Adults with autism spectrum disorder (ASD) and intellectual disability (ID) are the majority of population in residential settings. Many clients in residential settings engage in problem behavior that interferes with their daily routine and work requirements. Restricted and repetitive behavior are one of the features of ASD diagnosis, typically in the form of invariable responding and predictable responses. Differential reinforcement has been used to produce and maintain response variability. I evaluated the utility of a fixed ratio 1 (FR1) schedule on variability to increase the diversity of activity selections in the treatment of problem behavior occasioned by the interruption of routines. Chase engaged in problem behaviors in his bathroom routine, no matter by himself or with his housemate. Results demonstrated a reinforcement-based treatment increased both variable and novel selections while decreasing the rate of self injurious behavior.

Early language weaknesses are associated with increased risk for behavior challenges (Yew & O’Kearney, 2013). Comorbid language and behavior challenges are common, although the directionality and mechanisms underlying this association are unclear (Bichay-Awadalla et al., 2020; Petersen & LeBeau, 2021). In this project we investigate the association between language and problem behavior within the context of early caregiver-child interactions. We examined the degree to which child problem behavior predicts conversational turn-taking with caregivers, controlling for child language. We also compared child participation across interaction contexts, and the degree to which this was shaped by problem behavior. Finally, we evaluated the association between caregiver use of communicative repairs and child language, controlling for problem behavior. To address our research questions, we used parent-report measures of child language and behavior, as well as recorded interactions with caregiver-child dyads (N = 32) between the ages of 16 and 48 months of age. Using linear regression modeling, we found that child problem behavior was negatively associated with conversational turn-taking after adjusting for expressive language. We used negative binomial mixed effect modeling to examine participation, and found that children’s participation was significantly greater during completion of a puzzle and free play compared to book reading. There was no association between language and problem behavior on participation across contexts. We used zero-inflated binomial regression modeling to examine caregiver repair use, and failed to find significant associations with variables of interest. We conclude that problem behavior uniquely shapes the quality of early language interactions, and discuss clinical implications. / Communication Sciences

An evaluation of the utility of assessing and treating severe problem behavior through precursor functional analysis was completed. Ongoing measurement of problem behavior in two settings in the participant's natural environment was conducted for the duration of the study. A precursor to self-injurious behavior was identified using descriptive assessment and conditional probability analyses. A precursor functional analysis was then conducted. Subsequently, a treatment, in which precursor behavior produced the maintaining variable identified in the precursor functional analysis, was implemented in the natural environment. Treatment resulted in increases in the precursor behavior and decreases in self-injury in both the treatment setting and the second setting in which observations occurred. Implications of the assessment and treatment procedures are discussed.

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Adolescent reckless behavior is a major concern for society because it leads to the three most common causes of mortality for this age group. Body image and self-esteem have been proposed as constructs that have an effect on adolescents’ participation in reckless behavior. Self-esteem, however, has been garnering criticism in recent years for promoting narcissism and downward social comparison with others. Self-compassion is an alternative to self-esteem that focuses on accepting oneself and having feelings of common humanity. This report proposes a study that would measure reckless behavior in adolescents, and look at the effect self-compassion, self-esteem, and body image has on it. In addition, self-compassion will be examined to see if it moderates the effect body image has on self-esteem. / text

Indirect assessments are widely used to identify environmental factors that may be manipulated or integrated in the development of direct assessments and behavior interventions for individuals with developmental disabilities. To date, there are no indirect assessments that can be used to evaluate the extent to which children who engage in problem behavior wait to receive reinforcement. However, there are effective behavior interventions to increase waiting. A treatment package consisting of functional communication training (FCT) and schedule thinning (i.e., multiple schedules) has been identified as an effective intervention to increase waiting in children who engage in problem behavior maintained by social contingencies. Nonetheless, in studies in which a schedule thinning procedure has been used, the terminal waiting durations are typically selected arbitrarily. Therefore, we conducted three studies to evaluate the use of an indirect assessment to increase waiting within an FCT and schedule treatment package in children with developmental disabilities. The purpose of Study I was to develop the Waiting Assessment Interview Tool (WAIT) to obtain current waiting durations for subjects who engaged in problem behavior maintained by social contingencies. The purpose of Study II was to complete the WAIT with caregivers and behavior service providers and to compare their results to a latency functional analysis (FA) conducted with all children. Finally, the purpose of Study III was to use the WAIT completed by informants to systematically individualize the initial component durations used during the schedule thinning procedure. A second purpose was to use the informants’ preferred waiting times as final waiting targets for all subjects.

