Team Involvement in Assessment-Based Interventions With Problem Behavior

Abstract

Descriptive and qualitative analyses were applied to a database of 111 assessment-based studies published between 1997 and 2002 on the problem behavior of school-age individuals with disabilities, to determine how frequently key components of positive behavior support (PBS) were being used. While most of the database reported reductions in problem behavior, only half focused on and reported increases in replacement skills. Interventions frequently reported were positive reinforcement, antecedent-based approaches, and skill training. Interventions using parent/teacher skill training were infrequent, and self-management, peer-mediated intervention, and comprehensive lifestyle change were rare. Involvement of family and educators was reported in one quarter of the database, with the highest involvement of nonresearchers during assessment. Studies using functional assessment alone or in combination with functional analysis and studies conducted in natural settings were more likely to use key features of PBS than were studies that used only functional analysis or were conducted in atypical settings.

Teaching Augmentative and Alternative Communication to Students with Severe Disabilities: A Review of Intervention Research 1997–2003

“…The dependent variable(s) included interactive communication responses that were nonspoken (prelinguistic or symbolic AAC); other responses (e.g., eye contact, receptive skills, reduction of problem behavior, speaking) also may have been measured. (Cooper, 1989) of reference lists from a series of literature reviews on communication, AAC, and positive behavior support (e.g., Goldstein, 2002;Lancioni et al, 2001;Mirenda, 2001;Snell et al, 2005) and identified potential research articles. Next, we hand searched the 18 journals that had yielded potential research articles.…”

“…1,2 This research evaluation instrument was based in part on the work of Dunlap et al (1999) and Snell et al (2005). Because our focus was on research addressing prelinguistic and symbolic AAC communication interventions with students having severe disabilities, we added the category on reinforcer assessment and included additional items in two categories (general and intervention) to reflect dependent and independent variables relevant to these communication modes.…”

Service User Outcomes of Staff Training in Positive Behaviour Support Using Person‐Focused Training: A Control Group Study

“…The core elements of PBS involve: (1) the use of comprehensive functional assessment involving all stakeholders and intervention agents to achieve a contextual fit in typical service settings. This typically entails that functional assessments are conducted in routine service settings, (2) altering deficient environmental conditions, (3) altering deficient behaviour repertoires and (4) achieving lifestyle change through multi‐component behaviour support plans while decreasing the frequency of challenging behaviour (Snell et al. 2005).…”

“…Recent studies have examined the extent to which PBS characteristics or processes such as functional assessment and stakeholder participation actually occur in practice. Snell et al. (2005), using a sample of 111 studies over a 5‐year period involving school‐age children with disabilities, identified that the involvement of intervention agents and the use of routine settings were not a frequent characteristic of assessment processes employed.…”

Physical Arrangements and Staff Implementation of Function-Based Interventions in School and Community Settings

“…behavior (e.g., Kern & Clemens, 2007;Stewart & Evans, l997). A well-arranged shelf (e.g., Fujiwara, 1985;Nagasawa & Morishima, 1992) (Snell et al, 2005).…”