A Functional Approach: Evidence-Based Interventions for Disruptive Behaviors in ChildrenA Functional Approach: Evidence-Based Interventions for Disruptive Behaviors in Children

PsycCRITIQUES ◽  
2017 ◽  
Vol 6262 (2727) ◽  
Author(s):  
Alan M. Gross ◽  
Shilpa Boppana
Keyword(s):  
Disruptive Behaviors ◽  
Functional Approach ◽  
Evidence Based

Behavior Support Coaching for a Paraprofessional Working With First-Grade Students Exhibiting Disruptive Behavior Problems in an Urban High-Poverty Elementary School

2020 ◽  
Vol 19 (5) ◽  
pp. 303-320
Author(s):  
Alexander Alperin ◽  
Linda A. Reddy ◽  
Todd A. Glover ◽  
Nicole Breeden ◽  
Christopher Dudek ◽  
...  
Keyword(s):  
Elementary School ◽  
Disruptive Behavior ◽  
Behavior Management ◽  
Disruptive Behaviors ◽  
First Grade ◽  
Effect Sizes ◽  
Evidence Based ◽  
High Poverty ◽  
Behavior Support ◽  
Current Case

Despite receiving little to no training in behavior management, paraprofessionals often support young students with or at risk of disruptive behavior disorders in elementary schools. The Behavior Support Coaching for Paraprofessionals (BSC-P) is a new evidence-based data-driven approach for enhancing paraprofessionals’ skills in identifying behavior needs, setting goals, and selecting and implementing evidence-based interventions for improving student disruptive behaviors. The current case study presents the application of the BSC-P (eight sessions over 3 months) with a paraprofessional and teacher who support two first-grade students exhibiting disruptive behaviors in an urban high-poverty elementary school. Implemented evidence-based interventions include say, show, check, a token economy, and antecedent modification. Findings revealed increased paraprofessional intervention fidelity, improved student classroom engagement (effect sizes of 3.77 and 2.10), and decreased student inappropriate verbal and physical behavior (effect sizes of 1.34 and 1.88, respectively).

Evidence-based interventions with Hispanic children and adolescents who exhibit disruptive behaviors

2011 ◽  
Author(s):  
Jose J. Cabiya ◽  
Irene M. Bravo ◽  
Maribel Matos ◽  
Laura Alfonso ◽  
Guillermo Bernal
Keyword(s):  
Children And Adolescents ◽  
Disruptive Behaviors ◽  
Evidence Based ◽  
Hispanic Children

Evidence-based psychological treatments for disruptive behaviors in individuals with dementia.

2007 ◽  
Vol 22 (1) ◽  
pp. 28-36 ◽  
Author(s):  
Rebecca G. Logsdon ◽  
Susan M. McCurry ◽  
Linda Teri
Keyword(s):  
Disruptive Behaviors ◽  
Evidence Based ◽  
Psychological Treatments

Evidence-Based Interventions for Adolescents with Disruptive Behaviors in School-Based Settings

2015 ◽  
Vol 24 (2) ◽  
pp. 305-317 ◽  
Author(s):  
Tarah M. Kuhn ◽  
Jon S. Ebert ◽  
Kathy A. Gracey ◽  
Gabrielle L. Chapman ◽  
Richard A. Epstein
Keyword(s):  
Disruptive Behaviors ◽  
Evidence Based ◽  
School Based

Abstraction: An alternative neurocognitive account of recognition, prediction, and decision making

2020 ◽  
Vol 43 ◽  
Author(s):  
Valerie F. Reyna ◽  
David A. Broniatowski
Keyword(s):  
Decision Making ◽  
Software Engineering ◽  
Systems Engineering ◽  
Evidence Based ◽  
Extensive Literature ◽  
Trace Theory ◽  
Fuzzy Trace Theory ◽  
Abstract Representations ◽  
Technical Systems

Abstract Gilead et al. offer a thoughtful and much-needed treatment of abstraction. However, it fails to build on an extensive literature on abstraction, representational diversity, neurocognition, and psychopathology that provides important constraints and alternative evidence-based conceptions. We draw on conceptions in software engineering, socio-technical systems engineering, and a neurocognitive theory with abstract representations of gist at its core, fuzzy-trace theory.

Misophonia: An Evidence-Based Case Report

2020 ◽  
Vol 29 (4) ◽  
pp. 685-690
Author(s):  
C. S. Vanaja ◽  
Miriam Soni Abigail
Keyword(s):  
Quality Of Life ◽  
Case Report ◽  
Case History ◽  
Pure Tone ◽  
Physiological Responses ◽  
Evidence Based ◽  
Management Option ◽  
Pure Tone Audiogram

Purpose Misophonia is a sound tolerance disorder condition in certain sounds that trigger intense emotional or physiological responses. While some persons may experience misophonia, a few patients suffer from misophonia. However, there is a dearth of literature on audiological assessment and management of persons with misophonia. The purpose of this report is to discuss the assessment of misophonia and highlight the management option that helped a patient with misophonia. Method A case study of a 26-year-old woman with the complaint of decreased tolerance to specific sounds affecting quality of life is reported. Audiological assessment differentiated misophonia from hyperacusis. Management included retraining counseling as well as desensitization and habituation therapy based on the principles described by P. J. Jastreboff and Jastreboff (2014). A misophonia questionnaire was administered at regular intervals to monitor the effectiveness of therapy. Results A detailed case history and audiological evaluations including pure-tone audiogram and Johnson Hyperacusis Index revealed the presence of misophonia. The patient benefitted from intervention, and the scores of the misophonia questionnaire indicated a decrease in the severity of the problem. Conclusions It is important to differentially diagnose misophonia and hyperacusis in persons with sound tolerance disorders. Retraining counseling as well as desensitization and habituation therapy can help patients who suffer from misophonia.

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