The purpose of the current study was to investigate the immediate and subsequent effects of fixed-time attention on problem behavior maintained by therapist attention utilizing a three-component multiple-schedule design. The treatment analysis indicated that fixed-time attention produced a significant immediate decrease in the frequency of physically disruptive behavior (PDB), represented by low frequencies of PDB in Component 2, as well as a continued subsequent effect, represented by lower frequencies of problem behavior in Component 3 when compared to Component 1. The possible behavioral mechanisms responsible for the observed suppression in Component 2 of the treatment analysis are discussed. Evidence of behavioral contrast was observed in Components 1 and 3 of the treatment analysis in conditions in which Component 2 contained a fixed-time schedule of stimulus delivery. In addition, limitations and future research are outlined.

The purpose of this study was to test whether parenting style as conceptualized through Self-Determination Theory (SDT) moderates the association between parental monitoring and adolescent problem behavior. Self-reported data from adolescents (n = 242; 49.2% male; M age = 15.4 years) and their parents (n = 276; 70% mothers) were used in the study. Results showed that monitoring through questions, but not through rules, was significantly associated with behavior problems. Adolescent-reported monitoring through questions, but not parent-reported, was linked to less problem behavior. Also, parental autonomy support and involvement were linked to less problem behavior. Results showed that two out of 24 interactions between monitoring and style variables were significant. Specifically, the links between higher adolescent-reported monitoring through questions and parent-reported autonomy support, and between parent-reported monitoring through rules and adolescent-reported structure were significant. However, neither pattern was consistent with expectations.

This paper describes an evaluation of the effectiveness of Behavioral Skills Training (BST) as an individual parent training model. BST effects on parent responses to child behavior, and by extension, child problem behavior was investigated. The parent participants in the study had children under the age of 10 years old with diagnoses such as Attention Deficit Hyperactivity Disorder and Autism Spectrum Disorder. The researcher conducted observations in situ and via video transmission. Implications of the study include the ability to effectively apply an intervention for parents in situations where the therapist cannot physically come to the parent’s home as well as the effectiveness of using BST to teach general problem behavior management to caregivers. The results presented suggest that behavioral skills training as a parent training method is effective for increasing appropriate parent behavior, but results are mixed for its immediate impact on child problem behavior. Keywords: attention deficit disorder, autism spectrum disorder, behavioral skills training, parent training, problem behavior

A number of preschool children engage in consistent problem behaviors that place them at-risk for developing emotional and behavioral disorders. These problem behaviors have been associated with poorer short and long-term outcomes for young children. Teacher-child relationships (i.e. conflict and closeness) and positive interactions between teachers and children may be reciprocally associated with problem behavior (e.g. teacher-child closeness reducing problem behavior). The purpose of this study was to explore the longitudinal bi-directional relations between teacher-child relationships, teacher-child interactions, and problem behavior over a single school year. Using a cross-lagged panel model, data from a larger randomized control trial of the BEST in CLASS program, was examined across three time points, and differences based on intervention participation were examined. Results indicated that there were far fewer paths in the business as usual group compared to the BEST in CLASS group. As expected, in the comparison group, problem behavior at Time 1 predicted lower levels of closeness at Time 2, however, this relation was not significant in the BEST in CLASS group. In the BEST in CLASS model problem behavior at Time 1 negatively predicted Time 2 positive interactions and there was a cross-lagged association with problem behavior at Time 1 predicting higher levels of conflict at Time, which in turn predicted higher levels of problem behavior at Time 3. Additional findings, limitations and implications for intervention work, practice, and policy are discussed.

A relatively recent measure, the Preschool and Kindergarten Behavior Scales (PKBS), has been developed to measure both problem behavior and social competence in young children. The primary purpose of this study was to examine the construct validity of the PKBS through the application of several validation procedures. Results of the study support construct validity of the PKBS. In a discriminant analysis, the PKBS classified correctly 89.36% of the 94 subjects. A secondary purpose of this study was to examine social-emotional behavior differences between kindergarten students who were divided into different behavioral status groups based on a teacher nomination procedure: a behaviorally at-risk group comprised of both internalizing and externalizing students and a comparison group of behaviorally typical students. Statistically significant differences were found between groups on most variables.

Research has demonstrated that function-based interventions are most effective for addressing problem behavior. However, many function-based interventions, such as differential reinforcement of alternative behavior (DRA), rely on extinction procedures. Extinction is not feasible in all cases and can be counter-therapeutic if implemented without optimal treatment integrity. Researchers have successfully implemented DRA without extinction when various parameters of reinforcement (rate, quality, magnitude, immediacy) have been manipulated to favor alternative behavior; that is, participants engaged in higher rates of alternative behavior when reinforcement was delivered contingent on both alternative and problem behavior, but the alternative response produced better reinforcement in terms of rate, quality, magnitude, or immediacy. Parameter sensitivity, however, has been found to be idiosyncratic and therefore warrants individual assessment. Previous researchers have assessed individual sensitivities to parameters of reinforcement in the context of problem behavior; however, this resulted in problem behavior occurring during assessment, which could be problematic given severe problem behavior. The purpose of this study was to use arbitrary responses to assess individual sensitivities to quality, magnitude, and immediacy of reinforcement maintaining problem behavior and use the results to implement an intervention for problem behavior without extinction. The results indicate that arbitrary responses may be used to identify individual sensitivities to parameters of reinforcement that maintains problem behavior. Additionally, interventions were more effective when parameters for which participants were most sensitive were manipulated than when parameters for which participants were least sensitive were manipulated.

