Journal of Developmental and Physical Disabilities

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URL: http://behaviorscience.org//content/1056-263x/preprint/%3Fexport%3Drss%2526MUD%3DMP%2526export%3Drss
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Quality of Life in Adolescents with a Disability and Their Parents: The Mediating Role of Social Support and Resilience

Mon, 2012-05-07 23:02

Abstract  The aim of this study was to test whether the effect of the pile-up of demands associated with a disability on quality of life, was mediated by resilience, quantity and quality of social support for adolescents with a disability and their parents. One hundred and thirty two parents, 90 mothers and 42 fathers and 111 adolescents, aged between 16 and 24 years completed measures of the pile-up of demands, social support, resilience and quality of life. Structural equation modeling with the bootstrap resampling method showed that the impact of the disability of their son/daughter on the quality of life of the parents was fully mediated through the parents’ resilience and the quantity of social support and that resilience, however only partly, mediates the effect of adaptive skills on the quality of life of the adolescents with a disability. Limitations of the study and clinical implications are discussed.

  • Content Type Journal Article
  • Category ORIGINAL ARTICLE
  • Pages 1-17
  • DOI 10.1007/s10882-012-9285-1
  • Authors
    • Femke Migerode, Department of Experimental Clinical and Health Psychology, Ghent University, H. Dunantlaan 2, 9000 Ghent, Belgium
    • Bea Maes, Department of Parenting and Special Education, Catholic University of Leuven, Leuven, Belgium
    • Ann Buysse, Department of Experimental Clinical and Health Psychology, Ghent University, H. Dunantlaan 2, 9000 Ghent, Belgium
    • Ruben Brondeel, Department of Experimental Clinical and Health Psychology, Ghent University, H. Dunantlaan 2, 9000 Ghent, Belgium
Categories: Journals

Comparing Three Augmentative and Alternative Communication Modes for Children with Developmental Disabilities

Mon, 2012-05-07 23:02

Abstract  We compared acquisition, maintenance, and preference for three AAC modes in four children with developmental disabilities (DD). Children were taught to make general requests for preferred items (snacks or play) using a speech-generating device (SGD), picture-exchange (PE), and manual signs (MS). The effects of intervention were evaluated in a multiple-probe across participants and alternating-treatments design. Preference probes were also conducted to determine if children would choose one AAC mode more frequently than the others. During intervention, all four children learned to request using PE and the SGD, but only two also reached criteria with MS. For the AAC preference assessments, three participants chose the SGD most frequently, while the other participant chose PE most frequently. The results suggest that children’s preference for different AAC modes can be assessed during the early stages of intervention and that their preferences may influence acquisition and maintenance of AAC-based requesting responses.

  • Content Type Journal Article
  • Category ORIGINAL ARTICLE
  • Pages 1-18
  • DOI 10.1007/s10882-012-9283-3
  • Authors
    • Larah van der Meer, Victoria University of Wellington, Wellington, New Zealand
    • Robert Didden, Radboud University Nijmegen, Nijmegen, The Netherlands
    • Dean Sutherland, University of Canterbury, Christchurch, New Zealand
    • Mark F. O’Reilly, The Meadows Center for the Prevention of Educational Risk, University of Texas at Austin, Austin, TX, USA
    • Giulio E. Lancioni, University of Bari, Bari, Italy
    • Jeff Sigafoos, Victoria University of Wellington, Wellington, New Zealand
Categories: Journals

Evaluation of the Performance of Fine and Gross Motor Skills within Multi-Step Tasks by Adults with Moderate Intellectual Disability when Using Video Models

Sat, 2012-05-05 23:27

Abstract  The purpose of this study was to evaluate the effects of video modeling on the performance of fine and gross motor skills comprising multi-step tasks. Six home living tasks, which included both fine and gross motor skills, were included in the study and were completed by four adults with moderate intellectual disability. A multiple probe design across behaviors was used to assess performance across three sets of skills with four participants. Results showed there were minimal differences between performances on the two types of skills; however, individual differences did occur and overall the participants performed a greater percentage of fine motor skills independently correct. Implications are presented for considering not only the motor requirements of tasks presented through video models, but also the cognitive and visual processing demands of tasks.

