Reducing Problem Behavior Research Articles

The Effectiveness of Applied Behavior Analysis Therapy on Eye Contact Enhancement, Stereotypical Behaviors and Reduction of Behavioral Problems in Children with Autism Spectrum

Abstract: The present research aimed to determine the effectiveness of applied behavior analysis therapy on eye contact enhancement, stereotypical behaviors and reduction of behavioral problems in children with autism spectrum. The statistic population of research were all of children with autism spectrum in Tabriz city during 2015-16 which 40 of them were selected as available samples and were assigned randomly in experimental and control groups. The pre- test was done at first by using GARS (1994) and ASSQ (1993) questionnaires and ABA therapy was performed on experimental group. Researcher`s self-made therapeutic package was used for therapy and both questionnaires were filled again on control and experimental groups as post- tests. Spss software was used to analyze the data and obtained results of Covariance analysis revealed that applied behavior analysis therapy was essentially effective on eye contact and social interaction enhancement and stereotypical and masochistic behaviors reduction.

Evaluation of publication bias in response interruption and redirection: A meta-analysis.

Publication bias is the disproportionate representation of studies with large effects and statistically significant findings in the published research literature. If publication bias occurs in single-case research design studies on applied behavior-analytic (ABA) interventions, it can result in inflated estimates of ABA intervention effects. We conducted an empirical evaluation of publication bias on an evidence-based ABA intervention for children diagnosed with autism spectrum disorder, response interruption and redirection (RIRD). We determined effect size estimates for published and unpublished studies using 3 metrics, percentage of nonoverlapping data (PND), Hedges' g, and log response ratios (LRR). Omnibus effect size estimates across all 3 metrics were positive, supporting that RIRD is an effective treatment for reducing problem behavior maintained by nonsocial consequences. We observed larger PND for published compared to unpublished studies, small and nonsignificant differences in LRR for published compared to unpublished studies, and significant differences in Hedges' g for published compared to unpublished studies, with published studies showing slightly larger effect. We found little, if any, difference in methodological quality between published and unpublished studies. While RIRD appears to be an effective intervention for challenging behavior maintained by nonsocial consequences, our results reflect some degree of publication bias present in the RIRD research literature.

The Effectiveness of Nurses Implemented Music Add-on Therapy in Children with Behavioral Problems.

Background:Increasing rates of behavioral problems among children in India necessitates newer ways of managing them with medical and nonmedical approaches. Music add-on therapy is a method for treating mental disturbances. This study examines the effectiveness of music add-on therapy in managing children with behavioral problems.Methods and Materials:A randomized controlled design was adopted with a random allocation of 40 children (20 each in experimental and control groups) aged between 6 and 12 years with behavioral disorders as per the International Statistical Classification of Diseases and Related Health Problems (ICD)-10. After the pretest, both the groups received treatment as usual (TAU), while the experimental group alone additionally received music add-on intervention with eight Hindustani ragas for 3 weeks. As clinical outcome measures, we used the Childrens Global Assessment Scale, Nisonger Child Behavior Rating Form typical IQ (NCBRF-TIQ) version, and visual analogue scale (VAS) for a parent to monitor the behavioral improvement.Results:Children exposed to the music add-on therapy had improved score in the Children Global Assessment Scale (CGAS) and the VAS as compared with the control group (F [2,76] = 34.307, P < 0.001 and F [2,76] = 72.4, P < 0.001, respectively). Further, the NCBRF-TIQ version revealed improvement in positive social behavior (F [2,76] = 13.089, P < 0.001) and reduction in problem behaviors in the experimental group.Conclusion:Music add-on therapy is effective in improving positive social behavior and reducing problem behaviors among children.

Providing noncontingent, alternative, functional reinforcers during delays following functional communication training.

