Clinical trial NCT05445596: Improving Treatment for Children With Intellectual and Developmental Disabilities and Problem Behavior in Schools
Official title: Advancing the Effectiveness of Functional Communication Training for Children With Intellectual and Developmental Disabilities in Schools
Study type: INTERVENTIONAL
Overall status: TERMINATED
Phase: NA
Conditions: Problem Behavior
Intellectual Disability
Developmental Disorder
Keywords: functional communication training
problem behavior
alternatives to extinction
Lead sponsor: Western Kentucky University
Sponsor class: OTHER
Collaborators: name: National Institute of General Medical Sciences (NIGMS)
First posted: 2022-07-06
Enrollment: 1
Sex: ALL
Minimum age (years): 3
Maximum age (years): 11
Standard ages: CHILD
Accepts healthy volunteers: yes
Allocation: NA
Intervention model: SINGLE_GROUP
Intervention model description: The study uses single-case experimental design to identify functional relations between independent and dependent variables.
Primary purpose: TREATMENT

Brief summary: Children with intellectual and developmental disabilities (IDDs) often engage in problem behavior, and functional communication training (FCT) is a commonly used treatment for problem behavior in clinical settings. During FCT, children learn prosocial ways to request functional reinforcers (e.g., "their way") instead of using problem behavior. For example, a child who engages in self-injury to escape math instruction may be taught to exchange a break picture card to receive a brief break from the math task as an alternative to self-injury. While the efficacy of FCT is well established, less is known about its effects in school settings when procedures are necessarily adapted for feasibility. The purpose of this investigation is to develop and evaluate methods for implementing FCT for children with IDDs in school settings. The investigators will use single case experimental design, in which each participant will serve as their own control, to address the research questions. First, the investigators will evaluate the effects of providing higher quality, longer duration reinforcement for appropriate requests relative to problem behavior (e.g., 1-minute break with a preferred activity versus 20-s break alone) during FCT compared to providing equal reinforcement for appropriate requests and problem behavior. Next, the investigators will develop a treatment extension to teach children to complete academic work to gain access to their way. The investigators will use visual cues, such as a green and red index card to teach children when it is time to work and when they may access their way. The investigators will evaluate the effects of the treatment extension on academic work completion, appropriate requests, and problem behavior. Finally, the investigators will examine how visual cues influence children's behavior when educators implement intervention across different academic activities. The investigators will measure the extent to which educators implement programmed intervention procedures to inform treatment feasibility.


Eligibility criteria: Inclusion Criteria:

Child Eligibility Criteria

* Preschool or elementary school students between 3-11 years old
* Has an intellectual or developmental disability
* Has a functional behavior assessment and behavior intervention plan or has been identified as needing a functional behavior assessment
* Exhibits problem behavior that occurs at least daily

Adult Eligibility Criteria

* Educator who provides direct services to the child participant

Exclusion Criteria:

Child Exclusion Criteria

* Excessive absences from school
* Problem behavior occurs less frequently than daily

Primary outcomes:
measure: Percentage change in problem behavior
timeFrame: Problem behavior will be measured through study completion, up to 6 months
Secondary outcomes:
Other outcomes:
Locations:
city: Bowling Green
country: United States
facility: Western Kentucky University
state: Kentucky
Study officials:
References: