chore. Using a game entitled "Baseball" can make practice of test questions enjoyable and exciting for students. Students organized in teams use practice test questions to quiz each other. Correct answers are "hits" and incorrect answers are "outs." Benefits, in addition to making practice sessions enjoyable, include learning content effectively, increasing the social consequences of not studying, teaching students how to self-assess their knowledge, and showing students how to study for a test by quizzing themselves.
The Area Postrema: A Brain Monitor and Integrator of Systemic Autonomic State
Authors: Price Christopher J. , Hoyda Ted D. , Ferguson Alastair V.
Published: December 2007

The area postrema is a medullary structure lying at the base of the fourth ventricle. The area postrema's privileged location outside of the blood-brain barrier make this sensory circumventricular organ a vital player in the control of autonomic functions by the central nervous system. By virtue of its lack of tight junctions between endothelial cells in this densely vascularized structure and the presence of fenestrated capillaries, peptide and other physiological signals borne in the blood have direct access to neurons that project to brain areas with important roles in the autonomic control of many physiological systems, including the cardiovascular system and systems controlling feeding and metabolism. However, the area postrema is not simply a conduit through which signals flow into the brain, but it is now being recognized as the initial site of integration for these signals as they enter the circuitry of the central nervous system. NEUROSCIENTIST 14(2):182—194, 2008. DOI: 10.1177/1073858407311100
Reliability, Validity, and Utility of Instruments for Self-Report and Informant Report Concerning Symptoms of ADHD in Adult Patients
Authors: Sandra Kooij J.J. , Marije Boonstra A. , Swinkels S.H.N. , Bekker Evelijne M. , de Noord Ineke , Buitelaar Jan K.
Published: December 2007

Objective: To study the correlation between symptoms of ADHD in adults, obtained with different methods and from different sources. Method: Information was obtained from 120 adults with ADHD, their partners, and their parents, using the ADHD Rating Scale, the Conners' Adult ADHD Rating Scales (CAARS), the Brown Attention-Deficit Disorder Scale (BADDS), and the structured interview Diagnostic Interview Schedule-IV, section L (DIS-L). Results: All self-report rating scales can be used to assess ADHD symptoms in clinical samples of adults. The BADDS and the ADHD Rating Scale proved best in predicting the clinical diagnosis. The DSM-IV factors, originally developed for children, achieve lower patient-informant agreement than the other factors. Conclusion: Adults with ADHD appear to be the best informants with regard to their symptoms but tend to underreport the severity of their symptoms. Informant report may be used to get additional information on symptoms and impairment. (J. of Att. Dis. 2008; 11(4) 445-458)
Duration of Sleep and ADHD Tendency Among Adolescents in China
Authors: Lam Lawrence T. , Yang L.
Published: December 2007

Objective: This study investigates the association between duration of sleep and ADHD tendency among adolescents. Method: This population-based health survey uses a two-stage random cluster sampling design. Participants ages 13 to 17 are recruited from the total population of adolescents attending high school in one city of China. Duration of sleep is measured by self-reported time to bed and rise. ADHD tendency is assessed via a structured personal interview. Data are analyzed using linear regression modeling with adjustment for the effects of cluster sampling. Results: There is a highly significant and negative association between duration of sleep and ADHD tendency ( t = —4.99, p < .001) with a regression coefficient of —0.73 after adjusting for the potential confounding factors. Conclusion: Duration of sleep is associated with ADHD tendency among adolescents. It would be prudent for clinicians to include the assessment of sleep problems, including lack of sleep, in evaluating potential ADHD patients for treatment programs. (J. of Att. Dis. 2008; 11(4) 437-444)
Comparison of a Norm-Based Versus Criterion-Based Approach to Measuring ADHD Symptomatology in College Students
Authors: McKee Tara E.
Published: December 2007

