Classic Behavioral Techniques

El Síndrome de Asperger es una enfermedad del neurodesarrollo caracterizado por deficiencias en la interacción social y la comunicación,sin retraso en el desarrollo cognitivo y del lenguaje, considerado dentro de los Trastornos Generalizados del Desarrollo y de las Condiciones del Espectro Autista. Debido a las características de este síndrome estos pacientes requieren atención y técnicas conductuales específicas, parapoder realizar el tratamiento dental. El objetivo de este reporte es dar a conocer los cuidados y el manejo de conducta para el tratamiento dental en pacientes con Síndrome de Asperger. Palabras clave: Síndrome de Asperger, desensibilización sistemática, cuidado dental, salud bucal, prevención primaria, comportamiento. AbstractAsperger syndrome is a disease of the neurodevelopmental characterized by deficiencies in social interaction and communication, without delay in cognitive development and language, and is considered within pervasive developmental disorders and the autism spectrumconditions. Due to the characteristics these patients require care and specific behavioral techniques, to perform dental treatment. The objective of this report is to present the care and behaviour management for dental treatment in patients with Asperger syndrome. Key words: Asperger syndrome, systematic desensitization, dental care, oral health, primary prevention, behaviour.

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The Scope of Practice of Diabetes Educators in a Metropolitan Area

The Diabetes Educator ◽

10.1177/014572179201800204 ◽

1992 ◽

Vol 18 (2) ◽

pp. 111-114 ◽

Cited By ~ 13

Author(s):

Mariorie Cypress ◽

Judith Wylie-Rosett ◽

Samuel S. Engel ◽

Terry B. Stager

Keyword(s):

Patient Education ◽

Diabetes Care ◽

Formal Training ◽

Behavioral Strategies ◽

Chronic Complications ◽

Roles And Responsibilities ◽

Standard Patient ◽

Behavioral Techniques ◽

Oral Hypoglycemic Medications ◽

Diabetes Educators

A survey of 108 members of a local metropolitan AADE chapter was conducted to assess (1) current roles and responsibilities of diabetes educators with respect to medical management and patient education, and (2) the use of behavioral strategy techniques among diabetes educators. Nurses and dietitians specializing in diabetes care performed a range of responsibilities. Approximately 75% of the nurses performed standard patient education roles and 20% performed the majority of roles traditionally considered to be in the medical domain, including insulin adjustment. More than half of the respondents had not received formal training in the use of behavioral strategies. Formal training was positively associated with greater use of behavioral techniques. Training for diabetes educators should include behavioral intervention strategies. Nurses specializing in diabetes care may also need training regarding physical assessment for chronic complications, and knowledge regarding adjustment of insulin and oral hypoglycemic medications.

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A Comparison of Behavioral Techniques to Teach Functional Independent-Living Skills to Individuals with Severe and Profound Mental Retardation

Behavior Modification ◽

10.1177/01454455980223005 ◽

1998 ◽

Vol 22 (3) ◽

pp. 298-306 ◽

Cited By ~ 12

Author(s):

Johnny L. Matson ◽

Yemonja Smalls ◽

Allison Hampff ◽

Brandi B. Smiroldo ◽

Stephen J. Anderson

Keyword(s):

Mental Retardation ◽

Independent Living ◽

Independent Living Skills ◽

Behavioral Techniques ◽

Profound Mental Retardation ◽

Living Skills

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General Papers

The Canadian Journal of Psychiatry ◽

10.1177/070674378402900208 ◽

1984 ◽

Vol 29 (2) ◽

pp. 125-128

Author(s):

Yves Lamontagne

Keyword(s):

Behavior Therapy ◽

Behavioral Techniques ◽

Psychiatric Problems

Since the last decade, behavior therapy techniques have been used for a variety of psychiatric problems. This paper summarizes the therapeutic indications where behavior therapy appears to be the treatment of choice as well as those where behavioral techniques can be an adjunct. Contra-indications are described and examples of different combinations of treatment are reported.

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Psychological treatment of trihotillomania: A case study

European Psychiatry ◽

10.1016/j.eurpsy.2017.01.369 ◽

2017 ◽

Vol 41 (S1) ◽

pp. S417-S417

Author(s):

T. Sarmiento Luque ◽

J.M. Sanchez

Keyword(s):

Public Health ◽

Clinical Case ◽

Psychological Treatment ◽

Cognitive Behavioral ◽

Clinical Aspects ◽

Hair Pulling ◽

Behavioral Techniques ◽

Competing Interest ◽

Treatment Procedures

This paper presents a clinical case of trichotillomania. Therefore, the aim of this study is to present in detail the procedure followed in a case of trichotillomania in a public health context, using cognitive-behavioral techniques, in order to deepen the knowledge of the efficacy of these treatment procedures and demonstrate the feasibility of implementation.The results obtained show significant improvements in different clinical aspects: first, the hair pulling behavior disappeared completely; moreover, anxiety diminished significantly and mood normalized. All these results allow us to conclude that the intervention was successful.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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DIFFICULTIES IN THE USE OF BEHAVIORAL TECHNIQUES BY PARENTS IN CHANGING CHILD BEHAVIOR

The Journal of Nervous and Mental Disease ◽

10.1097/00005053-197306000-00004 ◽

1973 ◽

Vol 156 (6) ◽

pp. 395-403 ◽

Cited By ~ 17

Author(s):

THOMAS SAJWAJ

Keyword(s):

Child Behavior ◽

Behavioral Techniques

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Behavioral Auditory Assessment of Young Infants

American Journal of Audiology ◽

10.1044/1059-0889(2000/015) ◽

2000 ◽

Vol 9 (2) ◽

pp. 124-130 ◽

Cited By ~ 12

Author(s):

Candace Bourland Hicks ◽

Anne Marie Tharpe ◽

Daniel H. Ashmead

Keyword(s):

Behavioral Responses ◽

Auditory Stimuli ◽

Behavioral Threshold ◽

Auditory Thresholds ◽

Young Infants ◽

Behavioral Techniques ◽

Behavioral Responsiveness ◽

Forced Choice Task ◽

Age Range

The determination of auditory thresholds by means of behavioral techniques in young infants can be difficult. This could be the result of limitations in methodology, a lack of observable auditory responsiveness, or both. In the current study, 2- and 4-month old infants were tested under enhanced conditions for obtaining behavioral responses (i.e., salient auditory stimuli, reduced visual distractions, reinforced correct responses). A two-interval, forced-choice task with four intensity levels was used. Although a behavioral threshold was obtained for the 4-month-olds, threshold determination for the 2-month-olds remained elusive. In light of the current findings and previous studies of visual acuity of infants, these results suggest a lack of behavioral responsiveness to auditory stimuli for the younger infants rather than methodological limitations. With infants in the 2-month-old age range, clinical audiologists should expect few behavioral responses to auditory stimuli at intensity levels below those that elicit startle responses.

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