Decrease Problem Behavior Research Articles

Differential Reinforcement without Extinction: An Assessment of Sensitivity to and Effects of Reinforcer Parameter Manipulations.

Although functional communication training (FCT) usually includes extinction, withholding reinforcement is not possible or ethical with certain individuals, for some topographies of problem behavior, or in certain contexts. The current study evaluates the effects of two variations of FCT, both without extinction, on problem behavior and communication. Further, the intervention procedures were designed to evaluate participant reactivity to reinforcer parameters (e.g., magnitude, delay, and quality) in the context of the FCT variations. The parameter sensitivity assessments were effective at identifying relevant reinforcer parameters for each participant and both FCT interventions were effective in decreasing problem behavior and increasing communication for all participants. The results demonstrated that FCT was effective regardless of which reinforcer parameter was manipulated. Moreover, all sessions were conducted in participants' homes and caregivers reported high degrees of social validity for the intervention procedures and outcomes.

Praise as a Gift in the Relationship between Teachers and Their Students

Abstract The term “giving” refers to the altruistic act of offering something to another person for free without expecting anything in return. While prosocial behavior can also be found in very young children, altruistic behavior emerges later, with the moral and cognitive development, also supported by adult praise, that children may receive within the educational relationship. Education, in fact, has the noble purpose of guiding people to a better condition than they are now, through relationships. The aim of this paper is to review the works that have analyzed the effects of praise in the relationship between teacher and student. Experimental studies over the last 50 years have shown that praise is a low-cost strategy that teachers can use to increase adaptive behavior in the classroom and decrease problem behavior. Furthermore, the use of praise improves the classroom climate, as it is a vehicle for positive emotions. Modern neuroscience has now shown how emotions play an important role in learning, including school learning. Therefore, we could consider praise as one of the greatest gifts a teacher can give to their students.

Outcomes in PEERS® for Adolescents Across Neurodevelopmental Disorders: ADHD, Autism, and Their Co-occurrence

Abstract Objectives Autistic individuals and those diagnosed with ADHD are at greater risk for social difficulties, with evidence suggesting that the co-occurrence of these neurodevelopmental disorders may further exacerbate social challenges. Though social skill interventions have strong empirical support in autistic populations, fewer evidence-based social skill interventions for adolescents with ADHD exist. Further, the impact of co-occurring autism and ADHD diagnoses on social skill treatment response is unknown. This study aimed to investigate the comparative efficacy of the evidence-based PEERS® for Adolescents social skills intervention in adolescents with ADHD, autistic adolescents, and adolescents with co-occurring ADHD and autism. Methods Adolescents (N = 144; ADHD, n = 43; Autism, n = 60; ADHD + Autism, n = 41) and their parents participated in PEERS® for Adolescents and completed questionnaires on social functioning at pre- and post-intervention. PEERS® for Adolescents is a 16-week, parent-assisted social skills intervention that teaches ecologically valid skills related to making and keeping friends as well as handling conflict and rejection in peer relationships. Results At baseline, a MANCOVA revealed significant differences in social behavior by diagnostic group (ADHD, Autism, ADHD + Autism), F(10,218) = 3.60, p < .001. However, in a repeated measures MANCOVA, no significant differences in treatment response following PEERS® for Adolescents across diagnostic groups emerged, F(10,214) = 1.34, p = .209. As a whole, participants significantly improved across all assessed outcomes. Conclusion Results suggest that adolescents with ADHD, with or without a co-occurring autism diagnosis, benefit from the novel extension of PEERS® for Adolescents, showing improved social skill proficiency and decreased problem behaviors.

Predicting adolescent and young adult outcomes from emotional support and cognitive stimulation offered by preschool-age home and early care and education settings.