Objective: The prevalence of ADHD symptomatology in college students is unclear because rates can vary depending on the methodology that is employed. Gender differences in college prevalence have also remained unexplored. Method: Self-reported ADHD symptomatology was assessed in 1,096 college students using the College ADHD Response Evaluation, a measure that has been normed on college students and that also contains the 18 criteria currently used for diagnosis. Results : Almost 20% met the threshold for a modified diagnosis if the 97th percentile was used, whereas 7.48% reported the number of symptoms required for current diagnostic criteria. Few women reported extreme levels of impulsivity, whereas both men and women reported excessive inattention. However, men exceeded women in number and severity of inattentive symptoms. Conclusion: These findings suggest that rates of ADHD symptomatology are higher when college students are compared to their peers, which has implications for using current diagnostic criteria with this population. (J. of Att. Dis. 2008; 11(6), 677-688)
Teaching Staff Members to Provide Choice Opportunities for Adults with Multiple Disabilities
Authors: Salmento Mary , Bambara Linda M.
Published: December 2007

The purpose of this study was to evaluate a staff training package on staff members' ability to present single-stimulus choice opportunities in daily routines for four adults with profound mental retardation and severe physical disabilities. A multiple baseline across staff member/adult dyads was used to evaluate the effects of a three-component training package involving a consultation meeting, in vivo training using modeling and practice sessions, and feedback on the behavior of staff members and adults. Results showed an increase in the number of choices provided by the staff members and the number of choices made by the adults with disabilities. The changes in staff member behavior and adult responses were maintained immediately following training and at 1- and 3-month follow ups. Generalization data showed increased choice opportunities during the lunch routine with the same adult and during the dressing and grooming routine with another adult. Advantages of structuring choice opportunities using single-stimulus presentations are discussed.
Essential Elements of Inservice Training in Positive Behavior Support
Authors: Dunlap Glen , Hieneman Meme , Knoster Tim , Fox Lise , Anderson Jacki , Albin Richard W.
Published: December 2007

Positive behavior support is an effective and proactive approach for resolving serious problem behaviors that has been recommended by a growing number of professionals, advocates, policies, and laws. Building the capacity of educators and other professionals to provide positive behavior support is a vital concern as schools and community agencies serve increasingly diverse populations that include children and youth with disabilities and problem behaviors. This article describes issues and essential elements for building such capacity through inservice training. A core curriculum is outlined, and a national exemplar of comprehensive inservice training is described. Essential features of training that are needed for the development of practical skills are discussed.
Analysis of Multiple Variables Related to a Young Child's Aggressive Behavior
Authors: Blair Kwang-Sun C. , Umbreit John , Eck Susan
Published: December 2007

This study examined whether multiple antecedent and consequent variables, when arranged in different combinations, would differentially affect the likelihood that problem and/or appropriate behaviors would occur. Juan, age 4, engaged in a variety of aggressive behaviors during free-play activities at a childcare program. A descriptive assessment that included structured interviews and observations was conducted, and a series of assessment conditions were designed and implemented using a multi-element design. The initial assessment conditions examined the impact of the ratio of toys to peers during free-play activities. When there was an unfavorable ratio, that is, when there were few toys but many peers, aggressive behaviors occurred at a very high rate. When the ratio improved so that there were enough toys for each child, the rate of aggressive behavior dropped dramatically. During subsequent conditions, specific social skills were first taught and then prompted and reinforced, and occurrences of aggressive behavior were ignored. During these sessions, aggressive behaviors were virtually nonexistent and the use of appropriate social behavior by the children increased. Perhaps most important, this result obtained even when there was an unfavorable ratio of toys to peers.
Using Family Context to Inform Intervention Planning for the Treatment of a Child with Autism
Authors: Moes Doug R. , Frea William D.
Published: December 2007