Functional Communication Training (FCT) involves arranging extinction for problem behavior and reinforcement for a more desirable, functionally equivalent, communicative response (FCR). Although effective under ideal arrangements, the introduction of delays to reinforcement following the FCR can result in increased problem behavior. Austin and Tiger (2015) showed that for individuals whose problem behavior was sensitive to multiple sources of reinforcement, providing access to alternative, functional reinforcers during delays mitigated this increase in problem behavior during delay fading. The current study replicated the procedures of Austin and Tiger with 2 individuals displaying multiply controlled problem behavior. Providing alternative functional reinforcers reduced problem behavior during 10-min delays for both participants without requiring delay fading.

Pharmacotherapy in Autism Spectrum Disorder: How, When and Why

Psychiatric comorbidities are more frequent in ASD population if compared to neurotypical development peers. Several studies reported that nearly three-quarters of children and adolescents with ASD also have another psychiatric condition that contributes to worsen their clinical condition and has a negative impact on the quality of life of the entire family. The treatment of ASD symptoms and comorbidities is based on a multimodal approach of behavioural, educational and pharmacological treatments. Pharmacotherapy is employed when other therapies are unable to control the symptoms and are often useful to increase the patient’s compliance with other psychoeducational treatments. About 50% - 60% of children with ASD undergo drug therapy to reduce behaviour problems and comorbidities, and polypharmacy is common in about 30%-40%. The use of drug therapy increases with age and antipsychotics, psychostimulants and antidepressants are among the most widely used drugs. Despite the high frequency of psychotropic medication in this population, there is scarce evidence in the literature, supported by studies often limited by a low sample size, a heterogeneous population and without a control group. Large RCT on more commonly prescribed psychotropic drugs in ASD children are needed for a better evaluation of risks and benefits in ASD pediatric patients.

A Case Study of The Effects of Art Therapy on the Reduction of Problem Behaviors of Child with ADHD and Restoration of Father-Son Relationships in a Multicultural Family

A Case Study of The Effects of Art Therapy on the Reduction of Problem Behaviors of Child with ADHD and Restoration of Father-Son Relationships in a Multicultural Family

To Reduce Problem Behaviors of Children with Developmental Disabilities Group Play Therapy Case Study-Focusing on the Daytime Protection Center Users with Disabilities

To Reduce Problem Behaviors of Children with Developmental Disabilities Group Play Therapy Case Study-Focusing on the Daytime Protection Center Users with Disabilities

適切な行動を増やし、問題となる行動を減少させる支援について:ＡＢＣ分析の考え方を取り入れたリーフレットの作成・活用を通して

適切な行動を増やし、問題となる行動を減少させる支援について:ＡＢＣ分析の考え方を取り入れたリーフレットの作成・活用を通して

Practical Functional Assessment: A Case Study Replication and Extension with a Child Diagnosed with Autism Spectrum Disorder

Recent literature has described the analysis and treatment of problem behavior that involves an open-ended interview to inform the conditions under which problem behavior is likely to occur, conducting a synthesized contingency analysis, and implementing treatment that includes functional communication training, delay and denial tolerance training, and increasing the amount of demands presented after a denial (e.g., Hanley et al. Journal of Applied Behavior Analysis, 47(1), 16–36, 2014). This process has been described as an Interview-Informed Synthesized Contingency Analysis (IISCA) or practical functional assessment. Much of the literature evaluating the practical functional assessment has originated from authors within the same research group. The purpose of the present study was to replicate and extend previous research on the practical functional assessment with a different group of researchers and in a different setting (i.e., an early intensive behavioral intervention clinic). This study sought to extend previous literature by including additional measures of social validity on the open-ended interview, contingency analysis, treatment, and pre-post measures on parental stress. The results were similar to previous research with an overall reduction in problem behavior and increases in functional communicative responses and compliance with demands.