Children's early environmental experiences are often considered highly influential for later life development. Yet, environmental contexts, such as the home and early care and education (ECE) setting, and multiple aspects of each setting, are not typically examined concurrently. In this study, we examined associations between cognitive stimulation and emotional support in the home and ECE setting during the preschool years (36-54 months) with adolescent (age 15; n = 708; 52% female) and adult (age 26; n = 584; 54% female) outcomes using data from the Study of Early Child Care and Youth Development, a study conducted at 10 sites across the United States. Cognitive stimulation in the home was significantly related to increased academic achievement at age 15 and educational attainment at age 26. Home emotional support was related to decreased behavior problems and increased social skills at age 15. No significant associations were found between either emotional support or cognitive stimulation in ECE and children's later development. These findings provide further support that the child's home environment during early childhood plays a substantial role in development. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Investigating the Development of Positive Peer Interactions in Low-Income Latino DLL Preschool Children

ABSTRACT Research Findings: There is limited research regarding socio-emotional development in low-income Latino Dual Language Learner (DLL) children. A total of 14 studies have been identified in a comprehensive review of the literature (Halle et al. 2014). Within these studies the majority have focused on problem behaviors within this population. Through a strength-based lens, the current study examined changes in the development of positive peer interactions of Latino DLLs across their preschool year, along with child-level and eco-cultural factors that may support this development. A total of 397 low-income preschool Latino DLL children participated in the study. Teachers completed the Penn Interactive Peer Play Scale (PIPPS-T) and the Preschool Learning Behaviors Scale (PLBS), children were assessed on oral language measures, and classroom observations took place using the CLASS. Findings indicate positive increases in Latino DLL children’s play interaction skills, along with decreases in problem behaviors across the preschool year. Emotional support, teacher’s Spanish proficiency, oral language skills, and approaches to learning were positively related to peer interaction scores. Practice or Policy: This study has important implications for practitioners regarding improving the positive peer interactions of Latino DLLs, specifically low-income children, enrolled in preschool classrooms and supports the use of the home language in the classroom.

Effects of Psychotherapy on the Problem Behaviors of Humidifier Disinfectant Survivors: The Role of Individual Characteristics and Adaptive Functioning.

This study aimed to examine group differences in the survivors of humidifier damage and the effect of individual psychotherapy on the psychological symptoms of the survivor groups, using the single group pre-post study design. A series of Wilcoxon-Mann-Whitney tests were conducted to investigate the level of psychological problems before and after psychotherapy, as well as the main and interaction effects of demographic characteristics and adaptive functioning on the treatment effects in 69 humidifier disinfectant survivors. The results demonstrated significant differences in problems with socioeconomic status (SES), life functioning, friendships, family relationships, and job adjustment in the survivor groups. Groups with high SES, low life functioning, and poor friend relationships had more problem behaviors than other groups. Problem behaviors related to friendship levels were different before and after psychotherapy. After psychotherapy, individuals with limited social connections exhibited a greater decrease in problem behaviors compared to those with strong friendships. This paper extends the international literature on the long-term consequences of environmental health hazards and the importance of tailored mental health interventions.

Technology-Supported Implementation of an Interdependent Group Contingency Intervention for Classroom Behavior Management

The Good Behavior Game (GBG) is an interdependent group-oriented contingency management system successfully used in school settings to promote positive student behaviors. As a classroom management intervention, there is a large body of evidence for it increasing desirable classroom behaviors and decreasing problem behaviors across a range of student populations. Recent studies have also demonstrated that a positive reinforcement-focused version of the GBG can be successfully implemented using a software application. The purpose of this article is to provide a brief overview of the GBG and its evidence base and describe the steps for implementing the GBG with a freely available software application for classroom management.

Adults with autism using self‐management to decrease problem behavior: A review of the literature

AbstractThe purpose of this literature review was to examine the state of research on the use of self‐management procedures in reducing problem behaviors in adults diagnosed with an intellectual disability. Studies were located by conducting a systematic search of literature across various journals. Seventeen studies were included in the review and were evaluated along the dimensions of adherence to quality research design and outcomes. Results showed that self‐management techniques were associated with decreased levels of challenging behaviors across adults with intellectual disability and autism spectrum disorder. However, the quality of research design was inconsistent, decreasing confidence in a causal relationship between self‐management and reduction in challenging behaviors. This review should encourage more research in using self‐management procedures with individuals having intellectual disability, especially with adults.

