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Ahlström SW, Almqvist L, Janeslätt G, Gustavsson C, Harder M. The experiences and the meaning of using MyTime in the preschool context from the perspective of children in need of special support, 5-6 years of age. Child Care Health Dev 2023; 49:1096-1103. [PMID: 37060175 DOI: 10.1111/cch.13121] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/28/2022] [Revised: 03/07/2023] [Accepted: 03/31/2023] [Indexed: 04/16/2023]
Abstract
BACKGROUND Children in need of special support often display delays in time processing ability, affecting everyday functioning. MyTime is an intervention programme for systematic training of time processing ability. To support preschool children's development of time processing ability and everyday functioning, it is necessary to include their perspectives of the MyTime intervention programme. A previous study shows that MyTime is feasible with children in the preschool setting and shows positive effects on time processing ability for older children in special schools. Yet, there is a lack of knowledge regarding how preschool children experience the intervention programme and how they understand its meaning. The aim of this study was to explore the experiences and the meaning of using MyTime from the perspective of children with informal needs of special support (INS) 5-6 years of age in the preschool context. METHODS To explore the children's perspectives, video-recorded interviews with 21 children were analysed hermeneutically. To facilitate the interview situation with the children in need of special support, the Talking Mats© was used. Both body and spoken languages were analysed. RESULTS The results reveal children as active participants, willing to share their experiences of using the MyTime intervention in the preschool context. The conceptualization of the children's experiences and expressions uncovers their meaning of using the MyTime intervention as to know and to understand time by doing. CONCLUSIONS When children are given the opportunity to use concrete tools to understand and measure time, they experience themselves as active participants involved and engaged in the intervention. They reveal meaningful experiences to be able to manage time that facilitate their everyday functioning and participation in the preschool context.
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Affiliation(s)
- Sara Wallin Ahlström
- School of Health, Care and Social Welfare (HVV), Mälardalen University, Västerås, Sweden
- Center for Clinical Research Dalarna, Uppsala University, Falun, Sweden
- Habilitation Center in Falun, Dalarna, Sweden
| | - Lena Almqvist
- School of Health, Care and Social Welfare (HVV), Mälardalen University, Västerås, Sweden
| | - Gunnel Janeslätt
- Center for Clinical Research Dalarna, Uppsala University, Falun, Sweden
- Habilitation Center in Falun, Dalarna, Sweden
- Department of Public Health and Caring Sciences, Disability and Habilitation, Uppsala University, Uppsala, Sweden
| | - Catharina Gustavsson
- Center for Clinical Research Dalarna, Uppsala University, Falun, Sweden
- School of Health and Welfare, Dalarna University, Falun, Sweden
- Department of Public Health and Caring Sciences, Uppsala University, Uppsala, Sweden
| | - Maria Harder
- School of Health, Care and Social Welfare (HVV), Mälardalen University, Västerås, Sweden
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Arvidsson P, Janeslätt G, Wennberg B, Lidström-Holmqvist K, Holmefur M, Hayat Roshanay A. Evaluation of the group intervention "Let's Get Organized" for improving time management, organisational, and planning skills in people with mild intellectual disability. Scand J Occup Ther 2023; 30:1257-1266. [PMID: 37278986 DOI: 10.1080/11038128.2023.2217545] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2022] [Accepted: 05/19/2023] [Indexed: 06/07/2023]
Abstract
BACKGROUND Limited time management skills cause problems in daily life for people with mild intellectual disability (ID) and "Let's Get Organized" (LGO) is a promising manual-based occupational therapy group intervention aiming to support management skills. AIMS/OBJECTIVES To evaluate the applicability of the Swedish version of LGO-S by i) exploring enhancements in time management skills, satisfaction with daily occupations, and aspects of executive functioning in people with time-management difficulties and mild ID, and ii) describing clinical experiences of using the LGO-S for people with mild ID. MATERIAL AND METHODS Twenty-one adults with mild ID were included. Data were collected pre-/post-intervention and at 3- and 12-month follow-ups with: Swedish version of Assessment of Time Management Skills (ATMS-S), Satisfaction with Daily Occupation (SDO-13), and Weekly Calendar Planning Activity (WCPA-SE). There were few follow-up participants (n = 6-9). RESULTS Significant change in time management skills that maintained at 12-months follow-ups. Significant increase in regulation of emotions at 12-month follow-up. Results at 12-months follow-up indicated sustainability in outcomes as measured by ATMS-S. A non-significant positive trend was observed in other outcomes between pre- and post-intervention. CONCLUSIONS AND SIGNIFICANCE LGO-S seems applicable for improving skills in time management, organisation and planning also for people with mild ID.
