bluuebunny/crossref_metadata_2025 huggingface dataset:
Effects of Within-Activity Choices on the Challenging Behavior of Children with Severe Developmental Disabilities
Authors: Cole Christine L. , Levinson Tara R.
Published: December 2007

This study compared the effects of using verbal directives or choice questions within instructional routines on the challenging behaviors of students with developmental disabilities. Two children with severe cognitive impairments who were typically uncooperative and aggressive during instructional routines participated in the study. Using ABAB designs, results indicated overall decreases in challenging behavior for both students during the choice condition as compared with the traditional verbal directive (no choice) condition. Further, the use of choice questions resulted in more steps being completed prior to the onset of challenging behavior during daily instructional routines for these students. For the one student who seldom independently initiated steps of the routine, the introduction of the choice condition coincided with an increase in independent initiations, although high levels continued for the remainder of the study. These results are discussed in light of the continuing search for simple, nonintrusive, and effective curricular interventions for children who engage in serious problem behavior.
Family-Centered Intervention to Resolve Problem Behaviors in a Fast-Food Restaurant
Authors: Vaughn Bobbie J. , Wilson Diane , Dunlap Glen
Published: December 2007

Problem behaviors in public contexts can be a significant problem for families attempting to carry out normal daily routines. In this study, functional assessments and assessment-based interventions were conducted in a family-centered manner to resolve the disruptive behaviors of a boy with significant disabilities in the context of a fast-food restaurant. The study used a multiple-baseline design across three problematic subroutines associated with the fast-food restaurant. The results provide an empirical demonstration of family-centered interventions in a popular community setting and thereby add to an expanding literature on community-based positive behavior support.
Treating Sleep Terrors in Children with Autism
Authors: Durand V. Mark
Published: December 2007

Sleep terrors manifest themselves as a sudden arousal from slow wave sleep accompanied by screaming, crying, and other signs of intense fear. Children with autism spectrum disorders may be more likely to display problems with sleep, and some children experience such sleep difficulties as sleep terrors on a chronic basis. This nighttime disruption can lead to a great deal of concern, as well as disruption in sleep for other family members. In this first study of the treatment of sleep terrors among children with autism, the effectiveness of one behavioral intervention (scheduled awakenings) was evaluated. Scheduled awakenings involved arousing the child from sleep approximately 30 minutes before an expected sleep terror episode. Results through a 12-month follow-up using a multiple baseline across three children indicated that this intervention quickly and durably reduced the frequency of their nighttime difficulties. Scheduled awakenings is a potentially useful nonmedical intervention for chronic sleep terrors among children with autism.
Teaching Children with Autism to Prefer Books or Toys Over Stereotypy or Passivity
Authors: Nuzzolo-Gomez Robin , Leonard Mandy A. , Ortiz Eyleen , Rivera Celestina M. , Greer R. Douglas
Published: December 2007

Two experiments were conducted with 4 students with autism to test the relationship between either toys or books as conditioned reinforcers for observing or playing and their effect on stereotypy and passivity. Experiment 1 consisted of a single preschool student who emitted frequent intervals of passive behavior and infrequent intervals of looking at books in a free play setting. After systematic training sessions involving pairings of reinforcers with looking at books, he engaged in looking at books significantly more than in his baseline in free play and decreased intervals of passivity. Experiment 2 involved a multiple baseline across 3 students. Baseline data were followed by toy-play conditioning sessions run concurrently with free-play observations. The 2 students who emitted frequent rates of stereotypy in baseline had significantly fewer intervals of stereotypy after toys were conditioned as reinforcers and toy play increased for all 3 students.
Measuring the Impact of Positive Behavior Support
Authors: Kincaid Donald , Knoster Tim , Harrower Joshua K. , Shannon Patrick , Bustamante Selina
Published: December 2007

Although positive behavior support (PBS) approaches are often cited as influencing systems, families, and individuals beyond changes in problem or alternative behavior, very few studies have directly assessed issues related to the social validity of these approaches. In response to this need, the Tri-State Consortium for Positive Behavior Support systematically evaluated broad ecological outcomes including behavioral outcomes and quality of life outcomes as measured through team members' ratings. Results of assessments of 78 initial child-centered teams indicate that the PBS approach had an important impact on multiple levels. This article discusses some specific areas of impact and highlights areas for future research on measuring behavioral outcomes, quality of life, and social validity issues relevant to PBS.
Using Multiple Measures to Evaluate Positive Behavior Support
Authors: Clarke Shelley , Worcester Jonathan , Dunlap Glen , Murray Marcey , Bradley-Klug Kathy
Published: December 2007

