It can be done: an example of a behavioral Individualized Education Program (IEP) for a child with autism

With state agencies and scientists recommending Early Intensive Behavioral Intervention (EIBI) for children with autism, the demand for qualified behavior consultants exceeds the supply. Consequently, children with autism are either receiving alternative, ineffective, and unsubstantiated treatments or are receiving EIBI programming from unqualified personnel. Additionally, when school districts are approached to provide services, the resulting Individualized Education Programs (IEPs) are typically not behavioral and lack the detailed and specific objectives required for children with autism. This article was written to provide parents and educators with an objective and quantifiable IEP, which has been used as a guideline for treatment for a 4‐year‐old boy with autism. Copyright © 2000 John Wiley & Sons, Ltd.     

Color-Conscious Multicultural Mindfulness Training in the Counseling Field

The Color-Conscious Multicultural Mindfulness (CCMM) training focuses on addressing intercultural relationship ruptures, individual inequity, and systemic disparities. In this randomized control study, the authors examined the CCMM training effectiveness with 39 prelicensed counselors and counseling students using repeated measures analyses of covariance. Participants reported statistically significant changes in multicultural competence; mindfulness; and color-blind racial attitudes related to privilege, institutional discrimination, and blatant racism. Implications for counselor training practices and future research are provided.     

Preventing Teen Relationship Abuse and Sexual Assault through Bystander Training: Intervention Outcomes for School Personnel

The purpose of the current study was to examine the impact of exposure to Bringing in the Bystander—High School Curriculum (BITB-HSC) on school personnel, which included a seven session classroom curriculum for ninth through twelfth graders (student curriculum), a bystander training workshop for school personnel (school personnel workshop), and reading materials (handout). We examined how exposure to these various BITB-HSC intervention components was associated with school personnel's knowledge and bystander efficacy, intentions, and barriers specific to student relationship abuse (RA) and sexual assault (SA). Participants were 488 school personnel from 12 high schools in upper New England who completed the 4-month follow-up survey that assessed for intervention exposure (284 participants completed both the baseline and follow-up survey). Whereas 53% of participants were exposed to no intervention components, the other half of the sample were exposed to a combination of intervention components. Higher baseline knowledge and reactive bystander intentions were associated with subsequent exposure to both the student curriculum and the handout, and fewer barriers to bystander action predicted exposure to the school personnel workshop. Exposure to the school personnel workshop, student curriculum, and handout was associated with subsequent greater knowledge, exposure to the student curriculum predicted reactive bystander intentions, and exposure to the handout predicted higher reactive bystander intentions and bystander efficacy. Findings suggest that despite challenges with engagement, exposure to the BITB-HSC components may be a useful tool in improving school personnel's responses to RA and SA among high school students.     

EMDR and Emotionally Oriented Couples Therapy

When reviewing past and current research on the role of emotion in couples therapy, there appeared to be a lack of articulation concerning how emotional expressions and relational dynamics are affected by emotional trauma that has not been accessed. The authors demonstrate how emotionally and experientially oriented therapy with couples can be enhanced by accessing stored trauma through the use of Eye Movement Desensitization and Reprocessing (EMDR). This approach is called Eye Movement Relationship Enhancement (EMRE) therapy and includes key clinical areas such as accessing and tolerating previously disowned emotion, reprocessing emotional experiences, and amplifying couple intimacy. These key areas are discussed and illustrated with case examples.     

Utilization Behavior: Clinical Manifestations and Neurological Mechanisms

This paper describes a variety of motor release phenomena, including manual grasping and groping, imitation behavior, utilization behavior, and alien hand sign, their clinical manifestations, and proposed neural mechanisms. One of these specific neurobehavioral disorders, initially described by Lhermitte (Brain [1983] 106: 237–255), and termed utilization behavior, is addressed in more detail. Patients with this disorder are described as reaching out and using objects in the environment in an automatic manner. The current paper provides a comprehensive review of studies that have documented utilization behavior in individuals with a variety of pathologies, all having a specific predilection for the frontal lobes and frontal-striatal systems. Goldberg's (Behavioral and Brain Sciences [1985] 8: 567–616) theoretical framework for understanding motor release phenomena, which conceptualizes these behaviors as resulting from an imbalance between proposed medial (voluntary, goal directed, and future directed) and lateral (automatic, stimulus bound, and visually based) motor systems, is also discussed. Utilization behavior may prove to be a common underlying cause of high levels of excessive and intrusive motor behaviors within various clinical populations. A more comprehensive understanding of the neural systems underlying utilization behavior may prove highly useful for the differential diagnosis of conditions involving the mesial frontal cortex and fronto-striatal connections. Recent studies have started to investigate utilization behavior in clinical populations with known or suspected frontal system dysfunction, including adult patients with a variety of psychiatric conditions and children with ADHD.     

Functional analysis and treatment of breath holding maintained by nonsocial reinforcement.

A functional analysis showed that breath holding exhibited by a 16‐year‐old boy with mental retardation occurred independent of social consequences. Assessment results of the existing treatment procedure—a verbal reprimand—were used to design a treatment package that reduced the behavior to low levels across 7 months.