Time-out as a Means of Shaping Whole-task Completion as a Precursor to Establishing Rule-following Behaviour with a Severely Noncompliant Preschool Child

1998 ◽  
Vol 15 (1) ◽  
pp. 50-61
Author(s):  
Wendy K. Pailthorpe ◽  
Alan Ralph
Keyword(s):  
Successive Approximations ◽  
Matching Task ◽  
Task Completion ◽  
Disruptive Behaviour ◽  
Correspondence Training ◽  
Hyperactivity Disorder ◽  
Time Out ◽  
Task Requirements ◽  
Changing Criterion ◽  
Criterion Time

A preschool girl who displayed severe noncompliant and disruptive behaviour was taught to successfully complete a card-matching task, to verbalise the task requirements, and to report successful task completion by means of a time-out procedure in combination with correspondence training. In order to bring about this success, time out was successively introduced for three preparatory behaviours (sitting still, keeping hands down, and looking at the task materials), for completion of simple tasks interspersed between trials of card-matching, and for stating the card-matching task requirement. The conditions for implementing time-out were gradually changed from allowing two chances to comply (implemented only after a second request was not complied with) to allowing only one chance (implemented after the first request was not complied with). This changing criterion time-out procedure was used in place of the more commonly used, but possibly more lengthy procedure whereby tasks not performed adequately are broken down into smaller steps and successive approximations are contingently shaped. The success of the time-out procedure is discussed as a potential means of conducting powerful early interventions with young children at risk for diagnoses of attention-deficit/hyperactivity disorder or similar disorders where a failure to correct severe behaviour problems observed at an early age is predictive of the need for more intrusive and expensive interventions later.

scholarly journals Implementation and evaluation of a curriculum on the assessment and treatment of disruptive behaviour disorders

2021 ◽  
Author(s):  
Asif Doja ◽  
Tamara Pringsheim ◽  
Brendan F Andrade ◽  
Lindsay Cowley ◽  
Sarah A Healy ◽  
...  
Keyword(s):  
Atypical Antipsychotics ◽  
Disruptive Behaviour ◽  
Hyperactivity Disorder ◽  
Disruptive Mood Dysregulation Disorder ◽  
Post Evaluation ◽  
Oppositional Defiant ◽  
Disruptive Behaviour Disorders ◽  
Adequate Education ◽  
Assessment And Treatment ◽  
Paediatric Practice

Abstract Disruptive behaviour disorders (DBDs)—which can include or be comorbid with disorders such as attention-deficit hyperactivity disorder, oppositional defiant disorder, conduct disorder and disruptive mood dysregulation disorder—are commonly seen in paediatric practice. Given increases in the prescribing of atypical antipsychotics for children and youth, it is imperative that paediatric trainees in Canada receive adequate education on the optimal treatment of DBDs. We describe the development, dissemination, and evaluation of a novel paediatric resident curriculum for the assessment and treatment of DBDs in children and adolescents. Pre–post-evaluation of the curriculum showed improved knowledge in participants.

Age-Related Considerations in the Treatment of ADHD

CNS Spectrums ◽  
2007 ◽  
Vol 12 (S23) ◽  
pp. 10-13 ◽  
Author(s):  
Jeffrey H. Newcorn
Keyword(s):  
Time Management ◽  
Task Completion ◽  
Occupational Performance ◽  
Social Situations ◽  
Attentional Function ◽  
Hyperactivity Disorder ◽  
Age Related ◽  
Adolescents And Adults ◽  
Core Symptoms ◽  
High Degree

Although the symptoms of attention-deficit/hyperactivity disorder (ADHD) can be found in many “normal” people, these symptoms are present to a greater extent in those affected by the disorder. In these patients, ADHD symptoms cause substantial functional impairment. Therefore, the goal of treatment is not simply to reduce core symptoms, but also to decrease the level of impairment caused by these symptoms.Common impairments in adolescents and adults include academic and occupational problems that are particularly evident in the context of tasks requiring a high degree of organization or attentional function. These impairments result in problems related to task completion, prioritizing work and other obligations, and time management, etc. These symptoms often impact successful completion of tasks in school or at work, and can also result in a variety of problems in initiating and managing relationships (Slide 1).Mood and anxiety disorders often co-occur with ADHD in adults. The accumulation of experiences related to impaired academic and/or occupational performance, and or persistent relationship problems, due to the symptoms of ADHD, can lead to either depressed mood or anxiety related to performance and/or social situations. Therefore, in treating adults with ADHD, reduction of those co-occurring symptom presentations is also an important goal.

scholarly journals An ANN-Based Approach for Real-Time Scheduling in Cloud Manufacturing

