Showing papers in "Journal of Positive Behavior Interventions in 2000"
TL;DR: Positive behavior support (PBS) and functional behavioral assessment (FBA) are two significant concepts of the 1997 amendments to the Individuals with Disabilities Education Act (IDEA) as discussed by the authors.
Abstract: Positive behavior support (PBS) and functional behavioral assessment (FBA) are two significant concepts of the 1997 amendments to the Individuals with Disabilities Education Act. These two concepts...
1,013 citations
TL;DR: In this paper, the use of video priming, or exposure, as a means for reducing or eliminating the disruptive behavior of children with autism in transition situations was investigated, and it was found to reduce or eliminate the disruptive behaviour of children.
Abstract: This study investigated the use of video priming, or exposure, as a means for reducing or eliminating the disruptive behavior of children with autism in transition situations. Specifically, it was ...
240 citations
TL;DR: In this article, the authors investigated an intervention increasing sibling social play interactions by incorporating the thematic ritualistic activities of children with autism into typical games, and found that the intervention increased the social interaction between siblings.
Abstract: This study systematically investigated an intervention increasing sibling social play interactions by incorporating the thematic ritualistic activities of children with autism into typical games. D...
165 citations
163 citations
TL;DR: In this article, a modified incidental teaching sessions (MITS) was designed for children with autism, which led to the generalization of target phrases, whereas no children generalized the target phrases with the incidental teaching and discrete trial conditio...
Abstract: In this study, traditional incidental teaching was modified and a new naturalized parent training speech program, modified incidental teaching sessions (MITS), was designed. We then compared the efficacy of MITS with traditional incidental teaching and discrete trial. Using a multiple baseline design across and within children, with an alternating treatments design, we examined both the acquisition and, more importantly, generalization of target phrases for MITS as well as the comparison methods. Parents of three children with autism were trained to deliver MITS, traditional discrete trial, and incidental teaching in their home. Results indicated that MITS led to acquisition for all children, whereas only one child acquired the behavior with traditional incidental teaching, and two children acquired the behavior with discrete trial. Importantly, MITS also led to the generalization of target phrases, whereas no children generalized the target phrases with the incidental teaching and discrete trial conditio...
133 citations
129 citations
TL;DR: Positive behavior support is an effective and proactive approach for resolving serious problem behaviors that has been recommended by a growing number of professionals, advocates, policies, and law makers as discussed by the authors.
Abstract: Positive behavior support is an effective and proactive approach for resolving serious problem behaviors that has been recommended by a growing number of professionals, advocates, policies, and law...
113 citations
TL;DR: In this article, a case study demonstrated child and family outcomes related to two distinct treatment approaches for challenging behavior (prescriptive vs. contextualized) in a family raising a child with autism.
Abstract: Children with autism often engage in problem behavior that can be highly disruptive to ongoing family practices and routines. This case study demonstrated child and family outcomes related to two distinct treatment approaches for challenging behavior (prescriptive vs. contextualized) in a family raising a child with autism. The processes of behavior change directed either solely by the interventionist (prescriptive) and in collaboration with the family (contextualized) were compared. The family-directed intervention involved an assessment of family context (i.e., via discussion of daily routines) to inform the design of a behavioral support plan. Information gathered from the assessment of family routines was used to (a) help select specific behavioral strategies that were compatible with family characteristics and preferences, and (b) construct teaching methods that fit with the family's ongoing practices, routines, and interaction goals. More favorable results (i.e., reductions in challenging behavior, ...
103 citations
TL;DR: This article assessed teachers' abilities to conduct functional assessments and functional interventions in the classroom setting with students who had developmental disabilities and behavior problems, and found that information on antecedents and consequences was consistent when derived from a structured behavioral questionnaire completed by the teacher or when the questionnaire was administered in an interview format by a behavior analyst.
Abstract: This study assessed teachers' abilities to conduct functional assessments and functional interventions in the classroom setting with students who had developmental disabilities and behavior problems. The results showed that information on antecedents and consequences was consistent when derived from a structured behavioral questionnaire completed by the teacher or when the questionnaire was administered in an interview format by a behavior analyst. Although raters agreed on the hypothesized function of problem behaviors of three students with disabilities based on information from the questionnaire and interview, behavioral functions hypothesized by separate raters for the questionnaire and interview varied for one student, indicating problems with interrrater reliability. Results also revealed that teachers without specialized training in applied behavior analysis are able to carry out direct observations of behavior problems, antecedents, and consequences, and produce information on antecedents and cons...
