Effective and efficient skill-acquisition procedures must be identified to support individualized behavioral programming for children with autism spectrum disorder (ASD). To do this, practitioners and researchers may use assessment-based instruction. Prompts are a common teaching strategy to promote skill acquisition. The purpose of this applied study was to use assessment-based instruction to evaluate the efficacy and efficiency of within- and extra-stimulus prompts to teach conditional discriminations to two children with ASD. We identified stimulus prompts using a survey of popular children's games and conducted a tablet-based instruction readiness assessment. Stimulus prompts involved motion (within-stimulus) and pointing (extra-stimulus) to evoke correct responses in the presence of a discriminative stimulus. We used an adapted alternating treatments design with a no-treatment control condition to evaluate the effects of both prompt types across multiple sets of stimuli. Both stimulus prompt types were efficacious in facilitating skill acquisition for two of three participants. Little difference was observed in the time to mastery with either prompt. Neither stimulus prompt was efficacious for the third participant. Assessment results will be used to inform clinical programming to teach conditional discriminations to participants and contribute to research on designing and implementing assessments of skill-acquisition procedures.

Made available in DSpace on 2016-07-27T14:19:56Z (GMT). No. of bitstreams: 1 MARINA RODRIGUES NOVAIS.pdf: 724370 bytes, checksum: 2b83999671063aa8bd6e35dc28f7903b (MD5) Previous issue date: 2012-03-30 / The present study analyzed functionally inappropriate behavior such as tantrums, disobedience issued by a child who was sexually abused. Procedures for the control of the experimental design was used for multiple conditions with three main conditions: Attention (A) alone (S) and control (C). The conditions of attention and alone have been divided into others sub conditions. The results showed that attention to controlling inappropriate behavior. For the treatment program, it was decided by using the design of the type ABAB reversal followed by follow-up, with a phase of Baseline I (A), followed by the intervention phase (B), another phase Baseline II (A), followed by a new intervention (B). For the intervention, it was used a differential reinforcement of alternative behavior (DRA), a procedure involving positive reinforcement of appropriate alternative behaviors, which are topographically different from inappropriate behaviors, combined with its extinction. Through the intervention there was an increase in the frequency of appropriate behaviors and decreasing the frequency of inappropriate behavior, may be demonstrated effectiveness of the treatment program. / O presente estudo analisou funcionalmente os comportamentos inadequados como birras, desobediências emitidas por uma criança que fora vítima de abuso sexual. Para o controle dos procedimentos foi empregado o delineamento experimental de múltiplas condições com três condições principais: atenção, sozinha e controle. As condições de atenção e sozinha foram divididas em outras subcondições. Os resultados demonstraram que a atenção social controlava os comportamentos inadequados da participante. Para o programa de tratamento, optou-se pelo uso do delineamento de reversão-replicação do tipo ABAB seguido de follow-up. Sendo uma fase de (A) linha de base I, seguida da fase de (B) intervenção, outra fase de (A) linha de base II, seguida por outra fase de (B) intervenção. Para a intervenção, foi usado o reforçamento diferencial de comportamento alternativo (DRA), um procedimento que envolveu o reforçamento positivo de comportamentos alternativos adequados que são topograficamente diferentes dos comportamentos inadequados, combinado com a sua extinção (EXT). Por meio da intervenção houve um aumento na frequência dos comportamentos adequados e diminuindo-se a frequência dos comportamentos inadequados, podendo-se demonstrar a eficácia do programa de tratamento.

This study assessed the feasibility of the newly manualized Prevent Teach Reinforce for Families (PTR-F) for use with Hispanic families of young children with autism spectrum disorders (ASD) who have difficulty adjusting to family routine. The study involved three families of children with ASD ages 3 to 6 years old who participated in the 5-step PTR-F process and who implemented the PTR intervention plan during naturally occurring family routines. A multiple-baseline across participants design was employed to examine the preliminary evidence of efficacy of using the PTR-F for children with ASD. The results indicated that Hispanic parents successfully implemented intervention strategies with the help of a facilitator using the PTR-F manual. All children’s alternate desirable behavior increased and problem behavior reduced a significant amount when the PTR-F intervention was implemented by the parents. The parents reported high social validity when implementing the PTR-F intervention.