Children with autism often engage in problem behavior that can be highly disruptive to ongoing family practices and routines. This case study demonstrated child and family outcomes related to two distinct treatment approaches for challenging behavior (prescriptive vs. contextualized) in a family raising a child with autism. The processes of behavior change directed either solely by the interventionist (prescriptive) and in collaboration with the family (contextualized) were compared. The family-directed intervention involved an assessment of family context (i.e., via discussion of daily routines) to inform the design of a behavioral support plan. Information gathered from the assessment of family routines was used to (a) help select specific behavioral strategies that were compatible with family characteristics and preferences, and (b) construct teaching methods that fit with the family's ongoing practices, routines, and interaction goals. More favorable results (i.e., reductions in challenging behavior, an increase in on-task behavior) were observed within the contextualized treatment-planning phase than were observed within the prescriptive treatment-planning phase. The procedures and results are discussed in relation to the emerging literature documenting the importance of contextualizing behavioral supports applied within family settings.
Some Winning Combinations
Authors: Baldwin John D. , Baldwin Janice I.
Published: December 2007

By combining several of the strong features of behavioral science, we can create powerful synergies that will accelerate the development of positive behavioral interventions. A combined focus on both prosocial behavior and positive interventions helps people become happier and more creative. It also moves psychology away from disease models and toward models that emphasize developing the best parts of the human potential. Linking studies from laboratory, clinical, and natural environments promises to add another synergy, allowing us to benefit from the unique inputs from all three types of research. There is much to be learned in natural environments, and they provide a promising growth area for the future. It is partially up to us, as writers and teachers, to communicate these positive synergies with colleagues, students, and society as a whole. Arguments are given for emphasizing human freedom over determinism, because behavioral psychology helps free people from aversives and empowers them to develop their human potential with positive tools.
Incorporating the Thematic Ritualistic Behaviors of Children with Autism into Games
Authors: Baker Mary J.
Published: December 2007

This study systematically investigated an intervention increasing sibling social play interactions by incorporating the thematic ritualistic activities of children with autism into typical games. Data collected revealed very low levels of sibling play, joint attention, and affect during the baseline condition and high levels of thematic ritualistic behaviors. In contrast, when the children with autism were taught a play interaction based on their thematic ritualistic behavior (e.g., for a child who perseverated on movies, incorporating that theme into a Bingo®-style game), the percentage of social interactions and joint attention increased and maintained in 1- and 3-month follow-up measures. All of the children's affect improved, and the rate of thematic ritualistic behaviors decreased to a minimum or no occurrence. The children's social interactions also generalized to other games and settings. These results imply that children with autism can learn social skills through play and natural interactions in their environment.
Applying Positive Behavior Support and Functional Behavioral Assessment in Schools
Authors:   OSEP Center on Positive Behavioral Interventions, Sugai George , Horner Robert H. , Dunlap Glen , Hieneman Meme , Lewis Timothy J. , Nelson C. Michael , Scott Terrance , Liaupsin Carl , Sailor Wayne , Turnbull Ann P. , Turnbull H. Rutherford , Wickham Donna , Wilcox Brennan , Ruef Michael
Published: December 2007

Positive behavior support (PBS) and functional behavioral assessment (FBA) are two significant concepts of the 1997 amendments to the Individuals with Disabilities Education Act. These two concepts are not new, but they are important for improving the quality of efforts to educate children and youth with disabilities. The purposes of this article are to describe (a) the context in which PBS and FBA are needed and (b) definitions and features of PBS and FBA. An important message is that positive behavioral interventions and supports involve the whole school, and successful implementation emphasizes the identification, adoption, and sustained use of effective policies, systems, data-based decision making, and practices. Systems-level challenges are also discussed.
Prevention of Severe Behavior Problems in Children with Developmental Disorders
Authors: Reeve Christine E. , Carr Edward G.
Published: December 2007