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Affiliation(s)
- Patrik Arvidsson
- Centre for Research & Development, Region Gävleborg, Gävle, Sweden
- School of Health and Welfare, Disability Research, Jönköping University, Jönköping, Sweden
| | - Gunnel Janeslätt
- Department of Public Health and Caring Sciences, Uppsala University, Uppsala, Sweden
- Centre for Clinical Research in Dalarna, Uppsala University, Sweden
| | - Birgitta Wennberg
- Center for Social and Affective Neuroscience, Department of Biomedical and Clinical Sciences, Linköping University, Linköping, Sweden
| | | | - Marie Holmefur
- School of Health Sciences, Faculty of Medicine and Health, Örebro University, Örebro, Sweden
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A Behavioral Approach to the Human Understanding of Time: Relational Frame Theory and Temporal Relational Framing. PSYCHOLOGICAL RECORD 2022. [DOI: 10.1007/s40732-022-00529-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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Campos C, Bloom SE, Kollin L, Weyman JR. Comparing the effects of static and dynamic signals during multiple schedules. BEHAVIORAL INTERVENTIONS 2022. [DOI: 10.1002/bin.1920] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Affiliation(s)
- Claudia Campos
- Behavior Analysis Simmons University Massachusetts Boston USA
| | - Sarah E. Bloom
- Applied Behavior Analysis Department of Child and Family Studies University of South Florida Tampa Florida USA
| | - Lori Kollin
- Applied Behavior Analysis Department of Child and Family Studies University of South Florida Tampa Florida USA
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Falligant JM. Using Delay Fading Procedures to Increase Self-Control. Dev Neurorehabil 2020; 23:457-462. [PMID: 32449455 DOI: 10.1080/17518423.2020.1764650] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
Children and adolescents, relative to adults, disproportionately favor smaller, immediate outcomes over larger, delayed outcomes. From a behavioral perspective, this sensitivity toward immediate rewards constitutes impulsive choice, which characterizes numerous behavioral health problems commonly observed during childhood (particularly among individuals with neurobehavioral disabilities). Accordingly, a variety of behavioral technologies have been developed and are widely implemented in applied settings (e.g., self-monitoring programs, interdependent group contingencies, individualized token reinforcement programs) to reduce impulsive responding and promote self-control. Although there is a plethora of research literature detailing these interventions, several promising delay fading procedures may also have clinical utility in applied treatment contexts. The purpose of the present review is to highlight contemporary behavior-analytic research involving delay fading procedures that may increase self-control among children and adolescents and facilitate additional research in the area of self-control.
