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Book part
Publication date: 29 June 2016

Mickey Losinski and Robin Parks Ennis

Repetitive and restrictive behaviors are one of the core components of diagnosing a child with an autism spectrum disorder. These behaviors may take the form of repetitive motor…

Abstract

Repetitive and restrictive behaviors are one of the core components of diagnosing a child with an autism spectrum disorder. These behaviors may take the form of repetitive motor movements or vocalizations, often referred to as stereotypical behaviors. These behaviors can impede the child’s educational and social opportunities, and have thus become a target for intervention. A variety of interventions have been used to reduce stereotypical behaviors with varied success. One of the most oft-used interventions is deep pressure therapy (e.g., weighted vests), a practice that enjoys substantial anecdotal but little empirical support. Conversely, interventions based on functional behavior assessment (FBA) have been shown to reduce these behaviors, but may not be used frequently within schools. Therefore, this chapter will provide a brief overview of stereotypical behaviors and compare these two intervention approaches, with a clear preference for FBA-based interventions due to their stronger empirical support.

Details

Instructional Practices with and without Empirical Validity
Type: Book
ISBN: 978-1-78635-125-8

Keywords

Book part
Publication date: 23 September 2009

Maureen A. Conroy, Peter J. Alter and Terrance M. Scott

The purpose of this chapter is to highlight issues related to the current policy, practice, and research in the area of functional behavioral assessment (FBA) for students with…

Abstract

The purpose of this chapter is to highlight issues related to the current policy, practice, and research in the area of functional behavioral assessment (FBA) for students with (or at risk for) emotional/behavioral disorders (EBD). Although a substantial research base exists validating the effectiveness of FBA and function-based interventions for students with developmental disabilities, we believe that these same FBA practices are less valid when employed for students with EBD in classroom settings. Following a review of the current research and a discussion of the practical issues that are encountered when implementing FBA in classroom settings serving students with EB, we outline a more responsive FBA model for students with EBD with an emphasis on future policy, research, and practice applications for the field to consider.

Details

Policy and Practice
Type: Book
ISBN: 978-1-84855-311-8

Book part
Publication date: 28 April 2021

Stephen P. Kilgus and David A. Klingbeil

Tier 2 intervention is defined by the application of brief, efficient, and accessible supports for students who are at risk for social-emotional and behavioral concerns…

Abstract

Tier 2 intervention is defined by the application of brief, efficient, and accessible supports for students who are at risk for social-emotional and behavioral concerns. Historically, Tier 2 interventions have been delivered in accordance with a standard protocol, with each student receiving the same general strategy in an undifferentiated manner. Yet, research has suggested the potential value of an adaptive Tier 2 approach, wherein brief assessments are conducted to determine which intervention (or adapted version of one particular intervention) is best suited to a student's individual needs. Within this chapter, we provide an overview of procedures related to adaptive Tier 2 intervention and discuss different approaches one might take to this practice. We conclude with a discussion of directions for future research in this area if adaptive Tier 2 intervention is to be widely adopted, implemented, and sustained within schools.

Details

The Next Big Thing in Learning and Behavioral Disabilities
Type: Book
ISBN: 978-1-80071-749-7

Article
Publication date: 18 August 2022

Mo Chen and Shelley Kreibich

This study aims to use a sequentially implemented intervention package to reduce the occurrence of perseverative requesting and other problem behavior in a young girl with autism…

Abstract

Purpose

This study aims to use a sequentially implemented intervention package to reduce the occurrence of perseverative requesting and other problem behavior in a young girl with autism spectrum disorder (ASD).

Design/methodology/approach

In this single-case study, subsequent to a functional analysis and a preference assessment, an intervention package consisting of three components (i.e. a tolerance for delay to reinforcement, choice-making and visual schedule) was implemented sequentially to address perseverative requesting and other problem behavior maintained by access to preferred items/activities in a young girl with ASD.

Findings

Via the intervention package, the girl demonstrated higher self-control skills (i.e. delaying access to preferred items/activities, choosing more preferred items/activities with delayed access over less preferred ones with immediate access, completing tasks before having access to preferred items/activities) with a reduction of perseverative requesting or other problem behavior.