  • Content Type Journal Article
  • Category ORIGINAL ARTICLE
  • Pages 1-18
  • DOI 10.1007/s10882-012-9284-2
  • Authors
    • Linda Mechling, Wilmington, NC, USA
    • Kevin M Ayres, Athens, GA, USA
    • Kimberly Purrazzella, Wilmington, NC, USA
    • Kaitlin Purrazzella, Wilmington, NC, USA
Categories: Journals

The Use of Reinforcer Assessments in Evaluating Psychotropic Medication Effects

Thu, 2012-04-26 23:04

Abstract  Psychotropic medications are increasingly being prescribed for the treatment of problem behavior, particularly in combination with behavioral interventions. Previous research has demonstrated the motivating operation (MO) effects of psychotropic medications, which may lead to changes in stimulus preference or changes in the magnitude of reinforcers maintaining the problem behavior under treatment. Although preference and reinforcer assessments have been conducted to examine changes in item preference and reinforcer effectiveness, there is limited research regarding how medications impact outcomes on these assessments. The purpose of this paper is to demonstrate the need for research on the effects psychotropic medications have on preference and reinforcer assessment outcomes. The implications of these findings are also discussed.

  • Content Type Journal Article
  • Category REVIEW ARTICLE
  • Pages 1-14
  • DOI 10.1007/s10882-012-9282-4
  • Authors
    • Gwendolyn Carlson, Drake University, Des Moines, IA, USA
    • John Pokrzywinski, Woodward Resource Center, Woodward, IA, USA
    • Kirstin Uran, Drake University, Des Moines, IA, USA
    • Maria Valdovinos, Drake University, Des Moines, IA, USA
Categories: Journals

Intentional Communication of Young Children with Autism Spectrum Disorder: Judgments of Different Communication Partners

Tue, 2012-04-17 22:51

Abstract  The purpose of this study was to examine judgments made by different listeners of the communicative intent, specifically requesting and rejecting, of young children with autism and limited expressive language. Video clips from a structured assessment study of three young children with autism spectrum disorder were edited and viewed by adult raters from four subgroups. Analysis of the findings indicated that those who were both familiar and expert were more accurate and more confident in their judgments than those who were unfamiliar and non-expert. There was more variation among the four subgroups of raters in accuracy related to rejecting compared to requesting behavior. It was concluded that collaboration in the determination of intention and consistency of responding to specific communicative forms among all individuals who are involved in the child’s life appear to be important steps in developing common communication goals.

  • Content Type Journal Article
  • Category ORIGINAL ARTICLE
  • Pages 1-14
  • DOI 10.1007/s10882-012-9281-5
  • Authors
    • Hedda Meadan, Illinois State University, Normal, IL, USA
    • James W. Halle, University of Illinois at Urbana-Champaign, Champaign, IL, USA
    • Stacy M. Kelly, Illinois State University, Normal, IL, USA
Categories: Journals

Identification of Procedures Used to Calculate and Modify Speaking Rate for People Who Stutter

Wed, 2012-04-04 23:12

Abstract  Speaking rate is an important variable to measure during a stuttering diagnostic evaluation and to modify or treat for many individuals who stutter (Conture 2001; Gregory 2003; Guitar 1998, 2006; Zebrowski & Kelly 2002). This investigation identified procedures used by speech-language pathologists to calculate and modify speaking rate in a clinical setting. A questionnaire was developed and administered to 92 speech-language pathologists that assessed their knowledge of various aspects of speaking rate, as related to the assessment and treatment of people who stutter. Many speech language pathologists were unfamiliar with procedures used to calculate speaking rate during a diagnostic evaluation. Furthermore, many clinicians were seemingly unaware of speaking rate modification methods that can be employed when treating people who stutter. Findings broaden our understanding of methods used by speech-language pathologists to calculate and modify speaking rate when working with people who stutter, as well as those who exhibit other communication disorders.

