Parents' Ratings of the Acceptability of Behavioral Treatment Recommendations Made in an Outpatient Clinic: A Preliminary Analysis of the Influence of Treatment Effectiveness

Reimers, Thomas M.; Wacker, David P.

doi:10.1177/019874298801400104

Cited by 224 publications

(165 citation statements)

References 13 publications

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“…To evaluate student acceptability of the SBI program and its perceived effectiveness, students in the treatment condition only completed a modified version of the Treatment Acceptability Rating Form-Revised (TARF-R, Reimers & Wacker, 1988) immediately following instruction (posttest). The rating scale consisted of nine items that students responded to by choosing the statements that best reflected their feelings: "strongly disagree," "somewhat disagree," "somewhat agree," and "strongly agree."…”

Section: Assessing Treatment Acceptabilitymentioning

confidence: 99%

Improving students’ proportional thinking using schema-based instruction

Jitendra

Star

Rodriguez

et al. 2011

Learning and Instruction

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This study investigated the effectiveness of an instructional program (schema-based instruction, SBI) designed to teach 7 th graders how to comprehend and solve proportion problems involving ratios/rates, scale drawings, and percents. The SBI program emphasized the underlying mathematical structure of problems via schematic diagrams, focused on a 4-step procedure to support and monitor problem solving, and addressed the flexible use of alternative solution strategies based on the problem situation. Blocking by teacher at three middle schools, the authors randomly assigned the 21 classrooms to one of two conditions: SBI and control.Classroom teachers provided the instruction. Results of multilevel modeling used to test for treatment effects after accounting for pretests and other characteristics (gender, ethnicity) revealed the direct effects of SBI on mathematical problem solving at posttest. However, the improved problem solving skills were not maintained a month later when SBI was no longer in effect nor did the skills transfer to solving problems in new domain-level content.KEYWORDS: word problem solving, ratio and proportion, middle school students, schemabased instruction

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Section: Assessing Treatment Acceptabilitymentioning

confidence: 99%

Improving students’ proportional thinking using schema-based instruction

Jitendra

Star

Rodriguez

et al. 2011

Learning and Instruction

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“…Finally, both families rated the overall treatment acceptability as Bhighly acceptable^on the TARF-R (Reimers and Wacker 1988).…”

Section: Resultsmentioning

confidence: 99%

“…We conducted baseline and intervention sessions with the SGD and measured participant performance and caregiver procedural fidelity. Post-intervention, the Treatment Acceptability Rating Form-Revised (TARF-R; Reimers and Wacker 1988) was used to evaluate social validity ratings of the interventions. All procedures for both phase 1 and phase 2 were implemented via telehealth with live coaching.…”

Section: Methodsmentioning

confidence: 99%

Teaching Communicative Responses with a Speech-Generating Device Via Telehealth Coaching

Dimian

Elmquist

Reichle

et al. 2018

Adv Neurodev Disord

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Caregivers need support with teaching augmentative and alternative communication (AAC). The purpose of this study was to coach caregivers via telehealth (i.e., live video conferencing with Google Hangout) to implement communication assessments, functional communication training (FCT), and/or navigation training to address either idiosyncratic or problem behavior exhibited by two young boys with developmental delay (age 5.5 years) and autism (age 7 years) who were non-verbal. An adapted multiple probe design and a multiple probe design across three contexts (play, break from demands, help) were used to evaluate acquisition of communicative requests using high tech aided AAC on a speech-generating device (SGD; a Tobii Dynavox T10 device). A forward chain was also introduced to teach symbol selection and navigation on the SGD. Both children acquired the communicative alternatives across each context. Caregiver implementation fidelity was measured with procedural checklists and was acceptable across baseline and intervention sessions for both children. Children with developmental disabilities face many barriers to accessing needed communication intervention and may not have access to interventionists with the expertise in AAC with a SGD. Our findings have potential research implications for the use of telehealth to improve access to expertise in high tech aided AAC communication assessment and intervention.

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“…First, as discussed previously, when a treatment match is first identified, there are invariably a number of distinct treatment options available. Once these options are identified, the consumers might be asked to rate the acceptability (Reimers & Wacker, 1988) of available treatments relative to their applicability to the home and school settings. Second, the analysis and treatment of SIB should be implemented more often in school and home settings and/or by parents and teachers, thus reducing the amount of transfer needed between the treatment and home or school settings.…”

Section: Discussionmentioning

confidence: 99%

Use of Negative Reinforcement in the Treatment of Self‐injurious Behavior

Steege

Wacker

Cigrand

et al. 1990

J of App Behav Analysis

Self Cite

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Behavioral assessment procedures were used to determine the maintaining conditions of self-injury exhibited by 2 children with severe multiple handicaps. For both children, negative reinforcement (escape from grooming activities) was determined to be the maintaining reinforcer for self-injury (hand/arm biting) within an alternating treatments design. The treatment packages involved the use of negative reinforcement (brief escape from grooming activities) contingent upon a behavior that was incompatible with self-injury (reaching and pressing a microswitch that activated a prerecorded message of "stop"). Treatment was evaluated with a reversal design for 1 child and with a multiple baseline across grooming activities for the 2nd child. The treatment led to a marked decrease in self-injury for both children. At follow-up, high rates of self-injury were reported for the 1st child, but low rates of self-injury and an increase in task-related appropriate behavior were observed for the 2nd child.DESCRIPTORS: functional analysis, negative reinforcement, severely handicapped, self-inju- lection of an appropriate treatment for SIB was dependent on the maintaining conditions.Examples of the use of hypothesis testing or functional analysis procedures to prescribe treatments were reported by Repp, Felce, and Barton (1988) and Steege, Wacker, Berg, Cigrand, and Cooper (1989). Repp et al. (1988) successfully treated self-injurious and stereotypic behaviors of 3 severely handicapped children by first conducting behavioral assessments of self-injurious or stereotypic behavior during baseline conditions and then forming hypotheses about the variables maintaining the maladaptive behaviors and matching individual treatments. The results showed that a successful treatment program can be developed based on hypotheses regarding why a behavior occurred during baseline. Steege et al. (1989) (wiNnR 1990)

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Parents' Ratings of the Acceptability of Behavioral Treatment Recommendations Made in an Outpatient Clinic: A Preliminary Analysis of the Influence of Treatment Effectiveness

Cited by 224 publications

References 13 publications

Improving students’ proportional thinking using schema-based instruction

Improving students’ proportional thinking using schema-based instruction

Teaching Communicative Responses with a Speech-Generating Device Via Telehealth Coaching

Use of Negative Reinforcement in the Treatment of Self‐injurious Behavior

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