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Functional Communication Training and Chained Schedules of Reinforcement to Treat Challenging Behavior Maintained by Terminations of Activity Interruptions
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Falcomata, Terry S.; Roane, Henry S.; Muething, Colin S.; Stephenson, Kasey M.; Ing, Anna D. – Behavior Modification, 2012
In this article, the authors evaluated functional communication training (FCT) and a chained schedule of reinforcement for the treatment of challenging behavior exhibited by two individuals diagnosed with Asperger syndrome and autism, respectively. Following a functional analysis with undifferentiated results, the authors demonstrated that…
Descriptors: Behavior Problems, Asperger Syndrome, Reinforcement, Communication Skills
Children's Effortful Control and Academic Achievement: Mediation through Social Functioning
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Valiente, Carlos; Eisenberg, Nancy; Haugen, Rg; Spinrad, Tracy L.; Hofer, Claire; Liew, Jeffrey; Kupfer, Anne – Early Education and Development, 2011
Research Findings: The purpose of this study was to test the premise that children's effortful control (EC) is prospectively related to their academic achievement and to specify mechanisms through which EC is related to academic success. We used data from 214 children (M age at Time 1 [T1] = 73 months) to test whether social functioning (e.g.,…
Descriptors: Academic Achievement, Educational Change, Emotional Development, Interpersonal Competence
Emotional Competence in Children with Down Syndrome: Negativity and Regulation
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Jahromi, Laudan B.; Gulsrud, Amanda; Kasari, Connie – American Journal on Mental Retardation, 2008
Although often described as temperamentally "easy" and sociable, children with Down syndrome also exhibit behavior problems. Affective development is important for social and behavioral competence. We examined negative affective expressions and a range of emotion regulation/coping strategies during a frustrating task in a sample of children with…
Descriptors: Emotional Intelligence, Behavior Problems, Mental Retardation, Down Syndrome
Assessment of Cheating Behavior in Young School-Age Children: Distinguishing Normative Behaviors from Risk Markers of Externalizing Psychopathology
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Callender, Kevin A.; Olson, Sheryl L.; Kerr, David C. R.; Sameroff, Arnold J. – Journal of Clinical Child and Adolescent Psychology, 2010
The central goal of this longitudinal study was to develop a laboratory-based index of children's covert cheating behavior that distinguished normative rule violations from those that signal risk for antisocial behavior. Participants (N = 215 children) were drawn from a community population and oversampled for externalizing behavior problems…
Descriptors: Conceptual Tempo, Behavior Problems, Cheating, Mothers
Problem Behavior and Heart Rate Reactivity in Adopted Adolescents: Longitudinal and Concurrent Relations
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Bimmel, Nicole; van IJzendoorn, Marinus H.; Bakermans-Kranenburg, Marian J.; Juffer, Femmie; De Geus, Eco J. C. – Journal of Research on Adolescence, 2008
The present longitudinal study examined resting heart rate and heart rate variability and reactivity to a stressful gambling task in adopted adolescents with aggressive, delinquent, or internalizing behavior problems and adopted adolescents without behavior problems (total N=151). Early-onset delinquent adolescents showed heart rate…
Descriptors: Metabolism, Behavior Problems, Delinquency, Health Conditions
Gender Differences in Two Decision-Making Tasks in a Community Sample of Adolescents
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d'Acremont, Mathieu; Van der Linden, Martial – International Journal of Behavioral Development, 2006
In adolescence, externalized problems such as risk taking and antisocial behavior are more frequent in boys. This suggests that there are differences in the way boys and girls evaluate risk and make decisions during this period. To explore decision making and highlight possible gender differences, 124 adolescents at a junior secondary school…
Descriptors: Antisocial Behavior, Decision Making, Neurology, Adolescents
A Formal Cognitive Model of the Go/No-Go Discrimination Task: Evaluation and Implications
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Yechiam, Eldad; Goodnight, Jackson; Bates, John E.; Busemeyer, Jerome R.; Dodge, Kenneth A.; Pettit, Gregory S.; Newman, Joseph P. – Psychological Assessment, 2006
This article proposes and tests a formal cognitive model for the go/no-go discrimination task. In this task, the performer chooses whether to respond to stimuli and receives rewards for responding to certain stimuli and punishments for responding to others. Three cognitive models were evaluated on the basis of data from a longitudinal study…
Descriptors: Evaluation Research, Task Analysis, Adolescents, Longitudinal Studies