Significant Behavioral Challenges Research Articles

Effects of Performance Feedback on Treatment Integrity of a Class-Wide Level System for Secondary Students With Emotional Disturbance

Traditional professional development for teachers seldom results in program implementation with high fidelity or improved student outcomes. In this study, we evaluated the effects of performance feedback on the implementation of a class-wide, behavioral level system in four self-contained, secondary classrooms for students identified with emotional disturbance. Using a multiple-baseline across-participants design, we examined the effects of performance feedback on the treatment integrity of the level system, along with changes in student engagement and student disruptive behavior. Results indicated a clear functional relation between performance feedback and teachers’ treatment integrity, with less of a relation observed between performance feedback and students’ academic engagement or disruptive behaviors. Implications of these findings are discussed within the context of effective behavioral interventions for students with significant behavioral challenges.

In the Shadow of Mrs. Zimmerman: A Conversation With Sharon Maroney

Dr. Sharon Maroney’s career has focused on children and youth with significant behavior and emotional challenges. Her career has spanned experiences from sibling, special education teacher, and university professor. She has had the good fortune to study with some the most well-known names in the field. Dr. Maroney shared her reflections with Intervention in which she describes the benefit of establishing and nourishing connections for a successful and rewarding career.

Finding One’s Anchor: A Conversation With Reece Peterson

Reece Peterson has published widely on educational policy and the impact on children with significant behavioral challenges. He has served in many roles but always with an emphasis on providing support for children. He is recognized as a national expert on the topics of physical restraints and seclusion procedures. He shares his reflections and advice with those who work with challenging youth.

P.2.039 - Effect of propionic acid on the rat’s behaviour: autism model

Autism spectrum disorder (ASD) is a group of developmental disabilities that cause significant social, communication and behavioral challenges. ASD is characterized by deficits in social interactions, restrictive interests, repetitive behavior, impairments in language development/communication skills and emotional disorders [1]. The current prevalence of ASD is approximately 1 in 68 children [2]. Also, the prevalence is approximately 4- 5 times greater in males than in females [2]. There is a strong genetic component of ASD’s etiology; however, recently it has been shown that ASD can be exacerbated by several environmental factors. In accordance with this, the link between several dietary factors or gastrointestinal disturbances and ASD symptoms was described. Propionic Acid (PPA), a gut-derived compound, is one of such factors. Many studies indicate that PPA administration in experimental animals produces various alterations associated with human ASD; however, many questions related to the PPA model of ASD still need to be elucidated. In the present research, the changes in cognitive functions, social behavior and emotions of male, young adult Wistar rats (P45-60) were evaluated. The animals were treated intraperitoneally with PPA at a dose of 175 mg/kg diluted to 10 times in saline. The experimental groups were compared with control (untreated) ones using following behavioral tests: (i) Multi-branch maze–in order to assess the process of learning. The test was started 24 h after PPA injection. The time needed to cover the distance between starting point and cage and number of errors (numbers of entering the deadlock branches of the maze) was measured. (ii) Novel rat versus novel object-in order to evaluate changes in social behavior. The test was started 3 h after PPA injection. The number of physical contacts and total time spent together by two rats (one of them was held in cage) was measured. (iii) Crossed/T-maze–in order to evaluate the anxiety-related behavior. The experiments were performed 2, 24 and 48 h after PPA injections. The parameters: number/duration of episodes spent in the center of the maze, number of grooming episodes in open/closed branch of the maze, number of vertical standings in open/closed branch were studied. To compare the quantitative data obtained from control and experimental animals the 2-Sample t test was used. The P The Results revealed: (i) Compared to control, experimental rats need a significantly longer time for covering the distance between starting point and cage. There is no significant difference regarding errors. (ii) Compared to control, in the experimental group a significant decrease in the number of physical contacts between two rats was revealed. No significant difference in total time spent between two animals was detected. (iii) There is no significant difference between control and experimental animals in the above-mentioned parameters. Thus, a single injection of 175 mg/kg PPA induces alterations in learning and social behavior of young adult male rats, and produces no effect on some parameters of emotional behavior.

47.4 Developing a Multidisciplinary Continuum of Care for Children With Autism, Intellectual Disability, and Significant Behavioral Challenges

47.4 Developing a Multidisciplinary Continuum of Care for Children With Autism, Intellectual Disability, and Significant Behavioral Challenges

The Call of a Different Drummer: A Conversation With Lyndal Bullock

Lyndal Bullock’s career has focused on children and youth with significant behavior and emotional challenges. His career has spanned experiences as a teacher, counselor, and university professor. Dr. Bullock has twice served as president of the Council of Exceptional Children (CEC). His leadership and mentorship have been recognized by many professional groups and individuals. Dr. Bullock shares his thoughts and reflections on a career marked by the call of a different drummer.