The Teaching Tools for Young Children with Challenging Behavior (TTYC) presents a useful tool to disseminate evidence-based practices into the classroom setting for teachers to create lasting behavioral changes in young children. This study aims to further examine the use of TTYC by classroom teachers for students ages 4-6 years old with and without disabilities who had difficulty engaging in classroom routines or activities. A multiple-baseline across participants design was employed to demonstrate the outcomes of the TTYC in increasing appropriate classroom behavior and reducing problem behavior of the target children. The results indicated that the teachers’ fidelity of implementing the behavior intervention plans designed using the TTYC was relatively high with the exception of a few sessions. The teachers’ implementation of the plans resulted in increased appropriate classroom behavior and decreased problem behavior for all three child participants. The data indicated an association between implementation fidelity and changes in child behavior. When the teachers had difficulty implementing the steps for implementing intervention strategies, the children’s problem behavior increased, resulting in decreases in appropriate classroom behavior. Keywords: problem behavior, young children, teaching tools for young children, manualized behavioral intervention, classroom behavior

Disparities in the use, quality, and outcomes of treatments, and the barriers that deter Hispanics from receiving healthcare services have been widely studied. Yet, similar efforts have been slow in the field of Applied Behavior Analysis (ABA). A way to decrease treatment disparities is to assess the influence of cultural variables in behavior analytic interventions, and to evaluate whether manipulations to these variables improve the overall results of the interventions among Hispanic families. During this study, we adapted functional communication training (FCT) to Hispanic parent’s cultural values, we assessed the preference for culturally adapted and non-culturally adapted functional communication responses (FCR), and we evaluated the social validity of both FCRs. We achieved this by creating the Culturally-Adapted Response Evaluation Survey (CARES) for behavior analysts to use as a guide when interviewing parents to identify an FCR that adheres to the families’ cultural values. We evaluated parents’ preference for each FCR using a multiple-baseline design in which parents were trained to implement procedures to maintain the FCR that was taught and we provided parents an opportunity to choose the FCR they wanted to reinforce. The results of the study and their implications for ABA services are discussed.

The majority of behavioral analytic interventions reflect European-American values. One useful intervention is discriminated functional communication training (DFCT), which may be implemented to increase the generalizability of functional communication training (FCT). However, the discriminative stimuli used during DFCT may not adequately reflect what is commonly used in various cultures. Thus, the purpose of the current study was to evaluate the effectiveness, feasibility (in the form of training parents to implement), and treatment acceptability of a culturally adapted version of DFCT with Afro-Caribbean families. Three children with ASD along with their mothers participated in the study. Results showed that culturally adapting DFCT was as effective as the traditional procedure in obtaining discriminated manding for 2 of 3 participants. An alternate DFCT procedure used with the third participant was also effective. Also, it was feasible to train parents to implement the intervention. Social validity measures indicated the study incorporated cultural values, and beliefs, and produced favorable effects on replacing problem behavior with discriminated manding that was culturally relevant.

<p>Abstract</p><p> </p><p>This licentiate’s dissertation is about how school staff talk about pupils having difficulties in relating to teachers and other pupils. It’s specific focus is on pupils which are described as “disturbing”, “troublesome”,”unruly”, “unconcentrated” or characterised by similar concepts. The main aim is to elucidate and discuss how school staff explain pupils’ difficulties, what measures they state that they undertake and what measures they consider necessary.</p><p>The study is based on a social constructive approach. This means that the way we understand the world we live in is seen as shaped by social and cultural processes mediated through language. A consequence of this is that the way the staff talk about pupils in difficulties will influence how they relate to those children and how they work at solving the problems.</p><p>The empirical material consists of interviews with six principals, six Special Educational Needs Co-ordinators and six class teachers from six different schools. 15 of the people interviewed work with 11–13 year olds and three of them with 7–9 year olds. The material from the interviews is categorised into themes and further analysed in order to present a systematic overview of the ways in which the staff talk about children in difficulties.</p><p>The result shows that the problems are understood as complex and full of nuances. Explanations of the problems from medical/psychological perspectives have no distinguished status. It is more common that the problems are related to social conditions, family situation and school environment.</p><p>The study also shows that different professional groups usually place the responsibility for solving the problems with other professional groups. The way the concerned principal looks upon the problem seems be important for the way the problem is dealt with.</p><p>The way the staff studied talk about the school activities indicates that schools differ concerning issues like organisation, the role of the Special Needs Co-ordinator, co-operation between different professional groups etc. As a consequence pupils having difficulties in relating to other people will be subjected to different conditions depending on what school they attend. The school as an arena of identity creation and citizenship education will offer hence different opportunities to different children in difficulties.</p><p> </p><p> </p><p> </p><p><em> </em></p><p><em> </em></p><p><em>Keywords:</em><strong> </strong>special educational needs, social constructionism, children in need of support,</p><p>problem behavior in schools</p><p><strong> </strong></p><p><strong><em> </em></strong></p><p>Hans Larsson, Department of Education,</p><p>Örebro University, SE-701 82 Örebro, Sweden, hans.larsson@oru.se</p>