The Behavioral Treatment of Disruption and Hyperactivity in School Settings

1977 ◽  
pp. 83-118 ◽  
Author(s):  
Teodoro Ayllon ◽  
Michael S. Rosenbaum
Keyword(s):  
Behavioral Treatment ◽  
School Settings

Positive Behavioral Interventions and Supports in Schools: A Tutorial

2019 ◽  
Vol 50 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Yolanda Keller-Bell ◽  
Maureen Short
Keyword(s):  
Behavioral Interventions ◽  
School Systems ◽  
Language Therapy ◽  
Speech Language Pathologists ◽  
School Settings ◽  
Positive Behavioral Interventions ◽  
Behavioral Expectations ◽  
Outcomes For Children

Purpose Positive behavioral interventions and supports (PBIS) provide a framework for behavioral expectations in school systems for children with and without disabilities. Speech-language pathologists who work in school settings should be familiar with this framework as part of their role in improving the outcomes for children. The purpose of this tutorial is to discuss PBIS and its use in school settings. Method The authors provide an overview of the PBIS framework and focus on its applicability in classroom-based settings. The process of implementing PBIS in classrooms and other settings such as speech-language therapy is discussed. Conclusions This tutorial provides speech-language pathologists with an overview of PBIS and may facilitate their understanding of how to implement PBIS in nonclassroom settings.

Serving Children With Hearing Loss in Public School Settings

ASHA Leader ◽  
2005 ◽  
Vol 10 (13) ◽  
pp. 6-38 ◽  
Author(s):  
Linda M. Thibodeau ◽  
Cheryl DeConde Johnson
Keyword(s):  
Hearing Loss ◽  
Public School ◽  
School Settings ◽  
Children With Hearing Loss

Treatment for Progressive Impairments of Language

2010 ◽  
Vol 20 (1) ◽  
pp. 13-20 ◽  
Author(s):  
Maya Henry
Keyword(s):  
Behavioral Treatment ◽  
Primary Progressive Aphasia ◽  
Sentence Production ◽  
Lexical Retrieval ◽  
Functional Communication ◽  
Language Performance ◽  
Communication Techniques ◽  
Primary Object ◽  
Behavioral Treatments ◽  
Treatment Research

Abstract Primary progressive aphasia (PPA) is a relatively new diagnostic entity, for which few behavioral treatments have been investigated. Recent work has helped to clarify the nature of distinct PPA variants, including a nonfluent variant (NFV-PPA), a logopenic variant (LV-PPA), and a semantic variant (SV-PPA). This paper reviews treatment research to date in each subtype of PPA, including restitutive, augmentative, and functional approaches. The evidence suggests that restitutive behavioral treatment can result in improved or stabilized language performance within treated domains. Specifically, sentence production and lexical retrieval have been addressed in NFV-PPA, whereas lexical retrieval has been the primary object of treatment in LV and SV-PPA. Use of augmentative communication techniques, as well as implementation of functional communication approaches, also may result in improved communication skills in individuals with PPA. The ideal treatment approach may be one that combines restitutive, augmentative, and functional approaches to treatment, in order to maximize residual cognitive-linguistic skills in patients. Additional research is warranted to determine which modes of treatment are most beneficial in each type of PPA at various stages of severity.

Consideration of the Federal Guidelines for Academic Services for Student-Athletes with Sports-Related Concussion

2012 ◽  
Vol 13 (3) ◽  
pp. 70-78 ◽  
Author(s):  
Bess Sirmon-Taylor ◽  
Anthony P. Salvatore
Keyword(s):  
Student Athletes ◽  
Section 504 ◽  
Return To Play ◽  
Behavioral Deficits ◽  
Prevention Education ◽  
Concussion Management ◽  
School Settings ◽  
Definition Of ◽  
Federal Guidelines ◽  
Academic Services

Abstract Purpose: Federal regulations should be implemented to provide appropriate services for student-athletes who have sustained a concussion, which can result in impaired function in the academic setting. Eligibility guidelines for special education services do not specifically address the significant, but sometimes transient, impairments that can manifest after concussion, which occur in up to 10% of student-athletes. Method: We provide a definition of the word concussion and discuss the eligibility guidelines for traumatic brain injury and other health-impaired under IDEA, as is the use of Section 504. Results: The cognitive-linguistic and behavioral deficits that can occur after concussion can have a significant impact on academic function. We draw comparisons between the clinical presentation of concussion and the eligibility indicators in IDEA and Section 504. Conclusion: Speech-language pathologists are well-positioned to serve on concussion management teams in school settings, providing services including collection of baseline data, intervention and reassessment after a concussion has occurred, prevention education, and legislative advocacy. Until the cultural perception of concussion changes, with increased recognition of the potential consequences, student-athletes are at risk and appropriate implementation of the existing guidelines can assist in preservation of brain function, return to the classroom, and safe return to play.