  • Content Type Journal Article
  • Category ORIGINAL ARTICLE
  • Pages 1-9
  • DOI 10.1007/s10882-012-9280-6
  • Authors
    • Mark Pellowski, Towson University, Towson, MD, USA
    • Christen Montgomery, Towson University, Towson, MD, USA
Categories: Journals

Persons with Multiple Disabilities Exercise Adaptive Head and Hand-Eye Responses Using Technology-Aided Programs: Two Single-Case Studies

Sat, 2012-03-31 08:50

Abstract  The present single-case studies assessed the effectiveness of technology-aided programs to help two persons with multiple disabilities exercise adaptive response schemes independently. In Study I, exercise concerned head movements (i.e., head and neck posture/muscle control) by a 12-year-old girl who tended to keep her head turned/bent to her left. In Study II, exercise concerned touching one or two object cues on a computer monitor (i.e., a preliminary form of hand-eye coordination) by a 15-year-old boy. The technology involved microswitches to detect the occurrence of the target responses and a computer/control system to record their occurrences and activate preferred stimuli contingent on them. Results showed large increases in the responses targeted for each of the two participants during the intervention phases of the studies. The importance of using technology-aided programs as tools for enabling persons with profound and multiple disabilities to practice relevant responses independently was discussed.

  • Content Type Journal Article
  • Category Original Article
  • Pages 1-12
  • DOI 10.1007/s10882-012-9279-z
  • Authors
    • Giulio E. Lancioni, University of Bari, Bari, Italy
    • Mark O’Reilly, Meadows Center for Preventing Educational Risk, University of Texas at Austin, Austin, TX, USA
    • Nirbhay Singh, American Health and Wellness Institute, Verona, VA, USA
    • Jeff Sigafoos, Wellington Victoria University, Wellington, New Zealand
    • Doretta Oliva, Lega F. D’Oro Research Center, Osimo, Italy
    • Francesca Campodonico, Lega F. D’Oro Research Center, Osimo, Italy
    • Russell Lang, Texas State University, San Marcos, TX, USA
Categories: Journals

ABAS-II Ratings and Correlates of Adaptive Behavior in Children with HFASDs

Fri, 2012-03-23 22:44

Abstract  This study was conducted to extend the research on adaptive functioning of children, ages 7–12, with high-functioning autism spectrum disorders (HFASDs; n = 41) using the Adaptive Behavior Assessment System-II. Specific purposes included examination of (1) the ABAS-II adaptive profile; (2) relative strengths and weaknesses; and (3) predictors (age, IQ, and ASD symptomatology) of adaptive functioning for children with HFASDs. Results indicated significant deficits on overall adaptive functioning and all three adaptive composites. Relative weaknesses were found in the skill areas of social, home living, and self-direction and relative strengths in academics and community use. Analyses indicated that age and IQ did not predict ABAS-II composites, whereas total ASD symptoms negatively predicted overall adaptive functioning. Significant inverse correlations were found between the ASD symptoms of restricted and repetitive behaviors and the ABAS-II social and practical daily living skills composites. No significant correlations were found between ASD social symptoms and adaptive social skills or between ASD communication symptoms and adaptive language/communication skills.

  • Content Type Journal Article
  • Category Original Article
  • Pages 1-12
  • DOI 10.1007/s10882-012-9277-1
  • Authors
    • Christopher Lopata, Institute for Autism Research, Canisius College, 2001 Main Street, Buffalo, NY 14208, USA
    • Jeffery D. Fox, Autistic Services Inc., 4444 Bryant Stratton Way, Williamsville, NY 14221, USA
    • Marcus L. Thomeer, Institute for Autism Research, Canisius College, 2001 Main Street, Buffalo, NY 14208, USA
    • Rachael A. Smith, University at Buffalo, State University of New York, Buffalo, NY 14260-1000, USA
    • Martin A. Volker, University at Buffalo, State University of New York, Buffalo, NY 14260-1000, USA
    • Courtney M. Kessel, Institute for Autism Research, Canisius College, 2001 Main Street, Buffalo, NY 14208, USA
    • Christin A. McDonald, University at Buffalo, State University of New York, Buffalo, NY 14260-1000, USA
    • Gloria K. Lee, University at Buffalo, State University of New York, Buffalo, NY 14260-1000, USA
Categories: Journals