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Affiliation(s)
- John M Falligant
- Department of Behavioral Psychology, Kennedy Krieger Institute, Johns Hopkins University School of Medicine , Baltimore, MD, USA
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How did I get so late so soon? A review of time processing and management in autism. Behav Brain Res 2019; 374:112121. [DOI: 10.1016/j.bbr.2019.112121] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/05/2019] [Revised: 07/23/2019] [Accepted: 07/30/2019] [Indexed: 12/30/2022]
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Goldman SE, Sanderson KA, Lloyd BP, Barton EE. Effects of School-Home Communication With Parent-Implemented Reinforcement on Off-Task Behavior for Students With ASD. INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2019; 57:95-111. [PMID: 30920910 DOI: 10.1352/1934-9556-57.2.95] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
School-home communication is highly valued for parents of students with autism spectrum disorders (ASD) and other developmental disabilities. However, parents report poor communication as a common barrier to developing partnerships with schools. Using a multiple baseline design, we evaluated the effects of a school-home note intervention with parent-implemented reinforcement for decreasing off-task behavior of students with ASD at school. We also evaluated social validity (i.e., feasibility and acceptability) of the intervention and outcomes. Only two of the four participants showed clear behavior change, which precluded the demonstration of functional relations. However, all participating parents and teachers reported the school-home note and parent-implemented contingent reinforcement were highly feasible and acceptable, and indicated positive outcomes relating to improved family-school partnership and communication. Findings of this study, which meets single-case design standards and quality indicators, are discussed in terms of future research and practice.
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Affiliation(s)
- Samantha E Goldman
- Samantha E. Goldman, Assumption College; and Kelli A. Sanderson, Blair P. Lloyd, and Erin E. Barton, Vanderbilt University, Peabody College
| | - Kelli A Sanderson
- Samantha E. Goldman, Assumption College; and Kelli A. Sanderson, Blair P. Lloyd, and Erin E. Barton, Vanderbilt University, Peabody College
| | - Blair P Lloyd
- Samantha E. Goldman, Assumption College; and Kelli A. Sanderson, Blair P. Lloyd, and Erin E. Barton, Vanderbilt University, Peabody College
| | - Erin E Barton
- Samantha E. Goldman, Assumption College; and Kelli A. Sanderson, Blair P. Lloyd, and Erin E. Barton, Vanderbilt University, Peabody College
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Janeslätt G, Ahlström SW, Granlund M. Intervention in time-processing ability, daily time management and autonomy in children with intellectual disabilities aged 10-17 years - A cluster randomised trial. Aust Occup Ther J 2019; 66:110-120. [PMID: 30548268 DOI: 10.1111/1440-1630.12547] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/23/2018] [Indexed: 11/26/2022]
Abstract
BACKGROUND/AIM Difficulties with management of time are frequently observed in children and youth with intellectual disabilities (IDs). The aim of this study was to evaluate a new intervention programme 'My Time' to improve time-processing ability (TPA) in children with IDs aged 10-17 years (n = 61). METHODS Cluster randomised and waiting-list control group design was used. Data collection included the Kit for assessment of TPA, the Time-Parent scale and a self-rating of autonomy to assess occupational performance in daily life. The method was implemented over an 8-week period. Effect size (ES) was calculated and an analysis of covariance on the individual level and a two-stage process on the cluster level. RESULTS The estimated mean improvement in the KaTid-Child score from baseline (t1) to t2 was significantly higher in the intervention group compared to the waiting-list group, ES Cohen's d = 0.64. CONCLUSION The results present first evidence of the effectiveness of a new occupational therapy intervention programme ('My Time') to facilitate TPA in children with mild to moderate IDs. Children with IDs aged 10-17 years could improve their TPA at a measurable pace when given intervention. The method could complement interventions using time-assistive devices. Children with IDs should be identified to guide intervention. Further research is necessary to establish whether using the intervention programme can facilitate the development of TPA in younger children.
