Background and aim: Research has demonstrated that a variety of treatments can reduce or eliminate self-injurious behavior (SIB) in individuals with autism and/or intellectual disabilities but evidence suggests that not all treatments are equally effective. Methods: We used multi-level meta-analysis to synthesize the results of 137 single-case design studies on SIB treatment for 245 individuals with autism and/or intellectual disabilities. Analyses compare the effects of various behavioral and medical treatments for SIB and assess associations between treatment effects and participant-and study-level variables. Results: Findings suggest differential reinforcement, punishment, and treatment packages with reinforcement and punishment components resulted in the largest SIB reductions. Conclusions: Results indicate that overall, treatment for SIB is highly effective and that participant and study characteristics do not moderate treatment effects. Implications: Based on results and in line with current practice recommendations, we encourage use of reinforcementbased procedures in all cases of SIB. In the event that reinforcement-only treatments have failed or if SIB poses a serious, immediate threat to the health and well-being of an individual, our results suggest that overcorrection paired with reinforcement may be the most effective as well as less invasive alternative.
Human sexuality encompasses aspects of physiology and emotions. The need for sociosexuality education for individuals with developmental disabilities (DD) is widely acknowledged; yet, there is little known about what topics of sexuality are presented. This review identified curricular content used in comprehensive, commercially available sexuality curriculum for individuals with DD. Results indicated that biological aspects such as anatomy and physiology were taught in all the curriculums; however, issues related to culture and society were less frequently present. The need for specific sexuality content is discussed as well as future implications.
Trial-based functional analysis (TBFA) uses a modified approach to traditional functional analysis (FA). The present review seeks to answer questions on outcomes of the assessment, procedures, data collection methods, graphical displays, and effectiveness of training. A review of the literature produced 17 studies that met criteria for inclusion. Results indicate that TBFA has the potential to effectively determine the function of challenging behavior. The use of TBFA allows for function-based interventions to reduce challenging behavior when traditional FA cannot occur. TBFA may also supplement additional assessment tools to help determine variables maintaining challenging behavior.
Over recent decades, education has increasingly focused on student-centered learning. Guided practices represent a new way of learning for undergraduate students of physiology, whereby the students turn into teacher-students and become more deeply involved in the subject by preparing and teaching a practical (laboratory) class to their peers. The goal was to assess the students' opinions about guided practices and how physiological parameters change during the activity. For this objective, two experiments were performed. First, a voluntary questionnaire on guided practices was completed by the students during 2 academic years. Students could also write a free text commentary. The positive answers obtained in the questionnaire and the free commentary responses point to the effectiveness of this methodology in students' minds. Negative aspects included the time spent preparing the activity, and the stress that students experienced in the teaching role. Second, information about how the teacher-students felt before teaching the practical class was self-reported, and physiological parameters related to stress (heart rate, pulse rate, blood pressure, arterial oxygen saturation, respiratory rate, and electrocardiogram recorded to evaluate R-R interval and heart rate variability) were measured immediately before and while the practical class was taught. This evaluation reported an increase in stress during the execution of the practice. In conclusion, despite a new and stressful situation, guided practices are of interest for the students as a learning tool and for the acquisition of skills that may be of use in their later professional lives.
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