The potential for using functional communication training (FCT) as a means of preventing minor problem behaviors from escalating to more serious ones was investigated. Eight children who exhibited minor problem behaviors at home or at school participated in small learning groups focused on teaching language skills. Four of these children participated in groups in which the teacher employed FCT (i.e., functional communication skills to gain attention were taught and reinforced). The other four children participated in a control group receiving expressive language training (ELT; i.e., children were taught to answer wh questions). Children in the ELT group were subsequently switched to FCT in an extended intervention phase. The children who participated in the FCT group generally did not exhibit increases in either the intensity or frequency of problem behaviors over time. The level of their problem behavior remained low. However, children in the ELT group exhibited increases in both intensity and frequency of problem behaviors. Their problem behavior decreased after they were switched to FCT. In sum, FCT appeared to prevent minor problem behaviors from escalating to more serious ones. Critical variables in producing these results are discussed, as is the role of coercion processes. Heuristic suggestions are made for extending the investigation of FCT as a preventive strategy.
Factors Affecting the Outcomes of Community-Based Behavioral Support
Authors: Hieneman Meme , Dunlap Glen
Published: December 2007

This study was the first of a two-phase investigation of factors affecting the outcomes of behavioral support for individuals with severe disabilities in community settings. It involved an initial literature review and semistructured interviews to obtain the perspectives of informed participants from three constituent groups: family members, direct service providers, and trainers/consultants. The descriptive data from these interviews were synthesized via content analysis procedures, resulting in the identification of 12 factor categories. The categories ranged from individual, setting, and plan-specific variables to broader considerations such as support provider interactions and systemic issues (e.g., agency/program-wide procedures, prevailing philosophies). The results of this study offer implications for practice and new directions for investigation.
Training Support Staff for Teaching Young Children with Disabilities in an Inclusive Preschool Setting
Authors: Schepis Maureen M. , Ownbey Jean B. , Parsons Marsha B. , Reid Dennis H.
Published: December 2007

A growing trend in early intervention for children with disabilities is to provide education and related services in inclusive environments. One factor affecting the degree to which children with disabilities benefit from intervention in inclusive settings is the support staff's proficiency in teaching. We evaluated a rapid training program for improving the teaching skills of six support staff in a community-based preschool. Following baseline, staff were taught basic teaching skills (e.g., prompting, reinforcing, and correcting errors) through verbal and written instructions, role playing, and on-the-job monitoring and feedback. Results indicated all staff reached the 80% correct teaching skills criterion during participation in the training program. Results also indicated that children with disabilities made progress toward acquiring adaptive skills when staff applied the teaching skills within the context of naturally occurring activities in the preschool. Acceptability evaluations completed by support staff suggested the training program was well received among the staff and addressed child-teaching skills that could be realistically applied within the ongoing preschool routine. Discussion focuses on the need for continued research on staff-training methodologies for developing other types of teaching skills useful in inclusive settings and on how application of such skills can play an important role in positive behavior support.
Reducing Hallway Noise
Authors: Kartub Douglas T. , Taylor-Greene Susan , March Robert E. , Horner Robert H.
Published: December 2007

This article describes an approach to schoolwide positive behavior support (PBS). A specific problem (hallway noise) was addressed using PBS procedures. Students were taught appropriate behavior, the environment was altered to clarify when appropriate behavior was expected, and rewards were established to support appropriate behaviors. Evaluation data document that when these procedures were implemented, there was a reduction in hallway noise levels. Implications for schoolwide discipline systems are provided.
When Reinforcers for Problem Behavior Are Not Readily Apparent
Authors: Kennedy Craig H.
Published: December 2007