In recent years, calls to expand the criteria by which behavior support efforts are evaluated have increased. Success is now said to depend on outcomes that transcend a reduction in the occurrence of problem behaviors and include the achievement of new competencies and improvements in one's quality of life. This single-case investigation was conducted as an effort to evaluate the effects of a positive behavior support intervention with multiple measures that included experimental analyses of the participant's problem behavior, engagement, happiness, and efficiency in completing transitions, as well as adult and peer perceptions of aspects of the participant's quality of life. Multiple baseline analyses indicated that the assessment-based intervention was effective in producing durable improvements in all of the measured variables and that the procedures were socially valid. The results are discussed in the context of the growing number of empirical case studies in positive behavior support, and the need to develop more efficient strategies for evaluating the essential outcomes of intervention.
Best Practices
Authors: Magito-McLaughlin Darlene , Mullen-James Kimberly , Anderson-Ryan Kaarin , Carr Edward G.
Published: December 2007

In a recent review of research on best practices, we noted that the developmental disabilities field has come to emphasize quality of life outcomes such as community integration, respected roles, self-determination, and enhanced social relationships (Carr et al., 1999). The process of creating individualized programs that seek to achieve these outcomes through person-centered planning is termed positive behavior support (Koegel, Koegel, & Dunlap, 1996). In this article, we present the story of one individual with whom innovative program practices resulted in important quality-of-life changes. In the context of this real-life example, we introduce a decision model in a practical attempt to create a deeper understanding of the critical dimensions constituting positive behavior support.
Young Children with Challenging Behavior
Authors: Fox Lise , Dunlap Glen , Powell Diane
Published: December 2007

The critical importance of intervening early to promote the social and emotional development of young children is a recurring theme in several reports commissioned by national organizations and leaders (i.e., Child Mental Health Foundations and Agencies Network; National Research Council of the Institute of Medicine; U.S. Surgeon General). There is an increasing awareness that social—emotional difficulties and problem behaviors in young children are highly likely to continue in school. In addition, young children who show the most chronicity and stability of problem behavior are more likely to be members of families who experience marital distress, parental depression, and poverty. Young children in urban environments who have problem behavior are likely to also face challenges in health, poverty, and access to quality childcare and other services. In this article, the complexity of the urban context is described with a focus on the lives of young children and their families. The authors present a discussion of appropriate practices and research that provides a foundation for the development of effective early intervention programs for young children affected by environmental and developmental challenges. The emphasis of program recommendations is on comprehensiveness in the design of family-centered behavioral support options.
Operation Positive Change
Authors: Markey Ursula , Markey D.J. , Quant Brenda , Santelli Betsy , Turnbull Ann
Published: December 2007

Children who have problem behavior need not only the support of school personnel but also the support of their parents to be successful in both educational and community/home settings. However, too often research-based best practices in positive behavior support (PBS) do not reach families, particularly culturally and linguistically diverse families living in underserved urban communities. This article describes Operation Positive Change—a training curriculum and train-the-trainer model developed by Pyramid Parent Training Community Parent Resource Center that brings PBS best practices identified by leading PBS researchers to parents in New Orleans, Louisiana. After participating in Operation Positive Change work-shops, parents who are dealing with the problem behavior of their children, as well as a myriad of other challenges related to poverty, race, and language barriers, are gathering data about their child's strengths and needs and likes and dislikes, developing a functional assessment for their child, and participating as full partners in the development of a PBS plan
Positive Behavior Support for a Young Child Who Has Experienced Neglect and Abuse
Authors: Buschbacher Pamelazita W.
Published: December 2007

The parent of an adopted young child who had previously experienced neglect and abuse with concomitant severe challenging behavior, and the interventionists involved in supporting the child and family, were interviewed regarding their reflections on the implementation and outcomes of the Individualized Support Project. Components of this intense and comprehensive model of early intervention include functional assessment of problem behavior, person-centered planning, development of a behavior support plan, and communication-based instruction within natural environments. Interviewees described their experiences with the model and the positive outcomes for the child, family, and professionals. Although the interviewees' testimonials are encouraging, there is a clear need for empirical research regarding positive behavior support and the complex challenges of abuse and neglect.
Computer-Presented Video Models to Teach Generative Spelling to a Child with an Autism Spectrum Disorder
Authors: Kinney Elisabeth M. , Vedora Joseph , Stromer Robert
Published: December 2007

