High Rates Of Problem Behavior Research Articles

Within- and across-session increases in work requirement do not produce similar response output.

Demand curve fitting is a method of data analysis for interpreting reinforcer consumption. These methods were established and validated by examining increases in unit price (UP) across sessions. An alternative experimental preparation is the progressive-ratio (PR) schedule in which schedule requirements increase within a session. Although PR schedules provide an efficient alternative to traditional evaluations of UP, using demand curves to interpret data obtained via PR schedules has not been systematically evaluated in applied contexts. In this study, the experimenters compared demand curves constructed based on across- and within-session increases in UP and evaluated correspondence between the two methods. Results indicated poor correspondence between demand curves constructed with the two methods. Furthermore, within-session measures of responding suggest that higher rates of problem behavior and longer durations of postreinforcement pauses were more likely under PR schedules than fixed-ratio schedules. Results are discussed in terms of implications for clinical application.

Supporting Students With Co-Occurring Language and Behavioral Deficits in the Classroom

For all children and youth, language underpins success in academic, social, and behavioral interactions. For students with language deficits, even seemingly simple tasks can be challenging and frustrating. Perhaps not surprising, children with language deficits often exhibit high rates of problem behavior, and children with behavior disorders tend to have low language ability. Because language and behavior are fundamental to success in school, teachers need to understand the comorbidity of these challenges, recognize signs that a student may be struggling with language delays, and have strategies to support students who struggle with behavior and language. In the present article, we (a) introduce and address co-occurring language and behavioral deficits, (b) overview common types of language difficulties in school, and (c) provide classroom management and instructional strategies to support students with these dual deficits.

Addressing escape‐maintained behavior for students with developmental disabilities: A systematic review of school‐based interventions

AbstractStudents with developmental disabilities have been found to exhibit higher rates of problem behavior in the classroom than their typically developing peers. Effectively addressing these students’ behavior concerns requires the identification of interventions that can be implemented in an educational setting. Furthermore, matching intervention strategies to the function of a student's problem behavior may increase its effectiveness. There are data to suggest that students with disabilities exhibit escape‐maintained problem behavior in the classroom twice as frequently as problem behavior maintained by other consequences such as attention or access to tangibles. Thus, the purpose of this systematic review was to identify school‐based intervention strategies that have been used to reduce the disruptive behavior of students with developmental disabilities. In total, 12 articles met search criteria, with escape extinction, curricular modification, and noncontingent escape serving as the most frequently employed intervention strategies. Limitations and future directions are discussed.

The Relationship between Homelessness and Behavior Problems among Youth in North Texas: a Brief Report

This study sought to examine the relationship between homelessness and behavior problems among a community-based sample of youth in North Texas. Data were obtained from a cross-sectional, probability sample of households and a targeted sample of homeless families in Dallas, Texas, with children older than 5 years old (N = 5232). Parents were asked to report five behavior problems on behalf of their children including arrest or trouble with police, academic problems, behavior problems at school, suspension, and suicide attempts. Logistic and negative binomial regression procedures were used to examine the relationship between homelessness and behavior problems. Youth exposed to homelessness were 36% (OR = 1.63; 95% CI 1.00–1.85) more likely to exhibit any kind of behavior problems than youth who had never experienced homelessness. Homeless youth had 5.51 times the odds of arrest (95% CI 2.60–11.68), 1.74 times the odds of academic problems (95% CI 1.24–2.43), and more than 3 times the odds of suicide attempts (95% CI 1.46, 7.61) than youth who had never been homeless. Homelessness was associated with higher rates of problem behavior, including arrests, academic problems, and suicide attempts. Because homeless youth are commonly enrolled in school and present at health care clinics and emergency departments, clinics and schools may aid in the identification of homeless youth, as well as referral to care. In this way, clinicians may help reduce the burden of behavioral problems that disproportionately affect homeless youth.

A “Healthy-Contingencies” Behavioral Intervention

Interventions based on functional analyses may result in better treatment outcomes than those using arbitrary reinforcers. However, functional analyses may be impractical in some situations, or an immediate intervention may be necessary while a functional analysis is being conducted. In these situations, delivering the social reinforcers most commonly identified by functional analyses (attention, access to tangibles, and escape from demands) following appropriate behavior and withholding these events following problem behavior may improve behavior. We assessed the extent to which this type of intervention would improve child behavior with three participants. All participants engaged in moderate to high rates of problem behavior and very little appropriate requesting during baseline, and high rates of appropriate requests and reduced rates of problem behavior during treatment.

