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A Head-to-Head Comparison of Three Self-Help Techniques to Reduce Body-Focused Repetitive Behaviors Behavior Modification (IF 2.105) Pub Date : 2021-04-21 Steffen Moritz, Danielle Penney, Kaser Ahmed, Stella Schmotz
Body-focused repetitive behaviors (BFRBs) include skin picking, trichotillomania, nail biting and cavitadaxia/lip-cheek biting, among other behaviors. For the first time, we compared three different self-help techniques aimed at reducing BFRBs. We explored the acceptance and preliminary efficacy of the approaches and whether the techniques exerted differential effects depending on BFRB-type. A total
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A Preliminary Test of the Efficacy of Brief Self-Administered Behavioral Interventions for Rumination Behavior Modification (IF 2.105) Pub Date : 2021-04-15 Kate Wolitzky-Taylor, Haley Breland, Jaclyn Ross, Amy Sewart
Rumination is theorized to be a cognitive avoidance process that is implicated in several manifestations of psychopathology. Few interventions directly target rumination as a core process maintaining emotional disorder symptoms. This pilot study compared the feasibility and preliminary efficacy of self-directed behavioral approaches for reducing rumination. Participants (N = 60) with elevations in
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Merging Our Understanding of Anxiety and Exposure: Using Inhibitory Learning to Target Anxiety Sensitivity in Exposure Therapy Behavior Modification (IF 2.105) Pub Date : 2021-04-07 Chandra L. Bautista, Ellen J. Teng
Exposure-based therapies are the gold standard treatment for anxiety disorders, and recent advancements in basic and clinical research point to the need to update the implementation of exposure. Recent research has highlighted the importance of transdiagnostic factors such as anxiety sensitivity (AS), or fear of anxiety-related sensations. Elevated AS is common among all anxiety disorders and contains
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Characteristics of Moderators in Meta-Analyses of Single-Case Experimental Design Studies Behavior Modification (IF 2.105) Pub Date : 2021-03-24 Mariola Moeyaert, Panpan Yang, Xinyun Xu, Esther Kim
Hierarchical linear modeling (HLM) has been recommended as a meta-analytic technique for the quantitative synthesis of single-case experimental design (SCED) studies. The HLM approach is flexible and can model a variety of different SCED data complexities, such as intervention heterogeneity. A major advantage of using HLM is that participant and-or study characteristics can be incorporated in the model
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Evaluating the Effects of Computer-Based Instruction on Trial-Based Functional Analyses Procedures Behavior Modification (IF 2.105) Pub Date : 2021-03-17 Jessica L. Amador, Ruth M. DeBar, Tina M. Sidener, Andrew W. Gardner
Children who engage in problem behavior are often educated in the public schools. A trial-based functional analysis (TBFA) is an experimental functional analysis whereby conditions are embedded into scheduled activities of the school day to identify environmental variables responsible for problem behavior. To be included in this process, it is important that staff are trained effectively and efficiently
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Thwarted Belongingness and PTSD Symptom Severity among Firefighters: The Role of Emotion Regulation Difficulties Behavior Modification (IF 2.105) Pub Date : 2021-03-16 Samuel J. Leonard, Anka A. Vujanovic
The present investigation examined the associations among thwarted belongingness (TB), emotion regulation difficulties (ERD), and posttraumatic stress disorder (PTSD) symptom severity among firefighters. First, the associations of TB and ERD with PTSD symptom severity were evaluated. Second, the indirect effect of TB on PTSD symptom severity through ERD was examined. The sample included 246 trauma-exposed
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Measuring Public Speaking Anxiety: Self-report, behavioral, and physiological Behavior Modification (IF 2.105) Pub Date : 2021-02-16 Ana Gallego, Louise McHugh, Markku Penttonen, Raimo Lappalainen
Self-reports are typically used to assess public speaking anxiety. In this study, we examined whether self-report, observer report, and behavioral and physiological reactivity were associated with each other during a speech challenge task. A total of 95 university students completed a self-report measure of public speaking anxiety before and after the speech challenge. Speech duration (i.e., behavioral
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Preference for Alternative Communication Modality Based on Reinforcer Quality and Availability Behavior Modification (IF 2.105) Pub Date : 2021-02-04 Tom Cariveau, Katelyn Hunt, Halley Robbins, Alexandria R. Brown