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Affiliation(s)
- Gunnel Janeslätt
- Department of Public Health and Caring Sciences, Disability and Habilitation, Uppsala University, Uppsala, Sweden
- Center for Clinical Research Dalarna, Falun, Sweden
| | - Sara Wallin Ahlström
- Center for Clinical Research Dalarna, Falun, Sweden
- School of Health, Care and Social Welfare, Mälardalen University, Västerås, Sweden
| | - Mats Granlund
- CHILD, School of Health Sciences, Jönköping University, Jönköping, Sweden
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Peijnenborgh JC, Hurks PP, Aldenkamp AP, van der Spek ED, Rauterberg G, Vles JS, Hendriksen JG. A Study on the Validity of a Computer-Based Game to Assess Cognitive Processes, Reward Mechanisms, and Time Perception in Children Aged 4-8 Years. JMIR Serious Games 2016; 4:e15. [PMID: 27658428 PMCID: PMC5054232 DOI: 10.2196/games.5997] [Citation(s) in RCA: 26] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2016] [Accepted: 07/19/2016] [Indexed: 11/13/2022] Open
Abstract
Background A computer-based game, named Timo’s Adventure, was developed to assess specific cognitive functions (eg, attention, planning, and working memory), time perception, and reward mechanisms in young school-aged children. The game consists of 6 mini-games embedded in a story line and includes fantasy elements to enhance motivation. Objective The aim of this study was to investigate the validity of Timo’s Adventure in normally developing children and in children with attention-deficit/hyperactivity disorder (ADHD). Methods A total of 96 normally developing children aged 4-8 years and 40 children with ADHD were assessed using the game. Clinical validity was investigated by examining the effects of age on performances within the normally developing children, as well as performance differences between the healthy controls and the ADHD group. Results Our analyses in the normally developing children showed developmental effects; that is, older children made fewer inhibition mistakes (r=−.33, P=.001), had faster (and therefore better) reaction times (r=−.49, P<.001), and were able to produce time intervals more accurately than younger children (ρ=.35, P<.001). Discriminant analysis showed that Timo’s Adventure was accurate in most classifications whether a child belonged to the ADHD group or the normally developing group: 78% (76/97) of the children were correctly classified as having ADHD or as being in the normally developing group. The classification results showed that 72% (41/57) children in the control group were correctly classified, and 88% (35/40) of the children in the ADHD group were correctly classified as having ADHD. Sensitivity (0.89) and specificity (0.69) of Timo’s Adventure were satisfying. Conclusions Computer-based games seem to be a valid tool to assess specific strengths and weaknesses in young children with ADHD.
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Hong ER, Neely L, Rispoli MJ, Trepinski TM, Gregori E, Davis T. A comparison of general and explicit delay cues to reinforcement for tangible-maintained challenging behaviour. Dev Neurorehabil 2016; 18:395-401. [PMID: 24392663 DOI: 10.3109/17518423.2013.874378] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
OBJECTIVES This compares effects of explicit delay cue to reinforcement to general delay cue to reinforcement when attempting to decrease tangible-maintained challenging behaviours of children with autism spectrum disorder (ASD). METHODS Two school-age children with ASD participated in this study. In order to evaluate the effects of a general cue versus an explicit cue on the participants' tangibly maintained challenging behaviours, a multiple baseline design across settings with an embedded alternating treatments design was used. RESULTS Results suggested that both types of delay cue to reinforcement demonstrated effectiveness on decreasing tangible-maintained behaviours of the participant. For both participants, an explicit delay cue demonstrated slightly better effects on the participants' challenging behaviours then a general delay cue. CONCLUSIONS This study adds an evidence to support that delayed reinforcement can be used as an effective strategy to reduce both escape and tangible-maintained challenging behaviours of children with ASD across multiple settings.