We examined the use of computer video models and video rewards to teach generative spelling to a child with an autism spectrum disorder. In Phase 1, Ana viewed video models of her teacher writing target words. After Ana wrote the words correctly, she watched videos of play routines unique to each training word. Ana rapidly learned to spell three five-word sets based on pictures and dictation. In Phase 2, Ana learned to spell four novel words (e.g., lore and tock) that were based on the elements of five words learned in Phase 1 (e.g., tore and lock) and arranged into a teaching matrix of three beginning consonants and three word endings. In Phases 3 and 4, Ana learned to spell subsets of four three-by-three matrices, then immediately proved capable of spelling the remaining words in each matrix. Ana also succeeded on generalization and maintenance tests at home and school throughout the study. Generative spelling thus may be derived from a teaching package that (a) involves video models and rewards and (b) arranges opportunities for learning to recombine initial consonants and word endings. Ana's proficiency in spelling helped her acquire literacy skills commensurate with her general school placement.
Training Human Service Supervisors in Aspects of PBS
Authors: Reid Dennis H. , Rotholz David A. , Parsons Marsha B. , Morris LouAnn , Braswell Bruce A. , Green Carolyn W. , Schell Robert M.
Published: December 2007

If many people with disabilities are to experience the benefits of positive behavior support (PBS), personnel in human service settings must be well versed in the values and practices of this approach. We describe a curriculum and methodology used to train supervisors in aspects of PBS on a statewide basis. The curriculum incorporated values of person-centered planning, ecologically valid practices, and principles of adult learning in conjunction with competency- and performance-based training. Selected components of the curriculum were initially evaluated experimentally with 12 supervisors. Observations during role-play activities and on-the-job applications indicated that the supervisors acquired the skills addressed in the training. Subsequently, the entire curriculum, which targeted 26 sets of skills related to PBS and involved 4 days of classroom training and 1 day of on-the-job training, was implemented with 386 supervisors across the state of South Carolina. Eighty-five percent of the supervisors successfully completed the training by demonstrating pre-established mastery-level performance for each set of skills. Acceptability measures suggested that all the trainees found the training useful, and 99.6% reported that they would recommend the training to other personnel. Results of the project are discussed in terms of the importance of training supervisors as one component of a systems-change process to enhance the practice of PBS on a large-scale basis.
Training Reciprocal Social Interactions Between Preschoolers and a Child with Autism
Authors: McGrath Ann M. , Bosch Sébastien , Sullivan Cristin L. , Fuqua R. Wayne
Published: December 2007

Previous research has suggested that children diagnosed with autism have severe social deficits that require active intervention. As such, the current study investigated the effectiveness of peer and individual social skills training for a preschooler diagnosed with autism. The goal of the training was to increase the rate of reciprocal social interactions. Results indicated that the frequency of appropriate initiations and responses did increase and that these changes were socially valid (a) as measured by expert ratings of change and (b) in comparison to typical peer-to-peer social behavior. Results are discussed in terms of their applicability to classrooms serving children diagnosed with autism.
Using Video Modeling to Teach Complex Play Sequences to a Preschooler with Autism
Authors: D'Ateno Patricia , Mangiapanello Kathleen , Taylor Bridget A.
Published: December 2007

The identification of efficient teaching procedures to address deficits in imaginative play skills, which are commonly seen in children with autism, is a challenge for professionals who are designing treatment programs. In the present study, video modeling was used to teach play skills to a preschool child with autism. Videotaped play sequences included both verbal and motor responses. A multiple-baseline procedure across three response categories (having a tea party, shopping, and baking) was implemented to demonstrate experimental control. No experimenter-implemented reinforcement or correction procedures were used during the intervention. Results indicated that the video modeling intervention led to the rapid acquisition of both verbal and motor responses for all play sequences. This procedure was shown to be an efficient technique for teaching relatively long sequences of responses in relatively few teaching sessions in the absence of chaining procedures. In addition, the complex sequences of verbal and motor responses were acquired without the use of error-correction procedures or explicit experimenter-implemented reinforcement contingencies.
A Family-Centered Prevention Approach to PBS in a Time of Crisis
Authors: Boettcher Mendy , Koegel Robert L. , McNerney Erin K. , Kern Koegel Lynn
Published: December 2007

This article describes a family-wide prevention approach to positive behavior support (PBS) interventions during a period of potential crisis for a family with a child with autism. Specifically, the mother in this family was to have major invasive surgery that would require extensive time for recovery. Past functional assessment data and anecdotal evidence indicated that lack of predictability, structure, supervision, and systematic behavior supports all contributed to problem behaviors in this family. As a result, a multicomponent intervention plan was implemented to prevent such problems. The procedures included the following elements: (a) priming intervention, (b) stakeholder meeting, (c) coordination of services and schedules, (d) family-wide PBS plan, and (e) ongoing support. The outcome of this intervention was that the child with autism and her siblings showed decreases in their disruptive behaviors (as opposed to the expected increases), and the family experienced other family-wide collateral positive effects from this proactive intervention approach.
Promoting Implementation Success Through the Use of Continuous Systems-Level Assessment Strategies
Authors: Freeman Rachel L. , Smith Christopher L. , Tieghi-Benet Marie
Published: December 2007