2020 ◽  
Vol 10 (7) ◽  
pp. 2491
Author(s):  
Shengkai Chen ◽  
Shuliang Fang ◽  
Renzhong Tang
Keyword(s):  
Resource Allocation ◽  
Real Time ◽  
Large Scale ◽  
Cloud Manufacturing ◽  
Smart Manufacturing ◽  
Matching Task ◽  
Task Completion ◽  
Ann Model ◽  
Real Time Scheduling ◽  
Time Scheduling

The cloud manufacturing platform needs to allocate the endlessly emerging tasks to the resources scattered in different places for processing. However, this real-time scheduling problem in the cloud environment is more complicated than that in a traditional workshop because constraints, such as type matching, task precedence, resource occupation, and logistics duration, need to be met, and the internal manufacturing plan of providers must also be considered. Since the platform aggregates massive manufacturing resources to serve large-scale manufacturing tasks, the space of feasible solutions is huge, resulting in many conventional search algorithms no longer being applicable. In this paper, we considered resource allocation as the key procedure for real-time scheduling, and an ANN (Artificial Neural Network) based model is established to predict the task completion status for resource allocation among candidates. The trained ANN model has high prediction accuracy, and the ANN-based scheduling approach performs better than the preferred method in terms of the optimization objectives, including total cost, service satisfaction, and make-span. In addition, the proposed approach has potential in the application for smart manufacturing or Industry 4.0 because of its high response performance and good scalability.

scholarly journals Training Petting Zoo Sheep to Act Like Petting Zoo Sheep: An Empirical Evaluation of Response-Independent Schedules and Shaping with Negative Reinforcement

Animals ◽  
2020 ◽  
Vol 10 (7) ◽  
pp. 1122 ◽  
Author(s):  
Eduardo J. Fernandez
Keyword(s):  
Differential Reinforcement ◽  
Negative Reinforcement ◽  
Empirical Evaluation ◽  
Fixed Time ◽  
Successive Approximations ◽  
Avoidance Behaviors ◽  
Shaping Procedure ◽  
Informal Observation ◽  
Changing Criterion ◽  
Changing Criterion Design

Shaping through differential reinforcement of successive approximations to a target response has been a cornerstone procedure for the training of novel behavior. However, much of how it has traditionally been implemented occurs through informal observation, rather than any direct, systematic measurement. In the present study, we examine the use of response-independent food schedules and shaping for increasing approach and contact behaviors in petting zoo sheep. In Experiment 1, a fixed-time (FT) 15 s food schedule was used to effectively increase approach and contact behaviors in one sheep. In Experiment 2, negative reinforcement in the form of removal of the presence of a trainer was made contingent on the successful completion of approximations within a shaping procedure and later switched to food rewards. A changing-criterion design was used to empirically examine the effects of the shaping procedure during each step of the program. The result is one of the first studies to demonstrate the utility of using negative reinforcement within a shaping procedure to successfully intervene on approach/avoidance behaviors in an applied animal setting.

Negative Emotion Interference During a Synonym Matching Task in Pediatric Bipolar Disorder with and without Attention Deficit Hyperactivity Disorder

2013 ◽  
Vol 19 (5) ◽  
pp. 601-612 ◽  
Author(s):  
Alessandra M. Passarotti ◽  
Jacklynn M. Fitzgerald ◽  
John A. Sweeney ◽  
Mani N. Pavuluri
Keyword(s):  
Bipolar Disorder ◽  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Emotional Valence ◽  
Matching Task ◽  
Pediatric Bipolar Disorder ◽  
Adhd Group ◽  
Disruptive Effect ◽  
Emotional Words ◽  
Hyperactivity Disorder

AbstractThis study examined whether processing of emotional words impairs cognitive performance in acutely ill patients with pediatric bipolar disorder (PBD), with or without comorbid attention-deficit hyperactivity disorder (ADHD), relative to healthy controls (HC). Forty youths with PBD without ADHD, 20 youths with PBD and ADHD, and 29 HC (mean age = 12.97 ± 3.13) performed a Synonym Matching task, where they decided which of two probe words was the synonym of a target word. The three words presented on each trial all had the same emotional valence, which could be negative, positive, or neutral. Relative to HC both PBD groups exhibited worse accuracy for emotional words relative to neutral ones. This effect was greater with negative words and observed regardless of whether PBD patients had comorbid ADHD. In the PBD group without ADHD, manic symptoms correlated negatively with accuracy for negative words, and positively with reaction time (RT) for all word types. Our findings suggest a greater disruptive effect of emotional valence in both PBD groups relative to HC, reflecting the adverse effect of altered emotion processing on cognitive function in PBD. Future studies including an ADHD group will help clarify how ADHD symptoms may affect emotional interference independently of PBD. (JINS, 2013, 19, 1–12)