The goal of functional assessment is to identify events associated with problem behavior. Once these variables are identified, support plans can be based on the events associated with behavioral maintenance. However, in some cases no event is identified as causing problem behavior. Such inconclusive results are a concern because without the identification of events maintaining responding, the basis for intervention is unclear. This article proposes a five-level process for assessing the conditions maintaining problem behavior when social reinforcers are not initially identified. The assessment sequence studies those aspects of the response-reinforcer topography that appear most available to social manipulation in order to discover previously unidentified sources of reinforcement. Such an approach may help extend functional assessments to instances of problem behavior that currently defy identification, and increase the percentage of functional assessments that result in successful outcomes.
Choice of Task Sequence to Reduce Problem Behaviors
Authors: Kern Lee , Mantegna Michelle E. , Vorndran Christina M. , Bailin Deborah , Hilt Alexandra
Published: December 2007

Choice making has proven to be an effective intervention for reducing problem behavior and increasing appropriate behavior. Some researchers have argued that providing opportunities for choice results in an option that the individual prefers. Thus, the efficacy of providing opportunities is related to the reinforcing value of the selection. Other researchers suggest that choice may have reinforcement value independent of, or in addition to, the selection made. This study sought to further examine the mechanism accounting for the influence of choice on behavior. Participants were three individuals with a variety of diagnoses and problem behaviors. Each individual engaged in problematic behavior during task situations. Intervention consisted of providing the individuals a choice of the sequence in which tasks were completed. The intervention resulted in improved behavior for each participant. In addition to supporting the notion that choice making itself may be reinforcing, this study illustrates a practical, effective approach for increasing desirable behavior and decreasing problematic behavior.
Naturalistic Assessment of and Intervention for Mouthing Behaviors Influenced by Establishing Operations
Authors: Lohrmann-O'Rourke Sharon , Yurman Beth
Published: December 2007

This study provides an example of an innovative practice for the assessment and intervention of mouthing behaviors influenced by an establishing operation. The participant was a 6-year-old boy with multiple disabilities who was attending a self-contained class in his local school. A functional analysis embedded within five activities (i.e., alone time, task demand, play, circle, and eating) during the classroom's typical routine was conducted. Results of the functional analysis suggested mouthing was maintained by multiple functions and most frequently occurred during the alone time, circle time, and task demand activities. The functional analysis also revealed that the participant was more likely to mouth in the presence of an establishing operation (i.e., sinus infection). Preferred items were noncontingently offered using an antecedent choice intervention. Ongoing choices of preferred items resulted in reductions in mouthing, even in the presence of the establishing operation.
A Family in Crisis
Authors: Barry Leasha M. , Singer George H. S.
Published: December 2007

As a means of managing a 10-year-old child with autism's aggressive behavior toward his infant sibling in a home setting, the use of clinician-implemented skill training of replacement behavior and clinician fading with self-management of replacement behaviors was examined. This study exemplifies a specific circumstance when a clinician-implemented treatment is useful in ameliorating emotionally charged family circumstances in which parent training is not possible. A single-case design (nonconcurrent multiple baseline across behavior) was used to evaluate performance. The longitudinal nature of the study reflects the moving target of problem behaviors that emerged as the infant developed an increasingly complex repertoire of skills over time. After employing skill training, the researchers found a decrease in the occurrence of aggressive behavior, an increase in the percentage of intervals in which replacement behaviors occurred, and an increase in the duration of sibling interactions. As a result, the family decided to keep their child with autism at home.
Supporting Positive Behavior in Public Schools
Authors: Smith Marty L. , Heflin L. Juane
Published: December 2007

The Behavioral Intervention Program (BIP), a project funded by the state of Georgia since 1991, provides community-based technical assistance to school systems for students with developmental disabilities and severe problem behaviors. The BIP's model of assistance embraces a proactive team approach to address the needs of identified students and is based on a functional perspective of behavior. Outcomes of the program have included reduced rates of impeding behavior, increased student learning of alternative behaviors, and decreased use of restrictive strategies in students' intervention plans. The success of this approach is attributed to collaborative team training, the availability of expertise in functional technology, the use of proactive interventions, and a focus on meaningful outcomes that enhance lifestyle changes for individuals served.
Using an Activity Schedule to Smooth School Transitions
Authors: Dooley Pamela , Wilczenski Felicia L. , Torem Christopher
Published: December 2007

