Understanding Motivating Operations and the Impact on the Function of Behavior

2020 ◽  
Vol 56 (2) ◽  
pp. 119-122
Author(s):  
Doris Adams Hill ◽  
Theoni Mantzoros ◽  
Jonté C. Taylor
Keyword(s):  
Behavioral Interventions ◽  
Special Educators ◽  
Motivating Operations ◽  
Behavior Intervention Plans ◽  
Education Professionals ◽  
Functional Behavior ◽  
Special Education Professionals ◽  
And Function ◽  
And Behavior ◽  
The Impact

Special educators are often considered the experts in their school when it comes to developing functional behavior assessments (FBA) and behavior intervention plans (BIP), yet rarely are they trained much beyond basic antecedents, behaviors, and consequences (ABC). This column discusses concepts that will expand special education professionals’ knowledge to make better decisions regarding interventions for the students they serve. Specifically, the focus is on motivating operations (MO) and function-based interventions and the implications of these on behavior. Knowledge of the concept of MOs can enhance a teacher’s ability to provide evidence-based interventions and more fully developed behavioral interventions for students in their purview.

An Update of Judicial Rulings Specific to FBAs or BIPs Under the IDEA and Corollary State Laws

2017 ◽  
Vol 51 (1) ◽  
pp. 50-56 ◽  
Author(s):  
Perry A. Zirkel
Keyword(s):  
Special Education ◽  
Case Law ◽  
Systematic Analysis ◽  
Behavior Intervention Plans ◽  
State Laws ◽  
Education Professionals ◽  
Behavioral Assessments ◽  
Special Education Professionals ◽  
The Individual ◽  
And Behavior

Exemplifying the insufficient treatment of legal issues in refereed journals in special education and related fields, the limited legal coverage of functional behavioral assessments (FBAs) and behavior intervention plans (BIPs) tends to view the applicable case law through normative lenses. This skewed view characterizes the case law as requiring FBAs and BIPs rather broadly in terms of entitlement and rather rigorously in terms of appropriateness. In stark contrast, this systematic analysis of 91 recent judicial rulings concerning FBAs and BIPs reveals that, aligned with the trajectory of previous court decisions, the outcomes favor the defendant districts on almost a 7:1 ratio and that the pronounced prodistrict trend applies to entitlement as well as appropriateness. Special education professionals need careful differentiation of legal requirements from professional norms to make informed choices about FBAs and BIPs that balance the individual interests and the competing priorities within limited resources of school districts.

Non-Medication Therapies for ASD

2018 ◽  
Author(s):  
Michael Ellis
Keyword(s):  
Problem Behaviors ◽  
Behavioral Interventions ◽  
Scientific Evidence ◽  
Autism Spectrum ◽  
Treatment Frequency ◽  
Proven Efficacy ◽  
Aba Therapy ◽  
Learning Principles ◽  
And Behavior ◽  
The Impact

There are a multitude of nonpharmacological (non-medication) therapies for autism spectrum disorder (ASD). These therapies generally have mainstream acceptance, especially compared with the complementary and alternative medicine (CAM) treatments mentioned in Chapter 7. Unfortunately, some of these non-medication therapies have little scientific evidence to support their effectiveness. Even those therapies that have some proven efficacy, and likely do work, are based on low-quality studies. Much more research is needed to prove that these therapies improve the symptoms of ASD and associated symptoms, and further studies are needed to differentiate in which children these therapies work best, the necessary treatment frequency and duration, and how young to begin these therapies. It is paramount that you be vigilant in researching and choosing the best therapy for your child. Many people are more than happy to take your money, and they know that you are vulnerable. Although many of these non-medication therapies are far from dangerous, wasting your time and money on the wrong therapy is harmful to your child and your family. The younger your child starts therapy or interventions, the greater the improvement is likely to be and the larger the impact on your child’s future. Thus, if you waste this window of opportunity on the wrong treatment, you will harm your child’s future. Luckily, there is sound evidence to support some of the therapies we will discuss. Applied Behavioral Analysis (ABA), as well as the behavioral interventions in general, has the best evidence to support its use in improving ASD symptoms in your child. Behavioral interventions for ASD are the most available and utilized category of nonpharmacological therapies as they are based on learning principles that are quite logical and evidence-based. One of the most widely recognized behavioral interventions/therapies is ABA, a type of therapy that uses learning and behavior techniques and principles to bring about positive changes in behavior. ABA is effective when applied to academics, adaptive skills, social skills, vocational skills, and communication. The goal of ABA therapy is to increase new skills and decrease problem behaviors.

scholarly journals Applications of MRI Connectomics

2021 ◽  
Author(s):  
Jessica S. Damoiseaux ◽  
Andre Altmann ◽  
Jonas Richiardi ◽  
Sepideh Sadaghiani
Keyword(s):  
Clinical Research ◽  
Brain Connectivity ◽  
Current Status ◽  
Disease Biomarkers ◽  
Brain Structure And Function ◽  
And Function ◽  
And Behavior ◽  
The Impact ◽  
Behavior And Cognition ◽  
Brain Connectomics

