Positive Behavioral Support: New Foci in the Management of Challenging Behaviors

1992 ◽  
Vol 86 (8) ◽  
pp. 364-369 ◽  
Author(s):  
L.A. Sisson
Keyword(s):  
Problem Behaviors ◽  
Behavioral Control ◽  
Challenging Behaviors ◽  
Community Settings ◽  
Severe Problem ◽  
New Approach ◽  
Positive Behavioral Support ◽  
Life Styles ◽  
Functional Assessments ◽  
Positive Intervention

Individuals with visual impairments and multiple disabilities often exhibit severe problem behaviors that interfere with their acquisition of skills, limit access to integrated community settings, and cause harm to themselves or others. This article describes a new approach to behavioral control that uses positive intervention strategies, bases treatment on functional assessments of challenging responses, and emphasizes broad changes in the life-styles of individuals.

Descriptive Analysis of the Instructional Control of Teachers in a Classroom of Students with Behavioral Disorders

2018 ◽  
Vol 21 (1) ◽  
pp. 14-20
Author(s):  
Eitan Eldar ◽  
Shiri Ayvazo ◽  
Michal Hirschmann
Keyword(s):  
Classroom Management ◽  
Problem Behaviors ◽  
Descriptive Analysis ◽  
Challenging Behaviors ◽  
Teaching Behaviors ◽  
Empirical Examination ◽  
Severe Problem ◽  
Inappropriate Behaviors ◽  
Instructional Control ◽  
Teacher Training Programs

ABSTRACTClassroom management still remains a topic of major apprehension for teachers, and especially for those teaching students who display challenging behaviors. This paper presents an empirical examination that supplemented an exceptional project of the ministry of education in a small Middle-East country to support students with severe problem behaviors in a unique self-contained classroom. The paper conceptualizes classroom management as instructional stimulus control manifested by superior identification of the discriminative stimulus, repertoire of responses, timing, and latency. The purpose of this study was to assess teachers' instructional control by identifying and measuring co-variations between their behaviors and students' behaviors. The teachers interchangeably taught a class of 12 boys, age 8-10 with severe problem behaviors. The variables measured were teaching behaviors (e.g., type of interaction with the students, reaction time, and proximity) and students' inappropriate behaviors. Data are presented and analyzed graphically. The discussion illuminates levels of inappropriate behavior in correspondence to the type of teaching behaviors displayed, and the differences between the teachers' instructional control. Possible implications for teacher training programs are provided.

The right to effective treatment for people with developmental disabilities and severe problem behaviors.

2018 ◽  
Vol 18 (4) ◽  
pp. 436-447 ◽  
Author(s):  
Gabrielle T. Lee ◽  
Don E. Williams ◽  
Jason Simmons ◽  
Kate Johnson-Patagoc
Keyword(s):  
Developmental Disabilities ◽  
Effective Treatment ◽  
Problem Behaviors ◽  
Severe Problem ◽  
The Right

Service-Bonded Inquiry: The Road Less Traveled

1997 ◽  
Vol 17 (1) ◽  
pp. 107-121 ◽  
Author(s):  
Tom Martinek ◽  
Don Hellison
Keyword(s):  
Personal Values ◽  
Information Gathering ◽  
Community Settings ◽  
New Approach ◽  
The Road ◽  
Scholarly Inquiry ◽  
Research Service ◽  
The Way

In this essay, a new approach to doing research in schools and other community settings is described: service-bonded inquiry. This approach allows researchers to expand the boundaries of scholarly inquiry through the integration of service and scholarship. It is not an attempt to replace traditional forms of research; rather, it serves to complement the way researchers have historically conducted research. Service-bonded inquiry is the proverbial bridge between what Hal Lawson (1990) calls information gathering and useful information. The discussion here focuses on describing important assumptions underlying service-bonded inquiry and arguing that personal values and commitment must be assessed before engaging in this type of research. In addition, guideposts for evaluating and doing service-bonded inquiry are provided.

scholarly journals Teaching a Preschooler with ASD to Cooperate in Relinquish Reinforcers and Transition to Learning Activities During Skill-Based Treatment (SBT)

2021 ◽  
Vol 71 (2) ◽  
pp. 15-22
Author(s):  
L.L. Beznosikova ◽  
L.A. Ostrovskaya
Keyword(s):  
Problem Behavior ◽  
Problem Behaviors ◽  
Individual Case ◽  
Autism Spectrum ◽  
Learning Activities ◽  
Multiple Baseline ◽  
Severe Problem ◽  
Baseline Design ◽  
Severe Problem Behavior ◽  
Learning Area

A child, 5 years and 3 months old with autism spectrum disorder (ASD) and severe problem behavior was taught to stop playing and move to the learning activities. The study demonstrates the result of 2 phases of skill-based treatment (SBT) developed by Dr. Gregory Hanley: a) relinquish reinforcement phase (CAB 1) and b) transition phase (CAB 2). This is an individual case analysis, the study was conducted in a multiple baseline design across behaviors, lasted 8 weeks, and included the measurements of problem behaviors and learned skills during each training trial. As a result of 15-hour training, the child was taught the skill of stopping the play and transition to the learning area. Learners’ responses as willingness to listen to a teacher and ready to learn have emerged. At the same time, dangerous problem behavior was reduced to zero during the transition from a preferred activity to a learning area while being instructed. Transition responses were spontaneously generalized with people who were not present in the classroom (parents, tutors) and transferred to the new conditions (home and pre-school).

scholarly journals Determination of transmission reliability margin for brownout

AIMS Energy ◽  
2021 ◽  
Vol 9 (5) ◽  
pp. 1009-1026
Author(s):  
Awatif Nadia ◽  
◽  
Md. Sanwar Hossain ◽  
Md. Mehedi Hasan ◽  
Sinthia Afrin ◽  
...  
Keyword(s):  
Smart Grids ◽  
Reactive Power ◽  
Severe Problem ◽  
New Approach ◽  
Transmission Reliability ◽  
Detailed Assessment ◽  
The Stability ◽  
Power Shortages ◽  
Margin Analysis

<abstract> <p>Power shortage is a severe problem in developing countries that are rolling to blackout, but today smart grids have the scope to avoid entire blackouts by transforming them into brownouts. A brownout is an under-voltage condition where the AC supply drops below the nominal value (120 V or 220 V) by about 10%. In a power system network, power shortages or disturbances can occur at any time, and the reliability margin analysis is essential to maintain the stability of the system. Transmission reliability margin (TRM) is a margin that keeps the network secure during any occurrence of disturbance. This paper presents a new approach to compute TRM in the case of brownout. The detailed assessment of TRM largely depends on the estimation of the available transfer power (ATC). In this method, the ATC of the system is calculated considering the effect of alternating current (AC) and direct current (DC) reactive power (Q) flow (DCQF). The entire procedure is carried out for the multi-transaction IEEE-6 bus system, and the results are compared to the current efficiency justification method. Numerical results demonstrate that the proposed technique is an effective alternative for calculating the TRM and is valid compared to the existing technique.</p> </abstract>

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