The effects of life skills education program on problem behaviors and social skills of 4-year-old preschoolers

The purpose of this study was to evaluate the effects of the Life Skill Program on 4-year-old preschoolers. The problem behaviors and social skills of the preschoolers made up the dependent variable while “Life Skills Program” was the independent variable in the study in which pretest-posttest design was used with an experimental approach. A total of 62 four-year-olds were divided into experimental (N=31) and control (N=31) groups. During 2012 Fall and 2013 Spring, the participants were selected from two state-funded preschools with random cluster sampling. Preschool and Kindergarten Behavior Scale (PKBS-2), which was developed by W. Merril in 1994 and adapted to Turkish children by Alisinanoglu and Ozbey (2009), was used as data collection tool. The dependent t-test and independent t-test were used for statistical comparisons. The results indicated that the experimental group to which the life skill program implemented had statistically higher scores for Social Cooperation, Social Interaction and Social Independence compared to the pretest results while there was a meaningful decrease in their Externalizing Problems, Internalizing Problems, Antisocial and Self-Centered Problem Behaviors. The effects of the program lasted for 12 weeks. The Life Skills Program seemed to have positive effects on 4 year-old preschoolers as it helped them reduce problem behaviors and improve their social skills.

Evaluating the Effectiveness of Prevent–Teach–Reinforce for High School Students With Emotional and Behavioral Disorders

Although there is a wealth of research supporting the effectiveness of using functional behavior assessment (FBA) to inform development of behavior intervention plans (BIPs), schools continue to find the FBA and BIP process challenging for implementation, particularly for students with emotional and/or behavioral disorders (EBDs) in high school settings. The current study evaluated the use of the prevent–teach–reinforce (PTR) FBA model for three high school students with EBD in self-contained settings. Results indicated that PTR was effective at reducing problem behaviors and increasing replacement behaviors for all three students. Teachers implemented the interventions with high levels of fidelity. Social validity scores obtained from both teachers and students indicated acceptability of the PTR process and outcomes. Limitations and areas for future research are suggested.

Brief Report: Impact of a Physical Exercise Intervention on Emotion Regulation and Behavioral Functioning in Children with Autism Spectrum Disorder.

Problems with emotion regulation and behavior are often reported in children with autism spectrum disorders (ASD). This pilot study examined the effect of physical exercise on emotion regulation and behavioral functioning in children with ASD. Twenty-seven children aged 8-12years were randomized into either an exercise intervention group (n = 15) or a control group (n = 12). The intervention group received a 12-week jogging intervention. Children's parents completed the Emotion Regulation Checklist and the Child Behavior Checklist pre- and post-intervention. The intervention group demonstrated significant improvement in emotion regulation and reduction in behavioral problems (ps < .05). Future studies should explore the mechanisms underlying the effects of physical exercise on emotion regulation and behavior in children with ASD.

Food and Non-Food-Related Behavior across Settings in Children with Prader-Willi Syndrome.

This study sought to describe food- and non-food-related behaviors of children aged 3 to 18 years with Prader–Willi syndrome (PWS) in home and school settings, as assessed by 86 parents and 63 teachers using 7 subscales of the Global Assessment of Individual’s Behavior (GAIB). General Behavior Problem, Non-Food-Related Behavior Problem, and Non-Food-Related Obsessive Speech and Compulsive Behavior (OS/CB) scores did not differ significantly between parent and teacher reports. Food-Related Behavior Problem scores were higher in parent versus teacher reports when the mother had less than a college education (difference of 13.6 points, 95% Confidence Interval (CI) 5.1 to 22). Parents assigned higher Food-Related OS/CB scores than teachers (difference of 5.7 points, 95% CI 2.4 to 9.0). Although teachers reported fewer Food-Related OS/CB, they scored overall OS/CB higher for interfering with daily activities compared with parents (difference of 0.9 points, 95% CI 0.4 to 1.4). Understanding how behaviors manifest in home and school settings, and how they vary with socio-demographic and patient characteristics can help inform strategies to reduce behavior problems and improve outcomes.

