No abstract
Individuals with disabilities display problem behaviors frequently. This case study presents an analysis of the extent to which one student's pattern of multiple problem behaviors and the potential efficacy of Conjoint Behavioral Consultation (CBC) as a model for linking families, schools, and special education settings to address educational concerns in order to reduce problem behaviors, increasing communication and social skills for a child with visual impairment and Autism Spectrum Disorder (ASD). The child with, multiple disabilities his parents, school teachers, and consultant were involved in conjoint consultation, a model of cross-system collaboration to address shared concerns for educational needs. In this structured educational model, parent, teacher, and special education teacher (consultant) worked collaboratively in interdisciplinary joint decision making with extensive input regarding child's individuality. The study incorporated a delayed non-concurrent multiple probe design across behaviors using qualitative explanations in mixed design. Outcome measures included parent and school teachers observations of child functioning across home, school and special education settings as a result of consultation-mediated interventions and social validity indices assessing acceptability and consumer satisfaction. Results suggested the impression that CBC is a socially valid procedure for addressing concerns of child with multiple disabilities across home, school and special education systems. Both parents and school teacher reported the consultation process to be highly acceptable although limitations with the methodology of single subject design. Research is needed to determine the contexts and conditions under which the model is more or less effective using increased number of participants.Keywords: conjoint behavioral consultation, autism spectrum disorder, problem behavior, functional assessment, delayed non-concurrent multiple baseline method
Many vocal stereotypy or repetitive vocalizations behaviors of children with autism spectrum disorder (ASD) are now seen as having potential language development, even though they may begin with highly delayed or absence of social consequences by reflexive or non-purposeful responses. The study of these vocal stereotypy or repetitive vocalizations behaviors in children with autism spectrum disorder has been of interest for a long period time. There is an accelerating interest in the communicative potential of repetitive vocalizations in the domain of pre-linguistic behaviors of children with ASD. The present article concentrates on a non-aversive communication teaching technique with shaping protocols. This research aims to answer the question: Do responding to repetitive vocalizations by three communicative behaviors, nonlinguistic contingent response, linguistic contingent responses, and finally linguistic contingent responses to the child's communicative act, guided with a shaping procedure increase frequency of communication attempt in a child with ASD. According to the multiple-probe across behaviors graphic and the anecdotal recordings of the participant affective involvement showed a great acceleration during intervention. This research has important implications, because promising results were gathered related to repetitive vocalizations behaviors in a child with (ASD) by using a non-aversive communication teaching technique with the shaping protocols.
This study aimed to extend the use of video-based Instructions (VBI) by using point-of-view video modeling (POVM), schema based-word problem solving method and peer tutoring to teach addition-subtraction word problem solving to students with ADHD. When core mathematic instruction is not enough to address skill deficits of students with ADHD, more intensive interventions are required to support student learning and comprehensive interventions with strong instructional components may use to help improve achievement of students with mathematics difficulties. The video presentation of the instruction via POVM allows for development of procedural knowledge as participants can view instruction of problem-solving steps. A single-case multiple probe across participants, experimental design was used with three participants. As shown on the single subject graphic all three participants not only demonstrated mastery of the skill, but also maintained the skill several weeks after the intervention ended and they were able to teach the skill to their tutees. This means participants completed the three different types of word addition and subtraction problems independently. All participants were successful and shared that they enjoyed learning about word problem solving using the video instruction, supporting the social validity of this intervention.
In this study, we demonstrate the use of conjoint behavioral consultation (CBC) as a main model to join parents and educators in the shared development and implementation of comprehensive interventions for students. A cognitive behavior therapy (CBT) model and schema-based instruction (SBI) served as an intervention and delivered in the context of CBC to enhance mathematical resilience. A multiple probe design across participants was used. The mothers and teachers of three boys between the ages of 10 and 11 years who were exhibiting performance deficits on the mathematics outcomes served as consultation participants. Direct observation data suggest that intervention implemented within the context of CBC was related to increases in mathematical resilience. In general positive changes were noted from pretreatment to post treatment administrations of the well-being questioner. Measures of treatment acceptability, treatment integrity, and social validity also yielded positive results. This study lends support to the use of CBC as a means of joining parents and teachers in the delivery of effective academic and behavioral interventions.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.