jataylor2
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Read more journal articles
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Week 5 of 5
jataylor2 commits to:
I commit to reading more peer reviewed research from The Journal of Applied Behavior Analysis
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My Commitment Journal
 jataylor2
April 18, 2014, 4:41 PM
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Penrod, B., Gardella, L. and Fernand, J. (2012), AN EVALUATION OF A PROGRESSIVE HIGH-PROBABILITY INSTRUCTIONAL SEQUENCE COMBINED WITH LOW-PROBABILITY DEMAND FADING IN THE TREATMENT OF FOOD SELECTIVITY. Jnl of Applied Behav Analysis, 45: 527–537. Authors essentially used behavior momentum and shaping to get children to comply and eventually eat new foods. Compliance was attained through smaller approximations of consuming food, such as balance food on tongue or kiss the food. gradually the task included taking smalls bites and then swallowing.Therapists were able to increase compliance compared to baseline and and eventually get the child to consume novel foods. This may be due to exposure of the new foods. If the child tried to escape the food would go away and come back in 20 seconds for a new trial. Slow process, but antecedent interventions may work better in this case compared to reinforcement or punishment based on food consumption. |
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jataylor2
April 12, 2014, 2:41 AM
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Allen, K. D. and Wallace, D. P. (2013), Effectiveness of using noncontingent escape for general behavior management in a pediatric dental clinic. Jnl of Applied Behav Analysis, 46: 723–737. Noncontingent escape was used with five children ages 4-7 who were extremely disruptive while at the dentist. The dentist took timed breaks on short intervals then gradually thinned the schedule. This reduced problem behavior in all five children. For some of the children effects were immediate while some were delayed. This may be due to extinction bursts or adventitious reinforcement. Further research should be done to see if noncontingent escape will be effective with children on the autism spectrum. |
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jataylor2
April 4, 2014, 1:03 AM
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Jin, C. S., Hanley, G. P., & Beaulieu, L. (2013). An Individualized and Comprehensive Approach to Treating Sleep Problems in Young Children. Journal of Applied Behavior Analysis, 46, 161-180. The authors describe how sleep problems affect almost half of typically developing children and almost three fourths of children on the spectrum. They also report that pediatricians only have about five hours of training to address sleep problems. Therefore majority get prescribed a medication or get recommended to nonprescription drug to help with sleep aid. The authors suggest tailoring a behavioral treatment that targets behavioral quietude (laying in bed quietly) and falling asleep. One method used was to adjust the sleep schedule. This is done by delaying bed time by an hour then gradually moving back the time if they fall asleep within fifteen minutes. Children were still awaken at the same time. Another method was to access to reinforcers directly before bedtime and then restricting them after bed time. Using a tailored sleep plan all three participants went to near zero level during treatment and followup phases. |
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jataylor2
March 30, 2014, 3:58 AM
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Noell, G. H., Witt, J. C.,LaFleur, L. H., Mortenson, B. P., Ranier, D. D., & LeVelle, J. (2000). Increasing Intervention Implementation in General Education Following Consultation: A Comparison of Two Follow-up Strategies. Journal of Applied Behavior Analysis, 33, 271-284. This study used a reading comprehension study for five students. During the teacher training phase the intervention was discussed with the teacher and materials were provided. Then they were left alone for baseline. The intervention was implemented at low levels for all five teachers. During the follow up meeting phase the consultant checked in with the teachers to see how they were doing and if they had any questions. Three of the teachers did not implement the intervention during the follow up phase. During the performance feedback the consultant met with the teacher and reviewed data. Data for the three teachers who did not improve during the followup meeting improved in this phase. One teacher only improved temporarily. Overall teachers were at low levels prior to follow up phase and improved above baseline in at least one of the follow up strategies. Other variables, such as class size or dynamics of the classroom may determine the intensity of the follow up necessary. This study reminds me of the Hawthorne studies where improvement in production was based on attention. Consultants may have to spend more time on followups to get better results. |
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