Le trouble du spectre de l’autisme (TSA) et la déficience intellectuelle (DI) sont des troubles du développement qui affectent un grand nombre de familles partout dans le monde (American Psychiatric Association, 2013). Des études démontrent que les enfants ayant une DI ou un TSA manifestent plus de comportements problématiques que les enfants dans la population en générale. Les agressions physiques et verbales, la destruction de bien, les crises, l’opposition et l’automutilation interfèrent souvent avec les habiletés de l’individu, l’empêchant de bien fonctionner et causant souvent des dommages ou des blessures (Matson et al., 2009; Mazurek et al., 2013; Minshawi et al., 2014). Pour bien cerner l’importance de réduire les comportements problématiques, plusieurs études démontrent les conséquences graves qui peuvent en découler (Caron, Fleury, Godbout et Desranleau, 2005 ; Taylor, Oliver et Murphy, 2011). Ces conséquences peuvent limiter ou mettre à risque l’utilisation optimale de nombreuses ressources découlant de la communauté et réduire la capacité de la personne accompagnée à s’occuper de ses besoins et limitent son potentiel d’intégration sociale et communautaire (Richards, Moss, Nelson et Oliver, 2016). Les interventions comportementales peuvent aider les familles d’enfants ayant un TSA ou une DI qui se retrouvent bien souvent stressées et isolées socialement, s’exposant à des dangers réels, comme faire subir de mauvais traitements physiques à leurs enfants si elles ne reçoivent aucune aide (Bessette Gorlin, McAlpine, Garwick et Wieling, 2016; Chan et Lam, 2016). Cependant, l’accessibilité aux services pour traiter ces difficultés comportementales est souvent limitée à cause des coûts élevés des services privés, de l’isolement géographique, du manque de personnel ou encore des listes d’attente pour les services publics. Parmi les nouveaux moyens technologiques utilisés pour offrir des services précoces aux familles, on retrouve les formations interactives offertes en ligne, simples à utiliser, efficaces et très peu coûteuses (Higbee et al. 2016; Pollard, Higbee, Akers et Brodhead, 2014). Des résultats iii d’études soutiennent qu’il est possible d’impliquer de manière efficace les parents en tant qu’agents de changement dans la réduction des comportements problématiques de leurs enfants par différentes interventions comportementales, directives verbales et écrites, modelage par vidéo et exercices de répétitions (Gerencser, Higbee, Akers et Contreras, 2017; Ilg et al., 2016; Lanovaz, Rapp, Maciw, Dorion et Pelletier, 2016). L’objectif de notre étude était d’examiner les résultats préliminaires d’une formation interactive en ligne développée pour soutenir les parents d’enfants ayant un TSA ou une DI dans la réduction de comportements problématiques. Les objectifs de ce projet pilote portait principalement sur trois variables de réponse : (1) l’identification d’une fonction plausible d’un comportement problématique (2) la sélection d’une intervention fonctionnelle et (3) la satisfaction du parent vis-à-vis de cette formation. Les résultats de ce projet pilote suggèrent une amélioration sur des tâches d’identification de fonctions comportementales plausibles et de sélection d’interventions fonctionnelles ainsi qu’une excellente validité sociale. L’utilisation d’une formation interactive comme ressource aux parents semble être une avenue novatrice et intéressante à explorer. Il serait cependant nécessaire de reproduire l’étude afin de pouvoir valider les résultats / Autism spectrum disorders (ASD) and intellectual disability (ID) are developmental disorders that affect many families around the world (American Psychiatric Association, 2013). Several studies have shown that children with ASD or ID engage in more challenging behavior than children without disability. Aggression, destruction, opposition, and self-injury often interfere with individual skills, preventing those who emit these behavior from functioning adequately in their natural environment and often causing them harm or injury (Matson, Wilkins & Macken, 2008; Mazurek, Kanne & Wodka,2013; Minshawi & al., 2014). Several studies have outlined the serious consequences that can result from these behaviors (Caron, Fleury, Godbout & Desranleau, 2005; Taylor, Oliver & Murphy, 2011). These consequences can limit or put at risk the optimal use of community resources and reduce the persons’ capacity to address their needs and limit their potential for social and community integration (Richards, Moss, Nelson & Oliver, 2016). Behavioral interventions can help families who are often stressed, socially isolated and confronted to risks if they do not receive access to adequate services (Bessette, Gorlin, McAlpine, Garwick & Wieling, 2016; Chan & Lam, 2016). However, accessibility to services to address these behavioral difficulties is often limited due to the high costs of private services, geographic isolation, shortage of staff, or waiting lists for public services. Interactive web training is an easy-to-use, efficient and affordable approach, which can be used to address these issues (Higbee & al., 2016; Pollard, Higbee, Akers & Brodhead, 2014). Research findings suggest that parents can be effectively involved as agents of change and play a meaningful role in the reduction of their children’s challenging behavior when trained adequately using verbal v and written instructions, video modeling and exercises (Gerencser, Higbee, Akers & Contreras, 2017; Ilg & al., 2016; Lanovaz, Rapp, Maciw, Dorion & Pelletier, 2016). The objective of our study was to document the effects of an interactive web training developed to support parents of children with ASD or ID in the reduction of challenging behavior. The objectives of this pilot project focused on three response variables (1) identifying a function of challenging behavior, (2) selecting a functional intervention, and (3) parents’ satisfaction with the training. The results indicated an improvement on behavioral function identification tasks and functional intervention selection tasks as well as an excellent social validity. The use of interactive web training as a resource for parents seems to be an interesting avenue for treatment, but it is necessary to replicate our study in order to validate the results.