Problem Behaviors, Childhood Victimization, and Attachment Quality in Croatian Sample of Community and Referred Psychopathic-Like Adolescents

This study compares differences between community-based psychopathic-like adolescents ( n = 78, 72% males) and referred psychopathic-like adolescents ( n = 67, 70% males) in means, variances, and covariation between problem behaviors, adverse childhood experiences, parental conflict, physical and sexual victimization, and perceived parent–adolescent attachment quality. The psychopathic-like adolescents were identified among a larger pool of 1,346 community-based adolescents and 381 adolescents referred to institutional correctional treatment. Relative to the community group, referred adolescents presented with a distinct profile exhibiting higher levels of impulsive and irresponsible behavioral style, higher rates of problem behaviors and childhood victimization, and lower perceived parent–adolescent attachment quality. However, striking similarities in variances, and, in particular, of the covariation between problem behaviors, victimization, and attachment suggest that comparable processes link familial factors to problem behavior in psychopathic-like adolescents who have avoided contact with juvenile justice system and referred psychopathic-like adolescents.

Clinical translation of animal models of treatment relapse

Behavioral Momentum Theory (BMT) has inspired animal models of treatment relapse. We translated the models of reinstatement and resurgence into clinical procedures to test whether relapse tests would replicate behavior pattern found in basic research. Following multiple schedule baseline reinforcement of a 16-year-old male's problem behavior at equal rates by two therapists, treatment was introduced using a variable-interval, variable-time (VI VT) schedule arrangement with therapists delivering reinforcers at different rates. Despite the differing rates of VI VT reinforcers, the treatment produced comparable reductions in problem behavior. Following successful treatment, the two therapists discontinued treatment and resumed reinforcement of problem behavior at equal rates that constituted a reinstatement of baseline conditions. As predicted by BMT, reinstatement resulted in an immediate return of high rates of problem behavior but was 2.6 times higher for the therapist using the higher rate VI VT treatment. A second treatment phase was implemented followed by a test of resurgence in a single extended extinction session conducted separately for each therapist. The unequal VI VT treatment rates by therapists resulted in 2.1 times greater responding in the resurgence test for the therapist who implemented the higher rate VI VT procedure. These results are consistent with basic research studies and BMT.

THE DEVELOPMENT OF FALSE‐POSITIVE OUTCOMES DURING FUNCTIONAL ANALYSES OF PROBLEM BEHAVIOR

False‐positive outcomes of functional analyses exist when exposure to the consequences in a condition strengthens a relation that did not previously exist. Two functional analyses (aggression and spitting) were conducted with a child with an intellectual disability. High rates of problem behavior occurred immediately in the attention condition of the functional analysis across response topographies, suggesting a clear functional response class. However, rates of aggression and spitting increased in the demand condition, following the initial block of sessions, indicating the possible creation of a novel contingent relation for spitting. Copyright © 2014 John Wiley & Sons, Ltd.

The Utility of a Brief Experimental Analysis for Problem Behavior Maintained by Escape from Demands

Brief experimental analysis (BEA) is a useful tool for quickly evaluating intervention strategies for individuals with academic deficits and minor behavior problems. However, there is a lack of research investigating BEA for intervention strategies with individuals who emit severe problem behavior to avoid academic demands. For the current study, one participant with an intellectual disability and PDD-NOS was admitted to an inpatient unit for the assessment and treatment of severe aggressive and disruptive behavior. A functional analysis revealed the participant’s problem behavior was maintained by escape from demands; a demand assessment showed subtraction problems were highly aversive. A brief experimental analysis of intervention strategies was conducted to assess the effects of five academic treatments on the participant’s problem behavior and compliance with subtraction problems. The participant only refrained from emitting high rates of problem behavior when he had access to a number line. Treatment consisted of stimulus fading and differential reinforcement procedures. Results from a reversal indicated treatment effectiveness via an increase in accuracy and independent responding to subtraction problems, as well as a decrease in problem behavior.