Medicaid 101: A Primer for Speech-Language Pathologists in Education Settings

2011 ◽  
Vol 12 (1) ◽  
pp. 3-11
Author(s):  
Janet Deppe ◽  
Marie Ireland
Keyword(s):  
State Level ◽  
The State ◽  
Speech Language Pathologists ◽  
Inspector General ◽  
Medical Necessity ◽  
School Settings ◽  
Speech Language Pathologist ◽  
School Based ◽  
Emerging Trends

This paper will provide the school-based speech-language pathologist (SLP) with an overview of the federal requirements for Medicaid, including provider qualifications, “under the direction of” rule, medical necessity, and covered services. Billing, documentation, and reimbursement issues at the state level will be examined. A summary of the findings of the Office of Inspector General audits of state Medicaid plans is included as well as what SLPs need to do in order to ensure that services are delivered appropriately. Emerging trends and advocacy tools will complete the primer on Medicaid services in school settings.

Functional Assessment Helps Behavioral Treatment

2008 ◽  
Vol 42 (6) ◽  
pp. 18
Author(s):  
HEIDI SPLETE
Keyword(s):  
Functional Assessment ◽  
Behavioral Treatment

Case Formulation and Design of Behavioral Treatment Programs

2003 ◽  
Vol 19 (3) ◽  
pp. 164-174 ◽  
Author(s):  
Stephen N. Haynes ◽  
Andrew E. Williams
Keyword(s):  
Functional Analysis ◽  
Behavior Problems ◽  
Behavioral Treatment ◽  
Clinical Case ◽  
Relative Magnitude ◽  
Mechanisms Of Action ◽  
Treatment Programs ◽  
Case Formulation ◽  
Functional Relations ◽  
Causal Variables

Summary: We review the rationale for behavioral clinical case formulations and emphasize the role of the functional analysis in the design of individualized treatments. Standardized treatments may not be optimally effective for clients who have multiple behavior problems. These problems can affect each other in complex ways and each behavior problem can be influenced by multiple, interacting causal variables. The mechanisms of action of standardized treatments may not always address the most important causal variables for a client's behavior problems. The functional analysis integrates judgments about the client's behavior problems, important causal variables, and functional relations among variables. The functional analysis aids treatment decisions by helping the clinician estimate the relative magnitude of effect of each causal variable on the client's behavior problems, so that the most effective treatments can be selected. The parameters of, and issues associated with, a functional analysis and Functional Analytic Clinical Case Models (FACCM) are illustrated with a clinical case. The task of selecting the best treatment for a client is complicated because treatments differ in their level of specificity and have unequally weighted mechanisms of action. Further, a treatment's mechanism of action is often unknown.

A component analysis of cognitive-behavioral treatment for depression.

2000 ◽  
Vol 3 ◽  
pp. np
Author(s):  
Keith S. Dobson ◽  
Paula A. Truax ◽  
Michael E. Addis ◽  
Kelly Koerner ◽  
Jackie K. Gollan ◽  
...  
Keyword(s):  
Behavioral Treatment ◽  
Component Analysis ◽  
Cognitive Behavioral ◽  
Cognitive Behavioral Treatment

Behavioral treatment of hysterical coughing and mutism: A case study.

1976 ◽  
Vol 44 (6) ◽  
pp. 1008-1014 ◽  
Author(s):  
Paul R. Munford ◽  
Diane Reardon ◽  
Robert P. Liberman ◽  
Linda Allen
Keyword(s):  
Behavioral Treatment

A comparison of completers and noncompleters of exposure-based cognitive and behavioral treatment for phobic and anxiety disorders in youth.

2003 ◽  
Vol 71 (4) ◽  
pp. 701-705 ◽  
Author(s):  
Armando A. Pina ◽  
Wendy K. Silverman ◽  
Carl F. Weems ◽  
William M. Kurtines ◽  
Maria L. Goldman
Keyword(s):  
Anxiety Disorders ◽  
Behavioral Treatment
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