Holding a foster child’s mind in mind: study protocol for a cluster-randomized controlled trial of mentalization-based therapy (MBT) for foster families

BackgroundChildren in foster care are psychologically vulnerable and show more social, developmental, and behavioral problems than those living with their family of origin. Many foster parents struggle to care for these children, some of whom have experienced severe adversity. Research and theory suggest that developing a strong and supportive foster parent–child relationship is essential for foster children to become more well-adjusted and experience a decrease in behavioral problems and emotional maladjustment. Mentalization-based therapy (MBT) for foster families aims at increasing the reflective functioning of the foster parents, thus promoting the development of more secure and less disorganized child attachment representations, which is subsequently proposed as a factor that reduces behavioral problems and emotional maladjustment in children and promotes their overall well-being.MethodsThis is a prospective cluster-randomized controlled trial with two conditions: (1) the intervention group participating in MBT, and (2) the control group who receive usual care. Participants are 175 foster families with at least one foster child aged 4–17 years with emotional or behavioral problems. The intervention will be offered to foster families by 46 foster care consultants from 10 municipalities in Denmark. The foster care consultants will be randomized to MBT training (n = 23) or usual care (n = 23). The primary outcome is the psychosocial adjustment of the foster child measured by the Child Behavior Checklist (CBCL) as reported by foster parents. Secondary outcomes include child well-being, parental stress, parent mental health, parent reflective function and mind-mindedness, parent/child relations, child attachment representations, and placement breakdown. In order to explore implementation fidelity as well as practitioner experiences, we will administer questionnaires designed for this study and conduct qualitative research exploring the practice of the MBT therapists.DiscussionThis trial is the first experimental study of a family therapeutic intervention based on attachment theory for foster families within the Scandinavian context. This project will contribute with novel knowledge on attachment representations in foster children and the effects of an attachment-based intervention on essential outcomes for foster families and children.Trial registration ClinicalTrials.gov NCT05196724. Registered on January 19, 2022.

Building Foundations for Friendship: Preventing Bullying Behavior in Preschool

Early childhood is an essential time for social-emotional learning and the development of appropriate peer interactions. Preschool children also begin to use more physical and verbal forms of aggression and bullying within their relationships with peers. The Building Foundations for Friendship (BFF) curriculum was designed to teach preschool-aged children appropriate social skills to prevent bullying. The topics discussed in this curriculum include developing friendship skills, identifying various peer interactions, and learning how to appropriately respond to a peer’s aggressive behavior. It was hypothesized that preschool students’ social skills and social behavior would improve after implementation of the BFF curriculum. The participants in this study included 79 preschool students between the ages of 3 and 6. Data were collected pre- and post-intervention. Results indicated that there was a statistically significant increase in social skills and a decrease in problem behavior following intervention. There was not a statistically significant decrease in relational or overt aggression. Implications of the results and future directions are discussed.

The impact of the pre-school self-regulation program on the self-regulation, problem behavior and social skills of children

The purpose of the research is the development of the Preschool Self-Regulation Program and the examination of the effect of the program on children's self-regulation skills, problem behaviors and social skills. The research designed in the embedded design; the quantitative dimension is quasi-experimental design with pre-test post-test control group, and the qualitative dimension is basic qualitative research. Working group consists of 52 children, 26 of whom are in the experimental group, 26 of which are in the control group, and two teachers in the experimental group. Quantitative data were analyzed by MANOVA and t-test for dependent samples, and qualitative data were analyzed by deduction method. In the study, a program consisting of 21 sessions, 7 weeks and 3 days a week, was applied in the experimental group. In the results of the research; while there was a significant difference in the pre-test post-test scores of the experimental and control groups in self-regulation skills and social skills, there was a significant difference in problem behaviors only in the experimental group. There was a significant difference in favor of the experimental group in the post-test scores of self-regulation skills, social skills and problem behaviors. When the qualitative findings of the study were examined, it was concluded that while there was an increase in self-regulation and social skills, there was a decrease in problem behaviors.

