A Systematic Review of Trial-Based Functional Analysis of Challenging Behavior

2013 ◽  
Vol 26 (3) ◽  
pp. 271-283 ◽  
Author(s):  
Mandy Rispoli ◽  
Jennifer Ninci ◽  
Leslie Neely ◽  
Samar Zaini
2021 ◽  
Author(s):  
◽  
Alan Lowe

Differential reinforcement of low rates (DRL) is a differential reinforcement variation used to reduce response rates of but not extinguish, a behavior. This review summarizes the applied literature on DRL variations used with children. Reviewed studies included DRL procedures that targeted on challenging behavior. Experimenters identified 21 studies through a systematic search process and evaluated several characteristics of each study including children treated, participants, DRL variations, target behaviors, functional analysis, design, number of sessions, settings, and percentage of improvement. Discussion includes prominent findings, implication and recommendations for future.


Metabolites ◽  
2019 ◽  
Vol 9 (10) ◽  
pp. 199 ◽  
Author(s):  
Nguyen Hoang Anh ◽  
Nguyen Phuoc Long ◽  
Sun Jo Kim ◽  
Jung Eun Min ◽  
Sang Jun Yoon ◽  
...  

Steroidomics, an analytical technique for steroid biomarker mining, has received much attention in recent years. This systematic review and functional analysis, following the PRISMA statement, aims to provide a comprehensive review and an appraisal of the developments and fundamental issues in steroid high-throughput analysis, with a focus on cancer research. We also discuss potential pitfalls and proposed recommendations for steroidomics-based clinical research. Forty-five studies met our inclusion criteria, with a focus on 12 types of cancer. Most studies focused on cancer risk prediction, followed by diagnosis, prognosis, and therapy monitoring. Prostate cancer was the most frequently studied cancer. Estradiol, dehydroepiandrosterone, and cortisol were mostly reported and altered in at least four types of cancer. Estrogen and estrogen metabolites were highly reported to associate with women-related cancers. Pathway enrichment analysis revealed that steroidogenesis; androgen and estrogen metabolism; and androstenedione metabolism were significantly altered in cancers. Our findings indicated that estradiol, dehydroepiandrosterone, cortisol, and estrogen metabolites, among others, could be considered oncosteroids. Despite noble achievements, significant shortcomings among the investigated studies were small sample sizes, cross-sectional designs, potential confounding factors, and problematic statistical approaches. More efforts are required to establish standardized procedures regarding study design, analytical procedures, and statistical inference.


2020 ◽  
pp. 027112142093557 ◽  
Author(s):  
Li Luo ◽  
Brian Reichow ◽  
Patricia Snyder ◽  
Jennifer Harrington ◽  
Joy Polignano

Background: All children benefit from intentional interactions and instruction to become socially and emotionally competent. Over the past 30 years, evidence-based intervention tactics and strategies have been integrated to establish comprehensive, multitiered, or hierarchical systems of support frameworks to guide social–emotional interventions for young children. Objectives: To review systematically the efficacy of classroom-wide social–emotional interventions for improving the social, emotional, and behavioral outcomes of preschool children and to use meta-analytic techniques to identify critical study characteristics associated with obtained effect sizes. Method: Four electronic databases (i.e., Academic Search Premier, Educational Resource Information Center, PsycINFO, and Education Full Text) were systematically searched in December 2015 and updated in January 2018. “Snowball methods” were used to locate additional relevant studies. Effect size estimates were pooled using random-effects meta-analyses for three child outcomes, and moderator analyses were conducted. Results: Thirty-nine studies involving 10,646 child participants met the inclusion criteria and were included in this systematic review, with 33 studies included in the meta-analyses. Random-effects meta-analyses showed improvements in social competence ( g = 0.42, 95% confidence interval [CI] = [0.28, 0.56]) and emotional competence ( g = 0.33, 95% CI = [0.10, 0.56]), and decreases in challenging behavior ( g = −0.31, 95% CI = [−0.43, −0.19]). For social competence and challenging behavior, moderator analyses suggested interventions with a family component had statistically significant and larger effect sizes than those without a family component. Studies in which classroom teachers served as the intervention agent produced statistically significant but smaller effect sizes than when researchers or others implemented the intervention for challenging behavior. Conclusion: This systematic review and meta-analysis support using comprehensive social–emotional interventions for all children in a preschool classroom to improve their social–emotional competence and reduce challenging behavior.


2018 ◽  
Vol 44 (1) ◽  
pp. 137-154
Author(s):  
Abby Hodges ◽  
Tonya N. Davis ◽  
Marie Kirkpatrick

A functional analysis is a well-established and widely used assessment in the treatment of challenging behavior. Given the fact that functional analysis results can inform treatment selection and procedures, a review of the current literature regarding functional analysis of inappropriate mealtime behavior (IMB) is warranted as it may guide researchers in conducting a functional analysis prior to treating IMB. This review summarizes the literature regarding functional analysis of IMB. Fourteen studies that implemented a functional analysis of IMB were identified and summarized based on procedural components of the functional analysis, results, and treatment selection. Results indicate functional analysis of IMB to be effective in the identification of variables maintaining IMB. Although functional analysis of IMB has been found to be helpful, several areas for further research and evaluation are identified.


2017 ◽  
Vol 39 (2) ◽  
pp. 330-334 ◽  
Author(s):  
Sarah Hansen ◽  
Jessica Scott

The current study is a systematic review on the available evidence on language development, assessment, challenging behavior, and instruction for children dually diagnosed with autism spectrum disorder and deafness. Results indicate a strong need for additional research in these areas, especially in the areas of evidence-based practices.


2018 ◽  
Vol 34 (1) ◽  
pp. 29-40 ◽  
Author(s):  
Stephanie Gerow ◽  
Mandy Rispoli ◽  
Emily Gregori ◽  
Lisa Sanchez

There is growing support for the use of trial-based functional analysis (TBFA) in applied settings. The purpose of the present study was to assess the accuracy and social validity of parent-implemented TBFAs. The participants were three young children (ages 3–7 years old) with autism spectrum disorder (ASD) and their mothers. Each mother implemented the TBFA with coaching from a behavior consultant. Following the TBFA, parent-implemented function-based interventions were evaluated using a multiple-probe across parent–child dyads design. Child challenging behavior decreased and communication increased following the implementation of the function-based intervention. TBFAs required approximately 5 to 7 hr of consultant time, and each mother rated the TBFA as socially valid. The results of this study indicate parent-implemented TBFAs may be an accurate and socially valid method to evaluate the function of challenging behavior in homes. The discussion includes implications for practice and directions for future research.


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