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Children with developmental disabilities often exhibit problem behaviors, such as physical aggression, tantrums, and self-injury. These behaviors can detrimentally affect the family's lifestyle. Research has shown that such families should take an active role in developing and implementing a behavior plan. However, families need support to promote effective changes in their child's behavior. This study investigated how a positive behavior support workshop that used the Family HOPE program affected behavior problems and parent/child relationships in families with children with developmental disabilities. Parents of eight children with disabilities and challenging behaviors participated in this research. A Project Director and Principal Investigator taught the six systematic steps to changing behavior. They were assisted by graduate students who provided behavioral education to families, helped families complete a Functional Behavioral Assessment, appropriate interventions, and analyze intervention data. The Parent-Child Relationship Inventory (PCRI) and Scales of Independent Behavior-Revised (SIB-R) were given to the families to study the effects of parent trainings on parents' perceptions of limit setting, parental support, and the frequency and severity of problem behaviors. Results showed a significant difference in the pre- and post-intervention data on limit setting and parental support. There were no significant differences in the frequency and severity of problem behaviors on the SIB-R. Implications for further research are suggested concerning teaching parents Positive Behavior Support principles in a workshop setting.

The author examined current literature supporting the use of innovative, music-based interventions to support young children with autism spectrum disorder and other developmental disabilities engage in the things that they want, need, and desire to do. The author introduced Song-based Interventions for Navigating Gains in Occupational Therapy (SING-OT), as an innovative, music-based educational intervention program designed to support the engagement, participation, and performance needs of young children with disabilities. SING-OT uses an evidenced-supported, client-centered, and interests and strengths-driven approach. This proposed multi-phase program focuses on improving knowledge on the literature connecting evidence to song-based interventions and providing access to uniquely composed, occupation-inspired songs, that support children’s performance and participation needs. Additionally, conducting an initial feasibility study that assesses the effectiveness of task completion in a common personal hygiene and grooming task within the preschool setting was recommended. Future developments extend to improving caregiver health and wellness outcomes through training opportunities. The author provided a comprehensive program evaluation plan that highlights key stakeholders, a proposal for a single-subject study design, and implications of the program. The SING-OT program can be utilized as (1) an additional intervention tool for practicing occupational therapy practitioners and other professionals, (2) an avenue for interprofessional collaboration, and (3) a vehicle for improving the occupational performance outcomes among young children with disabilities.

Video modeling (VM) is a video-based intervention (VBI) that has been implemented with individuals with disabilities to teach various life and educational skills. It is a tool that allows learners to watch a target skill modeled on a pre-recorded video. The learner is able to re-watch a new skill as many times as needed, and the teacher is given the flexibility needed to work with multiple students while providing individualized instruction. The participant in this study was a 13-year-old male with a traumatic brain injury (TBI) and intellectual disability (ID). The participant was enrolled in a life skills class at his junior high school and received special education services under the classification of TBI. This study used a delayed multiple-baseline, across-skills design to examine increased consistency for completing different sports skills in physical education (PE), including a basketball chest pass, football forward pass, and soccer inside foot pass. VM was used successfully to increase task completion rates for all three sports skills. The participant was able to perform the basketball chess pass with 75% to 87.5% accuracy, and the football forward pass and soccer pass with 87.5% accuracy. Prior to the study he could only complete each skill with less than 25% accuracy. Future research is needed on larger samples to empirically demonstrate the efficacy of VM to improve PE skills for special needs students.

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