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Affiliation(s)
- Ee Rea Hong
- a Department of Educational Psychology , Texas A&M University , College Station , TX , USA and
| | - Leslie Neely
- a Department of Educational Psychology , Texas A&M University , College Station , TX , USA and
| | - Mandy J Rispoli
- a Department of Educational Psychology , Texas A&M University , College Station , TX , USA and
| | - Tonya M Trepinski
- b Department of Educational Psychology , Baylor University , Waco , TX , USA
| | - Emily Gregori
- b Department of Educational Psychology , Baylor University , Waco , TX , USA
| | - Tonya Davis
- b Department of Educational Psychology , Baylor University , Waco , TX , USA
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Steel EJ, Janeslätt G. Drafting standards on cognitive accessibility: a global collaboration. Disabil Rehabil Assist Technol 2016; 12:385-389. [PMID: 27291080 DOI: 10.1080/17483107.2016.1176260] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
PURPOSE The International Organization for Standardization (ISO) is working on accessibility of products to support people with cognitive impairment. Working Group 10, within the technical committee 173 (assistive products for persons with disability) was formed in 2014 to draft standards for assistive products that support people with cognitive impairment. METHOD This article explains the scope and purpose of the working group and the context for its formation, and describes the plans and process for drafting and publishing new international standards. RESULTS The proposed suite of standards is presented, with examples from a draft standard on daily time management. It draws on international research evidence for the effectiveness of assistive products designed to support time management in people with cognitive impairment. Examples of assistive products and their key features are provided based on domains of time as defined in the International Classification of Functioning, Disability and Health for Children and Youth (ICF-CY). CONCLUSIONS The proposed standards will provide design recommendations for features and functions that increase the accessibility of products used by people with cognitive impairment. They are intended to be used by designers, manufactures, educators and services providers, to facilitate their commitment to inclusion and demonstrate their willingness to work with accessibility regulation. Implications for Rehabilitation New standards based on universal design (UD) principles can guide the design of more user-friendly assistive products for people with cognitive impairment. Greater usability of assistive products, whether mainstream or specially-designed, will make it easier for practitioners to find and introduce assistive solutions to individuals with cognitive impairment. Greater usability of assistive products for daily time management can decrease the need for user training and support and enable participation.
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Affiliation(s)
- Emily J Steel
- a School of Business , The University of Queensland , St Lucia, Brisbane , Australia.,b Recover Injury Research Centre, School of Human Services and Social Work, Griffith University , Meadowbrook, Logan , Australia
| | - Gunnel Janeslätt
- c Centre for Clinical Research Dalarna , Uppsala University , Falun , Sweden.,d Department of Public Health and Caring Sciences, Disability and Habilitation , Uppsala University , Uppsala , Sweden
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Klein LA, Houlihan D, Vincent JL, Panahon CJ. Best Practices in Utilizing the Changing Criterion Design. Behav Anal Pract 2015; 10:52-61. [PMID: 28352507 DOI: 10.1007/s40617-014-0036-x] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022] Open
Abstract
The changing criterion design (CCD) has been a recognized format of single-case research for four decades. Published examples of the CCD have been limited and the structure of the design used in the literature has varied to a degree that might engender confusion. This review examines the structure of CCD studies published to date to identify prior implementation practices and identify best practices for future use.
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Affiliation(s)
- Liesa A Klein
- Minnesota State University, Mankato, Monkato, MN USA
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Hume K, Wong C, Plavnick J, Schultz T. Use of Visual Supports with Young Children with Autism Spectrum Disorders. ACTA ACUST UNITED AC 2014. [DOI: 10.1007/978-1-4939-0401-3_15] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/21/2023]
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Janeslätt G, Kottorp A, Granlund M. Evaluating intervention using time aids in children with disabilities. Scand J Occup Ther 2014; 21:181-90. [DOI: 10.3109/11038128.2013.870225] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
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Newquist MH, Dozier CL, Neidert PL. A comparison of the effects of brief rules, a timer, and preferred toys on self-control. J Appl Behav Anal 2013; 45:497-509. [PMID: 23060664 DOI: 10.1901/jaba.2012.45-497] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/20/2011] [Accepted: 02/08/2012] [Indexed: 11/22/2022]
Abstract
Some children make impulsive choices (i.e., choose a small but immediate reinforcer over a large but delayed reinforcer). Previous research has shown that delay fading, providing an alternative activity during the delay, teaching participants to repeat a rule during the delay, combining delay fading with an alternative activity, and combining delay fading with a countdown timer are effective for increasing self-control (i.e., choosing the large but delayed reinforcer over the small but immediate reinforcer). The purpose of the current study was to compare the effects of various interventions in the absence of delay fading (i.e., providing brief rules, providing a countdown timer during the delay, or providing preferred toys during the delay) on self-control. Results suggested that providing brief rules or a countdown timer during the delay was ineffective for enhancing self-control. However, providing preferred toys during the delay effectively enhanced self-control.