Preference for augmentative or alternative communication (AAC) systems has received growing interest in work with individuals with developmental disabilities. An individual may choose a modality based on technological (e.g., auditory-output) or aesthetic features of a system; however, it is ideal that functional features (i.e., effectiveness in producing a reinforcer) affect preference to a much greater
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A Meta-Analysis of the Efficacy of Virtual Reality and In Vivo Exposure Therapy as Psychological Interventions for Public Speaking Anxiety Behavior Modification (IF 2.105) Pub Date : 2021-02-03 Rachel Reeves, David Curran, Amanda Gleeson, Donncha Hanna
Public speaking anxiety (PSA) is a prevalent condition with disabling occupational, educational, and social consequences. Exposure therapy is a commonly utilized approach for treating PSA. Traditionally, this intervention has been delivered as in vivo exposure therapy (IVET). Limitations inherent to in vivo as a mode of delivery have been identified and studies have increasingly explored the use of
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Improving Social Performance Through Video-feedback with Cognitive Preparation in Children with Emotional Problems Behavior Modification (IF 2.105) Pub Date : 2021-01-29 Silvia Melero, Alexandra Morales, José Pedro Espada, Mireia Orgilés
Anxious children report a more negative perception of their social performance and increased nervous behaviors. The video-feedback with cognitive preparation allows children to contrast and modify their negative social self-image, increasing their self-confidence and decreasing anxiety behaviors. This study aimed to examine the effectiveness of the Super Skills for Life (SSL) program in improving social
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Are We There Yet? An Emerging Research Agenda for College Students with Intellectual and Developmental Disabilities Behavior Modification (IF 2.105) Pub Date : 2021-01-28 Michael P. Brady
There is a distinct need for a research agenda that drives research, practice, and policy for college students with intellectual and developmental disabilities. This paper provides a brief summary of the rapid growth of college programs in the absence of any organized research agenda. A research framework and agenda is proposed, and a brief summary of each of the papers in the special issue is provided
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Effects of the Onset of Differential Reinforcer Quality on Skill Acquisition Behavior Modification (IF 2.105) Pub Date : 2021-01-19 Tom Cariveau, Astrid La Cruz Montilla
Differential reinforcement of a target response is a necessary component of stimulus control transfer procedures. Recent research has further considered the timing (i.e., onset) of differential reinforcement of unprompted correct responding. To date, the onset of differential reinforcement has been inconsistently controlled in studies comparing skill acquisition programs for individuals with developmental
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Effect of Therapist Coaching Statements on Parenting Skills in a Brief Parenting Intervention for Infants Behavior Modification (IF 2.105) Pub Date : 2021-01-15 Perrine Heymann, Brynna H. Heflin, Daniel M. Bagner
Behavioral parenting interventions have been shown to decrease early childhood behavior problems by improving parenting skills. Few studies have examined the impact of therapist coaching statements on parenting skill acquisition, especially among ethnic minority families and non-English-speaking families. In this study, we examined therapists’ use of responsive and directive coaching statements during
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A Behavioral-Analytic Model for Assessing Stress in Firefighters Behavior Modification (IF 2.105) Pub Date : 2021-01-12 Bailee B. Schuhmann, Sarah N. Henderson, Ryan A. Black, Vincent B. Van Hasselt, Kristin Klimley Margres, Estefania V. Masias, Todd J. LeDuc
Research has documented a number of acute and chronic stressors unique to the fire service. Due to the rise in mental health concerns in firefighters, there has been increased awareness of the negative effects of unmanaged stress. The present study employed a behavioral-analytic model to construct a brief screening measure of stress for this population: the Firefighter Assessment of Stress Test (FAST)
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Effects of PEERS® Social Skills Training on Young Adults with Intellectual and Developmental Disabilities During College Behavior Modification (IF 2.105) Pub Date : 2021-01-11 Amy J. Rose, Kelly R. Kelley, Alexandra Raxter
The Program for the Education and Enrichment of Relational Skills (PEERS®) was used to provide weekly social skills training to a group of 10 college students with intellectual and developmental disabilities (IDD) between ages 18 and 26 attending an inclusive residential postsecondary college program. Additionally, Circles curriculum was used to supplement the PEERS curriculum for teaching social relationship