This study focuses on the interrelationships between risky sexual practices, substance use, and arrest history. The sample consists of 948 newly arrested juvenile offenders processed at a centralized intake facility in 2006. A series of confirmatory factor analysis and structural equation modeling techniques are used to 1) determine if risky sexual behavior, marijuana and cocaine use, and arrest history form a unidimensional latent factor, 2) examine the direct effect of age on the latent factor, and 3) compare the factor structure, as well as the effect of age on the latent factor, across four demographic subgroups based on race and gender. Results provide moderate support for all three research objectives. Important similarities, as well as differences, in the factor structure across the four groups were found. The prevention and intervention implications of the findings, limitations of the current study, and directions for future research are discussed.

Adolescents engage in a range of risk behaviors during their transition from childhood to adulthood. Identifying and understanding interpersonal and socio-environmental factors that may influence risk-taking is imperative in order to meet the Healthy People 2020 goals of reducing the incidence of unintended pregnancies, HIV, and other sexually transmitted infections among youth. The purpose of this study was to investigate gender differences in the predictors of HIV risk behaviors among South Florida youth. More specifically, this study examined how protective factors, risk factors, and health risk behaviors, derived from a guiding framework using the Theory of Problem Behavior and Theory of Gender and Power, were associated with HIV risk behavior. A secondary analysis of 2009 Youth Risk Behavior Survey data sets from Miami-Dade, Broward, and Palm Beach school districts tested hypotheses for factors associated with HIV risk behaviors. The sample consisted of 5,869 high school students (mean age 16.1 years), with 69% identifying as Black or Hispanic. Logistic regression analyses revealed gender differences in the predictors of HIV risk behavior. An increase in the health risk behaviors was related to an increase in the odds that a student would engage in HIV risk behavior. An increase in risk factors was also found to significantly predict an increase in the odds of HIV risk behavior, but only in females. Also, the probability of participation in HIV risk behavior increased with grade level. Post-hoc analyses identified recent sexual activity (past 3 months) as the strongest predictor of condom nonuse and having four or more sexual partners for both genders. The strongest predictors of having sex under the influence of drugs/alcohol were alcohol use in both genders, marijuana use in females, and physical fighting in males. Gender differences in the predictors of unprotected sex, multiple sexual partners, and having sex under the influence were also found. Additional studies are warranted to understand the gender differences in predictors of HIV risk behavior among youth in order to better inform prevention programming and policy, as well as meet the national Healthy People 2020 goals.

This study evaluated the implementation of the school-based Prevent-Teach-Reinforce (PTR) model within multi-tiered systems of support (MTSS) for elementary school students engaging in high levels of problem behavior. Three students and their classroom teachers in two public schools participated in the team-based PTR process during which they engaged in teaming and goal setting, functional behavior assessment, intervention, and evaluation. A multiple baseline across participants design was used to evaluate the impact of using the PTR model on student problem and replacement behaviors. Direct and indirect observations of student behaviors were conducted across target and generalization academic time periods. Findings indicate that the PTR intervention effectively reduced problem behavior and increased replacement behavior for all three participating students in both target and generalization academic time periods. Social validity assessments with the participating teachers and students indicated high levels of acceptability of and satisfaction with the PTR intervention goals, procedures, and outcomes. Implications for using the PTR model within MTSS for students who are not responding to Tier 2 interventions are discussed.

Functional analyses (FAs) are an important component of treatment and the data gathered from FAs are often graphed in an aggregate or summary format, such as mean rate per session. Given the prevalence of undifferentiated analyses, it may be that this common method of data depiction is incomplete. In this paper, we compare the traditional aggregate method to a comprehensive second-by-second demonstration of the data including all appropriate and inappropriate responses emitted, as well as programmed and accidental antecedent and consequent variables, which may help further clarify the results of a functional analysis. We compared the functional analysis results of two participants when the data were depicted using the traditional rate aggregate method and depicted using a comprehensive second-by-second method. Although both rate and comprehensive second-by-second data depiction resulted in similar conclusions regarding the maintaining variables for the participants, comprehensive second-by-second data depiction allowed us to draw the conclusions in less time. Additional advantages and disadvantages of each method as it relates to efficiency, therapeutic risk and safety, and practicality are also discussed. Keywords: efficiency, functional analysis, problem behavior, safety, within-session second-by-second analysis.