93 citations
TL;DR: In this paper, a specific problem (hallway noise) was addressed using positive behavior support (PBS) procedures, where students were taught appropriate behavior, the environment was altered to clarify when appropriate behavior was expected, and rewards were established to support appropriate behaviors.
Abstract: This article describes an approach to schoolwide positive behavior support (PBS). A specific problem (hallway noise) was addressed using PBS procedures. Students were taught appropriate behavior, the environment was altered to clarify when appropriate behavior was expected, and rewards were established to support appropriate behaviors. Evaluation data document that when these procedures were implemented, there was a reduction in hallway noise levels. Implications for schoolwide discipline systems are provided.
89 citations
TL;DR: In this paper, the potential for using functional communication training (FCT) as a means of preventing minor problem behaviors from escalating to more serious ones was investigated and the children who participated in the FCT group generally did not exhibit increases in either the intensity or frequency of problem behaviors over time.
Abstract: The potential for using functional communication training (FCT) as a means of preventing minor problem behaviors from escalating to more serious ones was investigated. Eight children who exhibited minor problem behaviors at home or at school participated in small learning groups focused on teaching language skills. Four of these children participated in groups in which the teacher employed FCT (i.e., functional communication skills to gain attention were taught and reinforced). The other four children participated in a control group receiving expressive language training (ELT; i.e., children were taught to answer wh questions). Children in the ELT group were subsequently switched to FCT in an extended intervention phase. The children who participated in the FCT group generally did not exhibit increases in either the intensity or frequency of problem behaviors over time. The level of their problem behavior remained low. However, children in the ELT group exhibited increases in both intensity and frequency ...
TL;DR: In this article, the authors examined the effect of a functional assessment-based self-management strategy on the problem classroom behavior of a seventh grade student identified as having emotio-temporal disorder.
Abstract: The purpose of this study was to examine the effect of a functional assessment-based self-management strategy on the problem classroom behavior of a seventh-grade student identified as having emoti...
TL;DR: In this article, the selection and modification of school-wide, classroom, specific setting, and/or individual student system interventions must be supported by data and data-based decision-making is essential for team-based problem solving.
Abstract: 1. &dquo;Working smarter&dquo; means working more efficiently and requires ongoing data collection, analysis, and monitoring to affect systematic changes. 2. Data-based decision making is essential for team-based problem solving. 3. The selection and modification of school-wide, classroom, specific setting, and/or individual student system interventions must be supported by data. 4. Supports for students with severe problem behaviors are possible only if an effective and efficient school-wide system is in place. 5. School-wide discipline planning serves as an instrument in enabling instruction and learning to
TL;DR: Sugai, G., Lewis-Palmer, T., Todd, A, W., and Horner, R. as mentioned in this paper (1999). School-wide evaluation tool for Positive Behavioral Interventions and Supports Technical Assistance Center.
Abstract: Sugai, G., Lewis-Palmer, T., Todd, A, W., & Horner, R. H. (1999). School-wide evaluation tool. Eugene: University of Oregon, Positive Behavioral Interventions and Supports Technical Assistance Center. Taylor-Greene, S., Brown, D., Nelson, L., Longton, J., Gassman, T., Cohen, J., Swartz, J., Horner, R., Sugai, G., & Hall, S. (1997). School-wide behavioral support: Starting the year off right. Journal of Behavioral Education, 7(1),
TL;DR: A growing trend in early intervention for children with disabilities is to provide education and related services in inclusive environments One factor affecting the degree to which children with disability benefit from such services is their mobility.
Abstract: A growing trend in early intervention for children with disabilities is to provide education and related services in inclusive environments One factor affecting the degree to which children with d
TL;DR: In this article, the authors focus on the central role that school districts must play if the impressive gains we see reported by individual schools are to achieve the desired development of all children, and provide excellent examples of the impact that school-wide behavior support can have within individual schools.
Abstract: development of all children. School-wide efforts to build effective behavior support are a practical and effective response to the threat from destabilizing disruptive behavior. Articles by Lohrmann-O’Rourke et al. (this issue), TaylorGreene et al. (1997), and Todd, Horner, Sugai, and Sprague (1999) provide excellent examples of the impact that school-wide behavior support can have within individual schools. Eugene School District has chosen to focus this article on the central role that school districts must play if the impressive gains we see reported by individual schools are
TL;DR: The Bangor Area School District is located deep in the heart of Pennsylvania's rural slate belt and serves students in three elementary schools, one middle school, and one high school as discussed by the authors.
