Descriptive Analyses of Caregiver Reprimands

Abstract

We conducted descriptive observations of 5 individuals with developmental disabilities and severe problem behavior while they interacted with their caregivers in either simulated environments (an inpatient hospital facility) or in their homes. The focus of the study was on caregiver reprimands and child problem behavior. Thus, we compared the frequency of problem behavior that immediately preceded a caregiver reprimand to that immediately following a caregiver reprimand, and the results showed that the frequency of problem behavior decreased following a reprimand. It is possible that caregiver reprimands are negatively reinforced by the momentary attenuation of problem behavior, and the implications for long- and short-term effects on caregiver behavior are discussed.

Descriptive Analyses of Pediatric Food Refusal: The Structure of Parental Attention

“…These results were similar to those of Sloman et al (2005), who found that reprimands were followed by a temporary decrease in problem behavior. It is possible that the temporary decrease in inappropriate mealtime behavior following reprimanding, coaxing, showing concern, or comforting may reinforce parent responses, thereby explaining the reluctance of parents to cease engaging in these responses.…”

Using Descriptive Assessment in the Treatment of Bite Acceptance and Food Refusal

“…Descriptive assessments have been used in a number of investigations to assess the relationship between care provider behavior and a variety of other behavior problems (e.g., Lalli, Browder, Mace, & Brown, 1993;Lerman & Iwata, 1993;Mace & Lalli, 1991;Sloman et al, 2005;Vollmer, Borrero, Wright, Van Camp, & Lalli, 2001). Pretreatment descriptive assessments may be useful for the treatment of food refusal in at least two ways.…”

Improvement of Restricted Interests and Adaptive Behavior in People with Autism Spectrum Disorders

“…This study therefore adds to existing research into the effects of the interrelated programs, and is necessary for a complete understanding of development and generalization of behavior (Hanley, Iwata & McCord, 2003;Sloman et al, 2005). In summary, it´s therefore necessary to facilitate a constructive movement, defined as a related interactiveaffective approach, in order to facilitate improvement and intersubjective development of both one's own interests and feelings and also those of others, through a multimodal exchange process:…”