Relationship between selenium, lead, and mercury in red blood cells of Saudi autistic children.

Autism spectrum disorder (ASD) is a neurodevelopmental disorder that can cause significant social, communication and behavioral challenges. Environmental contribution to ASD is due in large part to the sensitivity of the developing brain to external exposures such as lead (Pb), and mercury (Hg) as toxic heavy metals or due to a poor detoxification ability as the phenotype of this disorder. Selenium (Se) as an antioxidant element that counteracts the neurotoxicity of Hg, and Pb, presumably through the formation of nontoxic complexes. In the present study, Pb, Hg, and Se were measured in red blood cells (RBCs) of 35 children with ASD and 30 age- and gender-matched healthy control children using atomic absorption spectrometry. Receiver Operating Characteristics (ROC) analysis of the obtained data was performed to measure the predictive value of their absolute and relative concentrations. The obtained data demonstrates a significant elevation of Hg and Pb together with a significant decrease in the Se levels in RBCs of patients with ASD when compared to the healthy controls. The ratios of Se to both Pb and Hg were remarkably altered, being indicative of heavy metal neurotoxicity in patients with ASD. In conclusion, the present study indicates the importance of Se for prevention and/or therapy of heavy metal neurotoxicity.

They know it's safe - they know what to expect from that face: perceptions towards a cognitive-behavioural counselling programme among caregivers of children with cystic fibrosis.

To explore the experiences of eight caregivers who provide care to children with cystic fibrosis in an eight-week cognitive-behavioural counselling programme at a children's hospital in Winnipeg, Canada. Youth with cystic fibrosis experience significant behavioural and psychosocial challenges, such as depression, anxiety and poor treatment adherence. Caregivers are critical to the provision of care and treatment to young people living with cystic fibrosis. Caregivers of youth with cystic fibrosis experience psychosocial morbidity. Thus, the development of counselling interventions is required to enhance psychosocial well-being among the caregivers of youth with cystic fibrosis. This study was informed by the thematic analytic qualitative research tradition. In-depth, semistructured interviews were conducted with eight caregivers who participated in our programme. The audiotaped interviews were then subject to thematic analysis. The counselling sessions were experienced as 'distinctly different' from routine appointments at the hospital and were characterised by a sense of listening and bidirectional communication. In addition to acquiring a sense of trust and accountability through the programme, counselling appeared to enhance caregivers' perception of their time use, leading to greater temporal agency. From this evidence-based cognitive-behavioural counselling programme, insights about the complex psychosocial lives of the cystic fibrosis community are discussed within the context of the literature. Integrating cognitive-behavioural counselling into routine clinical CF care should be considered as a method to enhance caregiving capacity in the CF community and should be championed by nurses.

Behavior-Focused Alternative Schools: Impact on Student Outcomes

Behavior-focused alternative schools serve students who have been unsuccessful in other school settings due to low academic achievement coupled with significant behavior challenges. In this study, we investigated the effectiveness of secondary behavior-focused alternative schools on four different student outcome variables: (a) school attendance, (b) credits earned, (c) number of office referrals, and (d) number of suspensions. Using longitudinal data from a large urban school district and propensity score matching, we examined the extent to which outcomes of secondary students attending behavior-focused alternative schools differed compared to a matched sample of students attending traditional secondary schools. Findings from Poisson regression analyses indicate that enrollment in a behavior-focused alternative school significantly predicts earning fewer credits in one semester, lower attendance, and a lower number of office referrals. Implications for policy, practice, and further research relative to these findings are discussed.

Comments of the current study on the etiology of autism spectrum disorders

Autism spectrum disorder (ASD) was proposed in the Diagnostic and Statistical Manual of Mental Disorders version 5 (DSM-5), released May 2013. The new diagnosis encompasses previous diagnoses of autistic disorder, Asperger’s syndrome, childhood disintegrative disorder, and pervasive developmental disorder not otherwise specified (PDD-NOS). So ASD is a group of developmental disabilities that can cause significant social, communication and behavioral challenges. To estimate a prevalence is 0.1%–1%. The importance of lifelong influence and social burden has attracted extensive attention and focus of research. Searching for the cause of ASD is the hotspot of medical study in China and all of the world recently.

