An empirical and practical guide to best practices in parent education dealing with severe problem behaviors in children on the ASD spectrum

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.

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Building Functional Curricula for Students With Severe Intellectual Disabilities and Severe Problem Behaviors

Behavior Analysis and Treatment ◽

10.1007/978-1-4757-9374-1_3 ◽

1993 ◽

pp. 47-71 ◽

Cited By ~ 11

Author(s):

Robert H. Horner ◽

Jeffery R. Sprague ◽

K. Brigid Flannery

Keyword(s):

Intellectual Disabilities ◽

Problem Behaviors ◽

Severe Problem ◽

Severe Intellectual Disabilities

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Managing Behavioural Emotional Problems in Inclusive Classrooms and Understanding the Best Practices

Advances in Early Childhood and K-12 Education - Handbook of Research on Critical Issues in Special Education for School Rehabilitation Practices ◽

10.4018/978-1-7998-7630-4.ch022 ◽

2021 ◽

pp. 443-461

Author(s):

Wasim Ahmad ◽

Parween S.

Keyword(s):

Young Children ◽

Best Practices ◽

Problem Behaviors ◽

Deviant Behavior ◽

Emotional Problems ◽

Diverse Learners ◽

Teaching Profession ◽

Inclusive Classrooms ◽

Inclusive Classroom ◽

Behavioral Issues

An inclusive classroom comprises diverse learners with varying levels of abilities, skills, intelligence, and so on. The diversity of the class imposes great challenges on educators and the presence of any deviant behavior should not become a stumbling block for the progress of the children. Problem behaviors of children in the classroom may frustrate the teachers as long as they learn to handle them which is considered to be an integral part of the teaching profession. Numerous best practices have been followed across the globe to manage such behavioral issues exhibited by the students. This chapter would bring in various perspectives of identifying and managing problem behaviors that are commonly found among the young children and the best practices and strategic approaches to tackle such issues piloted by various researchers.

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Best practices for Electronically Activated Recorder (EAR) research: A practical guide to coding and processing EAR data

Behavior Research Methods ◽

10.3758/s13428-019-01333-y ◽

2020 ◽

Vol 52 (4) ◽

pp. 1538-1551 ◽

Cited By ~ 1

Author(s):

Deanna M. Kaplan ◽

Kelly E. Rentscher ◽

Maximilian Lim ◽

Ramon Reyes ◽

Dylan Keating ◽

...

Keyword(s):

Best Practices ◽

Practical Guide

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A practical guide to measuring ex vivo joint mobility using XROMM

Integrative Organismal Biology ◽

10.1093/iob/obaa041 ◽

2020 ◽

Author(s):

Armita R Manafzadeh

Keyword(s):

Best Practices ◽

Range Of Motion ◽

Ex Vivo ◽

Joint Mobility ◽

Rotational Mobility ◽

X Ray ◽

Practical Guide ◽

Skeletal Kinematics ◽

The Way

Abstract X-Ray Reconstruction of Moving Morphology (XROMM), though traditionally used for studies of in vivo skeletal kinematics, can also be used to precisely and accurately measure ex vivo range of motion from cadaveric manipulations. The workflow for these studies is holistically similar to the in vivo XROMM workflow, but presents several unique challenges. This paper aims to serve as a practical guide by walking through each step of the ex vivo XROMM process: how to acquire and prepare cadaveric specimens, how to manipulate specimens to collect X-ray data, and how to use these data to compute joint rotational mobility. Along the way, it offers recommendations for best practices and for avoiding common pitfalls to ensure a successful study.

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

Autism and Developmental Disorders ◽

10.17759/autdd.2021710203 ◽

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).

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