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Effects of the Color Wheel System on Students With Disabilities in Inclusion Classrooms Behavior Modification (IF 2.105) Pub Date : 2021-01-11 Kathleen B. Aspiranti
The Color Wheel System (CWS) is a class-wide, rule-based, behavior management strategy that incorporates multiple sets of classroom rules to provide specific behavioral expectations for different classroom activities. This study used the CWS within three inclusion classrooms to evaluate improvements of classroom behavior for students with disabilities. A multiple-baseline design across classrooms evaluated
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Using a Literacy Based Behavioral Intervention to Teach College Students with Intellectual and Developmental Disabilities to Request a Classroom Accommodation Behavior Modification (IF 2.105) Pub Date : 2020-12-29 Kalynn Hall Pistorio, Kelly B. Kearney, Shannon Eshman, Kelly Thomas, Gwendolyn Carey
Many individuals with an intellectual and developmental disabilities (IDD) are attending postsecondary education programs, yet they are not always proficient in using self-advocacy skills, such as requesting an academic accommodation. Access to these accommodations is vital for success in the postsecondary settings. Literacy based behavioral interventions (LBBIs) use a combination of print, visuals
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Assessing Consistency in Single-Case Data Features Using Modified Brinley Plots Behavior Modification (IF 2.105) Pub Date : 2020-12-28 Rumen Manolov, René Tanious
The current text deals with the assessment of consistency of data features from experimentally similar phases and consistency of effects in single-case experimental designs. Although consistency is frequently mentioned as a critical feature, few quantifications have been proposed so far: namely, under the acronyms CONDAP (consistency of data patterns in similar phases) and CONEFF (consistency of effects)
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A Preliminary Examination of Acceptance and Commitment Therapy Versus Exposure and Response Prevention for Patients with Obsessive-Compulsive Disorder on an Optimal Dose of SSRIs: A Randomized Controlled Trial in Iran Behavior Modification (IF 2.105) Pub Date : 2020-12-24 Mehdi Zemestani, Mojgan Salavati, Asrin Seyedolshohadayi, Julie M. Petersen, Clarissa W. Ong, Michael P. Twohig, Ebrahim Ghaderi
This study compared the effects of adding acceptance and commitment therapy (ACT) or exposure and response prevention (ERP) to adults diagnosed with obsessive compulsive disorder (OCD) already on an optimal and stable dose of selective serotonin reuptake inhibitors (SSRIs). Forty adults on SSRIs who were diagnosed with OCD participated in a randomized controlled trial in Iran of 12 individual weekly
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Community Therapist Response to Technology-Assisted Training in Exposure Therapy for Childhood Anxiety Disorders Behavior Modification (IF 2.105) Pub Date : 2020-12-23 Stephen P. H. Whiteside, Bridget K. Biggs, Julie E. Dammann, Michael S. Tiede, Deanna R. Hofschulte, Elle Brennan
Despite the efficacy of exposure for childhood anxiety disorders (CADs), dissemination has been unsuccessful. The current study examined community-therapist response to a brief (90-minutes) training in technology-assisted exposure therapy for CADs. The results indicated that therapists found the training in the therapy approach and technology acceptable, despite endorsing mainly non-exposure-based
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Examining Growth Among College Students With Intellectual and Developmental Disability: A Longitudinal Study Behavior Modification (IF 2.105) Pub Date : 2020-12-23 Chung Eun Lee, Tammy Lynn Day, Erik William Carter, Julie Lounds Taylor
Inclusive postsecondary education programs for adults with intellectual and developmental disabilities (IDD) are proliferating across the United States. Although college can be a formative time for any student, there has been limited research on the growth that college students with IDD may experience during their time on campus. We address this gap by using a longitudinal design to examine the adaptive
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Increasing Praise Delivery Within Dorms of a Juvenile Justice Facility Behavior Modification (IF 2.105) Pub Date : 2020-12-23 Odessa Luna, John T. Rapp
Researchers have shown that adolescents in residential treatment facilities benefit from behavior-analytic intervention. However, it remains unclear whether practitioners can apply behavioral interventions to increase staff members’ appropriate interactions with residents within a juvenile justice facility. In Study 1, researchers compared direct measures of staff behavior in three target dorms (D1
