Brief functional analysis and supplemental feeding for postmeal rumination in children with developmental disabilities

Rumination is a serious problem demonstrated by some people with developmental disabilities, but previous research has not included a functional analysis and has rarely compared intervention methods during the assessment process. We conducted functional analyses with 2 children who displayed postmeal rumination and subsequently evaluated a supplemental feeding intervention following meals. Results showed that noncontingent food or liquid presentation effectively reduced rumination with both children.     

Effects of a supervisory intervention on assessment of interobserver agreement by educational service providers

Effective data collection requires routine assessment of interobserver agreement (IOA). This study evaluated a supervisory intervention to increase the frequency of IOA assessments performed by educational staff at a school for children with developmental disabilities. Intervention components included action directives, strategic posting of IOA recording forms, and performance feedback (positive reinforcement and correction). Implemented in a multiple baseline design, intervention increased IOA assessments targeting skill acquisition and behavior support plans. The study illustrates a systems‐level approach towards performance enhancement of human services personnel. Copyright © 2008 John Wiley & Sons, Ltd.     

Case study: Reinforcement control of assaultive behavior in a sensory impaired child

This clinical case study describes the residential treatment of severe assaultive behavior in a 13-year-old sensory impaired child using two methods of positive reinforcement. Only slight reductions in the frequency of assaults occurred when the child was reinforced for compliance with task demands. Control was established quickly when reinforcement for the absence of responding was programmed in the form of a differential reinforcement of other behavior (DRO) contingency. Treatment fading was accomplished by gradually decreasing the immediacy and frequency of reinforcement. Extended follow-up assessment revealed near-zero levels of responding.     

BRIEF (TEST‐CONTROL) FUNCTIONAL ANALYSIS AND TREATMENT EVALUATION OF AGGRESSIVE BEHAVIOR EVOKED BY DIVIDED ATTENTION

We measured the effects of divided attention on the aggressive behavior of a 20‐year‐old man within a test‐control functional analysis (FA; Iwata, B. A., Duncan, B. A., Zarcone, J. R., Lerman, D. C., & Shore, B. A. (1994). A sequential, test‐control methodology for conducting functional analyses of self‐injurious behavior. Behavior Modification, 18, 289–306). The FA confirmed that divided attention was associated with high‐frequency aggression and aggression‐contingent attention from a familiar and preferred staff person. A subsequent treatment evaluation confirmed that aggression decreased when the man was able to request attention from the staff person under the divided attention condition. We discuss the clinical utility of a divided attention and test‐control methodology when conducting a FA of serious problem behavior within applied settings Copyright © 2014 John Wiley & Sons, Ltd.     

Use of an Antecedent Intervention to Decrease Vocal Stereotypy of a Student With Autism in the General Education Classroom

This study examined the use of an antecedent-based intervention to reduce the vocal stereotypy of a student diagnosed with Autism within the general education classroom. The student displayed frequent nonfunctional speech and disruptive vocal sounds. An antecedent-based intervention, involving the use of qualitatively different cards—to cue the student when it was appropriate or inappropriate to engage in vocal stereotypy—was designed and implemented. An adaptive alternating treatment design was utilized and conditions were randomized and counterbalanced across treatment sessions. Data on vocal stereotypy were collected using partial interval recording. The results indicated the participant was successful in discriminating between cues and decreased stereotypy during intervention compared to baseline conditions. Similar findings were found when the intervention was implemented across a second school setting.     

Social Validity Assessment of Mindfulness Education and Practices Among High School Students

The authors describe social validity assessment of mindfulness education and practices among high school students (N = 84) participating in a 10-week instructional program. The participants rated their satisfaction with and acceptance of several program components, content areas, and outcomes, as well as their engagement in specific mindfulness practices. Nearly all of the participants rated the program favorably, reported many beneficial effects, and anticipated future use of mindfulness in their lives. They did not routinely perform voluntary formal guided meditations beyond the classroom but did engage in informal mindfulness practices preceding certain activities (e.g., preparing for a test, athletic competition, performance event) and going to sleep at night. The authors discuss these findings and the implications for designing school-based mindfulness education programs.     

Liquid fading to establish milk consumption by a child with autism

Liquid avoidance by children with developmental disabilities is a common problem but has not been researched extensively. In this study, a 4‐year‐old girl who had autism and food selectivity was taught to drink milk through a liquid fading procedure. The feeding protocol consisted of gradually increasing the concentration of milk in a beverage she consumed 100% of the time. Intervention was implemented by educational staff in a school setting. Milk consumption was achieved rapidly without interruption to the fading sequence. Clinical and research issues related to liquid avoidance and fading treatments are discussed. Copyright © 2005 John Wiley & Sons, Ltd.     

Review of sports performance research with youth, collegiate, and elite athletes

This brief review summarizes translational and intervention research in the area of sports performance. We describe studies with youth, collegiate, and elite athletes; identify recent trends; and propose recommendations for future research.