Functional assessment of a preschool child's aggressive and disruptive behaviors identified antecedent conditions associated with difficulties during transitions from one activity to another at school. Antecedent conditions and functional communication were addressed in the behavior plan using a schedule board based on the Picture Exchange Communication System. A dramatic decrease in aggression and increase in cooperative behavior in the classroom was observed.
Factors Affecting the Outcomes of Community-Based Behavioral Support
Authors: Hieneman Meme , Dunlap Glen
Published: December 2007

This study was conducted to identify relative priorities among variables mediating the outcomes of community-based behavioral support for individuals with severe disabilities. Data were obtained through questionnaires completed by individuals representing three constituency groups: parents/guardians, direct service providers, and trainers/consultants. The questionnaire asked participants to rate and rank 12 factor categories that were identified in a previous phase of this investigation (Hieneman & Dunlap, 2000). The results showed that all 12 factor categories were considered at least "somewhat important," and the factor labeled "buy-in with intervention" was identified as the most important category. Comparisons of relative priorities revealed considerable consistency across the three constituency groups. The results add support to the notion that effective community-based support is based on an array of variables related to the context, individuals, and systems involved.
Identification of Competing Reinforcers for Behavior Maintained by Automatic Reinforcement
Authors: Roberts-Gwinn Michelle M. , Luiten LeAnn , Derby K. Mark , Johnson Tania A. , Weber Kimberly
Published: December 2007

A four-phase investigation was completed to reduce aberrant behavior maintained by automatic reinforcement. During Phase 1, a brief functional analysis determined the maintaining contingencies for aberrant behavior displayed by an 11-year-old boy with autism. The results of this analysis suggested that aberrant behavior was maintained by automatic reinforcement. During Phase 2, the participant was exposed to a series of different types of sensory stimuli. Noncontingent exposure to kinesthetic stimuli was shown to decrease aberrant behavior to near zero levels. Conversely, noncontingent exposure to auditory and visual stimuli did not decrease aberrant behavior. This combination of results suggested that noncontingent access to kinesthetic stimuli competed with the reinforcing effects of aberrant behavior. We hypothesized that kinesthetic stimuli served as substitutable reinforcers to the automatic reinforcement provided by aberrant behavior. We further hypothesized that, if this is the case, kinesthetic stimuli should also contain reinforcing properties for the acquisition of a competing response topography. This hypothesis was evaluated during Phases 3 and 4 in which contingent access to kinesthetic stimuli was shown to increase a competing response topography during short- and long-term treatment.
Capacity for Statewide Implementation of Positive Behavior Supports
Authors: Shannon Patrick , Daly Denise C. , Malatchi Anne , Kvarfordt Connie , Yoder Tera
Published: December 2007

This article describes an assessment process of the statewide capacity for integrating positive behavior supports (PBS) into the policies and practices of service delivery systems that provide support for individuals with developmental disabilities who present challenging behaviors. A multicomponent needs assessment process was conducted to determine the capacity of systems in the Commonwealth of Virginia that provide services to individuals who present challenging behaviors. The process was designed to use a seven-step procedure incorporating qualitative and quantitative data collection strategies. Three interrelated studies were conducted to assess the use of PBS and PBS-related training needs across Virginia's service delivery systems (i.e., early intervention, school, and adult). Results of these studies indicate a need for comprehensive training, refresher training, and improved collaboration among providers across Virginia's service delivery systems.
Preparing Teachers and Consultants for the Challenge of Severe Problem Behavior
Authors: O'Neill Robert E. , Johnson Jesse W. , Kiefer-O'Donnell Richard , McDonnell John J.
Published: December 2007