Abstract: Bangor Area School District is located deep in the heart of Pennsylvania’s rural slate belt. The district serves students in three elementary schools, one middle school, and one high school. Like many school districts, increasing concern over student discipline problems challenges Bangor. In the aftermath of the tragedy at Columbine, the Bangor community wanted their schools to teach more than just reading, writing, and arithmetic. Specifically, they wanted to teach the skills necessary to be successful in an increasingly diverse world. Teachers, administrators, and parents were all looking for a way to create a culture within their schools that reflected their commitment to character education.
TL;DR: Tigard-Tualatin's interest in EBS began in the 19951996 school year, when several administrators and teachers within the district were invited to participate in a behavioral cadre sponsored by the Oregon State Department of Education and Behavioral Research and Teaching at the University of Oregon as mentioned in this paper.
Abstract: are Caucasian, Hispanic students currently form a rapidly growing group. Last year out of 164 new students, 120 were Hispanic. Tigard-Tualatin’s interest in EBS began in the 19951996 school year, when several administrators and teachers within the district were invited to participate in a behavioral cadre sponsored by the Oregon State Department of Education and Behavioral Research and Teaching at the University of Oregon. It was clear from initial meetings of the cadre that our schools, like others throughout the nation, were in need of a new approach to discipline. Initial concerns centered on the rising statistics on antisocial behavior among our youth, declining resources, and the need for greater collaboration between general and special education, but the reality was that all of our children needed
TL;DR: In this article, the first phase of a two-phase investigation of factors affecting the outcomes of behavioral support for individuals with severe disabilities in community settings involved an initial literature review and semistructured interviews to obtain the perspectives of informed participants from three constituent groups: family members, direct service providers and trainers/consultants.
Abstract: This study was the first of a two-phase investigation of factors affecting the outcomes of behavioral support for individuals with severe disabilities in community settings. It involved an initial literature review and semistructured interviews to obtain the perspectives of informed participants from three constituent groups: family members, direct service providers, and trainers/consultants. The descriptive data from these interviews were synthesized via content analysis procedures, resulting in the identification of 12 factor categories. The categories ranged from individual, setting, and plan-specific variables to broader considerations such as support provider interactions and systemic issues (e.g., agency/program-wide procedures, prevailing philosophies). The results of this study offer implications for practice and new directions for investigation.
TL;DR: The BC project was built upon work conducted in the United States and was named the &dquo;British as mentioned in this paper, and the BC project participants were invited to lead the first round of inservice sessions.
Abstract: contact the Ministry of Education and secure financial support for the initiative. Simultaneously, contact was made with Dr. George Sugai at the Center on Positive Behavioral Interventions and Supports at the University of Oregon. The initiative was discussed with Dr. Sugai, and he and his colleagues were invited to lead the first round of inservice sessions. The BC project was built upon work conducted in the United States and was named the &dquo;British
TL;DR: In this paper, the authors evaluated a staff training package on staff members' ability to present single-stimulus choice opportunities in daily routines for four adults with profound mental retardation and severe physical disabilities.
Abstract: The purpose of this study was to evaluate a staff training package on staff members' ability to present single-stimulus choice opportunities in daily routines for four adults with profound mental retardation and severe physical disabilities. A multiple baseline across staff member/adult dyads was used to evaluate the effects of a three-component training package involving a consultation meeting, in vivo training using modeling and practice sessions, and feedback on the behavior of staff members and adults. Results showed an increase in the number of choices provided by the staff members and the number of choices made by the adults with disabilities. The changes in staff member behavior and adult responses were maintained immediately following training and at 1- and 3-month follow ups. Generalization data showed increased choice opportunities during the lunch routine with the same adult and during the dressing and grooming routine with another adult. Advantages of structuring choice opportunities using sin...
TL;DR: In this article, the authors examined whether multiple antecedent and consequent variables, when arranged in different combinations, would differentially affect the likelihood that problem and/or appropriate behaviors would occur.