Evaluating the Prevent–Teach–Reinforce Model for High School Students With Autism Spectrum Disorder

This study evaluated the use of the Prevent–Teach–Reinforce (PTR) model as an intensive individualized behavior intervention. Three educators and three high school students with autism spectrum disorder participated in the study. A concurrent multiple baseline design across participants was used to demonstrate the outcomes. The results indicated that the educators implemented the PTR intervention plans with high levels of fidelity, and their implementation of the intervention plans led to decreases in problem behavior and increases in replacement behavior across all three participating students with autism spectrum disorder. The educators demonstrated using the Individualized Behavior Rating Scale Tool effectively as designed to monitor student progress, and the educators and students found the PTR intervention to be acceptable and satisfactory. All three educators expressed interest in continuing to implement the PTR intervention after the completion of the study. Implications and areas for future research are discussed.

Can Early Childhood Education Be Compensatory? Examining the Benefits of Child Care Among Children Who Experience Neglect

ABSTRACT Research Findings: Children that experience neglect are at risk for maladaptive outcomes. One potential resource for these children is early childhood education (ECE), but there is currently limited evidence which is compounded by data limitations. This study used data from the National Study of Child and Adolescent Well-being II (N = 1,385) to compare children’s cognitive and social-emotional outcomes among children involved in child protective services that experienced either no care, informal care, or formal care, as well as moderation by type of neglect. Results suggest that ECE was related to increased cognitive and social skills and decreased behavior problems, depending on whether the child attended informal or formal care, with some associations being stronger for children that experienced neglect. Practice or Policy: These findings documenting the benefits of ECE have important implications for practitioners and policymakers in the intersection of ECE and child protective services.

The effectiveness of structural family therapy in repairing behavioral problems and improving family functioning in single-parent families in Iran.

Family is foundational to Iranian culture and society and traditional families have been upheld by religious and political institutions since ancient times. However, the incidence of single-parent families in Iran is increasing and literature on treating dysfunction in these families in therapy is lacking. This study examines the effectiveness of structural family therapy (SFT) in addressing problems in family functioning and children's behavior in single-parent Iranian families using a single-case, multiple baseline, ABA design. Participants included five single mothers and their children who received SFT for 8 weeks following a baseline phase. Participants were assessed during the baseline, therapy, and follow-up phases using the Child Behavior Checklist and the Family Assessment Device. The data were analyzed visually and quantitatively. Results indicated that the treatment was effective in decreasing behavior problems and improving family functioning and that treatment effects were statistically significant and stable through the follow-up period. Research and clinical implications and limitations are discussed.

Transition States in Single-Case Experimental Designs: A Retrospective Consecutive-Controlled Case Series Investigation.

Behavioral interventions to decrease problem behavior often involve the use of single-case experimental designs in which an individual's responding during a treatment condition is compared to responding during a control or baseline condition. It is possible that during the initial introduction of treatment, problem behavior continues to occur at baseline rates before behavior reduction is observed; this phenomenon is called a transition state. Evaluated the prevalence of transition states in the Journal of Applied Behavior Analysis and found that they occurred within 5.3% of the published literature. The current study replicated and extended Brogan et al. by evaluating the prevalence of transition states in unpublished clinical data of patients admitted to an inpatient hospital for the treatment of severe problem behavior. Using a retrospective consecutive-controlled case series, transition states were observed in 3% of cases for an average duration of 4.8 sessions. We discuss factors that may affect transitional behavior between phases and relevant implications for practice and research.

School Climate in Rural and Urban Schools and the Impact of SWPBIS

Positive school climate is associated with myriad positive student, staff, and school outcomes, including increased achievement and decreased problem behavior. Hence, universal evidence-based practices are necessary to increase school climate. One universal approach with evidence of effects on school climate is School-Wide Positive Behavior Interventions and Supports (SWPBIS). However, little research exists evaluating the effects of SWPBIS on school climate focus on student perceptions. Furthermore, researchers have rarely examined differences in students’ perceptions of school climate in rural and urban schools and differences of SWPBIS effectiveness in rural and urban schools. Therefore, we used state-wide school climate data for elementary students in the U.S. state of Georgia and examined differences between rural and urban locale and SWPBIS implementation. Using multilevel structural equation modeling, we found that rural schools implementing SWPBIS with high levels of fidelity had significantly higher positive school climate than urban schools. Implications and limitations are discussed.