Comparing Symptoms of Autism Spectrum Disorders in a Developmentally Disabled Adult Population Using the Current DSM-IV-TR Diagnostic Criteria and the Proposed DSM-5 Diagnostic Criteria

Thu, 2012-03-22 23:09

Abstract  The American Psychiatric Association is making changes in the autism spectrum disorder (ASD) criteria for the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5). In order to examine potential effects of the changing of the criteria, 330 adults with intellectual disability (ID) from two developmental centers were examined. However, due to the fact that the DSM-IV-TR/ICD-10 Checklist does not contain one of the restricted behavior items listed in the current proposed DSM-5 criteria, 41 participants were eliminated from the study. An additional 62 individuals were randomly removed from the study so that no one group was 1.5 times larger than any other group. This left a total of 227 individuals. These individuals were divided into three groups: those who met criteria for an ASD according to only DSM-IV-TR criteria, those who met criteria according to the proposed DSM-5 criteria, and controls with ID not meeting ASD criteria according to either diagnostic system. After statistical analysis, individuals in the DSM-5 group evinced significantly greater overall ASD core symptoms than those in the DSM-IV-TR group or controls. In addition, those in the DSM-IV-TR group exhibited significantly greater overall ASD core symptoms than those in the control group. Furthermore, we found that the percentage of adults diagnosed with ASD declined by 36.53% when using DSM-5 as compared to DSM-IV-TR criteria. Implications of these findings are discussed.

  • Content Type Journal Article
  • Category Original Article
  • Pages 1-12
  • DOI 10.1007/s10882-012-9278-0
  • Authors
    • Johnny L. Matson, Department of Psychology, Louisiana State University, Baton Rouge, LA 70803, USA
    • Brian C. Belva, Department of Psychology, Louisiana State University, Baton Rouge, LA 70803, USA
    • Max Horovitz, Department of Psychology, Louisiana State University, Baton Rouge, LA 70803, USA
    • Alison M. Kozlowski, Department of Psychology, Louisiana State University, Baton Rouge, LA 70803, USA
    • Jay W. Bamburg, Department of Psychology, Louisiana State University, Baton Rouge, LA 70803, USA
Categories: Journals

Giddyup! or Whoa Nelly! Making Sense of Benefit Claims on Websites of Equine Programs for Children with Disabilities

Tue, 2012-03-13 09:48

Abstract  Programs offering horseback riding or other equine related experiences for children with disabilities are commonplace throughout the United States as well as other parts of the world. However, there is a dearth of research findings demonstrating the benefits of these programs. Four Internet search engines were used to identify 115 websites associated with equine programs that people with disabilities and their family members in the United States would likely encounter if searching the Web for information. Content analysis methodology was used to review websites for information related to program characteristics and benefit claims. Findings are summarized and the importance of establishing the validity of benefit claims through means other than anecdotal and testimonial evidence is discussed.

  • Content Type Journal Article
  • Category Original Article
  • Pages 1-18
  • DOI 10.1007/s10882-012-9276-2
  • Authors
    • James R. Thompson, Illinois State University, Normal, IL, USA
    • Veronica Iacobucci, Illinois State University, Normal, IL, USA
    • Rachel Varney, Illinois State University, Normal, IL, USA
Categories: Journals

Teaching Board Games to Two Children with an Autism Spectrum Disorder

Tue, 2012-03-13 09:48

Abstract  Children with an autism spectrum disorder (ASD) often have reduced play skills, interfering with their ability to interact with same-age peers. One way that children interact is to play structured games; thus, teaching children with ASD to play structured games may give them additional opportunities to interact with peers. The purpose of this study was to teach 2 children diagnosed with ASD 3 different age-appropriate structured board and card games. The teaching procedure was implemented in a group instructional format and participants’ behavior was measured in naturalistic probes implemented with the researcher. Utilizing a multiple probe design across behaviors and replicated across participants, results indicated that both participants were able to learn all three games during these naturalistic probes. Furthermore, participants were able to generalize game play to a second teacher in less structured generalization probes.