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Academic Technologies for College Students With Intellectual Disability Behavior Modification (IF 2.105) Pub Date : 2020-12-23 Patricia M. Barbetta, Kyle D. Bennett, Ruba Monem
Institutes of higher education have encountered an increase in enrollment of students with intellectual disability (ID). This increase is due, in part, to societal movements (e.g., inclusive participation in life activities) and federal legislation. There are potential benefits to both individuals with ID and society when students within this population complete college (e.g., earn certificates, a
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Initial Effectiveness Evaluation of the Unified Protocol for Transdiagnostic Treatment of Emotional Disorders for Homeless Women Behavior Modification (IF 2.105) Pub Date : 2020-12-21 Sara Rodriguez-Moreno, Todd J. Farchione, Pablo Roca, Carolina Marín, Ana I. Guillén, Sonia Panadero
The purpose of this study is to evaluate the effectiveness of the Unified Protocol for Transdiagnostic Treatment of Emotional Disorders adapted for homeless women (UPHW). Eighty-one homeless women participated in this single-blinded quasi-experimental clinical trial, involving up to 12 sessions of group treatment, and 3-and 6-month follow-ups. The participants received either immediate treatment with
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Peer Perspectives Within the Inclusive Postsecondary Education Movement: A Systematic Review Behavior Modification (IF 2.105) Pub Date : 2020-12-11 Erik W. Carter, Lauren E. McCabe
Peers play a central role in supporting college access for students with intellectual and developmental disabilities (IDD). This review examines available research addressing the perspectives of college student peers on the inclusive postsecondary education (IPSE) movement and their involvement in it. Approximately 2,670 peers—most of whom were female and undergraduates—participated in these 37 studies
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A Pilot Randomized Controlled Trial of Acceptance and Commitment Therapy Guided Self-Help for Overweight and Obese Adults High in Weight Self-Stigma Behavior Modification (IF 2.105) Pub Date : 2020-11-30 Sarah Potts, Jennifer Krafft, Michael E. Levin
Weight self-stigma, in which individuals internalize stigmatizing messages about weight, is a prevalent problem that contributes to poor quality of life and health. This pilot randomized controlled trial evaluated acceptance and commitment therapy (ACT) guided self-help using The Diet Trap for 55 overweight/obese adults high in weight self-stigma. Participants were randomized to the ACT self-help book
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Teaching Small Talk: Increasing On-Topic Conversational Exchanges in College Students with Intellectual and Developmental Disabilities Using Remote Audio Coaching Behavior Modification (IF 2.105) Pub Date : 2020-11-30 Brianna Joseph, Kelly B. Kearney, Michael P. Brady, Angelica Downey, Ayse Torres
Adults with intellectual and developmental disabilities (IDD) often have deficits in interpersonal skills due to limited social-communication opportunities. Knowing how to engage in “small talk” or simple social conversational exchanges can be beneficial in postsecondary schooling, employment sites, community environments, and social gatherings. Recently, covert audio coaching (CAC) showed a positive
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A Review of Developing Communication Skills for Students with Intellectual and Developmental Disabilities on College Campuses Behavior Modification (IF 2.105) Pub Date : 2020-11-27 Robert C. Pennington, Leslie Ann Bross, Valerie L. Mazzotti, Fred Spooner, Ryan Harris
In the current investigation, we reviewed the literature on communication interventions for individuals with intellectual and developmental disabilities (IDD) on college campuses. Eight studies met our inclusion criteria. Data were extracted related to participant demographics (e.g., disability, response form, type of postsecondary program) and study variables (e.g., design, settings, intervention)
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The Nature and Extent of Component Analyses for Improving or Mitigating Behavior: A Systematic Review Behavior Modification (IF 2.105) Pub Date : 2020-11-20 Benjamin S. Riden, Andrew M. Markelz, Salvador Ruiz, Sarah Kent, Shelby K. Pavelka, Argnue Chitiyo
A component analysis is an approach where two or more independent variables are evaluated as a package and independently. The approach is used to assess and identify which component of a treatment package is the most effective. The purpose of this review is to document the application of component analyses to improve or mitigate non-academic behaviors with individuals with disabilities. We identified
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Toward an Automation of Functional Analysis Interpretation: A Proof of Concept Behavior Modification (IF 2.105) Pub Date : 2020-11-12 Alison Cox, Jonathan E. Friedel