College Students' Acceptance of Potential Treatments for ADHD

2005 ◽  
Vol 97 (1) ◽  
pp. 258-264
Author(s):  
Stacy L. Carter
Keyword(s):  
College Students ◽  
Attention Deficit Hyperactivity Disorder ◽  
School Psychologists ◽  
Special Education Teachers ◽  
Attention Deficit ◽  
Token Economy ◽  
Treatment Recommendation ◽  
Hyperactivity Disorder ◽  
Time Out ◽  
Professional Occupation

The purpose of the current study was to investigate the influence that the professional occupation of a consultant making a treatment recommendation may have on college students' (82 women and 52 men) acceptance of a proposed treatment for a child displaying characteristics of Attention Deficit/Hyperactivity Disorder. Consultants were special education teachers, school psychologists, or physicians. The study also examined college students' ratings of treatment acceptability associated with three frequently implemented interventions of either nonspecific medication, token economy with response cost, or time-out for children with characteristics of Attention Deficit/Hyperactivity Disorder. Analysis indicated college students found a token economy intervention was the least acceptable recommendation by a physician.

Attention-Deficit Hyperactivity Disorder Subtypes and Comorbid Disruptive Behaviour Disorders in a Child and Adolescent Mental Health Clinic

1998 ◽  
Vol 43 (6) ◽  
pp. 623-628 ◽  
Author(s):  
Justine Lalonde ◽  
Atilla Turgay ◽  
James I Hudson
Keyword(s):  
Mental Health ◽  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Child And Adolescent ◽  
Health Clinic ◽  
Mental Health Clinic ◽  
Disruptive Behaviour ◽  
Adhd Subtypes ◽  
Hyperactivity Disorder ◽  
Disruptive Behaviour Disorders

Objective: To assess demographic characteristics and patterns of comorbid disruptive behaviour disorders (oppositional defiant disorder [ODD] or conduct disorder [CD]) in subtypes of attention-deficit hyperactivity disorder (ADHD). Method: One hundred youths consecutively referred to a community child and adolescent mental health clinic and subsequently diagnosed with ADHD by the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) criteria were evaluated. The diagnosis was made by a child psychiatrist and was based on information from physicians, parents, teachers, and diagnostic interviews with the youths and their parents. Results: The major findings were: 1) ADHD combined (C) type was diagnosed in 78% of the subjects, while 15% had inattentive (I) type and 7% had hyperactive—impulsive (HI) type; and 2) patterns of comorbid disruptive behavioural disorders significantly differed among subtypes. Specifically, subjects with the I type showed lower rates of comorbid ODD than those with the C type (33% and 85%; P < 0.001) and HI type (33% and 100%; P = 0.005); subjects with the HI type displayed a higher prevalence of CD than those with the I type (57% and 0%; P = 0.005) and C type (57% and 8%; P = 0.003). These results should be considered tentative because the reliability of the diagnostic procedures was not formally assessed and the number of subjects in the I and HI groups was small. Conclusion: ADHD subtypes showed significant differences in the distribution of comorbid disruptive behaviour disorders. These results support the utility of ADHD subtypes but should be replicated with a larger sample of I and HI type subjects using more rigorous diagnostic methods.

scholarly journals Desordenes en funciones ejecutivas y síntomas de desorden de comportamiento adaptativo en niños preescolares

2014 ◽  
Vol 13 (4) ◽  
Author(s):  
Eva Angelina Araujo Jiménez ◽  
Ma. Claustre Jané Ballabriga ◽  
Albert Bonillo Martin ◽  
Connie Capdevilla i Brophy
Keyword(s):  
Executive Function ◽  
Executive Functioning ◽  
Conduct Disorder ◽  
Oppositional Defiant Disorder ◽  
Attention Deficit ◽  
Disruptive Behaviour ◽  
Cross Sectional ◽  
Hyperactivity Disorder ◽  
Oppositional Defiant ◽  
Disruptive Behaviour Disorders

The Executive Function is a set of cognitive processes that are developed from the earliest ages. Recent studies in children with disruptive behaviour disorders suggest the presence of effects on the executive functioning. The aim of this study is to know the association among symptoms of Attention Deficit with Hyperactivity Disorder, Oppositional Defiant Disorder, and Conduct Disorder, and Executive Function in children from 3 to 6 years old. Method: A descriptive cross-sectional study was conducted. An assessment was performed on a sample of 444 subjects from Spain; it was made through an inventory for parents and teachers to estimate the capacity of Executive Function. Results: a relation between the symptoms of Attention Deficit with Hyperactivity Disorder, Oppositional Defiant Disorder, Conduct Disorder, and the Executive Function deficit was found. The presence of symptoms of Attention Deficit with Hyperactivity Disorder inattentive type is associated with deficiencies in all areas of Executive Function, which does not occur with other symptoms. Conclusion: It is important to know the specific characteristics of each symptomatology by taking into account their executive functioning, in order to achieve accurate diagnoses in the clinical setting, as well as appropriate therapy according to the deficiencies presented by children.

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