  • Content Type Journal Article
  • Category Original Article
  • Pages 1-12
  • DOI 10.1007/s10882-012-9274-4
  • Authors
    • Misty L. Oppenheim-Leaf, University of Kansas, Lawrence, KS, USA
    • Justin B. Leaf, University of Kansas, Lawrence, KS, USA
    • Nikki A. Call, University of Kansas, Lawrence, KS, USA
Categories: Journals

Differences in Challenging Behaviors Between Children with High Functioning Autism and Asperger’s Disorder

Tue, 2012-03-06 00:13

Abstract  A longstanding debate has existed as to whether High-Functioning Autism (HFA) and Asperger’s Disorder are dimensional versus distinct disorders. The impending changes to the upcoming Diagnostic and Statistical Manual of Mental Disorders have rejuvenated this debate as the autism spectrum disorders (ASD) are scheduled to be collapsed into one diagnosis. Challenging behaviors are prevalent within ASD but have seldom been examined with respect to differences between these groups. As such, the purpose of the current investigation was to examine challenging behavior differences between children with HFA, Asperger’s Disorder, and typical development, as well as the ability of verbal communication impairments to predict the presence of these challenging behaviors. Participants were 185 children ages 4 through 16 years who had been diagnosed with Autistic Disorder, Asperger’s Disorder, or typical development and who did not have comorbid intellectual disability. Their overall scores on the Autism Spectrum Disorder-Behavior Problems for Children were compared as were their individual behavior item scores. Children with HFA demonstrated the greatest amount of challenging behaviors in comparison to children with Asperger’s Disorder; however, these differences were not evident with respect to individual behavior items. Verbal communication deficits differed in a similar fashion, and verbal communication deficits were able to reliably predict the presence of challenging behaviors. The implications of these findings are discussed.

  • Content Type Journal Article
  • Category Original Article
  • Pages 1-13
  • DOI 10.1007/s10882-012-9275-3
  • Authors
    • Alison M. Kozlowski, Louisiana State University, Baton Rouge, LA, USA
    • Johnny L. Matson, Louisiana State University, Baton Rouge, LA, USA
    • Megan Sipes, Louisiana State University, Baton Rouge, LA, USA
Categories: Journals

Assessment and Treatment of Self-Injurious Behavior Associated with Donnai-Barrow Syndrome

Fri, 2012-03-02 00:12

Abstract  Donnai and Barrow (American Journal of Medical Genetics, 68, 441–444, 1993) reported multiple participants who shared a variety of specific physical and neurological anomalies. Relatively few cases have been reported since then and few of those have progressed to an age such that the developmental progression of the disorder can be ascertained. We describe one participant with Donnai-Barrow syndrome who engaged in repetitive self-injurious behavior (SIB), which heretofore has not be described in this population. Direct observations of the participant’s SIB were conducted across a range of contexts, and the behavior was successfully decreased using a combination of procedures. This case is discussed within the context of the behavioral phenotype of Donnai-Barrow syndrome.

  • Content Type Journal Article
  • Category Original Article
  • Pages 1-9
  • DOI 10.1007/s10882-012-9272-6
  • Authors
    • Henry Roane, Upstate Medical University, Syracuse, NY, USA
    • Kelly Bouxsein, University of Nebraska Medical Center’s Munroe-Meyer Institute, Omaha, NE, USA
    • Caitlin Fulton, University of Nebraska Medical Center’s Munroe-Meyer Institute, Omaha, NE, USA
Categories: Journals

Multiple Stimulus Without Replacement Preference Assessments: An Examination of the Relation Between Session Number and Effectiveness

