Edward G. Carr

Bio: Edward G. Carr is an academic researcher from Stony Brook University. The author has contributed to research in topics: Behavior change & Autism. The author has an hindex of 51, co-authored 101 publications receiving 15249 citations. Previous affiliations of Edward G. Carr include State University of New York System & University of California, Los Angeles.

The Use of Single-Subject Research to Identify Evidence-Based Practice in Special Education:

Abstract: Slnglesubject research plays an important role in the development of evidence-based practice in special education. The defining features of single-subject research are presented, the con- tributions oj single-subject research for special education are reviewed, and a specific proposal is of- fered for using single-subject research to document evidence-based practice. This article allows readers to determine if a specific study is a credible example of single-subject research and if a spe- cific practice or procedure has been validated as "evidence-based" via single-subject research.

Reducing behavior problems through functional communication training

Abstract: It is generally agreed that serious misbehavior in children should be replaced with socially appropriate behaviors, but few guidelines exist with respect to choosing replacement behaviors. We address this issue in two experiments. In Experiment 1, we developed an assessment method for identifying situations in which behavior problems, including aggression, tantrums, and self-injury, were most likely to occur. Results demonstrated that both low level of adult attention and high level of task difficulty were discriminative for misbehavior. In Experiment 2, the assessment data were used to select replacements for misbehavior. Specifically, children were taught to solicit attention or assistance or both verbally from adults. This treatment, which involved the differential reinforcement of functional communication, produced replicable suppression of behavior problems across four developmentally disabled children. The results were consistent with an hypothesis stating that some child behavior problems may be viewed as a nonverbal means of communication. According to this hypothesis, behavior problems and verbal communicative acts, though differing in form, may be equivalent in function. Therefore, strengthening the latter should weaken the former.

Positive Behavior Support: Evolution of an Applied Science

Abstract: Positive behavior support (PBS) is an applied science that uses educational and systems change methods (environmental redesign) to enhance quality of life and minimize problem behavior. PBS initial...

The motivation of self-injurious behavior: A review of some hypotheses.

Abstract: The literature on self-injurious behavior suggests five major hypotheses concerning the motivation of such behavior: (a) self-injurious behavior is a learned operant, maintained by positive social reinforcement (positive reinforcement hypothesis); (b) self-injurious behavior is a learned operant, maintained by the termination of an aversive stimulus (negative reinforcement hypothesis) ; (c) self-injurious behavior is a means of providing sensory stimulation (self-stimulation hypothesis); (d) self-injurious behavior is the product of aberrant physiological processes (organic hypothesis); and (e) self-injurious behavior is an attempt to establish ego boundaries or to reduce guilt (psychodynamic hypotheses). Data bearing on each hypothesis are reviewed and evaluated. Effective treatment may depend on a recognition of the different motivational sources of self-injurious behavior and the developmental relationships existing among these sources. Animal analogue experiments may provide clues to the motivation of self-injurious behavior in cases in which human experimentation is ethically indefensible.

Evaluation, Diagnosis, and Treatment of Gastrointestinal Disorders in Individuals With ASDs: A Consensus Report

Abstract: Autism spectrum disorders (ASDs) are common and clinically heterogeneous neurodevelopmental disorders. Gastrointestinal disorders and associated symptoms are commonly reported in individuals with ASDs, but key issues such as the prevalence and best treatment of these conditions are incompletely understood. A central difficulty in recognizing and characterizing gastrointestinal dysfunction with ASDs is the communication difficulties experienced by many affected individuals. A multidisciplinary panel reviewed the medical literature with the aim of generating evidence-based recommendations for diagnostic evaluation and management of gastrointestinal problems in this patient population. The panel concluded that evidence-based recommendations are not yet available. The consensus expert opinion of the panel was that individuals with ASDs deserve the same thoroughness and standard of care in the diagnostic workup and treatment of gastrointestinal concerns as should occur for patients without ASDs. Care providers should be aware that problem behavior in patients with ASDs may be the primary or sole symptom of the underlying medical condition, including some gastrointestinal disorders. For these patients, integration of behavioral and medical care may be most beneficial. Priorities for future research are identified to advance our understanding and management of gastrointestinal disorders in persons with ASDs.

Understanding and sharing intentions: The origins of cultural cognition

Abstract: We propose that the crucial difference between human cognition and that of other species is the ability to participate with others in collaborative activities with shared goals and intentions: shared intentionality. Participation in such activities requires not only especially powerful forms of intention reading and cultural learning, but also a unique motivation to share psychological states with oth- ers and unique forms of cognitive representation for doing so. The result of participating in these activities is species-unique forms of cultural cognition and evolution, enabling everything from the creation and use of linguistic symbols to the construction of social norms and individual beliefs to the establishment of social institutions. In support of this proposal we argue and present evidence that great apes (and some children with autism) understand the basics of intentional action, but they still do not participate in activities involving joint intentions and attention (shared intentionality). Human children's skills of shared intentionality develop gradually during the first 14 months of life as two ontogenetic pathways intertwine: (1) the general ape line of understanding others as animate, goal-directed, and intentional agents; and (2) a species-unique motivation to share emotions, experience, and activities with other persons. The develop- mental outcome is children's ability to construct dialogic cognitive representations, which enable them to participate in earnest in the collectivity that is human cognition.

The Use of Single-Subject Research to Identify Evidence-Based Practice in Special Education:

Abstract: Slnglesubject research plays an important role in the development of evidence-based practice in special education. The defining features of single-subject research are presented, the con- tributions oj single-subject research for special education are reviewed, and a specific proposal is of- fered for using single-subject research to document evidence-based practice. This article allows readers to determine if a specific study is a credible example of single-subject research and if a spe- cific practice or procedure has been validated as "evidence-based" via single-subject research.

Toward a functional analysis of self-injury

Abstract: This study describes the use of an operant methodology to assess functional relationships between self-injury and specific environmental events. The self-injurious behaviors of nine developmentally disabled subjects were observed during periods of brief, repeated exposure to a series of analogue conditions. Each condition differed along one or more of the following dimensions: (1) play materials (present vs absent), (2) experimenter demands (high vs low), and (3) social attention (absent vs noncontingent vs contingent). Results showed a great deal of both between and within-subject variability. However, in six of the nine subjects, higher levels of self-injury were consistently associated with a specific stimulus condition, suggesting that within-subject variability was a function of distinct features of the social and/or physical environment. These data are discussed in light of previously suggested hypotheses for the motivation of self-injury, with particular emphasis on their implications for the selection of suitable treatments.

Reducing behavior problems through functional communication training

Abstract: It is generally agreed that serious misbehavior in children should be replaced with socially appropriate behaviors, but few guidelines exist with respect to choosing replacement behaviors. We address this issue in two experiments. In Experiment 1, we developed an assessment method for identifying situations in which behavior problems, including aggression, tantrums, and self-injury, were most likely to occur. Results demonstrated that both low level of adult attention and high level of task difficulty were discriminative for misbehavior. In Experiment 2, the assessment data were used to select replacements for misbehavior. Specifically, children were taught to solicit attention or assistance or both verbally from adults. This treatment, which involved the differential reinforcement of functional communication, produced replicable suppression of behavior problems across four developmentally disabled children. The results were consistent with an hypothesis stating that some child behavior problems may be viewed as a nonverbal means of communication. According to this hypothesis, behavior problems and verbal communicative acts, though differing in form, may be equivalent in function. Therefore, strengthening the latter should weaken the former.