This study examined factors related to the implementation of a School Wide Positive Behavioral Intervention and Support (SWPBIS) program at a large middle school in the United States. Parent Teacher Student Association volunteers at the school reported that teacher fidelity to implementation of SWPBIS activities was inconsistent, threatening the SWPBIS program's effectiveness. The purpose of this study was to identify barriers that hindered teachers' fidelity in implementing SWPBIS. Teacher resistance to change, change leadership framework, and the model for effective professional development were used in this case study to explore the perceptions of 16 participants. The research questions focused on teachers', SWPBIS coaches', and administrators' perceptions and experiences with barriers to implementing SWPBIS in the third year of implementation (2013-2014). Emergent themes derived from coding participant interviews revealed 7 major barriers to teacher implementation fidelity including confusion about priorities, peer and student influences, philosophical differences, and weaknesses in leadership and professional development. The interview data were triangulated with data from archived documents to ensure the credibility of the study. A project recommendation for 6 professional development modules was made to address study findings. Positive social change implications include the efficacy of using the project study as an example for other schools to improve teacher effectiveness by responding to teacher weaknesses and facilitating improved student outcomes.

The measurement of engagement, or the interaction of a person with their environment, is an integral part of assessing the quality of an intervention program for young children diagnosed with autism spectrum disorder. Researchers and practitioners can and do measure engagement in many ways on the individual and group level. The purpose of this methodological study was to compare three commonly used recording systems: individual partial interval, group momentary time sampling, and group partial interval. These recording methods were compared across three classes of engagement: social, instructional, and non-instructional in a clinical setting with children with autism. Results indicate that group measurement systems were not sensitive to individual changes in engagement when child behaviors were variable. The results are discussed in the context of behavior analytic conceptual systems and the relative utility and future research directions for behavior analytic practice and research with young children in group settings.

No description available.

No description available.