The advent of functional analysis (FA) methodology paved the way for improved function-based behavioral interventions and ultimately client outcomes. Behavior analysts primarily rely on visual inspection to interpret FA results. However, the literature suggests interpretations may vary across raters resulting in poor interobserver agreement (IOA). To increase interpretation objectivity and address
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The Ecological Validity of Research Studies on Function-Based Interventions in Schools for Children With Autism Spectrum Disorder Behavior Modification (IF 2.105) Pub Date : 2020-10-21 Laura C. Chezan, Meka N. McCammon, Erik Drasgow, Katie Wolfe
Our main purpose in this review was to determine the extent to which ecological validity was demonstrated and assessed in single-case experimental design (SCED) studies examining the effectiveness of function-based interventions (FBIs) for children with autism spectrum disorder (ASD) within schools. We reviewed 55 SCED studies published between 1985 and 2019 to identify indicators of ecological validity
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Using a Token Economy to Treat Escape-Maintained Problem Behavior Without Extinction Behavior Modification (IF 2.105) Pub Date : 2020-10-21 Natalie R. Andzik, Elle M. Smith, Nancy A. Neef
The use of extinction procedures when treating escape-maintained problem behavior can be undesirable and impractical for practitioners to use. To mitigate the risks associated with escape extinction, we explored the effectiveness of a delayed reinforcement token system without the use of extinction in school and home settings to treat escape-maintained problem behavior of students with autism spectrum
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A Clarification of Slope and Scale. Behavior Modification (IF 2.105) Pub Date : 2020-09-02 Chad E L Kinney
Improvements in the quantification and visual analysis of data, plotted across non-standardized graphs, are possible with the equations introduced in this paper. Equation 1 (an expression of graphic scale variability) forms part of the foundation for Equation 2 (an expansion on the traditional calculation of the tangent inverse of a line’s algebraic slope). These equations provide clarification regarding
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Tracking Valued and Avoidant Functions with Health Behaviors: A Randomized Controlled Trial of the Acceptance and Commitment Therapy Matrix Mobile App. Behavior Modification (IF 2.105) Pub Date : 2020-08-26 Michael E Levin,Jennifer Krafft,Seth Seifert,Jason Lillis
This randomized controlled trial evaluated the acceptability and additive effects of self-monitoring avoidant and valued functions of behavior, in the context of self-monitoring physical activity and dietary behavior in a mobile app. The self-monitoring approach was based on the Acceptance and Commitment Therapy (ACT) Matrix. A sample of 102 adults interested in improving their diet and physical activity
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Mindful Emotion Awareness Facilitates Engagement with Exposure Therapy: An Idiographic Exploration Using Single Case Experimental Design. Behavior Modification (IF 2.105) Pub Date : 2020-08-05 Andrew J Curreri,Todd J Farchione,Shannon Sauer-Zavala,David H Barlow
Exposure therapy works through inhibitory learning, whereby patients are exposed to stimuli that elicit anxiety in order to establish safety associations. Mindful emotion awareness, or nonjudgmental and present-focused attention toward emotions, may facilitate engagement in exposures, which may in turn enhance therapeutic outcome. This study utilizes a single-case experimental design (n = 6) to investigate
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Three Alternatives for Graphing Behavioral Data: A Comparison of Usability and Acceptability. Behavior Modification (IF 2.105) Pub Date : 2020-07-30 Chad E L Kinney,John C Begeny,Scott A Stage,Sierra Patterson,Amirra Johnson
Making treatment decisions based upon graphed data is important in helping professions. A small amount of research has compared usability between equal-interval and semi-log graphs, but no prior studies have compared different types of semi-log graphs. Using a randomized, cross-over, experimental design with 72 participants, this study examined the relative usability and acceptability of three types
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CORRIGENDUM to "Further Evaluations of Functional Communication Training and Chained Schedules of Reinforcement to Treat Multiple Functions of Challenging Behavior". Behavior Modification (IF 2.105) Pub Date : 2020-07-24
Falcomata, T. S., Muething, C. S., Gainey, S., Hoffman, K., & Fragale, C. (2013). Further Evaluations of Functional Communication Training and Chained Schedules of Reinforcement to Treat Multiple Functions of Challenging Behavior. Behavior Modification, 37(6), 723-746. DOI: 10.1177/0145445513500785.
