Behavioral Medicine Consultation

2000

Behav Modif

Self Cite

A 3-year-old child with multiple medical disorders and chronic food refusal was treated successfully using a program that incorporated antecedent control procedures combined with positive reinforcement. The antecedent manipulations included visual cueing of a criterion number of self-feeding responses that were required during meals to receive reinforcement and a gradual increase in the imposed criterion (demand fading) that was based on improved frequency of oral consumption. As evaluated in a changing criterion design, the child learned to feed himself as an outcome of treatment. One year following intervention, he was consuming a variety of foods and had gained weight. Advantages of antecedent control methods for the treatment of chronic food refusal are discussed.

Section: Cueing Demand Fading and Positive Reinforcement To Establish Self-feeding And Oral Consumption In A Child With Chronic Food Refumentioning

confidence: 99%

Cueing, Demand Fading, and Positive Reinforcement to Establish Self-Feeding and Oral Consumption in a Child with Chronic Food Refusal

2000

Behav Modif

Self Cite

“…Therefore, behavioral psychologists have a unique opportunity to introduce effective strategies within such settings and to improve the long-term care of residents. This study shows that functional assessment and treatment methods can be adapted successfully to the exigencies of a nursing-care environment via a behavioral consultation model (Sugai & Luiselli, 1989) and that therapeutic improvements can be supported following treatment.…”

Section: Discussionmentioning

confidence: 96%

Functional assessment and treatment of self‐injury in a pediatric, nursing‐care resident

Behavioral Interventions

1991

Self Cite

The present study addressed the functional assessment and treatment of self-injury in an 18-yearold resident within a pediatric, nursing-care facility. During Phase 1 of the study, the rate of self-injurious eye-pressing was recorded when the client wore large protective mittens and conditions in which the mittens were absent in order to evaluate sensory reinforcing effects from the behavior. These results led to a program of sensory extinction combined with stimulus fading. The program featured the gradual reduction in the size of the mittens while rates of self-injury were maintained at reduced levels. During postfading assessment, near-zero rates were recorded.The treatment of self-injurious behavior [SIB] is a serious concern for many persons with developmental disabilities. For over two decades behavior modification procedures have been effective in decreasing self-injury (Luiselli, Matson & Singh, 1991). Although many successful interventions have been reported, both treatment philosophy and methodology have undergone numerous changes with the passage of time. For example, whereas punishment approaches were utilized extensively in earlier studies (Lovaas & Simmons, 1969), more recent research, as well as philosophical orientation, has emphasized nonaversive strategies and alternatives to punishinent (Repp & Singh, 1990). Similarly, many treatments for self-injury were implemented without determining causal variables. A very important development in contemporary treatment has been the design of functional analytic assessment procedures that focus on the motivational influences for SIB and how this information can be used to generate an individually tailored program (Schroeder, Rojahn, Mulick & Schroeder, 1990).The purpose of this study was to reduce the self-injurious eye-pressing behavior of a pediatric, nursing-care resident. Treatment was selected first by conducting a motivational analysis of suspected controlling variables. The resulting Requests for reprints should be addressed1 to James K. Luiselli, Psychological and Educational Resource Associates, 40 Bronson Way, Concord, MA 01742, USA.

“…On this note, Sugai and Luiselli (1989) indicated that alterations to programming are necessary when a. the intervention has failed to effect the desired change in the target problem, b. the assessment procedures being used do not yield reliable or valid data, or c. the staff encounters problems that interfere with the implementation of programming. (p. 210)…”

Section: Description and Componentsmentioning

confidence: 99%

Focus, Scope, and Practice of Behavioral Consultation to Public Schools

Child & Family Behavior Therapy

2002

Self Cite

Public school districts frequently seek professional consultation to improve educational services. This article is an overview of the focus, scope, and practice of behavioral consultation to public schools. A four-stage process of consultation is described, followed by a discussion on the expanding role of behavior support intervention. Next, the involvement of consultants in the design of individual-student, classroom-wide, and whole-school programs is considered. Contemporary approaches to consultation are presented such as positive behavior support, functional behavioral assessment, and efficacy evaluation that targets natural data sources. A concluding section sets forth recommendations for the successful practice of public school behavioral consultation.