ASSESSMENT AND TREATMENT OF SOCIAL AVOIDANCE

Problem behavior maintained by social-negative reinforcement often is evoked by a specific type of social interaction--the presentation of task demands. This study involved assessment and treatment of a more general form of social avoidance in which the establishing operation (EO) for problem behavior consisted of social interaction per se. Four subjects exhibited high rates of problem behavior during the play or demand conditions of a functional analysis (FA). A subsequent FA in which problem behavior produced escape from social interaction confirmed social avoidance for all subjects. A series of interventions aimed at attenuating aversive characteristics of social interaction then was implemented with 3 of the subjects. These interventions included vicarious reinforcement, conditioning of social interaction as a reinforcer, stimulus fading, and differential reinforcement (DRA) plus extinction (EXT). DRA plus EXT was the only condition in which decreases in problem behavior and increases in social interactions were observed reliably.

Persistent Snoring in Preschool Children: Predictors and Behavioral and Developmental Correlates

To clarify whether persistent snoring in 2- to 3-year-olds is associated with behavioral and cognitive development, and to identify predictors of transient and persistent snoring. Two hundred forty-nine mother/child pairs participated in a prospective birth cohort study. Based upon parental report of loud snoring ≥ 2 times weekly at 2 and 3 years of age, children were designated as nonsnorers, transient snorers (snored at 2 or 3 years of age, but not both), or persistent snorers (snored at both ages). We compared groups by using validated measures of behavioral and cognitive functioning. Potential predictors of snoring included child race and gender, socioeconomic status (parent education and income), birth weight, prenatal tobacco exposure (maternal serum cotinine), childhood tobacco exposure (serum cotinine), history and duration of breast milk feeding, and body mass relative to norms. In multivariable analyses, persistent snorers had significantly higher reported overall behavior problems, particularly hyperactivity, depression, and inattention. Nonsnorers had significantly stronger cognitive development than transient and persistent snorers in unadjusted analyses, but not after demographic adjustment. The strongest predictors of the presence and persistence of snoring were lower socioeconomic status and the absence or shorter duration of breast milk feeding. Secondary analyses suggested that race may modify the association of childhood tobacco smoke exposure and snoring. Persistent, loud snoring was associated with higher rates of problem behaviors. These results support routine screening and tracking of snoring, especially in children from low socioeconomic backgrounds; referral for follow-up care of persistent snoring in young children; and encouragement and facilitation of infant breastfeeding.

Multiple Identification and Risks: Examination of Peer Factors Across Multiracial and Single-Race Youth

Multiracial youth are thought to be more vulnerable to peer-related risk factors than are single-race youth. However, there have been surprisingly few well-designed studies on this topic. This study empirically investigated the extent to which multiracial youth are at higher risk for peer influenced problem behavior. Data are from a representative and longitudinal sample of youth from Washington State (N=1,760, mean age=14.13, 50.9% girls). Of those in the sample, 225 youth self-identified as multiracial (12.8%), 1,259 as White (71.5%), 152 as Latino (8.6%), and 124 as Asian American (7.1%). Results show that multiracial youth have higher rates of violence and alcohol use than Whites and more marijuana use than Asian Americans. Higher levels of socioeconomic disadvantage and single-parent family status partly explained the higher rates of problem behaviors among multiracial youth. Peer risk factors of substance-using or antisocial friends were higher for multiracial youth than Whites, even after socioeconomic variables were accounted for, demonstrating a higher rate of peer risks among multiracial youth. The number of substance-using friends was the most consistently significant correlate and predictor of problems and was highest among multiracial youth. However, interaction tests did not provide consistent evidence of a stronger influence of peer risks among multiracial youth. Findings underscore the importance of a differentiated understanding of vulnerability in order to better target prevention and intervention efforts as well as the need for further research that can help identify and explain the unique experiences and vulnerabilities of multiracial youth.

Environmental Fit

Theoretical considerations suggest that problem behavior should increase when a child’s competency does not match the curricular demands of the environment (i.e., when there is poor environmental fit). In the present study, environmental fit was examined for six children with autism spectrum disorders. Results indicated that the children exhibited high rates of problem behavior associated with poor motor or academic competency. Curricular modifications resulted in (a) a decrease in the level of problem behavior, (b) an increase in the percentage of task steps completed correctly, and (c) improved affect. Adults who worked with the children reported ease of intervention techniques. The concept of environmental fit and its usefulness in guiding both assessment of and intervention for problem behavior are discussed.