Sat, 2012-02-25 09:53

Abstract  Multiple stimulus without replacement (MSWO) preference assessments have been demonstrated to effectively identify reinforcers for individuals with severe to profound disabilities, but it may be possible to make the procedures more efficient by decreasing the number of array presentations. This investigation presents one case study that compared single-, three-, and five-session MSWO formats to determine if reinforcers could be reliably identified with all three formats for one student with pervasive developmental disability not otherwise specified (PDD-NOS). Using a concurrent-operants design embedded in a reversal design, subsequent reinforcer assessments indicated that a reinforcer was identified with each assessment format. Directions for future research and procedural limitations will be discussed.

  • Content Type Journal Article
  • Category Original Article
  • Pages 1-9
  • DOI 10.1007/s10882-012-9273-5
  • Authors
    • Christopher A. Tullis, The Ohio State University, Columbus, OH, USA
    • Helen I. Cannella-Malone, The Ohio State University, Columbus, OH, USA
    • Courtney V. Fleming, The Ohio State University, Columbus, OH, USA
Categories: Journals

Psycho-Social Characteristics of Children with Prenatal Alcohol Exposure, Compared to Children with Down Syndrome and Typical Children

Fri, 2012-02-24 23:56

Abstract  The aim of this study was to extend the literature on cognitive and psychosocial adjustment and on facial processing in children with Prenatal Alcohol Exposure (PAE). Twenty-five children with PAE, 23 neurotypical children, and 13 children with Down syndrome matched on sex and mental age participated. Parents or guardians completed the Conners Comprehensive Behavior Rating Scale for Parents and the Social Responsiveness Scale; participants completed facial processing tasks. Using MANOVAs, the PAE group had substantially higher standard scores on all CBRS-P and SRS subscales compared with the typical group, and on almost all of them compared with the Down syndrome group. A large portion of individuals in the PAE group had clinically significant scores on the CBRS-P subscales, including ADHD, conduct and oppositional/defiant disorder, autism spectrum disorder, major depression, manic episodes, generalized and separation anxiety and phobias. Using a MANCOVA, no group differences were found in facial processing between the PAE and the neurotypical groups. Many children with PAE had scores that exceeded cut-offs for autism spectrum disorders, ADHD, conduct disorder, oppositional/defiant disorder, major depression, manic episodes, generalized and separation anxiety, and phobias. In addition, academic, language and mathematics problems were noted relative to typical children. Finally, children with PAE performed just as well on the facial processing tasks as a group of younger typical children of equal mental age. That means that facial processing by children with PAE was corresponded with their mental age.

  • Content Type Journal Article
  • Category Original Article
  • Pages 247-268
  • DOI 10.1007/s10882-012-9269-1
  • Authors
    • Erin L. Way, Alvernia University, Reading, PA, USA
    • Johannes Rojahn, George Mason University, Fairfax, VA, USA
Categories: Journals

Video Self-Prompting and Mobile Technology to Increase Daily Living and Vocational Independence for Students with Autism Spectrum Disorders

Thu, 2012-02-23 00:13

Abstract  Three male high school students with autism spectrum disorders participated in this study. Vocational and daily living skills were taught using video prompting via an iPhone. Specifically, using a washing machine, making noodles, and using a copy machine were taught. A multiple probe design across behaviors replicated across participants was used to evaluate the effectiveness of the intervention. Results indicate that the three participants increased performance across all behaviors by increasing the percent of steps performed independently. This study introduces a novel approach to using instructional video, in that two of the three students were able to learn how to self-prompt with the iPhone and ultimately teach themselves the target skills. Maintenance probes were also conducted and the iPhone had to be returned to all three participants for two out of three behaviors for a return to criterion levels. In addition to study limitations, implications for practice for video self-prompting are discussed.