Structural and functional brain connectomics are considered a basis for an individual's behavior and cognition. Therefore, deviations from typical connectivity patterns may indicate disease processes, and can potentially serve as disease biomarkers. To date, the direct clinical application of brain connectivity measures for diagnostics or treatment is limited. Nonetheless, the extant literature on fundamental and clinical research applications reveals important advances in our understanding of typical and atypical brain structure and function. In this chapter we discuss the current status of the field regarding: (1) the impact of the connectome on cognitive processes and behavior, (2) the connectome across the lifespan, and (3) clinical research applications of connectomics. In addition, we highlight some limitations of connectomics for research and clinical translation.

scholarly journals Effects of acute prolactin manipulation on sexual drive and function in males

2003 ◽  
Vol 179 (3) ◽  
pp. 357-365 ◽  
Author(s):  
TH Kruger ◽  
P Haake ◽  
J Haverkamp ◽  
M Kramer ◽  
MS Exton ◽  
...  
Keyword(s):  
Plasma Levels ◽  
Refractory Period ◽  
Sexual Disorders ◽  
Plasma Prolactin ◽  
Sexual Drive ◽  
Acute Changes ◽  
Sites Of Action ◽  
And Function ◽  
And Behavior ◽  
The Impact

The neuroendocrine response to sexual activity in humans is characterized by a pronounced orgasm-dependent increase of plasma levels of prolactin. In contrast to the well-known inhibitory effects of chronic hyperprolactinemia on sexual drive and function, the impact of acute prolactin alterations on human sexual physiology is unknown. Therefore, this study was designed to investigate the effects of acute manipulation of plasma prolactin on sexual behavior.Ten healthy males participated in a single-blind, placebo-controlled, balanced cross-over design. Prolactin levels were pharmacologically increased to high levels (protirelin, 50 micro g i.v.) or reduced to low physiological concentrations (cabergoline, 0.5 mg p.o.). Sexual arousal and orgasm were then induced by an erotic film and masturbation. In addition to continuous neuroendocrine and cardiovascular recordings, the quality and intensity of the acute sexual drive, arousal, orgasm and refractory period were assessed by extensive psychometric measures.Administration of cabergoline decreased prolactin levels and significantly enhanced all parameters of sexual drive (P<0.05), function (P<0.01) and positive perception of the refractory period (P<0.01). Administration of protirelin increased prolactin concentrations and produced small, but not significant reductions of sexual parameters. The sexual effects observed from cabergoline were completely abrogated by coadministration of protirelin. Although different pharmacological sites of action of prolactin-altering drugs have to be considered, these data demonstrate that acute changes in prolactin plasma levels may be one factor modulating sexual drive and function. Therefore, besides a neuroendocrine reproductive reflex, a post-orgasmic prolactin increase may represent one factor modulating central nervous system centers controlling sexual drive and behavior. These findings may offer a new pharmacological approach for the treatment of sexual disorders.

An Examination of Group Facilitator Challenges and Problem-Solving Techniques During IEP Team Meetings

2019 ◽  
Vol 43 (2) ◽  
pp. 127-143
Author(s):  
Stephenson J. Beck ◽  
Keri DeSutter
Keyword(s):  
Special Education ◽  
Problem Solving ◽  
Special Educators ◽  
Education Professionals ◽  
Facilitator Training ◽  
Team Meetings ◽  
Special Education Professionals ◽  
Academic Year ◽  
Facilitation Techniques ◽  
Iep Team

Special education professionals serve as facilitators of Individualized Education Plan (IEP) team meetings. As special educators serve on many IEP teams during the course of an academic year, and as the member composition for each team varies, facilitators are confronted with a unique set of challenges to managing successful meetings. In this study, the authors investigate the specific types of problems and facilitator techniques occurring in IEP meetings. Findings suggest that facilitation issues and techniques are varied across special education professionals. In addition, facilitator training is needed to review and introduce facilitation techniques that may improve meeting member contributions.

Self-Injurious Behavior in Children With Developmental Disabilities: A Systematic Review of Behavioral Intervention Literature

2017 ◽  
Vol 42 (4) ◽  
pp. 498-542 ◽  
Author(s):  
Buket Erturk ◽  
Wendy Machalicek ◽  
Christine Drew
Keyword(s):  
Developmental Disabilities ◽  
Young Children ◽  
Behavioral Interventions ◽  
Single Case ◽  
Functional Behavior Assessment ◽  
Treatment Recommendation ◽  
Future Research ◽  
Functional Behavior ◽  
Frequent Use ◽  
And Function