Churning Through the System: Implications of Fathers’ Reentry and Recidivism after Prison for Children’s Well-Being

One in fourteen children experience the incarceration of a parent only to be reunited upon release where risk for recidivism remains high—the implications of which for children’s well-being is not well understood. To fill this gap, the study uses data from the Multi-site Family Study on Incarceration, Parenting and Partnering to follow 543 justice-involved fathers 18-months post-release. Results suggest that stable reentry trajectories are associated with children’s decreased behavior problems, particularly for those who are non-residential. Boys and older children may be more negatively influenced by frequency of recidivism whereas girls and younger children may benefit more from longer durations of community time. Findings inform strategies that ease reintegration processes and improve well-being for children in justice-involved families.

First Step Next: A Best-Evidence Synthesis of Replication Randomized Controlled Trials From 2009 to 2021

Early intervention efforts have been effective in reducing disruptive behaviors and the probability of poor developmental outcomes. Early interventions include common practice elements to improve social functioning and decrease problem behaviors that disrupt the teaching-learning process. The First Step Next intervention has been well validated across early childhood and early elementary settings. In the present article, we provide a best-evidence synthesis of five randomized controlled replication studies between 2009 and 2021. Collectively, these studies show the intervention has resulted in small to large effect sizes and statistically significant improvements, compared with students randomized to control conditions, on multiple indicators of prosocial and problem behavior. The current synthesis focuses on a range of outcomes across elementary and preschool populations, as well as implementation fidelity and social validity ratings, to help school professionals in determining whether First Step Next might be useful in their efforts to support students at risk of school failure.

The Effects of Methylphenidate Treatment on Bullying Perpetration and Victimization in Children and Adolescents with Attention-Deficit/Hyperactivity Disorder.

Objective: Although it is known that attention-deficit/hyperactivity disorder (ADHD) increases the risk of bullying perpetration and victimization, the data on the effect of methylphenidate (MPH) treatment, which is frequently used in the treatment of ADHD, on bullying perpetration and victimization, are very limited. The aim of this study was to investigate the effect of MPH treatment on bullying perpetration and victimization in children and adolescents with ADHD. Methods: Children and adolescents with ADHD, aged 8-16 years, who had not been treated for ADHD for at least 1 year and prescribed only MPH treatment were invited to participate in this open-label naturalistic study. After 3 months of MPH treatment, peer bullying involvement status was analyzed in comparison with the pretreatment data. Results: There was a significant decrease in all subscales of the Conners' Parent Rating Scale (CPRS) and Conners' Teacher Rating Scale after MPH treatment. Being a bully decreased from 50% to 18% and being a victim decreased from 80% to 46%. It was determined that for every 1 point decrease in the CPRS Conduct Problems subscale, the risk of being a bully was reduced ∼2-fold, and every 1 point decrease in the CPRS Anxiety subscale reduced the risk of being a victim 2.44-fold. Conclusions: This is the first longitudinal study examining the effect of MPH treatment on bullying perpetration and victimization in children and adolescents with ADHD. It appears that MPH treatment may be effective in improving the situations of bullying perpetration and victimization in ADHD patients. In addition, the fact that the decrease in behavioral problems reduces the risk of being a bully and the decrease in anxiety symptoms reduces the risk of being a victim, suggests that prevention and intervention programs for bullying perpetration and victimization should target these problem areas.

Evaluation of an Individualized Levels System to Increase Consumption for an Adolescent with Food Refusal

A levels system is an intervention that uses a combination of behavioral principles, such as differential reinforcement and response cost, in order to increase appropriate behaviors and simultaneously decrease problem behaviors. Within a levels system, an individual must meet a pre-determined behavioral criterion in order to gain access to various levels of reinforcement. For example, engaging in higher rates of inappropriate behavior will result in access to highly preferred items or activities, while higher rates of inappropriate behavior will access to lesser preferred activities. Although levels systems have been applied in group settings, as well as in the individual treatment of severe problem behavior, their use has not been explored in the treatment of food refusal. The current study implemented a levels system to target increasing the variety and volume of food consumed by a 12-year-old female diagnosed with fetal alcohol spectrum disorder (FASD) effects, mild intellectual disability, and attention-deficit/hyperactivity disorder (ADHD). At the end of her admission, the participant had increased her variety consumed at an age-appropriate volume significantly, as well as the volume of food consumed.