Successful implementation of school-wide positive behavior support requires a continuous evaluation of program data. It also requires an ongoing review of how those data relate to organizational strengths, needs, professional development concerns, and the larger community. Accomplishing these tasks can be a formidable undertaking, particularly when school staff members have limited training in data-based decision making. This article will describe how a continuous systems-level assessment process is being implemented in one urban middle school to address behavioral and academic objectives.
Shifting From Reactive to Proactive Discipline in an Urban School District
Authors: Netzel Dawn M. , Eber Lucille
Published: December 2007

The applied science of positive behavior supports (PBS; Carr et al., 2002) was initially developed as an alternative to aversive interventions for changing self-injurious and aggressive behaviors of individual youth with developmental disabilities (Durand & Carr, 1985). PBS has been recently extended from an approach with individual children to a school-wide intervention for schools (Dwyer & Osher, 2000; Lewis, Sugai, & Colvin, 1998; Scott & Hunter, 2001). The Illinois Positive Behavior Interventions and Supports (PBIS) Network is a statewide technical assistance project that is focused on applying the science of PBS at a school-wide level through a systems approach. PBIS in Illinois supports the development of proactive schoolwide discipline systems that provide multiple levels of intervention to address the behavior support needs of all students, including those with significant behavior challenges (see the PBIS section of www.ebdnetwork-il.org). This article describes PBIS implementation as experienced by an urban school district in Illinois.
Urban Applications of School-Wide Positive Behavior Support
Authors: Warren Jared S. , Edmonson Hank M. , Griggs Peter , Lassen Stephen R. , McCart Amy , Turnbull Ann , Sailor Wayne
Published: December 2007

Researchers and educators have recognized that typical school-wide approaches to discipline and the prevention and management of problem behavior are often insufficient to address the needs of many students in inner-city schools with high base rates of problem behavior. This article outlines critical issues and lessons learned in the planning and implementation of effective and self-sustaining Positive Behavior Support (PBS) efforts in inner-city schools. Among these issues are methods for the facilitation of school—university partnerships, the incorporation of PBS into existing comprehensive school improvement efforts, the maintenance of school-wide PBS efforts, and the formalization of exit strategies and arrangements for subsequent technical assistance. The importance of service integration, family support, youth development, and community development are emphasized in ensuring the effectiveness and sustainability of school-wide PBS efforts in inner-city settings.
Persons with Autism and Criminal Justice
Authors: Mayes Thomas A.
Published: December 2007

Persons with mental illness or mental impairments are represented in U.S. criminal justice institutions at a disproportionately high rate. This fact is of critical importance for persons with autism and those who work with them. This article, after reviewing basic information about autism, discusses four core criminal law concepts illustrated by reported cases involving persons with autism who have become involved with the criminal justice system, either as a target or a perpetrator. Issues regarding competence to stand trial, capacity-related defenses, mitigation in sentencing, and evidentiary issues are discussed. Guidance for practitioners and directions for empirical research is provided.
Resource Teachers Learning and Behavior
Authors: Thomson Charlotte , Brown Don , Jones Liz , Walker Joanne , Moore Dennis W. , Anderson Angelika , Davies Tony , Medcalf John , Glynn Ted L. , Koegel Robert L.
Published: December 2007

With the implementation of Special Education 2000, a new policy on special education, New Zealand has moved to develop a world-class inclusive education system for students with mild to moderate learning and behavior needs. This article outlines a professional development program for a group of resource teachers who are implementing a major element of the policy. The authors report on the establishment of the training program through the collaboration of faculty from three universities. They also comment on the challenges to such a program, the ways in which these challenges were met through collaborative problem solving, and some outcomes to date.
Use of Choice to Identify Behavioral Function Following an Inconclusive Brief Functional Analysis
Authors: Finkel Amy S. , Derby K. Mark , Weber Kimberly P. , McLaughlin T.F.
Published: December 2007