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Examination of the Influence of Cognitive Behavior Therapy Components, Consumer Satisfaction and Engagement in Mothers Referred for Drug Abuse and Child Neglect on Treatment Outcomes. Behavior Modification (IF 2.105) Pub Date : 2020-06-24 Christopher P Plant,Bradley Donohue,Andrew J Freeman,Daniel N Allen
Psychological interventions for child maltreatment have predominately been limited to family-supported, multi-component behavioral therapies. Although these comprehensive programs have resulted in positive outcomes, they are relatively costly and there is limited information available as to how the components of these programs influence treatment outcomes. In this study, the CBT components of an evidence-based
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Treatment Integrity Failures during Timeout from Play. Behavior Modification (IF 2.105) Pub Date : 2020-06-16 Apral P Foreman,Claire C St Peter,Gabrielle A Mesches,Nicole Robinson,Lucie M Romano
Timeout is an effective behavior-reduction strategy with considerable generality. However, little is known about how timeout is implemented under natural conditions, or how errors in implementation impact effectiveness. During Experiment 1, we observed teachers implementing timeout during play to evaluate how frequently the teachers implemented timeout following target behavior (omission errors) and
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Evaluation of Free-operant Preference Assessment: Outcomes of Varying Session Duration and Problem Behavior. Behavior Modification (IF 2.105) Pub Date : 2020-05-26 Casey J Clay,Brittany A Schmitz,Anne M Clohisy,Aqdas F Haider,SungWoo Kahng
Previous researchers have found brief versions of preference assessments correspond to outcomes of longer preference assessments, and that varying levels of problem behavior occur in different preference assessments. Researchers conducted two studies to examine 1-, 2-, and 5-min duration outcomes of the free-operant preference assessment and evaluated the correspondence between the shorter and longer
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Assessing Consistency in Single-Case Alternation Designs. Behavior Modification (IF 2.105) Pub Date : 2020-05-26 Rumen Manolov,René Tanious,Tamal Kumar De,Patrick Onghena
Consistency is one of the crucial single-case data aspects that are expected to be assessed visually, when evaluating the presence of an intervention effect. Complementarily to visual inspection, there have been recent proposals for quantifying the consistency of data patterns in similar phases and the consistency of effects for reversal, multiple-baseline, and changing criterion designs. The current
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Quality of Early Intensive Behavioral Intervention as a Predictor of Children's Outcome. Behavior Modification (IF 2.105) Pub Date : 2020-05-21 Ulrika Långh,Adrienne Perry,Svein Eikeseth,Sven Bölte
Research has directed surprisingly little attention to the quality of Early Intensive Behavioral Intervention (EIBI) in autism spectrum disorder (ASD) as a potential predictor of outcome. Therefore, using a preschool delivery model within a sample of 30 children, we examined the predictive power of EIBI quality on treatment outcome. EIBI quality was assessed at baseline by the York Measure of Quality
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Evaluating Behavioral Skills Training as an Evidence-Based Practice When Training Parents to Intervene with Their Children. Behavior Modification (IF 2.105) Pub Date : 2020-05-21 John M Schaefer,Natalie R Andzik
The authors of this systematic review identified 20 individual single-subject studies examining the efficacy of Behavior Skills Training (BST) implemented with parents. Findings indicate that researchers have used BST to successfully train parents to implement a range of evidence-based practices (EBP) with their own children. Parents of children with autism or intellectual disability made up the large
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A Naturalistic Behavioral Intervention to Increase Interaction between Siblings with and without Autism. Behavior Modification (IF 2.105) Pub Date : 2020-05-19 Laci Watkins,Theodore Tomeny,Mark O'Reilly,Katherine H Sillis,Claudia Zamora
Research suggests that including typically developing siblings in interventions for children with autism spectrum disorder (ASD) may be beneficial. However, studies have predominantly involved only participants with mild symptoms of ASD and have not also reported outcomes for the typically developing sibling. The purpose of this study was to address these gaps by replicating and extending an intervention
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Behavioral Activation and Acceptance and Commitment Therapy in the Treatment of Anxiety and Depression in Cancer Survivors: A Randomized Clinical Trial. Behavior Modification (IF 2.105) Pub Date : 2020-04-21 Concepción Fernández-Rodríguez,Sonia González-Fernández,Rocío Coto-Lesmes,Ignacio Pedrosa