As doenças cardiovasculares se apresentam como uma das principais causas de morte e incapacidade na atualidade. Tais alterações compreendem a doença arterial coronariana ou isquêmica e apresentam etiologia multi-fatorial. No presente estudo objetivou-se avaliar os efeitos de uma intervenção cognitivo-comportamental sobre a qualidade de vida, sintomas depressivos, ansiosos e sob fatores de risco em pacientes isquêmicos que haviam apresentado um episódio agudo da doença nos últimos três meses. Participaram do estudo 71 pacientes, os quais foram divididos em dois grupos; controle (n=35) e experimental (n=36) e avaliados em três momentos: logo após o primeiro contato com pesquisadora; após 14 semanas (reavaliação) e depois de seis meses (seguimento). Nas avaliações os pacientes responderam a uma entrevista estruturada, ao Inventário de qualidade de vida da Organização Mundial de Saúde (WHOQUOL), ao Inventário de depressão de Beck (BDI) e ao Inventário de ansiedade de Beck (BAI). O grupo experimental foi submetido a um programa de intervenção cognitivo-comportamental, entre as duas primeiras avaliações. Este programa foi estruturado em oito sessões grupais semanais, com duração de duas horas cada. Durante as sessões foram trabalhadas técnicas de manejo de ansiedade, relaxamento e visualização, técnicas de resolução de problemas e discutidas informações sobre a doença cardíaca e seus fatores de risco (psicoeducação). Dentre os participantes, a maioria era do sexo masculino, tinham mais de 55 anos, era casada, haviam estudado por um período máximo de dez anos e se encontravam aposentados. Com relação aos dados sociodemográficos, não foram encontradas diferenças estatísticas entre os dois grupos. Verificou-se uma diminuição significativa do peso corporal e do índice de massa corpórea dentre os sujeitos do grupo experimental no decorrer das avaliações, bem como um aumento no número de atividades de lazer. Os resultados sugerem ainda uma diminuição dos sintomas depressivos dos pacientes do grupo experimental em relação aos do grupo controle, na reavaliação e no seguimento, e uma melhora na qualidade de vida do grupo experimental no decorrer das progressivas avaliações, o que não foi observado com relação ao grupo controle. Considera-se que o programa de intervenção cognitivo-comportamental apresentou resultados positivos na reabilitação de pacientes isquêmicos e na prevenção secundária da doença arterial coronariana, promovendo alterações físicas e emocionais importantes. / Cardiovascular diseases are presented as a major cause of death and disability in actuality. These changes include coronary artery disease or ischemic etiology and present multi-factorial. This study aimed to evaluate the effects of a cognitive-behavioral intervention on quality of life, depression, anxiety and under risk factors in ischemic patients who had shown an episode of acute illness in the last three months. Study participants were 71 patients, who were divided into two groups; control (n = 35) and experimental (n = 36) and evaluated in three times: soon after the first contact with researcher; after 14 weeks (revaluation) and after six months (follow up). In assessments the patients responded to a structured interview, the inventory quality of life of the World Health Organization (WHOQUOL), the Beck Depression Inventory (BDI) and the anxiety of Beck Inventory (BAI). The experimental group was subjected to a program of cognitive-behavioral intervention, between the top two ratings. This program has been structured into eight weekly group sessions, with duration of two hours each. During the sessions were worked techniques of management of anxiety, relaxation and visualization, techniques for solving problems and discussed information about heart disease and its risk factors. Among the participants, the majority were male, had more than 55 years, was married, had studied for a maximum period of ten years and were retired. With respect to sociodemographic data, no statistical differences were found between the two groups. There was a significant decrease in body weight and body mass index among the subjects of the experimental group in the course of the evaluations, as well as an increase in the number of leisure activities. The results also suggest a decrease in depressive symptoms of patients in the experimental group in relation to the control group, and following the revaluation, and an improvement in the quality of life of the experimental group in the course of progressive evaluations, which was not observed with respect the control group. It is considered that the programme of cognitive-behavioral intervention showed positive results in the rehabilitation of patients ischemic and secondary prevention of coronary artery disease, promoting physical and emotional changes important.

Made available in DSpace on 2016-04-28T20:38:12Z (GMT). No. of bitstreams: 1 Fernanda Pereira Fernandes.pdf: 6063124 bytes, checksum: 6eb245dc619fecc0944b24ee430dbb05 (MD5) Previous issue date: 2012-05-23 / Studies have indicated parental involvement and lack of appropriate contingencies to a behavioral repertoire Pro Knowing relevant variables in states of low academic performance, highlighting the importance of parental guidance in the management of these contingencies. The objective of this research was to determine whether orientation meetings with instructions on behavior analysis and behavioral repertoire planning Pro Knowing, could contribute to a parent whose child has below-average academic performance, should plan strategies that would help the child improve the behavior of study. We conducted a case study with the parent of a student of 13 years, enrolled in the 8th year of a private school in Cuiabá-MT. Initially was done an interview with the father, he replied to a questionnaire, two teachers filled out an evaluation of the student's behavior and the last test was used for school performance. Then the meetings were held with the father, and later repeated the initial procedures. After the proposed intervention, notice a few changes in parenting practices, the amount of notes on the agenda, as well as the assessment that teachers make about the student's behavior, but the same amount of grades remain below average / Estudos vêm apontando o envolvimento parental e a falta de contingências adequadas a um repertório comportamental Pró Saber como variáveis relevantes em quadros de baixo rendimento escolar, destacando a importância da orientação dos pais no manejo dessas contingências. O objetivo desta pesquisa foi verificar se encontros de orientação, com instruções sobre análise do comportamento e planejamento de repertório comportamental Pró Saber, poderiam colaborar para que um pai, cujo filho que apresenta rendimento escolar abaixo da média, planejasse estratégias que auxiliassem o filho a aprimorar o comportamento de estudar. Foi realizado um estudo de caso com o pai de um aluno de 13 anos, matriculado no 8º ano de uma escola particular de Cuiabá-MT. Inicialmente foi realizada uma entrevista com o pai, este respondeu a um questionário, dois professores preencheram uma avaliação do comportamento do aluno e neste último foi aplicado o teste de desempenho escolar. Em seguida foram realizados os encontros com o pai e, posteriormente, repetidos os procedimentos iniciais. Após a intervenção proposta, notam-se algumas mudanças nas práticas parentais, na quantidade de anotações na agenda, bem como na avaliação que os professores fazem sobre o comportamento do aluno, mas a mesma quantidade de notas abaixo da média permanece