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Showing 1 to 15 of 19 results Save | Export
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Prudente, Jodee A.; Demchak, MaryAnn – Intervention in School and Clinic, 2022
Students with emotional and behavioral disorders (EBD) generally have behavior support plans that are based on a functional behavioral assessment. This article provides educators practical guidelines for conducting a "multiple stimulus without replacement" (MSWO) preference assessment to rank order preferred activities that will align…
Descriptors: Emotional Disturbances, Behavior Disorders, Rewards, Stimuli
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Lloyd, Blair P.; Torelli, Jessica N.; Symons, Frank J. – Journal of Emotional and Behavioral Disorders, 2016
The prevalence of psychotropic medication use among students with emotional and behavioral challenges continues to increase as intensive behavioral interventions are designed and evaluated in schools. There is general consensus among clinical professionals that psychotropic medications are not "silver bullets" but should be expected to…
Descriptors: Drug Use, Emotional Disturbances, Behavior Disorders, Intervention
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Davis, Barbara Janine; Kahng, SungWoo; Coryat, Kaitlin – Analysis of Verbal Behavior, 2012
Research on the functional independence of verbal operants (Skinner, 1957) has demonstrated inconsistent findings. One explanation may be that these studies have not manipulated the motivating operation (MO) to facilitate the emergence of mands (Hall & Sundberg, 1987; Lamarre & Holland, 1985). In the current study, 1 participant, diagnosed with…
Descriptors: Behavior Modification, Autism, Disadvantaged Environment, Behavior Disorders
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Boyd, Brian A.; Woodard, Cooper R.; Bodfish, James W. – Autism: The International Journal of Research and Practice, 2013
There is a lack of evidence-based behavioral therapies or pharmacotherapies to treat repetitive behaviors found in autism. Effective behavioral therapies are needed to counter any negative consequences these behaviors may have on the child's early learning and socialization. The purpose of this proof-of-principle study was to test the feasibility…
Descriptors: Autism, Mental Retardation, Children, Pervasive Developmental Disorders
Ing, Anna D.; Roane, Henry S.; Veenstra, Rebecca A. – Journal of Applied Behavior Analysis, 2011
Coprophagia, the ingestion of fecal matter, occurs among some individuals with developmental disabilities and is associated with a variety of health risks (e.g., diarrhea, intestinal parasites, blood-borne pathogens; Parry-Jones & Parry-Jones, 1992). Studies that have evaluated operant-based treatments of coprophagia have been limited by a lack of…
Descriptors: Developmental Disabilities, Behavior Modification, Behavior Disorders, Risk
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Frank-Crawford, Michelle A.; Borrero, John C.; Nguyen, Linda; Leon-Enriquez, Yanerys; Carreau-Webster, Abbey B.; DeLeon, Iser G. – Journal of Applied Behavior Analysis, 2012
The delivery of food contingent on 10 s of consecutive toy engagement resulted in a decrease in engagement and a corresponding increase in other responses that had been previously reinforced with food. Similar effects were not observed when tokens exchangeable for the same food were delivered, suggesting that engagement was disrupted by the…
Descriptors: Behavior Modification, Probability, Food, Toys
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Carter, Stacy L. – Education and Training in Developmental Disabilities, 2009
The effects of a pica exchange procedure were evaluated on the pica of a female with severe mental retardation. A BAB design revealed that the pica exchange procedure was effective at reducing the occurrence of pica. In addition, the pica exchange procedure was effective throughout six increasingly more difficult response effort conditions.…
Descriptors: Severe Mental Retardation, Behavior Disorders, Females, Behavior Modification
Glover, Ashley C.; Roane, Henry S.; Kadey, Heather J.; Grow, Laura L. – Journal of Applied Behavior Analysis, 2008
Progressive-ratio (PR) schedules were used to identify the break point (i.e., the last schedule value completed) for 2 reinforcers under single and concurrent schedules. After the respective break points were established, the same reinforcers were presented under concurrent fixed-ratio (FR) schedules that were yoked to the break points obtained…
Descriptors: Positive Reinforcement, Responses, Stimuli, Scheduling
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van Oorsouw, W. M. W. J.; Israel, M. L.; von Heyn, R. E.; Duker, P. C. – Research in Developmental Disabilities: A Multidisciplinary Journal, 2008
In this study, the side effects of contingent shock (CS) treatment were addressed with a group of nine individuals, who showed severe forms of self-injurious behavior (SIB) and aggressive behavior. Side effects were assigned to one of the following four behavior categories; (a) positive verbal and nonverbal utterances, (b) negative verbal and…
Descriptors: Aggression, Self Destructive Behavior, Drug Therapy, Behavior Modification
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Baron, Alan; Galizio, Mark – Behavior Analyst, 2006
In a previous issue of "The Behavior Analyst," the authors discussed the ambiguities that surround the distinction between positive and negative reinforcement. Seven distinguished behavior analysts commented on their article. The authors believe that this dialogue represented a constructive step toward clarification of an important concept within…
Descriptors: Negative Reinforcement, Behavior Disorders, Positive Reinforcement, Behavior Modification
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Branch, Marc N. – Journal of the Experimental Analysis of Behavior, 2006
Behavioral pharmacology is a maturing science that has made significant contributions to the study of drug effects on behavior, especially in the domain of drug-behavior interactions. Less appreciated is that research in behavioral pharmacology can have, and has had, implications for the experimental analysis of behavior, especially its…
Descriptors: Behavior Theories, Behavioral Sciences, Pharmacology, Drug Therapy
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Singh, Nirbhay N.; And Others – Journal of Applied Behavior Analysis, 1986
In three single-subject experiments with three profoundly retarded adolescent females, the effect of water mist spray on self-injurious and collateral behaviors was compared with either facial screening or forced arm exercise. Results suggested that while water mist spray is effective, it may be less so than alternative procedures. (Author/JW)
Descriptors: Adolescents, Behavior Disorders, Behavior Modification, Females
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Fisher, Wayne; And Others – Research in Developmental Disabilities, 1994
This study used a data-based assessment to identify reinforcers and punishers for successful treatment of two children with severe destructive behaviors. Results suggested that empirically derived consequences may be useful in decreasing destructive behavior when a functional assessment is inconclusive or suggests that internal stimuli are…
Descriptors: Behavior Disorders, Behavior Modification, Elementary Education, Evaluation Methods
Paramore, Nancy W.; Higbee, Thomas S. – Journal of Applied Behavior Analysis, 2005
Brief multiple-stimulus-without-replacement (MSWO) preference assessments were conducted with 3 adolescent boys with emotional-behavioral disorders in the context of their public school educational program. The reinforcing effects of stimuli identified as high, medium, and low preference were then evaluated using an alternating treatments design…
Descriptors: Stimuli, Behavior Disorders, Adolescents, Emotional Disturbances
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Sheridan, Susan M.; And Others – Special Services in the Schools, 1995
Presents results of stimulus fading procedure used to treat a six-year-old girl with elective mutism. Presents assessment protocol that features procedures that can be used to render a diagnosis and assist in treatment planning. Results suggest stimulus fading of new persons into the school setting was effective in producing speech. (JBJ)
Descriptors: Behavior Disorders, Behavior Modification, Case Studies, Communication Disorders
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