Behavioural Activation (BA) and Acceptance and Commitment Therapy (ACT) aim to reduce the inflexible avoidance of painful thoughts, feelings and memories and to encourage involvement in relevant activities, objectives which are clearly relevant to the situation of cancer survivors with emotional problems. With a view to evaluating and comparing the efficacy of both therapies, applied on a group basis
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Effects of Obtrusive Observation and Rules on Classroom Behavior of Adolescents in a Juvenile Residential Treatment Setting Behavior Modification (IF 2.105) Pub Date : 2020-04-05 Sally A. Hamrick, Sarah M. Richling, Kristen M. Brogan, John T. Rapp, William T. Davis
Several studies have used interdependent group contingencies to decrease disruptive behavior and increase appropriate behavior for groups of adolescents. In addition, one study demonstrated that rules plus feedback about rule violations, without additional group contingencies, decreased problem behavior and increased appropriate behavior for adolescents in three classrooms within a residential juvenile
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Effects of an Interactive Web Training to Support Parents in Reducing Challenging Behaviors in Children with Autism Behavior Modification (IF 2.105) Pub Date : 2020-04-04 Stéphanie Turgeon, Marc J. Lanovaz, Marie-Michèle Dufour
Many children with autism spectrum disorder (ASD) engage in challenging behaviors, which may interfere with their daily functioning, development, and well-being. To address this issue, we conducted a four-week randomized waitlist control trial to examine the effects of a fully self-guided interactive web training (IWT) on (a) child engagement in challenging behaviors and (b) parental intervention.
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A Review of Recent Research on the Manipulation of Response Effort in Applied Behavior Analysis. Behavior Modification (IF 2.105) Pub Date : 2020-02-28 David A Wilder,Hallie M Ertel,Daniel J Cymbal
Response effort refers to the distance, force/pressure, or number of discrete behaviors required to engage in a response. In applied behavior analysis, response effort has been used as an independent variable to address a variety of target responses. In this manuscript, we summarize recent clinical and organizational studies in which response effort was manipulated to increase a desirable behavior
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Using Vocal Production to Improve Long-Term Verbal Memory in Adults with Intellectual Disability. Behavior Modification (IF 2.105) Pub Date : 2020-02-13 Michal Icht,Nophar Ben-David,Yaniv Mama
Individuals with intellectual disability (ID) typically show weak long-term memory (LTM) skills. Understanding verbal LTM processes and searching for effective mnemonics in this population is important, to improve intervention programs. The current study aimed to assess verbal LTM abilities of adults with mild ID of mixed etiologies, and to offer a simple memorization technique based on vocal production
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Review of Methods to Equate Target Sets in the Adapted Alternating Treatments Design. Behavior Modification (IF 2.105) Pub Date : 2020-01-30 Tom Cariveau,Sydney Batchelder,Sydney Ball,Astrid La Cruz Montilla
The adapted alternating treatments design is a commonly used experimental design in skill acquisition research. This design allows for the evaluation of two or more independent variables on responding to unique target sets. Equating target sets is necessary to ensure a valid comparison of the independent variables. To date, there is little guidance on best practice when equating target sets and it
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Using Contingency Contracting to Promote Social Interactions Among Students With ASD and Their Peers. Behavior Modification (IF 2.105) Pub Date : 2020-01-24 Abdullah Alwahbi,Youjia Hua
The purpose of this study was to evaluate the effect of peer training implemented alone and the effect of combining contingency contracting with peer training on promoting social interactions among students with ASD and their peers. Three students with ASD and six typically developing peers enrolled in an inclusive elementary school participated in the study. Ten-minute observations were conducted
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Tolerance Training with Adolescents in a Residential Juvenile Facility. Behavior Modification (IF 2.105) Pub Date : 2019-11-20 Soracha O'Rourke,Sarah Richling,Kristen Brogan,Cassidy McDougale,John T Rapp
For individuals receiving treatment in residential juvenile facilities, the inability to tolerate typical but unpleasant stimulus events may manifest in aggressive behavior toward staff or other residents. Such behaviors can lead to loss of privileges, interfere with other treatments, and contribute to negative staff-student relationships. As a procedure, tolerance training (TT) involves systematically