Parents’ evaluation of adoption success: A follow-up study of intercountry and domestic adoptions.

Parents of 165 children adopted from Romania and 52 children adopted from within the United Kingdom rated the success of the adoptions when the children were 11 years old. As was the case at two earlier study waves, satisfaction was found to be extremely high. Both positive and negative assessments were generally stable between ages 6 and 11, although for the children who had more problems there was an increase in negative evaluation, albeit within an overall positive picture. Parents' evaluations were somewhat more negative for this group of children; however, parents reported that having the child as part of their family was very rewarding. Negative evaluation was not directly related to age at placement, but appeared to be a reflection of the later-placed children's higher rates of problem behavior. As found at earlier assessment waves, child factors, in particular conduct problems and inattention or overactivity, were key in predicting parental evaluations at age 11, as were four domains closely associated with institutional deprivation, namely cognitive impairment, quasi-autistic patterns, inattention or overactivity, and disinhibited attachment. The findings emphasize the need for early intervention for children in severely deprived conditions, and for access to postadoption services that target the particular problem behaviors the children may exhibit.

Are multiracial adolescents at greater risk? Comparisons of rates, patterns, and correlates of substance use and violence between monoracial and multiracial adolescents.

Rates and patterns of substance use and violent behaviors among multiracial adolescents were examined and compared with 3 monoracial groups, European, African, and Asian Americans. The relationships between ethnic identity and the subjective experience of racial discrimination, substance use, and violent behavior were also examined. The authors found multiracial adolescents reporting higher rates of problem behaviors. Several significant relationships between ethnic identity and racial discrimination were found with these problem behaviors.

A Meta-Analysis of the Academic Status of Students with Emotional/Behavioral Disturbance

Emotional/behavioral disturbance (EBD) is characterized by a range of behaviors that adversely affect a child's academic performance and cannot be explained by other sensory or health impairments. Although research has clearly demonstrated that children and youth with EBD tend to exhibit high rates of problem behavior, research on the characteristics of their academic performance has been less clear. This article reports the results of a meta-analysis of the academic status of students with EBD. The overall effect size was −.64, which indicated that students with EBD had significant deficits in academic achievement. An examination of moderators (subject area, setting, and age) indicated that students with EBD performed at a significantly lower level than did students without disabilities across academic subjects and settings; greater deficits were not observed in older students with EBD (i.e., those more than 12 years old), as compared to younger students. Implications and areas for future research are discussed.

The Effect of a Neutralizing Routine on Problem Behavior Performance

A functional analysis of noncompliance, aggression, and disruptive behavior during instruction was conducted with a 10-year-old boy with severe disabilities. We studied the relation between participant responsiveness and the rate and function of problem behavior. Results showed that unresponsiveness before difficult instruction was associated with higher rates of problem behavior negatively reinforced by termination of that instruction. A neutralizing routine, called precorrection, was then applied before difficult instruction when the participant was rated as not responsive. Results showed that the neutralizing event increased responsiveness and reduced problem behavior during difficult instruction. The study demonstrates a promising assessment and treatment method for problematic behavior that begins prior to instruction.

Relationship of Family Life Events, Maternal Depression, and Child-Rearing Problems

The relationship between maternal reports of child-rearing problems, family life events, and maternal depressive symptoms was studied in a birth cohort of children in New Zealand. Rates of child-rearing problems showed a steady increase with both increasing levels of family life events and maternal depressive symptoms. Log-linear modeling of the results suggested that the apparent correlation between family life events and reports of child-rearing problems was mediated by the effects of maternal depression so that women subject to large numbers of adverse life events suffered increased rates of depression and in turn reported higher rates of problem behavior in their children. There was no significant correlation between family life events and reports of child-rearing problems when the effects of maternal depressive symptoms were taken into account. The findings tend to suggest that the previously reported association between family life events and child-rearing problems arises because life events provoke depressive symptoms in women and in turn this alters the way in which they perceive or evaluate their children's behavior.