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The purpose of the current study is to apply delay and probability discounting in areas of treatment options, problem behaviors, and restraint usage with staff members. There was a total of 31 participants that completed three probability and delay discounting surveys either on the computer or by paper/pencil. Before the three surveys, they completed a demographic questionnaire. Participants had to choose from two choice, one that was immediate and the other had a delay in time. Survey one gave a scenario for treatment options, survey two had a scenario for problem behavior management, and then survey three’s scenario was about engaging in restraints. For each of the surveys, the results showed that staff did not engage in discounting. Survey one the AUC scores ranged from 0 to 0.99 (M= 0.77, SD=0.31) with R² value of 0.4156, survey two’s AUC score ranged from 0 to 0.99 (M= 0.54, SD=0.38) with R² value of 0.4356 and survey three’s AUC scores ranged from 0 to 0.99 (M= 0.53, SD=0.40) and R² value of 0.3498. Three different functions were used to show the best fit for the discounting curve, exponential, logarithmic, and polynomial. Overall, the three surveys showed that the participants had a lower level of impulsivity.

Drawing on Bowen's family systems theory, this study was designed to fill a gap in research regarding how raising a child with autism impacts the systemic functioning of a family unit, and provide evidence of the need for more comprehensive resources and support for families of children with autism. In this study, families of children with autism were invited to complete the Parenting Stress Index and the Strengths and Difficulties Questionnaire. These measures were used to determine the relationship between the level of problem behavior of a child with autism and the level of problem behavior of a typically-developing sibling when these variables are moderated by maternal parenting stress. For each family, a secondary caregiver perspective on the problem behavior of the typically developing sibling was also considered. A purposeful sampling procedure yielded only 21 usable pairs of data on primary caregiver parenting stress and problem behavior of a child with autism; thus, the planned analyses were revised and a bivariate correlation was run on these variables. Although this revised study did not yield significant results in the particular sample obtained, it highlights the challenges encountered when intending to run research such as this and indicated ways future researcher could attempt to proactively address these challenges. This study also shows the potential for positive social change from more comprehensive supports for families of children with autism that may decrease parenting stress, reduce problem behaviors of typically-developing siblings, and improve treatment outcomes for children with autism.

This study examined the extent to which peers in a preschool classroom provide the typical antecedents and consequences that are manipulated in experimental functional analyses. Ten children who attended a half-day preschool program were included in this study. A descriptive assessment was carried out in which data were collected in a natural preschool environment on the antecedents (e.g., demand), behaviors (e.g., aggression), and consequent events (e.g., escape) of child–peer interactions. Conditional and response-independent probabilities were calculated to analyze the relation between the behavior of the target child (participant) and peer. Results show that peer attention was the most common consequence following problem behavior and appropriate behavior for all participants (100%), followed by material presentation (90% of participants for problem behavior; 80% of participants for appropriate behavior) and escape from demands for 20% of participants (both for problem behavior and appropriate behavior).

People with intellectual disabilities (ID) face a high risk of experiencing adverse events including abuse, neglect, and serious medical issues. Access to effective interventions for people with moderate to severe ID is limited because of communication deficits that are characteristic of this population. Some of the negative effects of exposure to trauma for people with ID can include increases in problem behaviors. Behavior analysts have developed robust assessments and treatments to address these problem behaviors for people with ID; however, when these behaviors arise after a traumatic event, specialized assessments may be necessary to ensure effective treatment and decreased risk of re-traumatization. Specifically, if trauma-related stimuli (TRS) differentially affect preferences and functions of behavior, assessments of the effects of these stimuli may be critical to mitigate those effects. In my first experiment I found that TRS differentially affected behavior (including heartrate) during preferences assessments. In my second experiment I found that TRS differentially affected heartrate and the function of problem behavior for two of three participants. I discuss implications of these findings, including 1) that measuring some of the physiological effects of TRS using commercially available heart rate monitors could improve behavior analytic assessments for people with potential trauma histories; and 2) the presence of TRS can differentially affect the function of problem behavior in such a way that treatment plans developed and evaluated in either the presence or absence of TRS may be ineffective in the alternate setting.

Previous studies, typically with children, have used delay-tolerance training to treat problem behavior maintained by access to tangibles. This often involves physical prompting and waiting rather than exchanging, two practices that may not be possible or relevant to adults with intellectual disabilities (ID). For many adults with ID in residential settings, exchanging items, rather than waiting per se, may be evocative for problem behavior. In the current study, I evaluated an exchange program to treat problem behavior maintained by access to tangibles for adults diagnosed with ID at a residential facility. I measured the latency to exchange low- and high-preference items following a request for the item and the individual's problem behaviors. Results demonstrated that the exchange program increased relinquishing of an item while decreasing the rate of problem behavior. This analysis provides another method to treat problem behavior maintained by access to tangibles for adults without using physical prompting.