Aggression in fragile X syndrome.

Individuals with fragile X syndrome (FXS), especially men, have long been described as presenting with significant behavioural challenges. Despite this known aspect of the phenotype, there has been little research exploring the prevalence, frequency, nature or consequences of aggressive behaviour in FXS. This study used survey methodology to gather caregiver reports on the types, frequency and severity of aggressive behaviour in 774 individuals with FXS. Based on caregiver report, nearly all (>90%) male and female individuals were reported to have engaged in some aggression over the previous 12 months, with a third of male cases and slightly fewer than 20% of female cases being described as engaging in moderate to severe aggression or being diagnosed or treated for aggression. Further, aggressive behaviours in male individuals were serious enough that 30% had caused injuries to caregivers and 22% had caused injuries to peers or friends. Sensory issues and hyperactivity were significant predictors of the frequency of aggressive acts, while sensory issues and anxiety were predictive of the severity of aggression. Traditional behaviour management techniques as well as medication was described as the most common and successful treatment options. Aggressive behaviours are a significant concern for a subsample of both male and female individuals with FXS. Given that sensory concerns were predictive of both the frequency and the severity of aggression suggests these behaviours may be a reactive means of escaping uncomfortable situations.

The Impact of Multimedia Graphic and Text with Autistic Learners in Reading

Autism Spectrum Disorder (ASD) refers to a groups of developmental disabilities that can cause significant social, communication and behavioral challenges .This pauses several characteristics that subject a child to problems such social communication, difficulty relating to people, things and events, and repetitive body movements or behaviors .In the academic setting as well, the learners who suffer from (ASD) encounter various problems. As an instance of academic skill reading, Reading is required to be learn but not on the way it done in traditional classroom. An intervention which yielded better results in learning reading skill, based on (Iman and Fouad, 2010) (1) organizing the memory lead to paying attention to relevant information ,Thus this research, attempts to use utilize multimedia elements aimed to find out the impact of multimedia elements (graphic and text) in reading comprehension. And to ascertain how multimedia, especially graphic helps children with autism in reading comprehension. This systematic review attempts to address three specific research questions: the teaching reading comprehension to children with autism (1) can graphic with the texts help young children to improve their reading skills? (2) Can colors lead to better attention with autistic learners? (3) Does the computer-based intervention program increase and improve autistic learner's abilities to read? Results indicate that children with autism can benefit from the strategies of reading comprehension when they used graphic and text together.

Creating Inclusive School Environments

The neurobehavioural comorbidities associated with childhood epilepsy present significant physical challenges (i.e., excessive fatigue, memory impairment, headaches, visual impairments), emotional challenges (i.e., depression, anxiety), behavioural challenges (i.e., inattentiveness, distractibility, aggression), and social challenges (i.e., peer rejection, bullying, stigma) to children. Poor functioning within these domains can negatively affect academic success and school adjustment. As schools play a significant role in a child’s development, understanding how to support the social, psychological, and physical needs of these children is important. This article reviews literature examining the neurobehavioural comorbidities associated with childhood epilepsy and the barriers these conditions create to academic success and school adjustment. The article also provides recommendations based on the authors’ qualitative research about how best to support these children. Findings suggest that educating school communities about epilepsy and the challenges associated with it might promote inclusive school environments and mitigate negative school experiences. Findings also emphasize the need for an allied approach to the provision of support to ensure the needs of both students and faculty are met.

COPING STRATEGIES OF MOTHERS WITH ASD CHILDREN

Introduction: Autism spectrum disorder (ASD) is a group of developmentaldisabilities that can cause significant social, communication and behavioral challenges”.American Psychiatric Association’s defined ASD as “a single disorder that includes disorders thatwere previously considered separate — autism, Asperger’s syndrome, childhood disintegrativedisorder and pervasive developmental disorder not otherwise specified”. Objectives: Toexploration of the coping strategies of mother who are the primary care giver of the familyand children with ASD. This study correspondingly emphasized on the policy makers to bringthis subject to the agenda for the training (Coping) and support (Insurance) of mothers andASD children for special education needs (SEN) by the government. Study Design: Qualitativestudy. Methods: This research explored mothers coping practices with ASD children inRawalpindi by means of qualitative study design phenomenology. Theoretical frameworkused were, life course perspective and social constructivism which will facilitate the completeprocess. Interview guide is made on the format suggested by Steinar Kvale. Data analysiswill be done by two analytical techniques, grounded theory analysis. Results: The results ofthis study were categories which were generated were divided into two main parts positive/healthy and negative/impaired coping strategies they are as follow:- Positive coping strategies.a) Integration b) Networking c) Religion. And the Negative coping strategies a) Avoidance b)Ignorance c) Isolation. Conclusion: Overall, findings indicated that mothers sorrow and griefassociated with ASD is common in every mother. Mothers coped by educating themselves.Findings indicated feelings of shock, grief and acceptance were the part of mother’s responses,on the discovery of their child’s autism diagnosis. Findings indicated daily routines were notaffected but the ASD child.