Student behavior and violence in schools has rapidly become an area of critical local and national concern in recent years. Teachers and schools are expected to cope with increasing student diversity along many dimensions, including cognitive and intellectual functioning, ethnic and linguistic background, and problem behaviors. School personnel will need expertise in effectively supporting teachers and other practitioners working with students with different labels and challenges (developmental disabilities, emotional/behavioral disorders) and be able to work at multiple levels (classroom, school, community). This article describes the comprehensive behavior specialist (CBS) program, which is aimed at developing such expertise among teachers and other practitioners within school and community systems. The rationale, basic content, and organization of the program are described. Positive evaluation data are presented from two cohorts of school personnel who have experienced the program.
The Influence of Preference and Choice of Activity on Problem Behavior
Authors: Romaniuk Cathryn , Miltenberger Raymond G.
Published: December 2007

A growing body of research suggests that assigning preferred tasks or providing opportunities for choice among tasks can lead to reduced levels of problem behavior in individuals with developmental disabilities. The purpose of this article is to review the literature concerning the influence of preference and choice of activities on problem behavior. Possible mechanisms of action underlying the positive effects of preference and choice making are examined, and the usefulness of conducting a functional assessment prior to designing interventions involving such antecedent manipulations is discussed. Finally, important areas for future research are highlighted.
Attributional Style and Depression in Adolescents with Asperger Syndrome
Authors: Barnhill Gena P. , Myles Brenda Smith
Published: December 2007

Despite research indicating that adolescents with Asperger syndrome are prone to depression, there is no research investigating the attributions of these individuals and the possibility of a learned helplessness attributional style that may predispose these persons to depression or to maintain depressive symptoms. This study investigated the relationship between level of depressive symptoms and general attributional or explanatory style in 33 adolescents with Asperger syndrome. Support was found for the reformulated theory of learned helplessness in adolescents with Asperger syndrome. The more depressive symptoms the adolescents reported, the more the adolescents explained negative events by internal, stable, and global causes. One third of the participants obtained scores on the Children's Attributional Style Questionnaire composite for positive events that are considered to be suggestive of a very pessimistic, failure-prone style. However, only 9% of the participants rated themselves as having substantially more depressive symptoms than peers on the Children's Depression Inventory. Given that 70% of the participants were taking medication for depression, these findings may suggest that the medication controlled depressive symptoms but did not affect the maladaptive attributional style. Findings of the study are discussed relative to implications for practitioners in designing positive behavior interventions.
Programming Common Stimuli to Promote Generalized Question-Asking
Authors: Esbenshade Prudence H. , Rosales-Ruiz Jesus
Published: December 2007

This research is a case demonstration of programming generalized question-asking. A 5-year-old child with autism was taught to ask "What is that?" in the presence of unknown objects and name the objects he did know. In the training task, the experimenter held each item in front of the child and asked, "What is this?" Generalization in the presence of the experimenter was probed across four new tasks: (a) With 4 items on the table, the experimenter instructed the child, "Tell me what you see on the table"; (b) the experimenter held 10 cards face down and fanned out in front of the child and instructed the child, "Pick one"; (c) while pointing to the location of an item, the experimenter said, "Look, [name of participant]"; and (d) the experimenter handed the child an item and instructed the child to either give an object to another person or place an object in another location (i.e., "Give this to [name of third person]" or "Put this on the table/counter/bed"). The child's performance generalized to the first three tasks without additional training. The fourth task required programming of common stimuli before generalization occurred. Generalization was also assessed with the caregiver across these same four tasks. Results for the generalization probes involving the caregiver were similar except for the fourth task.
Functional Assessment and Treatment of Mealtime Behavior Problems
Authors: Galensky Tami L. , Miltenberger Raymond G. , Stricker Jason M. , Garlinghouse Matthew A.
Published: December 2007

