The current study examined methods for training teachers to use functional analysis methods. Teachers first received written and verbal instructions detailing attention and demand conditions. They then received training that included modeling, rehearsal, and performance feedback. Finally, probes were taken during ongoing class instruction. Results indicate that teachers acquired the skills and used them in classroom settings.

The present study evaluated graduated exposure and positive reinforcement in a compliance training intervention package with an adolescent female who had autistic disorder, intellectual disability, and long-standing avoidance of routine medical examination. Intervention consisted of slowly introducing her to a 12-step examination hierarchy and reinforcing compliant responding within a changing criterion experimental design. Reinforcement for appropriate alternative behavior and modeling were also components of intervention. A behavioral clinician first implemented procedures that were subsequently generalized to nurses. The participant learned to comfortably tolerate a medical examination that she had resisted for nearly 2 years. We discuss clinical and research implications of the case.

This study investigated the effects of therapist attention on the self-injurious behavior (SIB) of a 6-year-old girl with developmental disabilities. After results of a functional analysis indicated that SIB was maintained by attention and tangible reinforcement, tangible conditions with and without contingent verbal attention were compared. Results suggested that the inclusion of verbal attention in a tangible condition may confound functional analysis outcomes for behavior that is maintained by attention.

Individuals with disabilities are at increased risk for abuse by their parents, caretakers, and the staff who are entrusted with their care as well as from the general population. Many individuals with disabilities have cognitive or communication impairments that place them at even higher risk for abuse. These limitations also make it more difficult for school psychologists and other clinicians to assess abuse history. Further, full participation in traditional prevention or treatment programs may not be feasible without modification. These challenges are the most likely explanation for why such limited research has been conducted in this critical area. The purpose of this article is to familiarize school psychologists with the research that has been conducted regarding the assessment, prevention, and intervention of abuse in the disability population when possible and to extrapolate from the general abuse literature when data regarding individuals with disabilities are not available. We suggest ways for school psychologists who are committed to promoting and maintaining the safety of people with disabilities to take action toward this end. In addition, we provide particular emphasis on individuals with intellectual and comorbid communication impairments because assessing, preventing, and treating abuse with this population is extremely challenging.

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