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Pediatric Lifestyle Medicine
Published in James M. Rippe, Lifestyle Medicine, 2019
Jonathan R. Miller, Richard Boles, Stephen R. Daniels
Generally, when preferred events are presented following behavior, it is likely to produce positive reinforcement; and when unpleasant or aversive events are removed following behavior, it is likely to result in negative reinforcement. However, assuming what is preferred or unpleasant is where attempts to use reinforcement often fail. Strategies for identifying reinforcement for maladaptive behaviors (known as functional analysis or functional behavior assessment; see Beavers et al.29) and subsequently modifying reinforcement to increase adaptive skills (known as function-based treatment) have been developed elsewhere,30 but have yet to be applied to lifestyle medicine. Collaborations between current lifestyle medicine practitioners and applied behavior analysts (practitioners trained in operant psychology) may provide avenues by which such work and new clinical strategies could be accomplished.
Intellectual and Developmental Disabilities
Published in Christopher J. Nicholls, Neurodevelopmental Disorders in Children and Adolescents, 2018
Various behaviors serve different purposes for the individual, and one of the first steps in applying the principles of ABA is to perform a “functional behavioral assessment.” Rather than assuming what the purpose of a given behavior might be, the clinician systematically observes the behavior and generates hypotheses as to why both desirable and undesirable behaviors are learned and maintained by the environment. The approach recognizes that, as opposed to classical conditioning, most behaviors serve a purpose for the individual. Thus, classical conditioning might explain why a severely disabled individual might engage in projectile vomiting when taken to a specific treatment room, while operant conditioning likely explains more common behaviors and their development. Although different authorities and organizations use slightly different terminology, behavior typically is thought to serve one of two main functions: The behavior allows the individual to get something (attention, tangible goods, pleasant feelings) orThe behavior allows the person to avoid or escape from something (hunger, embarrassment, punishment)From this perspective, therefore, behaviors engaged in by the individual with ID serve a purpose and are not random. If we wish to change a behavior, for example, teaching the individual to become toilet trained as opposed to having daily accidents, we must engineer a specific behavioral program that identifies the precursors of the behavior and the consequences for that behavior and then intervene through systematically training and reinforcing the positive steps toward a well-defined goal. The approach is based on the idea that it is easier/better to try to teach a positive skill than it is to try to eliminate a negative behavior. Indeed, one way to think about negative behaviors is the absence of a positive behavior, which if learned would render the negative behavior to be unnecessary. The principles of ABA have a long history of success in working with all children (and pets!).
A preliminary investigation of procedural refinements to the performance diagnostic checklist - human services
Published in Journal of Organizational Behavior Management, 2022
Hanna Vance, Valdeep Saini, Emily L. Guertin
It is important to acknowledge that the process of intervention selection is influenced by several different information sources, and the PDC-HS represents just one variable in the decision-making process. In typical environments, a practitioner’s decision to select one intervention or another could be affected by variables such as prior success with interventions, the context in which the intervention is implemented, direct observation of target employee performance, the employee’s role, as well as other informal and formal interviews with other employees. Moreover, selecting simple, efficient, and effective interventions is likely to be enhanced when comprehensive performance analyses are conducted, which include multiple sources of information that influence intervention selection. This process is akin to functional behavior assessment that is conducted to inform interventions for the treatment of severe challenging behavior in individuals with intellectual and developmental disabilities (Miltenberger et al., 2019), wherein multiple sources of assessment are used to guide intervention selection. Performance analysis involves the collection of information about the reinforcing consequences of an employee performance problem as well as the antecedent stimuli evoking the problem, which could be gleaned by assessment sources other than, or in addition to the PDC-HS (e.g., performance flowchart; Mager & Pipe, 1970).
Sequential Implementation of Functional Behavior Assessment-Informed Treatment Components for Sleep Disturbance in Autism: A Case Study
Published in Behavioral Sleep Medicine, 2021
Jenna R. van Deurs, Laurie K. McLay, Karyn G. France, Neville M. Blampied
Functional behavior assessment (FBA; Newcomer & Lewis, 2004) is an assessment procedure commonly used to identify antecedent and consequence variables that may have established and may now be maintaining target behavior. FBA involves analyzing recurring patterns among antecedent events, behaviors, and consequences, based on information obtained from a range of sources (e.g., interviews, questionnaires, behavior diaries). Functional assessment procedures have been shown to maximize the efficiency and effectiveness of behavioral interventions and are commonly used to inform treatment of general behavior problems in young people with ASD (Heyvaert et al., 2014). A number of studies highlight the importance of using FBA to inform sleep interventions for children with ASD (e.g., Jin et al., 2013; McLay et al., 2019, 2018) and indicate that similar behavioral topographies (e.g., leaving the bedroom post-bedtime) do not necessarily serve the same function, nor warrant similar treatment. For one child, sleep-interfering behavior may be maintained by parent attention, and for another may involve salient but inappropriate controlling stimuli (e.g., electronic devices). Disambiguating such alternative functional relationships is critical to the development of targeted, effective interventions.
Modifying a behavior intervention plan according to classroom aides acceptability ratings: effects on treatment integrity and challenging behavior
Published in International Journal of Developmental Disabilities, 2019
Benjamin R. Thomas, Michael Lafasakis
Challenging behavior is often addressed with functional behavior assessment (FBA),function-based behavioral intervention, and support procedures (Smith et al.2007, Watson et al.1999, Wong et al.2015). Accordingly, amendments in the Individuals with Disabilities Education Improvement Act (IDEA, 2004) require schools to provide functional behavior assessments and positive behavior intervention and supports to students with disabilities when challenging behavior impedes their learning or is a manifestation of their disability. Research has shown that the effectiveness of behavioral intervention plans (BIPs) however, can often be influenced by the integrity with which they are implemented (Cook et al.2010, Fryling et al.2012, Gresham 1989, St. Peter Pipkin et al.2010, Wilder et al.2006). That is, proper implementation of BIPs by school staff can often lead to improvement in student behavior, while lack of adherence to procedural components (i.e. poor integrity), may not result in beneficial changes in student behavior (Cook et al.2010, DiGennaro et al.2007, DiGennaro et al.2005, Wilder et al.2006). Lack of adherence to a BIP can also be a legal violation of a student’s individualized education plan (IEP) if a student’s chances for making ‘appropriately ambitious progress’ are reduced (e.g. Endrew F. v. 2017). Unfortunately, some research suggests that failure to consistently carry out recommended BIPs may be commonplace in school settings (Cook et al.2010, Fiske 2008).