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A child's diagnosis of autism often presents parents with an overwhelming and seemingly unmanageable list of questions, tasks, and predicaments. In this second edition of their book, Right From the Start: Behavioral Intervention for Young Children with Autism, Harris and Weiss present clear and concise answers to many of the questions posed by parents and offer in-depth information about early intensive behavior intervention and effective behavior analytic practice.
via www.ncbi.nlm.nih.gov
An overriding goal for all children on the autism spectrum is for them to function independently in their completion of daily routine skills, such as getting dressed, eating, and using the toilet. Unfortunately, most published curricula and teaching guidelines have focused on communication and academic skills rather than on self-help skills. The book, Self-help skills for people with autism: A systematic teaching approach, by Anderson and colleagues, provides parents and professionals with a systematic method for planning and teaching these valuable skills using scientifically proven methods of applied behavior analysis (ABA). This book is reviewed in terms of the strengths and limitations of the content, as well as its importance as a practical educational tool for assisting those who train individuals with autism.
via www.ncbi.nlm.nih.gov
Treatment of highly selective or low overall eating by children may prevent the development of more complicated feeding difficulties, which can result in compromised health status and developmental concerns as well as the need for more intensive interventions. Caregiver-friendly intervention strategies that can be implemented with children in their community environments (e.g., in the child's home or school) may reduce the need for tertiary care. A small but growing number of studies have found that certain behavioral procedures can be effective in the absence of escape extinction with children who have established eating patterns (i.e., inadequate intake, selectivity by food type). This article reviews these procedural variations within the behavioral pediatric feeding literature and provides a practical guide for individuals who develop behavioral interventions for children in community settings.
via www.ncbi.nlm.nih.gov
A growing body of evidence suggests that treatment integrity of school-based behavior analytic interventions is related to intervention outcomes. These findings are of importance to behavior analysts, educators, and other practitioners working in school settings, and indicate that these professionals should be knowledgeable in the assessment of treatment integrity. In this article, we describe the methods used to measure treatment integrity in research and summarize the findings on consultation characteristics that affect treatment integrity. Based on the reviewed research, recommendations are offered to behavior analysts and school professionals to aid in the measurement and maintenance of treatment integrity in school settings.
via www.ncbi.nlm.nih.gov
A successful learning environment can be characterized by actively engaged students displaying appropriate student behavior. We implemented a group contingency intervention as a novel component to a school-wide behavior management system to decrease the frequency of inappropriate behaviors and, conversely, increase the academic engagement of students in four elementary school classrooms. Twelve students with behavioral risks served as target students to monitor effects. A reversal design was implemented to evaluate behaviors across experimental conditions. Results indicated that the frequency of inappropriate behaviors decreased and academic engaged time increased for all 12 participants. These results suggested that the group contingency was an effective class-wide intervention. Implications for research and practice are discussed.
via www.ncbi.nlm.nih.gov
Two studies are presented in which common prompting procedures were evaluated while teaching children with autism to build Lego® play structures. In the first study, most-to-least (MTL) and least-to-most (LTM) prompting were compared. All participants learned to build the play structures when the teacher used MTL, which was associated with fewer errors than LTM. Nonetheless, three participants learned more quickly with LTM. This finding suggests that MTL may prevent errors, but it sometimes slows learning. The second study compared LTM to MTL without and with a delay (MTLD). MTLD provided an opportunity for the child to independently initiate responding but still minimized the likelihood of errors. Results showed that acquisition was nearly as rapid when the teacher used MTLD as LTM but it produced fewer errors than LTM. Best practice guidelines for choosing prompting procedures are proposed.
via www.ncbi.nlm.nih.gov
Functional communication training (FCT) is one of the most common and effective interventions for severe behavior problems. Since the initial description of FCT by Carr and Durand (1985), various aspects of the FCT treatment process have been evaluated, and from this research, best practices have emerged. This manuscript provides a review of these practices as they arise during the development of effective FCT interventions.
via www.ncbi.nlm.nih.gov
Some current dimensions of applied behavior analysis.J Appl Behav Anal. 1968 Spring; 1(1):91-7. [J Appl Behav Anal. 1968]See more articles cited in this paragraph
via www.ncbi.nlm.nih.gov
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