In the current investigation, a concurrent operant paradigm was used with 3 young children who displayed severe problem behaviors to identify behavioral function. The children were given a series of choice options varying the availability of parent attention, access to preferred toys, and level of demand. The results showed that all children displayed differential patterns of behavior that appeared to be influenced by the presence or absence of attention and demands, suggesting a behavioral function. The results extended previous applications of reinforcer assessment procedures by using choice to identify antecedent conditions that set the occasion for problem behavior.
The Michigan PBS Initiative
Authors: Ballard-Krishnan Sharon Ann , McClure Laura , Schmatz Barbara , Travnikar Bernie , Friedrich Geralyn , Nolan Michael
Published: December 2007

Parent involvement is described as an element of importance for optimal student outcomes in countless federal regulations, official documents, and professional publications. The 1997 amendments to the Individuals with Disabilities Education Act heartily promote parent participation at education planning tables. Positive behavior support (PBS) materials encourage parent involvement. However, it is difficult to help educators establish a vision of what true parent—professional collaboration can look like when traditional staff development standards persist in defining roles for parents in staff development as simply being “content.” This Forum article outlines how PBS leaders in Michigan helped parents become members of their training teams for personnel development offerings and expanded their meaning of parent—professional collaboration.
Functional Assessment and Wraparound as Systemic School Processes
Authors: Scott Terrance M. , Eber Lucille
Published: December 2007

This article proposes a framework for expanding the traditional presentation of wraparound and FBA to (a) view wraparound and FBA as concepts that are inextricably linked at the core of each level of the proactive systemic process of PBS and (b) understand how wraparound and FBA are critical features of prevention as well as intervention for creating safer schools for all students.
Use of Functional Assessment and a Self-Management System to Increase Academic Engagement and Work Completion
Authors: Brooks Amy , Todd Anne W. , Tofflemoyer Sheri , Horner Robert H.
Published: December 2007

This study investigates whether a functional relationship exists between self-monitoring with self-recruited reinforcement and an increase in both on-task behavior and assignment completion. The study further assesses whether self-monitoring with self-recruited reinforcement is associated with generalization of performance gains to untrained settings. Training in self-management procedures included systematic instruction of behavior and general case programming to promote generalization of skills. An ABCAC design was used to assess the effects of self-management procedures in the training setting, and a multiple-baseline-across-settings design was used to assess generalization effects. The results demonstrated that a functional relationship existed between self-monitoring with self-recruited reinforcement and an increase in on-task behavior and assignment completion. Generalization of self-management skills to novel school contexts varied. The role of self-management procedures in promoting generalization is discussed.
Adapting the Use of Microswitches to Foster Response Awareness and Word Association
Authors: Lancioni Giulio E. , Singh Nirbhay N. , O'Reilly Mark F. , Oliva Doretta , Dardanelli Elisa , Pirani Patrizia
Published: December 2007

In this study, the use of microswitches was adapted to foster response awareness and word association for two persons with multiple disabilities. A microswitch activation/ response produced a spoken word indicating the consequences available for it. Repeating that response after the word led to the occurrence of the consequences. Repeating the specific response, rather than emitting a different one, was considered a sign of response awareness. Both persons learned to repeat the appropriate responses after the words, showing signs of response awareness. They also showed moderate to high levels of association of the words presented as probes (outside of the above sequence) with the related responses. Implications of the data and the use of this approach in the persons' daily contexts are discussed.
A Comparison of Naturalistic and Analog Treatment Effects in Children with Expressive Language Disorder and Poor Preintervention Imitation Skills
Authors: Gillum Heather , Camarata Stephen , Nelson Keith E. , Camarata Mary N.
Published: December 2007

The participants in this study were 4 children diagnosed with Expressive Language Disorder who displayed poor imitation skills, with scores significantly below typical levels on the Sentence Imitation subtest of the Test of Language Development-2: Primary (Newcomer & Hammill, 1988). The purpose of this study was to compare the treatment effects of both naturalistic (conversational recast) treatment and analog treatment in these participants. The results indicate that children with poor preintervention imitation skills required higher numbers of analog presentations to establish production of the language structures than was observed under the naturalistic treatment. Clinical implications of these results are discussed.
Facilitating Social Interactions in the Community for a Transition-Age Student with Severe Disabilities
Authors: Souza Geri , Kennedy Craig H.
Published: December 2007

We studied a strategy for facilitating social interactions in community settings for a transition-age woman with severe disabilities (Juanita). The intervention involved identifying a person without intellectual disabilities who frequented the same setting as Juanita, who was interested in meeting her, and who was willing to schedule mutually preferred activities for them to interact within. Results suggest that this relatively simple social interaction strategy may be one option for improving social integration in community settings for transition-age students.
Functional Behavior Assessment Training in Public Schools
Authors: Scott Terrance M. , Nelson C. Michael , Zabala Joy
Published: December 2007

The disciplinary regulations of the Individuals with Disabilities Education Act Amendments of 1997 imposed new demands on educators. These include the requirement to conduct functional behavioral assessments for students with disabilities in public school settings prior to certain disciplinary practices, and to conduct these assessments as a basis for developing behavior intervention plans. In this article, we examine the logistics of instilling this new routine in schools from a systems change perspective. It is argued that effecting such change requires that planners (a) carefully assess the attitudes and beliefs of school staff and (b) use the knowledge gained from such assessments to construct policies and training agendas that precorrect for these barriers. Suggested strategies for accomplishing this are illustrated.
A Practical Application of Self-Management for Students Diagnosed with Attention-Deficit/Hyperactivity Disorder
Authors: Barry Leasha M. , Messer Jennifer J.
Published: December 2007

Five sixth-grade students diagnosed with attention-deficit/hyperactivity disorder (ADHD), taking psychostimulants for treatment of ADHD symptoms, and enrolled in a general education classroom participated in the study. Participants were taught self-management techniques to monitor academic performance, on-task behaviors, and disruptive behaviors. A multiple baseline design across students with intervention withdrawal embedded within each baseline was used to empirically assess the effectiveness of self-management. Self-management associated with increases of on-task behaviors and academic performance and with a decrease of disruptive behaviors when compared to other phases. Implications for practical application of the strategy in general education classrooms are discussed.
Facilitating Social Interactions in a Community Summer Camp Setting for Children with Autism
Authors: Brookman Lauren , Boettcher Mendy , Klein Eileen , Openden Daniel , Koegel Robert L. , Koegel Lynn Kern
Published: December 2007

This article describes a program developed to support the participation of children with autism in a full-inclusion summer day camp program with their typically developing peers. The goal of the program was to support the children in inclusive summer recreational settings and specifically target their social development with typically developing peers. The program contained the following elements: recruiting appropriate aides, providing the aides with ongoing training and support, creating individualized social and behavioral goals for the campers, developing interventions that were contextually appropriate to the camp settings, and communicating with the families during their participation in the program. This article discusses the relevant child, family, agency, and community issues relevant to the implementation of this program.
Anchor the Boat
Authors: Lohrmann Sharon , Talerico Janet
Published: December 2007

Universal interventions are designed to systematically teach and reinforce consistent behavioral expectations. The purpose of this study was to provide an example of a group contingency classwide intervention called Anchor the Boat that operationally defined behavioral expectations, taught those expectations using teacher-directed instruction and role playing, and reinforced students when they met the behavioral criteria. Ten students attending a fourth- and fifth-grade learning-support classroom participated in the study. A multiple baseline design across three subject areas (i.e., reading, language arts, math) was used to evaluate the effects of the program on three target behaviors: talk outs, out of seat, and incomplete assignments. Following the classwide intervention, a substantial and steady decrease in level and rate was observed for talk-out behavior across all three classes. However, results for incomplete assignments and out-of-seat behavior are ambiguous and inconclusive.
Validity of Office Discipline Referral Measures as Indices of School-Wide Behavioral Status and Effects of School-Wide Behavioral Interventions
Authors: Irvin Larry K. , Tobin Tary J. , Sprague Jeffrey R. , Sugai George , Vincent Claudia G.
Published: December 2007

Office discipline referrals (ODRs) are widely used by school personnel to evaluate student behavior and the behavioral climate of schools. In this article, the authors report the results of a review of the relevant literature to evaluate the validity of ODR data as indices of school-wide behavioral climate, the effects of school-wide behavioral interventions, and differing behavior support needs across schools. They used Messick's unified approach to validity by focusing on examples of evidence for empirical and ethical foundations of interpretations, uses, and social consequences of ODR measures at the school-wide level. The authors also discuss ongoing issues, study limitations, and related recommendations for interpretations and uses of ODR measures as school-wide indices, based on the existing literature.
Structural Analysis and Intervention in a School Setting
Authors: Stichter Janine P. , Sasso Gary M. , Jolivette Kristine , Carr Edward G.
Published: December 2007

The current investigation was designed to identify—through the use of a structural analysis procedure—the most salient antecedent variables related to problem behavior. More specifically, the authors investigated the use of structural analysis procedures to identify antecedent variables within a general education setting that supported the systematic inclusion of a student with an emotional or behavioral disorder. Analog probes were done in both special education and general education settings to identify and confirm a package of antecedent variables that directly contributed to the student's behavior. A peer without disabilities acted as the assessment and intervention agent across both educational settings to further ensure that naturally occurring activities and interactions were being assessed. Results supported the use of the assessment and intervention process for identifying environmental and curricular variables that support the successful integration of the student into the general education setting. Potential implications of these findings and future research directions are discussed.
Using Parent/Clinician Partnerships in Parent Education Programs for Children with Autism
Authors: Brookman-Frazee Lauren , Koegel R.L.
Published: December 2007

