An Exploring of Trauma-based Problem Behavior Intervention Strategy for Students with Intellectual Disability

2021 ◽  
Vol 23 (4) ◽  
pp. 155-181
Author(s):  
Young Sim Kang ◽  
Sung Hwa Son
Keyword(s):  
Intellectual Disability ◽  
Problem Behavior ◽  
Intervention Strategy ◽  
Behavior Intervention

A Multimethod Assessment of Anxiety and Problem Behavior in Children With Autism Spectrum Disorders and Intellectual Disability

2013 ◽  
Vol 118 (6) ◽  
pp. 419-434 ◽  
Author(s):  
Lauren J. Moskowitz ◽  
Emile Mulder ◽  
Caitlin E. Walsh ◽  
Darlene Magito McLaughlin ◽  
Jennifer R. Zarcone ◽  
...  
Keyword(s):  
Autism Spectrum Disorders ◽  
Intellectual Disability ◽  
Problem Behavior ◽  
Children With Autism ◽  
Parent Report ◽  
Autism Spectrum ◽  
Physiological Data ◽  
Sinus Arrhythmia ◽  
Increased Risk ◽  
Spectrum Disorders

Abstract Despite the increased risk for anxiety disorders in children with autism spectrum disorders (ASD), there is a lack of research on the assessment and treatment of anxiety in this population, particularly for those with an intellectual disability (ID). The present study evaluated a multimethod strategy for the assessment of anxiety and problem behavior in three children with ASD and ID. Anxiety was operationally defined using: (1) behavioral data from anxious behaviors, (2) affective/contextual data from parent-report and observer ratings of overall anxiety, and (3) physiological data (heart rate [HR] and respiratory sinus arrhythmia [RSA]). A functional assessment of problem behavior during high- and low-anxiety conditions was conducted. Higher levels of problem behavior and HR and lower RSA were found in the high-anxiety than in the low-anxiety conditions.

Research and Policy on Disability

2016 ◽  
Vol 3 (1) ◽  
pp. 138-145 ◽  
Author(s):  
Thomas W. Farmer ◽  
Lisa M. Gatzke-Kopp ◽  
David L. Lee ◽  
Molly Dawes ◽  
Elizabeth Talbott
Keyword(s):  
Special Education ◽  
Problem Behavior ◽  
Students With Disabilities ◽  
Behavior Intervention ◽  
Policy Implications ◽  
Next Generation ◽  
Developmental Science ◽  
The Individual ◽  
Research And Policy

Bridging special education (SE) and developmental science recognizes their shared focus on individual adaptation, growth, and outcomes. Adaptation continuously aligns the proclivities of students and the opportunities of their contexts. Considerations for the adaptation of students with disabilities include developmental malleability, problem behavior, intervention supports, and SE services. Policy implications center on the need to focus on the individual in context in both research and intervention, merge data from the implementation of intensive interventions and person-oriented analysis to establish comprehensive frameworks that include a focus on neurophysiological processes, and train the next generation of SE leaders in intensive interventions and applied developmental science.

Intervention for Anxiety and Problem Behavior in Children with Autism Spectrum Disorder and Intellectual Disability

2017 ◽  
Vol 47 (12) ◽  
pp. 3930-3948 ◽  
Author(s):  
Lauren J. Moskowitz ◽  
Caitlin E. Walsh ◽  
Emile Mulder ◽  
Darlene Magito McLaughlin ◽  
Greg Hajcak ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Problem Behavior ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder

scholarly journals Differential Effects of a Tier Two Behavior Intervention Based on Function of Problem Behavior

2008 ◽  
Vol 11 (2) ◽  
pp. 82-93 ◽  
Author(s):  
Kent McIntosh ◽  
Amy L. Campbell ◽  
Deborah Russell Carter ◽  
Celeste Rossetto Dickey
Keyword(s):  
Problem Behavior ◽  
Behavior Intervention ◽  
Differential Effects
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