A systematic assessment of challenging behaviours in community settings has revealed the profiles of broad behavioural disturbance that can occur following ABI. Assessing the breadth of disturbance is important in understanding a client's presentation and thus planning appropriate behaviour management interventions.

The OBS shows promise as a reliable, valid and responsive measure that can be used for the systematic assessment of challenging behaviours in community settings.

Imposed postfeedback delays promote discrimination training; the present experiments determined whether they also improve performance in programmed instruction. In two experiments, college students completed 45 sets of Holland and Skinner's (1961) programmed text on behavior analysis in a computerized format in a three-component multiple schedule. In Experiment 1, the conditions were (a) no delay between questions, (b) a 10-s delay after each question (noncontingent delay), and (c) a 10-s delay after each question answered incorrectly (contingent delay). Noncontingent delay produced better performance than no delay and contingent delay. To determine whether performance increased in the noncontingent delay condition because subjects studied the material during delay periods, Experiment 2 tested three conditions: (a) no delay between questions, (b) a 10-s delay after each question (noncontingent delay), and (c) a 10-s delay after each question with the screen blank during the delay period. Noncontingent delay produced better performance than no delay, but there was no difference in performance between no delay and noncontingent delay with blank screen. Hence, noncontingent delay improved performance because students used delay periods to study. Furthermore, subjects preferred noncontingent delay to the other conditions, and session time increased only slightly.DESCRIPTORS: computer-based instruction, programmed instruction, multiple schedule, delay, college students Programmed instruction is discrimination training: Learners examine a stimulus, emit a response, receive feedback, and consequently make appropriate responses in the presence of novel stimuli (Skinner, 1954(Skinner, , 1968. Several researchers have obtained superior discriminated performance with college students when delays were imposed after feedback on concept-identification tasks (e.g., Bourne, 1957;Bourne & Bunderson, 1963;Bourne, Guy, Dodd, & Justesen, 1965;White & Schmidt, 1972). In a typical study (Bourne, 1957), subjects were presented with geometric patterns that had seven dimensions, but only two were necessary for correct dassification. Subjects reported which combination of dimensions was correct (e.g., largeThe present experiments were supported by grants from Deakin University's Internal and Science Research Budgets. We are grateful to Linda Blackman, Suzanne Brown, Sezen Ildiri, and Jo Taraborrelli for collecting the data in Experiment 1; Andrew Eltringham for helping to prepare test items;and Phil Chase and Mike Perone for helpful comments on an earlier version of this manuscript.Reprint requests should be sent to John Crosbie, who is now at the Department of Psychology, West Virginia University, Morgantown, West Virginia 26506-6040. square, large triangle, small square, or small triangle). After all stimulus patterns had been presented, subjects pressed one of four unlabeled keys that corresponded to the four possible combinations of relevant dimensions. Following a delay between o s and 8 s, a light was illuminated above the corre...

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T he purpose of the present article is to describe the issues associated with providing lifelong accommodation and support to people with severe brain injury, neurobehavioural disability, and overt challenging behaviours. In particular, the article focuses on two groups of people within an Australian context: (a) those who live in community settings but whose behaviour is not adequately managed even by specialist outreach behaviour management services, and (b) those who are confined to aged care residential facilities and who show challenging behaviour. These groups bring to the fore different lifelong behaviour management issues. At present, if community-based clients seriously offend or have an adequate psychiatric diagnosis, they may be placed in heavily secured psychiatric units or prison. Otherwise, by default, they will reside in less restrictive options such as family homes and shared supported accommodation. We will argue that the current service system lacks the ability to apply appropriate structure and control to many clients with serious challenging behaviours, and propose that specialised facilities would make an important addition to the service system. Conversely, young clients confined to residential aged care facilities live in impoverished environments that often contribute to challenging behaviour that can be enormously disruptive, distressing, and unsafe. We will review the recent Australian State and Federal Government initiative aimed at transitioning some young people out of nursing homes, and we raise considerations for future service development. There are many individuals with the potential to make significant gains in a tightly structured setting before returning to the community, while others will manage well with long-term placement in a setting designed for residents with neurobehavioural disability. Case studies and service data are used to support these arguments, and key elements of accommodation and rehabilitation models for those in need of long-term neurobehavioural support are described.