Long-Term Multicomponent Intervention to Reduce Severe Problem Behavior

2001 ◽  
Vol 3 (4) ◽  
pp. 225-236 ◽  
Author(s):  
Craig C. Jensen ◽  
Gene McConnachie ◽  
Todd Pierson
Keyword(s):  
Problem Behavior ◽  
Severe Problem ◽  
Multicomponent Intervention ◽  
Severe Problem Behavior

Reduction of Severe Problem Behavior in Community Employment Using an Hypothesis-Driven Multicomponent Intervention Approach

1995 ◽  
Vol 20 (4) ◽  
pp. 229-247 ◽  
Author(s):  
Duane C. Kemp ◽  
Edward G. Carr
Keyword(s):  
Problem Behavior ◽  
Functional Communication ◽  
Intervention Package ◽  
Severe Problem ◽  
Multicomponent Intervention ◽  
Delay Of Reinforcement ◽  
Making Choices ◽  
Employment Situation ◽  
Building Rapport ◽  
Severe Problem Behavior

Individuals with severe problem behavior typically are excluded from integration efforts involving community employment. This study examined one strategy for reducing severe problem behavior in an employment situation. The strategy involved three factors: (a) interventions were chosen based on hypotheses about the maintaining variables for the problem behavior (hypothesis-driven model); (b) a multicomponent intervention package was used that included some combination of functional communication training, building rapport, making choices, embedding demands, and building tolerance for delay of reinforcement; and (c) measures of latency to problem behavior and percentage of work steps completed were used instead of the more traditional measure of frequency. The results demonstrated both an increase in the time spent in the employment situation without problem behavior and increases in completion of work steps to maximum. Social validation of these results was provided by employment site management. The value of this strategy for addressing the obstacles to assessment, measurement, and intervention for severe problem behavior in community employment situations was discussed.

Beyond Intervention

2016 ◽  
Vol 4 (1) ◽  
pp. 17-24 ◽  
Author(s):  
Christopher A. Podlesnik ◽  
Michael E. Kelley
Keyword(s):  
Autism Spectrum Disorder ◽  
Developmental Disabilities ◽  
Problem Behavior ◽  
Autism Spectrum ◽  
Severe Problem ◽  
Social Success ◽  
Self Injury ◽  
The Face ◽  
Severe Problem Behavior

Individuals diagnosed with autism spectrum disorder (ASD) and other developmental disabilities are at risk of engaging in severe problem behavior, including aggression and self-injury. Severe problem behavior is an obstacle to proper education and integration into society. Therefore, eliminating severe problem behavior is key to long-term academic and social success. However, problem behavior can be persistent in the face of interventions and likely to relapse following successful intervention. This article describes basic and translational research relevant to understanding what influences the persistence and relapse of severe problem behavior in individuals diagnosed with ASD and other developmental disabilities. Investing in research to better understand persistence and relapse will pay dividends for clients, parents, clinicians, and society in general.

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
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