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Transition from artificial enteral tube nutrition to oral eating: tube-weaning feeding therapy
Published in Clarissa Martin, Terence Dovey, Angela Southall, Clarissa Martin, Paediatric Gastrointestinal Disorders, 2019
In relation to tube-weaning therapy, the psychologist assesses and manages the child’s behaviour at mealtimes and with food. The intervention proper is usually under the control of this professional group. Therefore, the accountability, but not necessarily the responsibility, for an effective outcome rests with this profession. In some countries, applied behaviour analysts cover these aspects, while in other countries generic psychologists or clinical psychologists are required. Irrespective of the designation of the psychologists, some form of accountability for outcome is necessary. Indeed, a minimum repertoire of behaviours is required for making mealtimes and eating possible. These include coming to the table, accepting to be seated in a suitable chair at the table, remaining seated during mealtimes, being willing to accept food offered, to consume it orally and be able to follow adult instruction (McGrath et al., 2009); these are all necessary behavioural cusps to mealtimes. Assessment of a child who has not eaten orally will also include a more in-depth functional analysis of the child’s behaviour to identify potential controlling environmental variables and behavioural patterns of avoidance that will help to micromanage the new feeding situation and modify the child’s behaviour when teaching new eating skills (Byars et al., 2003).
It’s a Girl’s Life
Published in Elizabeth B. Torres, Caroline Whyatt, Autism, 2017
Jadyn Waiser, Michelle Stern Waiser, Anita Breslin
These thoughts, and our resolve to move Jadyn from the public school setting, were strengthened over the course of the next year, as we slowly explored a range of other options—though daunted by the potential cost of private education. Working closely with a psychologist and board-certified behavior analyst (BCBA) in the area of autism, Dr. Anita Breslin, we began exploring options.* This process culminated in a climatic manner, with Jadyn suffering a host of injuries as a result of a convulsive seizure in spring 2009—her last seizure to date, but one that had a lasting impact on our family.
The use of applied behavior analysis in traumatic brain injury rehabilitation
Published in Mark J. Ashley, David A. Hovda, Traumatic Brain Injury, 2017
Craig S. Persel, Chris H. Persel
Although a number of authors and governmental agencies have published guidelines for positive behavioral services and procedures, the Behavior Analyst Certification Board has established the “Professional and Ethical Compliance Code for Behavior Analysts”1 that provides standards to which professionals should adhere. These codes provide guidelines for professionals in 10 areas, including responsibility conduct; responsibility to the client; assessing behavior; behavior change programs; and responsibility to the profession, colleagues, and research.163
Looking at Europe’s recent behavioral telehealth practices for children and families impacted by neurodevelopmental disabilities
Published in International Journal of Developmental Disabilities, 2023
Sheri Kingsdorf, Karel Pančocha
Strategies grounded in the science of applied behavior analysis (ABA) have been empirically demonstrated to increase skills by using systematic teaching methods, incremental instruction, and function-based approaches (e.g. Virués-Ortega 2010). ABA-based services can involve different tactics. Some of these include a verbal behavior approach (e.g. Barbera 2007), naturalistic teaching strategies (e.g. Schepis et al. 1998), functional communication training (e.g. Tiger et al. 2008), discrete trial training (e.g. Smith 2001), and self-management (Lee et al. 2007). Given the complex nature of the science of behavior, practicing competently requires specialized educational courses and training (Shook and Neisworth 2005). The specialized coursework must adhere to a certain number of hours of discretionary content. This content includes ethics, professional conduct, philosophical underpinnings and principles of behavior, measurement, analysis, experimental design, behavior assessment, and behavior change procedures (Association for Behavior Analysis International, 2018). Training requirements include the completion of supervised practicums across numerous competency areas which take, on average, over a year to complete (Behavior Analyst Certification Board, 2021b). The rigorous nature of working towards becoming a behavioral practitioner has contributed to the dearth of people available to provide ABA services.
Organizational behavior management in human services settings: Conducting and disseminating research that improves client outcomes, employee performance, and systems development
Published in Journal of Organizational Behavior Management, 2022
James K. Luiselli, Rita M. Gardner, Frank Bird, Helena Maguire, Jill M. Harper
Board Certified Behavior Analysts® must be knowledgeable about and follow research ethics codes of conduct (Behavior Analyst Certification Board, 2014) as well as educate non-certified behavior analysts who practice OBM (Luke et al., 2018). Our discussion of RRCs laid out the dominant ethical guidelines for conducting research such as description of research objectives, voluntary consent, risks-benefits analysis, confidentiality, data security, communications, and presentation of research findings. Oda et al. (2021) reviewed a related topic, namely the ethics of research dissemination, when speaking and writing for publication. Among many ethical principles that inform dissemination, authorship should be reserved for individuals who made “substantial contribution” to the research (American Psychological Association, 2020). Misconduct that occurs when data are falsified or reported inaccurately, plagiarism, improper citing of prior research, conflicts of interest, and breach of confidentiality must be avoided. Researchers are also obligated to make their data and other research information available to professionals on request unless these sources are otherwise protected (Association, 2020; Behavior Analyst Certification Board, 2014).
Five years of Avoidant/Restrictive Food Intake Disorder: no consensus of understanding among health professionals in New Zealand
Published in Speech, Language and Hearing, 2022
Bianca N. Jackson, Léa A. T. Turner, Georgina L. Kevany, Suzanne C. Purdy
Treatment approaches for ARFID are diverse and as yet have little evidence-base. Some physicians use interventions for anorexia nervosa, which may increase nutritional intake but are not proven effective for addressing the core deficits of ARFID (Guss, Richmond, & Forman, 2018). Recent research into treatment for ARFID encompasses parent training in family based treatment (Spettigue, Norris, Santos, & Obeid, 2018), hospital-based re-feeding (Thomas, Wons, & Eddy, 2018), pharmacotherapy (Gray, Chen, Menzel, Schwartz, & Kaye, 2018), and cognitive–behavioural therapy (Dumont, Jansen, Kroes, de Haan, & Mulkens, 2019; Thomas et al., 2018). Applied behaviour analysts can also provide evidence-based effective interventions (Ibañez et al., 2020). Speech-language therapists have provided feeding skills training, systematic desensitization and feeding and nutrition education to increase dietary intake and variety and reduce problematic mealtime behaviours (Marshall et al., 2015). Incorporating approaches from both eating disorders and feeding disorders research will in future strengthen the interventions available to families (Sharp & Stubbs, 2019).