Originality/value

The current case study presents concrete steps that could be applied to address tangible-maintained perseverative requesting using more natural and educationally relevant signals while improving the child’s appropriate skills (e.g. delay to reinforcement, self-control and task engagement).

Details

Advances in Autism, vol. 9 no. 2
Type: Research Article
ISSN: 2056-3868

Keywords

Article
Publication date: 31 January 2011

Sandy Toogood, Steven Boyd, Andy Bell and Helen Salisbury

In 1997 Tom was a 32‐year‐old man with a diagnosis of severe intellectual disability and autism who engaged in high‐rate challenging behaviour. Tom's out‐of‐area placement was…

Abstract

In 1997 Tom was a 32‐year‐old man with a diagnosis of severe intellectual disability and autism who engaged in high‐rate challenging behaviour. Tom's out‐of‐area placement was about to break down and he needed help urgently. For 16 months specialist challenging behaviour services supported Tom directly in a single‐occupancy service. They conducted functional assessment and delivered multi‐level intervention, including medication withdrawal, environmental enrichment, skills teaching, augmented communication and targeted behavioural intervention. Support was then transferred to mainstream learning disability services. Following intervention, the rate of challenging behaviour shown by Tom fell significantly from more than 200 instances per day to almost none. Community involvement and engagement increased. Tom moved into shared accommodation with support from mainstream learning disability services at no additional cost. Improvement at intervention was still apparent 10 years later. Tom's story adds to a growing number of articles showing how focused intervention can deliver lasting improvement in quality of life. Four aspects of Tom's story are discussed in the light of the Mansell Report.

Article
Publication date: 4 August 2021

Markus Brauer, Anissa Dumesnil and Mitchell Robert Campbell

Despite more than half a century of academic research, relatively few methods have been shown to reliably improve intergroup relations in the real world. This paper aims to use a…

Abstract

Purpose

Despite more than half a century of academic research, relatively few methods have been shown to reliably improve intergroup relations in the real world. This paper aims to use a social marketing approach to design a pro-diversity intervention in a university setting.

Design/methodology/approach

We conducted extensive qualitative, quantitative and observational background research to identify elements that would increase the effectiveness of the intervention. Focus groups and surveys allowed us to identify a target audience, target behaviors and the relevant barriers and benefits.

Findings

The background research suggested increasing inclusive behavior would have a greater impact than reducing discriminatory behavior. Based on this research, this paper determined an optimal target audience was students who had relatively positive attitudes toward diversity but engaged in few inclusive behaviors. This paper used relevant theories from the behavioral sciences to design an intervention that promoted a small set of inclusive behaviors and that addressed the relevant barriers and benefits. The intervention took the form of a single page of targeted messages that instructors can add to their course syllabi. The page communicates injunctive and descriptive norms, highlights the benefits of behaving inclusively and provides concrete behavioral advice.

Originality/value

The research applies the social marketing approach to a novel domain. This approach represents a new way to advance diversity, equity and inclusion through promoting inclusive and reducing discriminatory behavior.

Details

Journal of Social Marketing, vol. 11 no. 4
Type: Research Article
ISSN: 2042-6763

Keywords

Article
Publication date: 8 May 2019

Coosje Hammink, Nienke Moor and Masi Mohammadi

This systematic literature review focusses on original research that examines the effect of persuasive architectural interventions on stimulating health behaviour. This paper…

Abstract

Purpose

This systematic literature review focusses on original research that examines the effect of persuasive architectural interventions on stimulating health behaviour. This paper gives an overview of the empirical evidence and aims to examine the evidence for health behaviour change through architectural interventions and the underlying theoretical pathways and mechanisms using social cognitive theory.

Design/methodology/approach

This paper reviewed 40 peer-reviewed articles found through Scopus, Google Scholar, Web of Science, PubMed and a supplementary hand search and examined for effect, type of interventions, type of behaviour and underlying mechanisms using social cognitive theory.