Impact of rurality on maternal and infant health indicators and outcomes in Maine

Rural residents may face health challenges related to geographic barriers to care, physician shortages, poverty, lower educational attainment, and other demographic factors. In maternal and child health, these disparities may be evidenced by the health risks and behaviors of new mothers, the health of infants born to these mothers, and the care received by both mothers and infants. To determine the impact of rurality on maternal and child health in Maine, USA, 11 years of data (2000-2010) for the state of Maine from the Pregnancy Risk Assessment Monitoring System (PRAMS) project were analyzed. PRAMS is a national public health surveillance system that uses questionnaires to survey women who had delivered live infants in the previous 2-4 months. Using a geographic information system, each questionnaire response was assigned a rurality tier (urban, suburban, large rural town, or isolated rural community) based on the rural-urban commuting area code of the town of residence of the mother. Results from the four rurality tiers were compared using the survey procedures in Statistical Analysis Software to adjust for the complex sampling strategy of the PRAMS dataset. Means (for continuous variables) and percentages (for categorical variables) were calculated for each rurality tier, along with 95% confidence intervals. Significant differences between rurality tiers were tested for using F-tests or χ2 tests. If significant differences between rurality tiers existed (p<0.05), specific tiers were judged to be different from each other if their 95% confidence intervals did not overlap. A total of 12 600 mothers responded to the PRAMS questionnaire during the study period. Compared to mothers from more urban areas, rural mothers were younger (10.5% of mothers from isolated rural areas were teenagers compared to 6.2% of mothers from urban areas), less well educated, less likely to be married, and more likely to live in lower income households (39.6% of isolated rural mothers had household incomes ≤US$20 000/year vs 28.8% of urban mothers). Rural mothers had higher pre-pregnancy body mass indexes (BMIs; average BMI 26.1 for isolated rural women vs 25.3 for urban women) and were more likely to smoke but less likely to drink alcohol (both before and during pregnancy). Compared to mothers from more urban areas, rural mothers were not sure they were pregnant until a later gestational age but received prenatal care just as early and were just as likely to receive prenatal care as early as they wished. There were no differences among rurality tiers in Caesarean section rates, rates of premature births (<37 weeks gestation), or rates of underweight births (<2500 g). However infants born to rural mothers were less likely to be breastfed (52.9% of isolated rural vs 60.9% of urban infants breast fed for ≥8 weeks). These results show that, while rural women face significant demographic and behavior challenges, their access to prenatal care, the care they receive while pregnant, and the outcomes of their pregnancies are similar to those of urban women. These results highlight areas where focused pre-pregnancy and prenatal education may improve maternal and child health in rural Maine.

Staying Connected

Sheldon Braaten career has focused on children and youth with significant behavior and emotional challenges. His career has spanned experiences from a mental health therapist, special education teacher, school administrator, and university professor. Sheldon founded the Behavioral Institute for Children and Adolescents and initiated the International Child and Adolescent conference. He is an established author and editor in the field and was the recipient of the Howard Muscott CCBD Distinguished Service Award in 2013 from the Council for Children with Behavioral Disorders. Dr. Braaten shared his reflections with members of the JANUS project shortly after receiving this service award. Sheldon describes the benefit of establishing and nourishing connections for a successful and rewarding career.

From recovery-oriented care to public health: Case studies of participatory public art as a pathway to wellness for persons with behavioral health challenges.