Abstract: This study examined whether multiple antecedent and consequent variables, when arranged in different combinations, would differentially affect the likelihood that problem and/or appropriate behaviors would occur. Juan, age 4, engaged in a variety of aggressive behaviors during free-play activities at a childcare program. A descriptive assessment that included structured interviews and observations was conducted, and a series of assessment conditions were designed and implemented using a multi-element design. The initial assessment conditions examined the impact of the ratio of toys to peers during free-play activities. When there was an unfavorable ratio, that is, when there were few toys but many peers, aggressive behaviors occurred at a very high rate. When the ratio improved so that there were enough toys for each child, the rate of aggressive behavior dropped dramatically. During subsequent conditions, specific social skills were first taught and then prompted and reinforced, and occurrences of aggres...
TL;DR: The authors examines precedents that justify Congress in creating a preference for positive behavioral interventions, strategies, and supports over other interventions in the 1997 Amendments to the Violence Prevention Act (VPA).
Abstract: This article examines precedents that justify Congress in creating a preference for positive behavioral interventions, strategies, and supports over other interventions in the 1997 Amendments to th...
TL;DR: Carr et al. as discussed by the authors presented a comprehensive PBS research synthesis that revealed that of the 230 participants in the 1985-1996 studies, the majority of the participants had a rich lifestyle.
Abstract: At the turn of the century, we resonate with the goals of the positive behavioral support (PBS) literature: &dquo;Effective behavioral support [must] ... build prosocial behavior, document durable change, generalize across the full range of situations an individual encounter[s], and produce access to a rich lifestyle&dquo; (Carr et al., 1999, p. 4). The good news is that PBS goals include access to rich lifestyles. The bad news is that &dquo;there are miles to go&dquo; before research and best practice accomplish the goal. A comprehensive PBS research synthesis revealed that of the 230 participants in the 1985-1996 studies (Carr et al., 1999):
TL;DR: In this article, two parents were instructed in implementing a token reinforcement and shaping program designed to improve the social behavior of their 8-year-old boy diagnosed with pervasive developmental disorder (PDD).
Abstract: The social skills training literature for children diagnosed with pervasive developmental disorder (PDD) has recently emphasized the parent's role in generalizing treatment gains, and several studies have promoted the utilization of parents as the primary treatment providers for their children. In this study, two parents were instructed in implementing a token reinforcement and shaping program designed to improve the social behavior of their 8-year-old boy diagnosed with PDD. Interestingly, although the child's parents directly targeted only eye gaze for change, question response latency also improved during treatment. This is one of just a few studies to demonstrate positive response generalization by targeting one "pivotal" behavior. Although as a clinical replication the study lacks many of the experimental controls characteristic of more formal research designs, the study demonstrates that procedures developed in laboratory settings can be meaningfully replicated in "real world" settings.
TL;DR: In this paper, the goal of functional assessment is to identify events associated with problem behavior, and support plans can be developed based on the events associated to behavioral problems. But, the goal is not to predict the future behavior of individuals.
Abstract: The goal of functional assessment is to identify events associated with problem behavior. Once these variables are identified, support plans can be based on the events associated with behavioral ma...
TL;DR: In this paper, the difference and relationship between functional behavioral assessments and manifestation determinations are discussed and a team-based process manifestation determination checklist is presented. But little has been published to date concerning manifestation determination.
Abstract: Two of the new requirements in the Individuals with Disabilities Education Act of 1997 are to conduct functional behavioral assessments (FBAs) and manifestation determinations under certain circumstances. It is important to understand the difference and relationship between these two distinct team-based assessment processes because they both occur in response to a student's problem behavior. Guidance and literature continue to emerge about FBAs, but little has been published to date concerning manifestation determinations. In light of the clear need in the field for guidance on both types of assessment, this article begins to articulate the difference and relationship between FBAs and manifestation determinations. In addressing this need, the team-based process Manifestation Determination Checklist: A Tool for IEP Teams is highlighted. Sample questions from this instrument are presented, with insights and guidance provided for school-based practitioners.
TL;DR: The authors suggest that functional assessment failures ought to prompt the field to reconceptualize our approach along the following three dimensions: sequential functional assessment, recontextualizing assessment, and molar environmental assessment.
Abstract: to adopt crisis management procedures involving punishment, physical restraint, or drugs. Kennedy (this issue) offers a thoughtful alternative to these extreme measures, one that does not give up on assessment-based intervention but, rather, seeks to extend it. All good conceptual articles, and Kennedy’s is no exception, are ultimately heuristic in nature and encourage fellow researchers to elaborate on crucial propositions. I would suggest that functional assessment failures ought to prompt the field to reconceptualize our approach along the following three dimensions : sequential functional assessment, recontextualizing assessment, and molar environmental assessment.