Findings

This review shows that architectural interventions can stimulate healthy behaviour. However, much of the research focusses on specific health behaviours (physical activity), in specific target groups (children or older adults) and with specific types of interventions (supplying provisions). Furthermore, the effect of the physical environment on cognitive factors should be taken into consideration.

Research limitations/implications

Hardly any research on smart architectural interventions for health behaviour change exists, but combining insights from product design and built environment has the potential to impact designing for health behaviour change.

Originality/value

Stimulating certain types of health behaviour can positively contribute to health goals and has been the focus of many health promotion practitioners over the years. The focus of health promotion interventions has primarily been on social and psychological factors. However, current research shows the importance of the physical environment as an influence on health behaviour. Potentially, with the use of smart technology, this effect could be enhanced.

Book part
Publication date: 10 July 2006

Maureen A. Conroy and Janine P. Stichter

With the national emphasis on the use of evidence-based practices in educational settings, intervention research within the field of special education is being scrutinized. No…

Abstract

With the national emphasis on the use of evidence-based practices in educational settings, intervention research within the field of special education is being scrutinized. No Child Left Behind (NCLB) has defined evidence-based practices primarily by research that is based on quantitative, experimental designs (i.e., RCT). Although the use of appropriate experimental designs has an important place in educational research, defining evidence-based practices based on research design alone is limiting. One critical aspect of research that has not received much attention is the importance of rigorous and precise measurement and systematic replication of research findings. The purpose of this chapter is to review issues surrounding measurement and its effect on validity in intervention research in the field of behavioral disorders. Specifically, we discuss how more rigorous measurement can positively influence the internal, external, construct, and social validity of research findings. A review of current trends in behavioral disorders intervention research is discussed as well as implications for future research.

Details

Applications of Research Methodology
Type: Book
ISBN: 978-0-76231-295-5

Book part
Publication date: 12 May 2022

John Umbreit and Jolenea B. Ferro

In this chapter, we review four methods for identifying function and addressing function in intervention. These include functional analysis, the Functional-Assessment-Based…

Abstract

In this chapter, we review four methods for identifying function and addressing function in intervention. These include functional analysis, the Functional-Assessment-Based Intervention (FABI) Model, the Competing Pathways Model, and the Prevent-Teach-Reinforce Model. For each, we describe the methods and procedures used to identify function and design intervention support, briefly review supporting evidence, and identify the advantages and limitations associated with each approach.

Details

Delivering Intensive, Individualized Interventions to Children and Youth with Learning and Behavioral Disabilities
Type: Book
ISBN: 978-1-80262-738-1

Keywords

Book part
Publication date: 12 May 2022

Wendy Peia Oakes

This study examined early childhood special education preservice teachers' perceived knowledge and confidence, as well as actual knowledge of functional assessment-based…

Abstract

This study examined early childhood special education preservice teachers' perceived knowledge and confidence, as well as actual knowledge of functional assessment-based interventions pre- and postuniversity course participation. A quasi-experimental two-group pre- and posttest design was applied to examine (1) initial differences between two groups (by assigned instructor) in preservice teachers' perceived knowledge, perceived confidence, and actual knowledge, (2) growth over time on these three measures, and (3) their concluding performance following course completion. Results indicated mean score differences between groups at the start of the functional assessment-based intervention course instruction. Large magnitude effects were found for both groups when comparing pre- to posttest scores of preservice teachers' ratings of their perceived knowledge and confidence, as well as a measure of actual content knowledge. Posttest scores showed preservice teachers ended the experience with similar levels of actual knowledge, regardless of group membership. Findings indicate preservice teachers may benefit from a preparation course with applied practice to develop knowledge and confidence for using functional assessment-based interventions, a promising practice (What Works Clearinghouse, 2016), to support students with challenging behaviors. Limitations and future directions are presented.

Details

Delivering Intensive, Individualized Interventions to Children and Youth with Learning and Behavioral Disabilities
Type: Book
ISBN: 978-1-80262-738-1

Keywords

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