Examining the Effectiveness of a Variable Momentary Differential Reinforcement of Other Behavior Procedure on Reduction and Maintenance of Problem Behavior

To evaluate the effectiveness of variable-momentary differential reinforcement of other behavior (VM DRO) schedules in the reduction and maintenance of problem behavior. Specifically, will VM DRO be effective in reducing severe problem behavior for two children diagnosed with developmental disorders (DD)? Differential reinforcement of other behavior (DRO) has been demonstrated to be effective in reducing severe problem behavior for decades. However, recent manipulations to the schedule of delivery have led to advancements in DRO. Indicatively, VM DRO has been an effective intervention for automatically reinforced as well as social-positive maintained behavior for individuals with developmental disabilities. There is a dearth of research on variable- and fixed-momentary DRO schedules for individuals with DD; therefore, more examinations may be necessary. Two case studies of individuals who had been diagnosed with developmental disabilities were reviewed. Functional analyses were conducted and indicated that problem behavior for both participants was maintained by social-positive reinforcement. VM DRO was effective at reducing one participant’s problem behavior. Fixed interval differential reinforcement of other behavior (FI DRO) was effective at reducing the other participant’s problem behavior. Findings suggest that VM DRO may not be effective at reducing problem behavior for all individuals and that outcomes may be idiosyncratic.

The Effectiveness of Applied Behavior Analysis Therapy in Children with Autism Spectrum

The present research aimed to determine the effectiveness of applied behavior analysis therapy on eye contact enhancement, stereotypical behaviors and reduction of behavioral problems in children with autism spectrum. The statistic population of research were all of children with autism spectrum in Tabriz city during 2015-16 which 40 of them were selected as available samples and were assigned randomly in experimental and control groups. The pre- test was done at first by using GARS (1994) and ASSQ (1993) questionnaires and ABA therapy was performed on experimental group. Researcher`s self-made therapeutic package was used for therapy and both questionnaires were filled again on control and experimental groups as post- tests. Spss software was used to analyze the data and obtained results of Covariance analysis revealed that applied behavior analysis therapy was essentially effective on eye contact and social interaction enhancement and stereotypical and masochistic behaviors reduction. Normal 0 false false false EN-US X-NONE AR-SA /* Style Definitions */ table.MsoNormalTable {mso-style-name:Table Normal; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin-top:0in; mso-para-margin-right:0in; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0in; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:Calibri,sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;}

Evaluation of Studies on Positive Behavior Support Interventions

Positive behavioral support is an approach that uses the principles of applied behavior analysis and system changes to improve individuals' quality of life and reduce problem behaviors. In positive behavior support, it is aimed to determine the functions of the problem behaviors of the child and to gain appropriate behaviors that meet the same functions. This study aims to provide an overview of the studies on positive behavior support through a comprehensive literature review and determine the current trends in the studies on positive behavior support interventions. A total number of 53 studies were examined in the study according to year of publication, country, journal, subject, research method, research sample, data collection tools, data analysis method, type of document, research sample, sample size and authors’ study interests. Data were analyzed with content analysis method and results were presented with frequency and percentages in tables and figures. Results were discussed with relevant literature and recommendations for further research and practices were provided.

Effectiveness of a combined surf and psychological preventive intervention with children and adolescents in residential childcare: A randomized controlled trial

Children and adolescents living in residential childcare have a higher prevalence of mental health problems as a result of a history of adverse childhood experiences. Therefore, this population should be a priority target for mental health preventive interventions. The current study analyses the effectiveness of the Wave by Wave surf therapy program, that combines surfing with a psychological group intervention, through a randomized controlled trial. Seventy-three youth (7-17 years) living in residential care participated in the study. Main mental health outcomes (adjustment problems, depression, anxiety, and wellbeing) and secondary outcomes (self-efficacy, self-regulation, sleep quality, physical activity, pro-social behavior, and social connectivity) were assessed at pre- and post-intervention. The results indicated a significant impact of the intervention on mental health outcomes reported by the key residential worker, with medium to large effect sizes. Specifically, after the intervention, there was a significant reduction in the total emotional and behavioural problems, and a significant increase of youth pro-social behaviour and quality of life that was not observed for the waiting list group. There were no significant effects on other measures reported by the children (e.g., depression and anxiety, self-esteem, emotion regulation, social connectedness, sleep quality, physical activity) and on executive functions measures. The Wave by Wave program seems to be an effective intervention to reduce behavior problems and to promote pro-social behavior in a high-risk sample. The absence of significant effects on other dimensions may indicate the need of some complementary support to address specific difficulties of this population.