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Affiliation(s)
- Matthew H Newquist
- Department of Applied Behavioral Science, University of Kansas, Lawrence, Kansas 66045, USA
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Smith JD. Single-case experimental designs: a systematic review of published research and current standards. Psychol Methods 2012; 17:510-50. [PMID: 22845874 PMCID: PMC3652808 DOI: 10.1037/a0029312] [Citation(s) in RCA: 287] [Impact Index Per Article: 23.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
This article systematically reviews the research design and methodological characteristics of single-case experimental design (SCED) research published in peer-reviewed journals between 2000 and 2010. SCEDs provide researchers with a flexible and viable alternative to group designs with large sample sizes. However, methodological challenges have precluded widespread implementation and acceptance of the SCED as a viable complementary methodology to the predominant group design. This article includes a description of the research design, measurement, and analysis domains distinctive to the SCED; a discussion of the results within the framework of contemporary standards and guidelines in the field; and a presentation of updated benchmarks for key characteristics (e.g., baseline sampling, method of analysis), and overall, it provides researchers and reviewers with a resource for conducting and evaluating SCED research. The results of the systematic review of 409 studies suggest that recently published SCED research is largely in accordance with contemporary criteria for experimental quality. Analytic method emerged as an area of discord. Comparison of the findings of this review with historical estimates of the use of statistical analysis indicates an upward trend, but visual analysis remains the most common analytic method and also garners the most support among those entities providing SCED standards. Although consensus exists along key dimensions of single-case research design, and researchers appear to be practicing within these parameters, there remains a need for further evaluation of assessment and sampling techniques and data analytic methods.
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Affiliation(s)
- Justin D Smith
- Child and Family Center, University of Oregon, Eugene, OR 97401-3408, USA.
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Furniss F, Biswas AB. Recent research on aetiology, development and phenomenology of self-injurious behaviour in people with intellectual disabilities: a systematic review and implications for treatment. JOURNAL OF INTELLECTUAL DISABILITY RESEARCH : JIDR 2012; 56:453-475. [PMID: 22369696 DOI: 10.1111/j.1365-2788.2012.01534.x] [Citation(s) in RCA: 23] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
Abstract
BACKGROUND Behavioural interventions conceptualise self-injurious behaviour (SIB) as developing from early repetitive behaviours through acquisition of homeostatic functions in regulating stimulation and subsequent shaping into SIB through socially mediated or automatic operant reinforcement. Despite high success rates, such interventions rarely completely eliminate SIB, and overall effectiveness has not increased since the 1960s. METHODS Research (excluding studies of single genetic syndromes) on the early development, functional properties and phenomenology of SIB in persons with intellectual disabilities (IDs) published from 1999 to 2010 inclusive is reviewed. RESULTS Despite evidence to support the operant shaping hypothesis, in some cases tissue-damaging SIB, especially head-banging, emerges at a similar or younger age than stereotyped behaviours or 'proto-SIB', often associated with tantrums following frustrative non-reward and/or abrupt situational transitions. Many young children show undifferentiated patterns of responding in functional analyses of SIB, and SIB is associated with aggression and impulsivity as well as with repetitive behaviour. CONCLUSIONS One dynamic in the development of SIB may be Pavlovian conditioning of aggression, originally elicited by aversive events or frustrative non-reward, to stimuli associated with such situations. Integration into operant technology of interventions based on Pavlovian principles such as graduated exposure (with or without counterconditioning) to aversive stimuli may enhance the effectiveness of behavioural interventions.
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Task Engagement and Escape Maintained Challenging Behavior: Differential Effects of General and Explicit Cues When Implementing a Signaled Delay in the Delivery of Reinforcement. J Autism Dev Disord 2010; 40:709-20. [DOI: 10.1007/s10803-010-0946-6] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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