Ecobehavioural analysis of stereotypic and adaptive behaviours: activities as setting events

Repp, Alan C.; Singh, Nirbhay N.; Karsh, Kathryn G.; Deitz, Diane E. D.

doi:10.1111/j.1365-2788.1991.tb00425.x

Cited by 12 publications

(3 citation statements)

References 27 publications

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“…Although none described the role of discriminative stimuli in setting the occasion for challenging behaviour, the functions of both 'immediate' establishing operations (such as violence inflicted by another resident) and more distant setting events (such as a poor night's sleep) were reported (cf. Gardner, et al, 1986;Repp et al, 1991). However, staff interpretation of these events was based on the notion of triggering or elicitation, rather than potentiating certain consequences as reinforcers; the function of setting events (cf.…”

Section: Staff Beliefsmentioning

confidence: 98%

Understanding Factors That Influence Staff Responses to Challenging Behaviours: An Exploratory Interview Study

Hastings

1995

Mental Handicap Research

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Staff beliefs about challenging behaviours, and their perception of their working environment, are important for two main reasons. Firstly, the manner in which staff define challenging behaviour affects who is labelled as a challenge, and who is referred to specialist services. Secondly, staff views of their working environment may help us to understand why staff interact with people with learning disabilities in the apparently counter-habilitative ways outlined in previous reasearch. These issues were investigated in a systematic semi-structured interview of 19 care staff. The interview covered staff definitions of challenging behaviour, the reasons for its occurrence, and strategies for its amelioration; their views on training and behavioural programmes; and their reported emotional responses to challenging behaviour. Content analysis of the interview transcripts revealed several patterns that may help in generating an account of staff behaviour. For example, staff's beliefs about the causes of challenging behaviour were partially congruent with those of psychological analyses, but their reported interventions for challenging behaviour could not be characterised as 'functional' strategies. Staff reports also revealed some of the factors in the service environment that may explain why they respond 'inappropriately' to challenging behaviour in the short term. These included: an emphasis in staff training on techniques for managing behaviour rather than understanding it, the (possibly resulting) belief that challenging behaviour is to be controlled, and the aversive nature of challenging behaviours. These findings, and their implications for research and practice, are discussed.

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Section: Staff Beliefsmentioning

confidence: 98%

Understanding Factors That Influence Staff Responses to Challenging Behaviours: An Exploratory Interview Study

Hastings

1995

Mental Handicap Research

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“…Such behaviors may create social stigma and reduce the opportunities for full societal inclusion (Durand & Carr, 1987). Stereotypic behavior may also interfere with everyday activities (Repp, Singh, Karsh, & Deitz, 1991), including academic instruction (Koegel & Covert, 1972;Runco, Charlop, & Schreibman, 1986), accurate performance of learned tasks (Morrison & Rosales-Ruiz, 1997), and toy play (Koegel, Firestone, Kramme, & Dunlap, 1974;Nuzzolo-Gomez, Leonard, Ortiz, Rivera, & Greer, 2002).…”

mentioning

confidence: 99%

Social Engagement With Peers and Stereotypic Behavior of Children With Autism

Lee

Odom²,

Loftin

2007

Journal of Positive Behavior Interventions

110

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In this study, the authors examined the relationship between engagement in social interaction with peers and stereotypic behavior. Three children with autism with relatively high rates of stereotypic behavior and low rates of social engagement with peers participated in the study. Two typically developing peers learned to direct social initiations to each participant during structured play activities, which increased the frequency of peer social engagement for the children with autism. Collateral decreases in stereotypic behavior occurred for all three participants when the peer-mediated intervention was implemented, and the results generalized to a proximal play setting. Conditional probability analyses further documented this inverse relationship between social and stereotypic behavior. Simultaneous (i.e., motor and oral/vocal) and motor stereotypic behaviors were the most directly affected by the increase in social engagement. Social validity ratings documented the social importance of the changes in both social engagement and stereotypic behavior for the children with autism.

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“…These difficulties may lead to problems with determining accurate and reliable levels and types of behavior and environmental events. Another DA method, antecedentbehavior-consequence recording (Lalli, Browder, Mace, & Brown, 1993;Mace & Belfiore, 1990;Repp, Singh, Karsh, & Deitz, 1991) often involves an observer recording the target problem behavior and the antecedent and consequent events immediately surrounding that behavior. When this recording is done in a closed-ended fashion, the observer is limited to recording antecedent and consequent events from a predetermined list.…”

Section: Descriptive Assessmentmentioning

confidence: 99%