Recently, many treatments for children with disabilities have shifted from a purely clinician-implemented model to one that focuses on a parent education component. In the current study, a repeated reversal design was employed to compare the effects of a parent education intervention that incorporates the principles outlined in the parent empowerment and ecocultural literature with a professional-driven model that does not incorporate these principles. The Parent/Clinician Partnership and Clinician-Directed models were compared on the following measures: (a) observed parent stress, (b) observed parent confidence, (c) observed child affect, and (d) child responsiveness and engagement. The results are discussed in terms of the implications for parent education programs and the relationships between clinical outcome and the type of parent education procedures implemented.
The Efficacy of Embedded Instruction for Students with Developmental Disabilities Enrolled in General Education Classes
Authors: Johnson Jesse W. , McDonnell John , Holzwarth Valarie N. , Hunter Kimberly
Published: December 2007

A multiple baseline across behaviors design was used to evaluate the efficacy of embedded instruction with 3 students with developmental disabilities who were enrolled in general education classes. Two general education teachers and 1 paraprofessional delivered embedded instruction to students during regularly scheduled instructional activities. The skills taught to students included answering probe questions drawn from the general science curriculum, identifying functional sight-words drawn from the general reading curriculum, and making requests using an electronic communication device. Student data showed that embedded instruction was effective with all 3 students. The results also indicate that both general education teachers and paraprofessionals were able to implement the procedure with a high degree of fidelity without disrupting the ongoing instructional activities of the general education classes. Teacher ratings of the acceptability and perceived effectiveness of the procedures suggested that teachers viewed embedded instruction as a practical, effective, and efficient strategy for teaching students with developmental disabilities in general education settings.
The Effect of Choice-Making as an Intervention for Problem Behavior
Authors: Shogren Karrie A. , Faggella-Luby Michael N. , Sung Jik Bae  , Wehmeyer Michael L.
Published: December 2007

Supporting people with disabilities in expressing preferences and making choices is a core value in positive behavior support. Indeed, in recent years, the field has increasingly focused its attention on the importance of making choices and the potential benefits of choice-making opportunities in enhancing the quality of life of people with disabilities. In addition, an emerging database is suggesting that providing opportunities to make choices can serve as an intervention for decreasing problem behavior. The authors of this article examine the efficacy of the use of choice-making as an intervention for reducing problem behavior through a meta-analysis of single-subject research studies using choice-making as an intervention. A search of the PsycINFO and ERIC databases yielded 13 studies that met the meta-analysis criteria, with interventions affecting 30 participants. The impact of choice interventions was evaluated using the percentage nonoverlapping data and percentage zero data metrics. Overall, providing choice opportunities resulted in clinically significant reductions in the number of occurrences of problem behavior. The authors discuss the benefits of utilizing choice as an intervention and provide future directions for research in this area.
Using Video-Enhanced Activity Schedules and Matrix Training to Teach Sociodramatic Play to a Child with Autism
Authors: Dauphin Melissa , Kinney Elisabeth M. , Stromer Robert , Koegel R.L.
Published: December 2007

We evaluated an intervention package for teaching generative sociodramatic play activities to a young boy with an autism spectrum disorder. In Phase 1, the boy learned computer activity schedules that featured embedded video models of what to say and do. A 3 × 3 instructional matrix defined 9 activities to be performed involving combinations of 3 figurines and 3 actions. In Phase 2, the boy learned to use notebook schedules with pictures cuing sequences of different play activities. Phase 3 clarified and expanded the skills learned so far: Across 3 new instructional matrices, the boy learned 3 of the 9 activities within each matrix using video-enhanced computer schedules. For every activity taught directly, nearly 2 additional activities also occurred. The results recommend video-enhanced activity schedules to teach sociodramatic play and the use of matrix training to program for generative learning outcomes.
Use of Strategic Self-Monitoring to Enhance Academic Engagement, Productivity, and Accuracy of Students With and Without Exceptionalities
Authors: Rock Marcia L.
Published: December 2007