We reviewed single-case research studies examining the effects of behavioral interventions for self-injurious behavior (SIB) in young children with autism and developmental disabilities. Systematic searches of electronic databases, journals, and reference lists identified 46 studies (66 participants younger than the age of 12) meeting inclusion criteria. Studies were examined based on (a) participant demographics, (b) topography and function of SIB, (c) type of functional behavior assessment (FBA), (d) intervention procedures and outcomes, and (e) experimental design and measurement. Intervention strategies were categorized as antecedent manipulations, teaching behavior, consequence-based procedures, and/or extinction procedures. Positive outcomes were reported for 78% of participants in the reviewed studies and 88% of the participants were diagnosed with autism. Results suggest the effectiveness of behavioral interventions to decrease SIB for young children with disabilities; however, the frequent use of packaged interventions without component analysis limits the conclusiveness of any treatment recommendation. Suggestions for future research are discussed.

scholarly journals What is ‘high-functioning’ in high-functioning autism?

2020 ◽  
Vol 3 (4) ◽  
pp. 14-21
Author(s):  
Guo-Hui Xie
Keyword(s):  
Special Education ◽  
American Academy ◽  
High Functioning Autism ◽  
Diagnostic Code ◽  
High Functioning ◽  
Education Professionals ◽  
Average Intelligence ◽  
Special Education Professionals ◽  
And Function

In several diagnostic manuals of disabilities and disorders, High-Functioning Autism (HFA) is omitted and/or remains an unofficial diagnostic term. However, in 2007, the American Academy of Special Education Professionals has given it an official diagnostic code AU-4.00 in its Educator’s Diagnostic Manual of Disabilities and Disorders (EDM). This has rekindled research to re-look at HFA if it deserves to be given its own diagnostic code. Today, HFA refers to autistics who possess average/above-average intelligence and function in typical settings. This paper explores what ‘high-functioning’ is in the enigmatic condition of HFA.

Teachers’ Characteristics and Ratings for Evidence-Based Behavioral Interventions

2011 ◽  
Vol 37 (1) ◽  
pp. 19-29 ◽  
Author(s):  
Melissa Stormont ◽  
Wendy Reinke ◽  
Keith Herman
Keyword(s):  
Behavior Management ◽  
Behavioral Interventions ◽  
Management Practices ◽  
Special Educators ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Practice Guide ◽  
General Educator ◽  
Level Of Training ◽  
And Behavior

The vast majority of schools today are not prepared to support children's social behavior needs. One challenge is that teachers may not be knowledgeable of evidence-based practices that can be utilized with children. This study explored teachers’ agreement ratings for evidence-based and nonevidence-based behavior management practices for children with emotional and behavior needs, and whether specific teacher characteristics (educational level, amount of education and training using behavioral interventions, and position as a special or general educator) yielded differences in ratings. A survey was developed based on an extensive review of the literature in this area. The survey questions that were the main focus for this study were taken from an Institute for Educational Sciences practice guide. A total of 363 teachers of early childhood and elementary-age students served as participants. Overall, special educators had higher ratings for evidence-based practices and lower ratings for nonevidence-based practices than general educators’ ratings. Special educators also reported more confidence in their interventions. Graduate level of education was associated with lower ratings for nonevidence-based practices than undergraduate level. Teacher-rated level of training and education implementing behavior interventions was not associated with agreement with evidence or nonevidence-based practices. These findings are discussed.

scholarly journals Selective Postnatal Excitation of Neocortical Pyramidal Neurons Results in Distinctive Behavioral and Circuit Deficits in Adulthood

2020 ◽  
Author(s):  
William E. Medendorp ◽  
Akash Pal ◽  
Madison Waddell ◽  
Andreas Björefeldt ◽  
Christopher I. Moore ◽  
...  
Keyword(s):  
Experimental Approach ◽  
Pyramidal Neurons ◽  
Autism Spectrum ◽  
Inhibitory Neurons ◽  
Neocortical Neurons ◽  
And Function ◽  
Circuit Function ◽  
And Behavior ◽  
The Impact

SummaryIn leading models of Autism Spectrum Disorder, and in human data, the efficacy of outgoing cortical connectivity transitions from overly exuberant to languid from early development to adulthood. This transition begs the question of whether the early enhancement in excitation might be a common driver, across etiologies, of these symptoms. We directly tested this concept by chemogenetically driving neuronal activity in neocortical neurons during postnatal days 4-14. Hyperexcitation of Emx1-, but not dopamine transporter-, parvalbumin-, or Dlx5/6-expressing neurons led to decreased social interaction and increased grooming activity in adult animals. In vivo optogenetic interrogation in adults revealed decreased baseline but increased stimulus-evoked firing rates of pyramidal neurons, impaired recruitment of inhibitory neurons and reduced cortico-striatal communication. These results directly support the prediction that changed firing in developing circuits irreversibly alters adult circuit function that leads to maladaptive changes in behaviors. This experimental approach offers a valuable platform to study the impact of disruption of developmental neural activity on the formation and function of adult neural circuits and behavior.

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