  • Content Type Journal Article
  • Category Original Article
  • Pages 269-285
  • DOI 10.1007/s10882-012-9270-8
  • Authors
    • Sally Bereznak, The University of Georgia, Athens, GA, USA
    • Kevin M. Ayres, The University of Georgia, Athens, GA, USA
    • Linda C. Mechling, The University of North Carolina Wilmington, Wilmington, NC, USA
    • Jennifer L. Alexander, The University of Georgia, Athens, GA, USA
Categories: Journals

Incontinence in Individuals with Rett Syndrome: A Comparative Study

Thu, 2012-02-23 00:13

Abstract  Frequency and type of incontinence and its association with other variables were assessed in females with Rett Syndrome (RS) (n = 63), using an adapted Dutch version of the ‘Parental Questionnaire: Enuresis/Urinary Incontinence’ (Beetz et al. 1994). Also, incontinence in RS was compared to a control group consisting of females with non-specific (mixed) intellectual disability (n = 26). Urinary incontinence (UI) (i.e., daytime incontinence and nocturnal enuresis) and faecal incontinence (FI) were found to be common problems among females with RS that occur in a high frequency of days/nights. UI and FI were mostly primary in nature and occur independent of participants’ age and level of adaptive functioning. Solid stool, lower urinary tract symptoms and urinary tract infections (UTI’s) were also common problems in females with RS. No differences in incontinence between RS and the control group were found, except for solid stool that was more common in RS than in the control group. It is concluded that incontinence is not part of the behavioural phenotype of RS, but that there is an increased risk for solid stool in females with RS.

  • Content Type Journal Article
  • Category Original Article
  • Pages 287-300
  • DOI 10.1007/s10882-012-9271-7
  • Authors
    • Sanne Giesbers, Behavioural Science Institute, Radboud University Nijmegen, PO Box 9104, Nijmegen, 6500 HE The Netherlands
    • Robert Didden, Behavioural Science Institute, Radboud University Nijmegen, PO Box 9104, Nijmegen, 6500 HE The Netherlands
    • Maartje Radstaake, Behavioural Science Institute, Radboud University Nijmegen, PO Box 9104, Nijmegen, 6500 HE The Netherlands
    • Hubert Korzilius, Institute for Management Research, Radboud University Nijmegen, Nijmegen, the Netherlands
    • Alexander von Gontard, Department of Child and Adolescent Psychiatry, Saarland University Hospital, Homburg, Germany
    • Russell Lang, Clinic for Autism Research Evaluation and Support, Texas State University, San Marcos, TX, USA
    • Eric Smeets, Department of Clinical Genetics, University of Maastricht, Maastricht, the Netherlands
    • Leopold M. G. Curfs, Department of Clinical Genetics, University of Maastricht, Maastricht, the Netherlands
Categories: Journals

Variations in Functional Analysis Methodology: A Systematic Review

Fri, 2012-02-03 10:11

Abstract  Functional analysis procedures have been revolutionary in the field of applied behavior analysis. Their ability to identify the contingencies maintaining problem behavior has allowed clinicians to develop function-based treatments and minimised the use of aversive procedures to reduce problem behavior. However, limitations including their time consuming nature, the expertise they require, their unsuitability for certain settings and types of behavior, and their reinforcement of the problem behavior, often preclude their use in applied settings. Several alternative types of functional analysis have been developed to compensate for these limitations. This review includes studies that investigated the use of brief functional analysis, latency functional analysis, precursor functional analysis, functional analysis with protective equipment, and trial-based functional analysis. Studies that met the inclusion criteria were evaluated with respect to various aspects including sample and setting characteristics, target behaviors, additional assessments, outcomes of the analyses, and efficacy of function-based treatments applied.

  • Content Type Journal Article
  • Category Review Article
  • Pages 301-326
  • DOI 10.1007/s10882-012-9267-3
  • Authors
    • Sinead Lydon, Galway, Ireland
    • Olive Healy, Galway, Ireland
    • Mark F. O’Reilly, The Meadows Center for the Prevention of Educational Risk, University of Texas at Austin, Austin, TX, USA
    • Russell Lang, The Meadows Center for the Prevention of Educational Risk, University of Texas at Austin, Austin, TX, USA
Categories: Journals