This study utilized descriptive assessment methods to develop hypotheses regarding the function of mealtime behavior problems for three typically developing children. Functional treatment was evaluated in the natural setting with caregivers as change agents. Overall, results of the descriptive assessment suggested that each child's problem behavior was maintained by escape and, to a lesser extent, attention. In addition, this study suggested that direct observation was more reliable than a behavioral interview or questionnaire in acquiring the information necessary to develop hypotheses on factors maintaining a child's mealtime behavior problems. Finally, a functional treatment package consisting of extinction, stimulus fading, and reinforcement of appropriate eating behaviors implemented by the caregivers was effective in decreasing the mealtime behavior problems for two of the children who continued in the study, thus providing support for the hypotheses developed from the assessment.
Long-Term Multicomponent Intervention to Reduce Severe Problem Behavior
Authors: Jensen Craig C. , McConnachie Gene , Pierson Todd
Published: December 2007

In this case study, a nonexperimental description is provided of the effects of access to community activities, functional communication training, and living situations on severe self-injury, assault, and property destruction by a 35-year-old man diagnosed with autism and moderate mental retardation. Functional assessments were conducted on an ongoing basis. Based on these assessments, hypothesis-driven intervention decisions made it possible to convert the use of restraint as a crisis management strategy into an intervention strategy. Problem behaviors decreased rapidly following the introduction of a communication strategy, and this reduction was maintained after he moved to his own home for the remaining 35 months of the study. Significant improvements in his quality of life were apparent following the move to his own home. The development and implementation of the man's intervention plan was consistent with the recommendations of Carr, Horner, et al. (1999a) regarding best practices in the area of community-based positive behavioral support and illustrates an approach to making complex intervention decisions through ongoing functional assessment, hypothesis generation, and analysis of behavioral data.
Peer Mediation and Monitoring Strategies to Improve Initiations and Social Skills for Students with Autism
Authors: Morrison Leslie , Kamps Debra , Garcia Jorge , Parker Daniel
Published: December 2007

Four students with autism and a group of nondisabled peers were taught to use and monitor social skills while playing games to increase initiations and social interaction skills. Social skills targeted for training included requesting, commenting, and sharing. A multiple baseline design across skills, with a counterbalanced reversal design, was used to document effects for student interactions with peers. In addition, alternating conditions for self-monitoring and peer-monitoring of skill usage were implemented to compare the two strategies. Results indicated that adult teaching and peer mediation of skills, paired with reinforcement for skill use and student monitoring, increased initiations and social interaction time with peers during intervention, as well as use of the targeted social skills. Little difference was noted between self- and peer-monitoring strategies.
Starting Early
Authors: Fox Lise , Little Nancy
Published: December 2007

An example of school-wide behavior support applied in an inclusive community preschool program is presented in this article. The authors provide a description of their collaboration in developing a systemic model of behavior support that included universal prevention elements and individual intensive support systems. Each element of school-wide behavior support is described, emphasizing how it is implemented with young children.
Positive Behavior Support
Authors: Carr Edward G. , Dunlap Glen , Horner Robert H. , Koegel Robert L. , Turnbull Ann P. , Sailor Wayne , Anderson Jacki L. , Albin Richard W. , Koegel Lynn Kern , Fox Lise
Published: December 2007

Positive behavior support (PBS) is an applied science that uses educational and systems change methods (environmental redesign) to enhance quality of life and minimize problem behavior. PBS initially evolved within the field of developmental disabilities and emerged from three major sources: applied behavior analysis, the normalization/inclusion movement, and person-centered values. Although elements of PBS can be found in other approaches, its uniqueness lies in the fact that it integrates the following critical features into a cohesive whole: comprehensive lifestyle change, a lifespan perspective, ecological validity, stakeholder participation, social validity, systems change and multicomponent intervention, emphasis on prevention, flexibility in scientific practices, and multiple theoretical perspectives. These characteristics are likely to produce future evolution of PBS with respect to assessment practices, intervention strategies, training, and extension to new populations. The approach reflects a more general trend in the social sciences and education away from pathology-based models to a new positive model that stresses personal competence and environmental integrity.