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Introduction to Special Issue Part 2 on Interventions to Reduce Challenging Behavior Among Individuals With Autism Spectrum Disorder. Behavior Modification (IF 2.105) Pub Date : 2018-07-01 Tonya N Davis,Mandy Rispoli
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Corrigendum. Behavior Modification (IF 2.105) Pub Date : 2018-04-06
Keuthen, N.J., Tung, E.S., Woods, D.W., Franklin, M.E., Altenburger, E.M., Pauls, D.L., & Flessner, C.A. (2015). Replication study of the Milwaukee inventory for subtypes of trichotillomania-adult version in a clinically-characterized sample. Behavior Modification. 39(4):580-599. DOI: 10.1177/0145445515580533 The authors regret that there is an error in the first paragraph of page 595. It should read
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Persuasive Quick-Writing about Text: Intervention for Students with Learning Disabilities. Behavior Modification (IF 2.105) Pub Date : 2019-10-18 Stephen Ciullo,Linda H Mason,Laura Judd
Researchers examined the effects of self-regulated strategy development (SRSD) to teach students with learning disabilities (LD) to compose persuasive quick-writing about text. The study included a multiple-baseline design with multiple probes for eight students with LD in grades four and five. Researchers observed a functional relationship by systematically replicating the intervention across all
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The Assessment of Consistency in Single-Case Experiments: Beyond A-B-A-B Designs. Behavior Modification (IF 2.105) Pub Date : 2019-10-16 René Tanious,Rumen Manolov,Patrick Onghena
Quality standards for single-case experimental designs (SCEDs) recommend inspecting six data aspects: level, trend, variability, overlap, immediacy, and consistency of data patterns. The data aspect consistency has long been neglected by visual and statistical analysts of SCEDs despite its importance for inferring a causal relationship. However, recently a first quantification has been proposed in
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Treatment Gains from Early and Intensive Behavioral Intervention (EIBI) are Maintained 10 Years Later. Behavior Modification (IF 2.105) Pub Date : 2019-10-16 Dean P Smith,Diane W Hayward,Catherine M Gale,Svein Eikeseth,Lars Klintwall
This study reports outcome in adolescents with autism who in their childhood received Early and Intensive Behavioral Intervention (EIBI). Nineteen children (16 boys) who had received two years of EIBI starting at a mean age of 2-years-and-11-months were followed up, on average, 12 years later. Results showed the participants significantly increased their cognitive and adaptive standard scores during
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More than de minimis: FAPE in the Post Endrew F. Era. Behavior Modification (IF 2.105) Pub Date : 2019-10-08 John William McKenna,Frederick J Brigham
Federal regulations for special education services have focused primarily on procedural issues since the Rowley decision, which held that Individualized Education Programs (IEPs) need only be reasonably calculated to yield educational benefit. However, the minimum threshold for benefit has changed with the recent Endrew F. decision as IEPs must yield more than de minimis progress. To ensure sufficient
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Behavioral Skills Training to Increase Appropriate Reactions of Adolescent Males in Residential Treatment. Behavior Modification (IF 2.105) Pub Date : 2019-10-08 Kristen M Brogan,John T Rapp,Anna Kate Edgemon,Amanda M Niedfeld,Jodi C Coon,Kelli R Thompson,Barry R Burkhart
Adolescents in secured residential facilities may engage in excess behavior immediately following verbal directives or corrective statements from staff. Excess behavior may include verbal aggression, indices of disrespect (e.g., eye rolling, grunting, and obscene gestures), or even physical aggression. These excess behaviors may evoke further directives or corrective statements from staff that, in
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A Meta-Analytic Review of Randomized Controlled Trials of the Good Behavior Game. Behavior Modification (IF 2.105) Pub Date : 2019-10-03 Stephanie Smith,Kimberly Barajas,Brandi Ellis,Christina Moore,Spencer McCauley,Brian Reichow
The Good Behavior Game (GBG) is widely recognized as an evidence-based intervention that reinforces prosocial behaviors and discourages disruptive behaviors among students in the classroom setting. The current meta-analysis synthesized randomized controlled trials of the GBG to examine its impact on proximal student outcomes across seven studies representing 4,700 children. Although recent reviews
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