The term "resurgence" generally refers to the reappearance of certain behaviors during extinction. Different definitions describe these behaviors as previously reinforced, previously extinguished, or simply previously learned. At first glance, these definitions seem the same. And, researchers have not given much thought to the differences between them. However, these definitions could refer to different initial teaching procedures, and these differences may produce different results during extinction. The present study used the Portable Operant Research and Teaching Lab (PORTL) to examine how differences in the initial teaching procedure affected the behavior of college students during extinction. In the first condition, participants learned four behaviors. Each behavior was extinguished before the next behavior was taught. When all four behaviors were put on extinction, they resurged in the reverse order from how they were taught. A second condition followed the same procedure as the first with one difference. Each behavior was not extinguished before the next behavior was taught. When these four behaviors were put on extinction, they resurged in the order they were learned. These results indicate that the initial training procedure can influence the order in which behaviors appear during extinction.

<p>The associations between religiosity, popularity, problem behavior, and adolescent romantic involvement were examined with both concurrent regressions and longitudinal cross-lagged models in this three-year longitudinal study of 869 high-school Indonesian Muslim adolescents. A problem behavior construct was formed from three variables (i.e., self-reported tobacco use, self-reported alcohol use, and self-reported deviancy). Religiosity, problem behavior, and adolescent romance were self-reported, and popularity was peer-reported. Indonesian adolescents reported high percentages of romantic involvement across three grades, and their romantic involvement increased with age. In the concurrent analyses, both problem behavior and popularity were positively associated with romance at tenth grade, but the main effect of popularity was significant for girls only. Religiosity was negatively associated with romance for girls at tenth grade. In the cross-lagged models, tenth-grade popularity was positively associated with changes in adolescent romance from tenth to eleventh grade. Bidirectional associations emerged between problem behavior and adolescent romance across three grades. No gender difference emerged in the longitudinal analyses. These patterns of association showed both similarities and differences to those found in the US. This study provides evidence that adolescent romance is intertwined with other aspects of adolescent development in Indonesia, and highlights the importance of exploring the influences of culture on adolescent romance in future studies.</p>

This study evaluated the effectiveness of a multi-component intervention composed of (a) one-on-one teacher-student interaction, (b) teacher provided process praise, and (c) family-teacher good news phone calls on problem behavior among students in elementary school. A single-subject multiple baseline design was utilized to examine the functional relation between the intervention and student outcomes. Participants were two teachers and three students with high levels of problem behavior as well as low quality relationships with their teachers. Students met individually with teachers one time per week to develop and discuss student centered goals. Teachers provided students with specific process praise and made weekly good news phone calls to the students' families. These components were predicted to improve student levels of academic engagement and reduce disruptive behavior through increasing relationship quality. Results suggested the intervention shows promise in decreasing disruptive behavior. No relationship was found between the intervention and academic engagement. Teacher reports provided descriptions of their perceptions of increased relationship quality and social validity.

The purpose of this study was to validate the problem behavior evaluation section of an expert system computer program, Class.BO. Class.BO was developed to assist special education personnel in determining whether students qualify for special education services as behaviorally disordered/severely emotionally disturbed students. The subjects were six Utah who regularly individuals from the state of 1) work with behaviorally disordered/severely emotionally disturbed students and 2) participate in multidisciplinary assessment teams. Three of the subjects were special educators, and three were school psychologists. Specifically, this study investigated the impact of five behavioral factors on the subjects' ratings of the seriousness of problem behaviors. The five behavioral factors were 1) the severity or nature of the problem behavior, 2) the frequency with which the problem behavior occurs, 3) the duration over which the problem behavior has been occurring, 4) the generality of the problem behavior or the number of school environments the behavior occurs in , and 5) the percentage of the student's peers who engage in the same behavior. For each behavioral factor, three levels of that factor were determined: high, moderate, and low. Problem behavior descriptions were developed by the researcher, each of which presented the five behavioral factors at a predetermined combination of levels. Of 65 problem behavior descriptions, 3 3 described externalized problem behaviors and 32 described internalized problem behaviors. Subjects were asked to rate the seriousness of each problem behavior description on an 11 point scale, where l=mild and ll=severe. The results showed high levels of agreement among subjects on ratings of seriousness of problem behaviors. There was also high agreement between the subjects' ratings and ratings generated by the Class.BO expert system. Thus, Class. BD was validated. Further, the subjects gave highly similar ratings to descriptions of externalized and internalized problem behaviors. The results also indicated that the severity of the problem behaviors had the most impact on subjects' ratings. Subjects discriminated three levels of severity but only two levels of frequency, duration, generality, and percentage of peers. Finally, the results provided support for the use of analysis of variance as a viable method of knowledge engineering, i.e., extracting information about how experts make decisions. Its superiority over traditional interview methods is discussed.