This study investigated the effects of a strategic self-monitoring intervention (i.e., ACT-REACT) on the academic engagement, nontargeted problem behavior, productivity, and accuracy of students with and without disabilities. Seven boys and two girls of elementary age who received their educational services in two different inclusive classrooms participated in this investigation. The students were taught to use the ACT-REACT strategy during independent math/reading seatwork. ACT-REACT is a combined self-monitoring of attention and self-monitoring of performance intervention designed to help chronically disengaged students take control of their learning. A multiple-baseline-across-subjects design with an embedded reversal indicates that ACT-REACT was an effective strategy for fostering self-management and enhancing the academic performance of students with differing needs in inclusive classrooms.
Effect of Brief Clinic-Based Training on the Ability of Caregivers to Implement Escape Extinction
Authors: McCartney Ellen J. , Anderson Cynthia M. , English Carie L. , Horner Robert H.
Published: December 2007

Escape extinction has been demonstrated to be an effective treatment for children exhibiting food refusal. To date, most studies have been conducted in inpatient treatment settings by trained clinicians. Few studies have evaluated the extent to which caregivers are able to implement efficacious interventions in their home for their food-selective child. This study evaluated a systematic strategy for training caregivers to implement escape extinction. A modified changing-criterion design was used to evaluate a clinic-based training procedure consisting of escape extinction and differential reinforcement. After participants met prespecified criteria with regard to the number of bites accepted and latency until acceptance, caregivers were taught to implement the procedure in the clinic. After criteria were met with caregivers feeding their children, caregivers were taught to implement the procedure during meals conducted at their home. Follow-up data conducted for three participants indicated that generalization across time and food types had occurred.
Effects of Video Modeling Alone and With Self-Management on Compliment-Giving Behaviors of Children with High-Functioning ASD
Authors: Apple Allison Lowy , Billingsley Felix , Schwartz Ilene S. , Carr Edward G.
Published: December 2007

Children with high-functioning autism spectrum disorders (ASD) typically exhibit a lack of social reciprocity skills. They often struggle to maintain conversations, especially with topics of little or no interest to them, and to create meaningful relationships. By giving compliments to others, children with ASD have a means by which to show approval for issues of interest to others. Video modeling has been shown to be effective in teaching social behaviors, particularly when it is followed by additional practice, prompts, and role playing. This study, involving two experiments, focused on teaching compliment-giving responses and initiations through video modeling with embedded, explicit rules for giving compliments in the place of additional procedures following video viewing. A multiple-baseline design across participants revealed that video modeling with explicit rules served to produce and maintain compliments of the “response” type. Video modeling with the addition of contrived reinforcement contingencies served to produce compliment-giving initiations in the presence of a teacher who monitored the children's behavior. The results of Experiment 2 showed that the inclusion of self-management strategies increased the children's independence in the monitoring of their compliment-giving initiations. Experimental results pointed to the use of self-management as a means by which to produce social initiations when video modeling alone fails.
Personal Paradigm Shifts in PBS Experts
Authors: Michaels Craig A. , Brown Fredda , Mirabella Niki
Published: December 2007

Positive Behavior Supports (PBS) experts were surveyed to examine their perceptions of the treatment acceptability of commonly used decelerative consequence-based behavioral procedures. Findings illuminate the paradigm shifts that have occurred over the course of the careers of PBS experts and the factors that have contributed to these personal paradigm shifts. Many of the decelerative consequence-based procedures once used by respondents are no longer perceived by them to be acceptable. A small percentage of experts indicated that they still might use the full range of decelerative techniques under certain circumstances. The need for more training and ideological change were perceived to be the greatest challenges currently facing the field. Experts also indicated that involvement in PBS has broadened their understanding of applied behavior analysis, the function of behavior, antecedents, quality of life, and self-determination issues facing people with disabilities. The implications of the findings for current and future PBS researchers and practitioners are discussed.
Building a Statewide Plan for Embedding Positive Behavior Support in Human Service Organizations
Authors: Freeman Rachel , Smith Christopher , Zarcone Jennifer , Kimbrough Pat , Tieghi-Benet Marie , Wickham Donna , Reese Matt , Hine Katie , Koegel Robert L.
Published: December 2007

Staff development efforts are being designed to have a greater impact on the systems in which professionals work to increase the likelihood that individual positive behavior support (PBS) plans will be effective. Statewide efforts aimed at embedding PBS into developmental disability organizations and other agencies must include longitudinal training using a systems approach to provide the best climate in which professionals can learn new skills. Although the majority of research on the development of “host” environments has been conducted within school settings, many of the strategies used in schoolwide PBS can be adapted to address other organizations supporting children and adults with disabilities. This article will introduce one statewide project created to build capacity by (a) training in PBS and person-centered planning for professionals who can access fiscal incentives after completing the program, (b) disseminating online instructional materials for awareness and expert-level training across the state, and (c) facilitating organizationwide and statewide PBS planning processes that emphasize data-based decision making.