Effects of Dance Movement Psychotherapy on the Reduction of Problem Behavior and Immune Cell Changes in Adolescents in Crisis Families

Effects of Dance Movement Psychotherapy on the Reduction of Problem Behavior and Immune Cell Changes in Adolescents in Crisis Families

Screen time and problem behaviors in children: exploring the mediating role of sleep duration

BackgroundPrevious research examining the relationship between screen time (ST) and psychological health outcomes have primarily focused on one type of ST (i.e., television), while little research has considered other types of screens (e.g., videos, movies, social media), screen content (e.g., violent video games), or potential mediating variables. Therefore, the purpose of the present study was to assess ST types and content and their association with problem behaviors, and to determine whether these relationships were mediated by sleep duration.MethodsParents and children provided cross-sectional baseline data (2016–18) as part of the Adolescent Brain Cognitive Development study, a broadly US representative sample of 11,875 children aged 9 to 10 years. Parents self-reported their children’s emotional and behavioral syndromes via the Child Behavior Checklist and sleep duration using one item from the Parent Sleep Disturbance Scale. Children self-reported their ST behavior, which comprised ST types (television/movies, videos, video games, and social media) and content (mature-rated video games and R-rated movies).ResultsTime spent in various ST types was positively associated with problem behaviors: watching television/movies was associated with a 5.9% increase in rule-breaking behavior (incidence rate ratio [IRR] = 1.059), 5% increase in social problems (IRR = 1.050), 4% increase in aggressive behavior (IRR = 1.040), and 3.7% increase in thought problems (IRR = 1.037). Greater time spent playing mature-rated video games was associated with greater somatic complaints (IRR = 1.041), aggressive behavior (IRR = 1.039), and reduced sleep duration (IRR = .938). Sleep duration mediated the relationship between ST (type and content) and problem behaviors, albeit the effect sizes were small. The largest effects were observed between sleep duration and all problem behaviors, with greater sleep duration predicting an 8.8–16.6% decrease in problem behaviors (IRRs ranging from .834 to .905).ConclusionGreater time spent in ST behavior was associated with greater problem behaviors among children. There was strong evidence that longer sleep duration was associated with reduced problem behaviors. While sleep duration mediated the effects of ST on problem behaviors, other potential mediating variables need to be investigated in future research.

Positive Outcomes of a Social-Emotional Learning Program to Promote Student Resiliency and Address Mental Health

This paper supports that social-emotional learning (SEL) programs are used as a method to increase resiliency and promote positive mental health in youth and will focus on one program, Positive Action (PA). This paper engages in a review of the literature that utilized the program to increase resiliency and address the mental health needs of students in school settings. PA is a program that is aimed at character development and decreasing problem behaviors. Several studies have been conducted with diverse populations and they found that this program does improve character development, decreases problem behaviors, and promotes resiliency. This review encourages practitioners to utilize evidence-based SEL programs to promote resiliency and increase positive mental health in the students that they work with. To my knowledge, this is the first article of its kind, making the necessary connection between already created and developed social-emotional learning programs and explicitly connecting the programs to building resilience among students. This analysis draws the connection between SEL programs and the promotion of student resiliency. SEL programs are designed to improve student outcomes that can include student achievement and reduce problem behaviors. These programs already have the theoretical foundation to increase resiliency; this analysis explicitly connects the SEL program to promote resiliency among students.