Preventing severe problem behavior in young children: The Behavior Education Program.

2007 ◽  
Vol 4 (3) ◽  
pp. 599-613 ◽  
Author(s):  
Leanne S. Hawken ◽  
Susan S. Johnston
Keyword(s):  
Young Children ◽  
Problem Behavior ◽  
Education Program ◽  
Severe Problem ◽  
Behavior Education Program ◽  
Severe Problem Behavior

The development and application of individualized levels systems for the treatment of severe problem behavior

2002 ◽  
Vol 33 (1) ◽  
pp. 65-86 ◽  
Author(s):  
Louis P. Hagopian ◽  
Karena S. Rush ◽  
David M. Richman ◽  
Patricia F. Kurtz ◽  
Stephanie A. Contrucci ◽  
...  
Keyword(s):  
Problem Behavior ◽  
Severe Problem ◽  
Severe Problem Behavior

Idiosyncratic Functions: Severe Problem Behavior Maintained by Access to Ritualistic Behaviors

2008 ◽  
Vol 32 (1) ◽  
pp. 77-87 ◽  
Author(s):  
Nicole Hausman ◽  
SungWoo Kahng ◽  
Ellen Farrell ◽  
Camille Mongeon
Keyword(s):  
Problem Behavior ◽  
Severe Problem ◽  
Ritualistic Behaviors ◽  
Severe Problem Behavior

Minimizing Restraint and Seclusion in Schools: A Response to Beaudoin and Moore

2018 ◽  
Vol 56 (3) ◽  
pp. 165-170 ◽  
Author(s):  
Virginia L. Walker ◽  
Sarah E. Pinkelman
Keyword(s):  
Problem Behavior ◽  
Current Status ◽  
Evidence Based ◽  
Behavior Support ◽  
Entire Family ◽  
Evidence Based Practices ◽  
Severe Problem ◽  
Wide Range ◽  
Short And Long Term ◽  
Severe Problem Behavior

Abstract Increasing efforts have been made in the field of special education to identify positive, evidence-based practices (EBPs) to meet the needs of students who engage in problem behavior, with a major goal being to eliminate or limit the use of reactive measures such as restraint and seclusion (Snell & Walker, 2014). Various stakeholders, including families and self-advocates, have voiced concerns about the dangers of restraint and seclusion and the lack of protection afforded to students who engage in severe problem behavior. In the previous article in this issue of Intellectual and Developmental Disabilities, Beaudoin and Moore (2018) echo these concerns in their account of a family's experience with restraint as told from the perspective of a father whose son was subjected to restraint, resulting in a number of adverse short- and long-term consequences that affected the entire family. In response to Beaudoin and Moore, we provide readers with a brief review of the current status of restraint and seclusion in school settings and evidence-based strategies that can be used to address severe problem behavior and reduce the need for restraint and seclusion. For readers interested in exploring restraint and seclusion in greater depth, we suggest recent work by Trader and colleagues (2017). We also have outlined guidelines for behavior support planning that should be considered by various stakeholders as educators work toward establishing safe and supportive school environments that address a wide range of student behavioral needs.

EXPERIMENTAL ANALYSIS OF PRECURSORS TO SEVERE PROBLEM BEHAVIOR

2013 ◽  
Vol 46 (1) ◽  
pp. 101-129 ◽  
Author(s):  
Jennifer N. Fritz ◽  
Brian A. Iwata ◽  
Jennifer L. Hammond ◽  
Sarah E. Bloom
Keyword(s):  
Problem Behavior ◽  
Experimental Analysis ◽  
Severe Problem ◽  
Severe Problem Behavior

Preparing Teachers and Consultants for the Challenge of Severe Problem Behavior

2001 ◽  
Vol 3 (2) ◽  
pp. 101-108 ◽  
Author(s):  
Robert E. O'Neill ◽  
Jesse W. Johnson ◽  
Richard Kiefer-O'Donnell ◽  
John J. McDonnell
Keyword(s):  
Problem Behavior ◽  
Severe Problem ◽  
Severe Problem Behavior
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