Evaluation and Long-Term Treatment of Aberrant Behavior Displayed by Young Children with Disabilities

Wacker, David P.; Berg, Wendy K.; Harding, Jay W.; Derby, K. Mark; Asmus, Jennifer M.; Healy, Alfred

doi:10.1097/00004703-199808000-00004

Cited by 126 publications

(127 citation statements)

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“…The treatment procedures were intended to serve as a model that could be applied by parents across a variety of contexts. The extent to which the parents were satisifed with the treatment was assessed indirectly via a treatment acceptability checklist (Treatment Acceptability Rating FormRevised; Reimers & Wacker, 1988) at the end of the study (see Wacker et al, 1998, for an overall summary of these data). For example, in response to the question, ''How acceptable do you find the treatment to be regarding your concerns about your child?''…”

Section: Discussionmentioning

confidence: 99%

An Analysis of Choice Making in the Assessment of Young Children With Severe Behavior Problems

Harding

Wacker

Berg

et al. 1999

J of App Behav Analysis

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We examined how positive and negative reinforcement influenced time allocation, occurrence of problem behavior, and completion of parent instructions during a concurrent choice assessment with 2 preschool-aged children who displayed severe problem behavior in their homes. The children were given a series of concurrent choice options that varied availability of parent attention, access to preferred toys, and presentation of parent instructions. The results showed that both children consistently allocated their time to choice areas that included parent attention when no instructions were presented. When parent attention choice areas included the presentation of instructions, the children displayed differential patterns of behavior that appeared to be influenced by the presence or absence of preferred toys. The results extended previous applications of reinforcer assessment procedures by analyzing the relative influence of both positive and negative reinforcement within a concurrent-operants paradigm.DESCRIPTORS: choice making, preschool children, problem behaviorA number of applied investigations have evaluated the variables that influence choice with the goal of achieving better clinical outcomes in the reduction of problematic behavior (Fisher & Mazur, 1997). These studies have used a concurrent-operants arrangement in which two or more behaviors are concurrently available and each is correlated with an independent schedule of reinforcement. For example, investigators have examined various reinforcement dimensions (e.g., reinforcement rate, delay, and quality) to determine whether they have similar efThis research was supported by Grant R01-HD 29402 from the National Institutes of Child Health and Human Development of the National Institutes of Health. The opinions expressed herein do not necessarily reflect the position or policy of that agency. The authors express their appreciation to the families who participated in this study. We also express our appreciation to Agnes DeRaad, Barbara Rankin, and Anjali Barretto for manuscript preparation.Jennifer Asmus is now at the University of Florida. Address correspondence and requests for reprints to Jay Harding, University Hospital School, Room 251, 100 Hawkins Drive, The University of Iowa, Iowa City, Iowa 52242. fects in natural settings (e.g., Mace, Neef, Shade, & Mauro, 1994;Neef, Mace, & Shade, 1993;Neef, Shade, & Miller, 1994). As discussed by Neef et al. (1994), response alternatives in natural contexts are often asymmetrical across reinforcer dimensions. For example, an investigation by Neef et al. (1993) with students diagnosed as seriously emotionally disturbed showed that delays to reinforcement produced a bias toward the response alternative (choice) that provided more immediate access to reinforcement. A subsequent study by Neef et al. (1994) evaluated how specified reinforcer dimensions combined to influence the time allocated to two concurrent sets of math problems for youths with learning and behavior difficulties. The results showed that student resp...

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Section: Discussionmentioning

confidence: 99%

An Analysis of Choice Making in the Assessment of Young Children With Severe Behavior Problems

Harding

Wacker

Berg

et al. 1999

J of App Behav Analysis

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“…At the public health level, this suggests that through the childhood and adolescent years, programs should address disruptive behavior, as well as the educational needs of children with MR. For families, there is a need to increase availability and establish effectiveness of a number of programs of demonstrated efficacy in treatment of disruptive behaviors in children and adolescents with MR. Such programs include those by Sanders, Mazzucchelli, and Studman (2003a ,b ) and Wacker et al (1998) . At the same time, the demands on services for behavioral supports should decrease somewhat for older persons.…”

Section: A Externalizing Behaviormentioning

confidence: 99%

Evolution of Symptoms and Syndromes of Psychopathology in Young People with Mental Retardation

Einfeld¹,

Tonge²,

Gray³

et al. 2006

Developmental Epidemiology of Mental Retardation and Developmental Disabilities

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“…FCT has been demonstrated to significantly reduce the problem behavior of a variety of individuals (Doss & Reichle, 1989;Durand, 1990;Wacker et al, 1998). The targets of this research have included severe aggression and self-injurious behavior (e.g., Bird, Dores, Moniz, & Robinson, 1989;Durand & Kishi, 1987;Hagopian, Fisher, Sullivan, Acquisto, & LeBlanc, 1998;Steege et al, 1990), less severe but disruptive behavior (e.g., Hunt, Alwell, & Goetz, 1988;Hunt, Alwell, Goetz, & Sailor, 1990), stereotyped behaviors (e.g., Wacker et al, 1990), and a diversity of com-munication problems (e.g., Carr & Kemp, 1989).…”

Section: Mark Durand University At Albany State University Of Newmentioning

confidence: 99%

Functional Communication Training Using Assistive Devices: Recruiting Natural Communities of Reinforcement

Durand

1999

J of App Behav Analysis

174

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We evaluated the effectiveness of functional communication training (FCT) as an intervention for the problem behavior exhibited by 5 students with severe disabilities both in school and in the community. Following an assessment of the function of their problem behavior, the students were taught to use assistive communication devices in school to request the objects and activities that presumably were maintaining their behavior. Multiple baseline data collected across the students indicated that not only did the students use their devices successfully, but the intervention also reduced their problem behavior. In addition, data from community settings showed generalization to untrained community members. These results replicate other successful efforts to use FCT with individuals having limited communication skills, and demonstrate the value of teaching skills to recruit natural communities of reinforcement in order to generalize intervention effects to meaningful nontraining environments.

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Evaluation and Long-Term Treatment of Aberrant Behavior Displayed by Young Children with Disabilities

Cited by 126 publications

References 0 publications

An Analysis of Choice Making in the Assessment of Young Children With Severe Behavior Problems

An Analysis of Choice Making in the Assessment of Young Children With Severe Behavior Problems

Evolution of Symptoms and Syndromes of Psychopathology in Young People with Mental Retardation

Functional Communication Training Using Assistive Devices: Recruiting Natural Communities of Reinforcement

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