The objective of this study is to identify individual mechanisms of change that result from engaging in an innovative participatory public art project for persons with significant behavioral health challenges. We present two case studies that examine how participatory public art promotes recovery and wellness. This research is part of a larger, multilevel comparative outcome trial on the impact of participatory public art on the health and well-being of adults in recovery from mental illness and addiction and on the distressed city neighborhoods in which they live. The case studies describe the unique ways in which participatory public art contributed to key recovery domains of growth in friendship, self-discovery, giving back, and hope. The two cases indicate that the development of a strengths-based sense of self through art was accompanied by a growth in personal social responsibility. The two cases also indicate that participatory public art may have a profound impact on the internalization of stigma. The findings support the value of participatory public art as a strategy for blending recovery and public health perspectives to promote both individual and community wellness.

Calcium channels and heavy metals involved in autism

A B S T R A C T Autism spectrum disorders (ASDs) are a group of developmental disabilities that can cause significant social, communication and behavioral challenges, Autism is also a neurodevelopmental disorders characterized by impairments in communication and social behavior (Cermak SA 2010). The role of calcium channels in autism is an important part of research and new data will be developed in this review. Interestingly, the results show that many children with autism have a mutation in ionic channels and especially in the Cav1.2 and Cav3.2 calcium channels which are very sensitive to metals traces (Grabrucker AM. 2012). Other studies have shown that autism and behavioral disorders are closely related to poisoning by toxic trace metals or xenobiotics and also show that these toxins generate biochemical disturbances that may lead to physical and / or psychological disorders in children, with repercussions in adolescence and into their adult lives. The aim of this paper is to describe the impact of calcium channel activity on the autistic individual, and also to develop the results concerning levels of trace metals found in blood and urine of children with autism; then we will see the able link between calcium channel, heavy metals and autism and provide a study that can confirm or cancel this hypothesis of this triple interaction.

Prospects and challenges for sustainable sanitation in developed nations: a critical review

Serious sanitation challenges are not confined to developing nations. Infrastructure costs, nutrient losses and related ubiquitous surface water impairments, energy demands, and sludge disposal problems have led many to question the long-term sustainability of conventional centralized sanitation in developed nations. Such concerns have resulted in the development of a body of literature and practices aimed at making sanitation more sustainable. This paper has two major aims: (i) provide a representative multidisciplinary (including engineering, natural sciences, and social sciences) synthesis of literature on sustainable sanitation in developed nations over the past 15 years, and (ii) raise consciousness of sustainable sanitation approaches in regions and disciplines where this area of inquiry has at least partly been neglected. Literature included in the review was identified by searching the ISI Web of Knowledge and by “mining” key review papers that already synthesized literature on topics such as ecological sanitation, excreta as fertilizer, and wastewater reuse. The sustainability challenges faced by conventional sanitation are discussed first, followed by a review of efforts in two major areas of sustainable sanitation: (i) incremental improvements to conventional centralized sanitation, and (ii) source separation and decentralization (SSD). Based on the literature review, there does not appear to be a perfect solution to the sanitation challenges (e.g., water use and pollution, greenhouse gas emissions, nutrient and micropollutant releases) faced by society. Compared with SSD, there is a much broader knowledge base on the construction, operation, and maintenance of conventional sanitation systems. And there are significant opportunities for incremental improvements (e.g., reduction of water, energy use), but also significant drawbacks such as the costs of maintaining ageing infrastructure and the mixing of domestic, storm, and industrial effluents. On the other hand, SSD is conceptually promising, and significant progress has been made over the last two decades in basic research and in exploring various SSD models. But SSD is still in its relative infancy: literature and pilot projects are regionally limited and significant logistical, behavioral, regulatory, and other challenges remain. Contributions that meaningfully address sanitation “software” or social perspectives are, therefore, urgently needed from social science fields including economics, policy, and behavioral psychology. Progress toward achieving sustainable sanitation can be aided by addressing four major areas: (i) defining sustainability goals and benchmarks, (ii) raising societal awareness of sanitation problems, (iii) broadening the societal and geographical scope of the research, and (iv) more thoroughly exploring barriers to adapting or changing sanitation systems.

Mental Health Diagnosis, Medication, Treatment and Placement Milieu of Children in Foster Care

Children in foster care are an especially vulnerable population with multiple levels of emotional, mental, social and behavioral needs. Research indicates that children in foster care have significant developmental, behavioral, and emotional challenges. The results of this Northeast County study indicate that children in foster care settings have a higher rate of mental health diagnosis as compared to children not in foster care, however, these children also consistently receive behavioral health care and psychotropic medication because of their mental health diagnoses. The placement setting for children in foster care does not appear to be affected by a mental health diagnosis. The results of this study provide helpful information about the difficulties (including limited resources) and challenges faced today by both children in foster care and their placement caretakers.