An Evaluation of “Balance”: a Home-Based, Parent-Implemented Program Addressing Emerging Problem Behavior

Ruppel, Kelsey W.; Hanley, Gregory P.; Landa, Robin; Rajaraman, Adithyan

doi:10.1007/s40617-020-00490-3

Cited by 11 publications

(15 citation statements)

References 69 publications

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“…Of note, one study ( 63) included a sample that partially overlapped with two other studies (60,64). A seventh study explicitly integrated FCT within a broader behavior analytic package for behaviors like whining, yelling, aggression, and throwing items (71). Five studies employing behavior analytic methodologies to decrease the rate or frequency of child challenging behaviors also targeted language or social communication (57,60,61,70,71).…”

Section: Resultsmentioning

confidence: 99%

A systematic review of emotion regulation in parent-mediated interventions for autism spectrum disorder

et al. 2022

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Autistic individuals are at elevated risk for difficulties with emotion regulation (ER) that emerge early in life and are associated with a range of internalizing and externalizing disorders. Existing interventions that support ER have focused on school-age autistic children and adolescents as well as adults. Proactive approaches to improving ER in early childhood are thus needed, as is understanding the approaches by which ER skills can be feasibly supported in this young population. This review summarizes how ER has been measured within parent-mediated interventions for children at or under the age of 6 years and the extent to which ER is measured concurrently with or distinctly from observable behaviors that have been referenced in existing literature as externalizing or challenging behavior. Using PsycInfo, EBSCOhost, and PubMed databases, we searched for peer-reviewed journal articles published through August 2021, that focused on the use of parent-mediated interventions targeting ER and/or challenging behavior. The systematic search resulted in 4,738 publications; following multi-stage screening, the search yielded 20 studies. Eighteen of 20 studies were designed to target challenging behavior using manualized curricula or behavior analytic methodologies and assessed child outcomes through validated caregiver rating scales and/or direct behavioral observation. One study measured changes in ER as secondary to the social communication skills that were targeted in the intervention. Only one study specifically supported ER skill development and measured changes in ER as the primary intervention outcome. Findings highlight the need for better assessment of ER outcomes within the context of parent-mediated interventions for toddlers and young autistic children.

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Section: Resultsmentioning

confidence: 99%

A systematic review of emotion regulation in parent-mediated interventions for autism spectrum disorder

et al. 2022

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“…Their results found that the textual analysis method was less likely to result in bias but the thematic analysis resulted in questions that were valued as more important to the participants. Although several experiments in the current review did provide multiple data collection methods (Hong et al., 2018; Pisman & Luczynski, 2020; Robertson, 2016; Ruppel et al., 2021) it is important that future research continue to evaluate additional development methods similar to the research of Anderson et al.…”

Section: Discussionmentioning

confidence: 99%

“…Although several experiments in the current review did provide multiple data collection methods (Hong et al, 2018;Pisman & Luczynski, 2020;Robertson, 2016;Ruppel et al, 2021) it is important that future research continue to evaluate additional development methods similar to the research of Anderson et al…”

Section: Discussionmentioning

confidence: 99%

A scoping review of the caregiver training literature for individuals with autism spectrum disorder

Kemmerer

Vladescu

DeBar

et al. 2023

Behavioral Interventions

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Both caregiver training and the collection of social validity data are considered to be important and integral part of applied behavior analytic treatment for individuals with autism spectrum disorder. Previous reviewers have offered repeated calls for increased frequency of social validity data collection but recently, the increased understanding and focus on equitable and culturally responsive behavior analytic treatment have again highlighted the importance of social validity data collection. One recent review of behavior analytic treatments for children of culturally and linguistically diverse backgrounds conducted an in‐depth analysis of social validity data collection. The authors found generally vague descriptions of social validity provided as well as data collected primarily after a study was conducted. No previous caregiver training reviews have specifically evaluated socially validity data collection within the context of caregiver training nor have they evaluated cultural responsiveness of the treatments. The current scoping review evaluated general findings on caregiver training as well as expanded the scope of previous reviews by providing an analysis of social validity data collection in caregiver training and variables to consider when providing culturally responsive treatment.

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“…Thus, preventing the problem behavior of autistic children is often regarded as a top priority by stakeholders (Sugai & Horner, 2008). Ruppel et al (2021) evaluated a home-based prevention program called Balance, which was implemented by caregivers and taught communication and self-control 1 skills. Children who participated were at risk for 1 Various scientific fields have described self-control responses as alternatives to socially problematic behavior (e.g., alcohol use disorder, Carpenter et al, 1985;antisocial behavior, Delisi et al, 2011;hitting others, Luczynski & Hanley, 2013;risk taking, Romer et al, 2010).…”

mentioning

confidence: 99%

Evaluating the efficacy and generality of a skill‐based approach for promoting universal behavioral readiness

Rahaman,

Luczynski

2023

J of App Behav Analysis

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Behavioral readiness can take the form of communication and self‐control skills during challenging situations that are correlated with the development of problem behavior. A skill‐based approach can teach behavioral readiness using procedures that involve synthesized reinforcement, probabilistic reinforcement, and contingency‐based delays; however, this approach is commonly used to address severe behavior under specific situations. There is limited research evaluating a skill‐based approach to teaching behavioral readiness and addressing emerging problem behavior. Also, it is unclear whether teaching effects under specific situations transfer across other, functionally distinct, situations. We evaluated the generality of a skill‐based approach by teaching skills systematically across primary challenging situations involving the interruption of play, presentation of instructions, and removal of reinforcers. Teaching increased communication and self‐control skills, and most skills transferred to secondary challenging situations (treatment extension probes) and caregiver‐implemented sessions. We discuss challenging situations that required teaching, the generality of teaching, and procedural considerations.

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An Evaluation of “Balance”: a Home-Based, Parent-Implemented Program Addressing Emerging Problem Behavior

Cited by 11 publications

References 69 publications

A systematic review of emotion regulation in parent-mediated interventions for autism spectrum disorder

A systematic review of emotion regulation in parent-mediated interventions for autism spectrum disorder

A scoping review of the caregiver training literature for individuals with autism spectrum disorder

Evaluating the efficacy and generality of a skill‐based approach for promoting universal behavioral readiness

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