Analysis of aberrant behaviour associated with Rett syndrome

Roane, Henry S.; Piazza, Cathleen C.; Sgro, Gina M.; Volkert, Valerie M.; Anderson, Cynthia M.

doi:10.1080/09638280150504216

Cited by 17 publications

(2 citation statements)

References 23 publications

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“…With respect to the assessment of RS cognitive functions, a focus on two main areas can be identified in the literature: eye gaze communication (Woodyatt and Ozanne, 1992, 1997; von Tetzchner et al, 1996; von Tetzchner, 1997; Umansky and Watson, 1998; Sandberg et al, 2000; Umansky et al, 2001) and communication by means of a functional analysis of behavior patterns (Roane et al, 2001; Baschina et al, 2002; Cass et al, 2003; Sarimski, 2003; Umansky et al, 2003; Wright et al, 2003; Wales et al, 2004), such as abnormal breathing patterns, hand stereotypies, etc. The overall picture that results is that girls with RS are classified within the third or the fourth stage of sensorimotor intelligence, corresponding, respectively, to a mental age of 4–8 and 8–12 months (Olsson and Rett, 1985, 1990; Olsson, 1987) or exceptionally in the transition to the pre-operatory stage (Lindberg, 1988).…”

Section: Introductionmentioning

confidence: 99%

Training communication abilities in Rett Syndrome through reading and writing

Fabio¹,

Castelli²,

Marchetti³

et al. 2013

Front. Psychol.

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The goal of this clinical case study is to investigate the possibility of training communication abilities in people with Rett Syndrome (RS). Usually, girls with RS never exceed the sensorimotor stage of development, but the inter-individual variability typical of RS may lead us to doubt the irrevocability of that developmental limit, especially for those girls who are engaged in cognitive rehabilitation. The case study reported here concerns a 21-year-old girl with RS who was engaged in cognitive rehabilitation training based upon the principles of Feuerstein's modificability and mediated learning theory. The training aimed to teach her basic concepts and enhance reading-writing abilities. Statistical analyses showed that the girl reached adequate reading-writing abilities, proving the validity of the cognitive intervention which allowed her to communicate by composing words with her forefinger on an alphabetic table. Although these results need to be cautiously considered as they derive from a single case study, they have implications for future cognitive rehabilitation for deeply impaired clinical conditions as in the case of RS.

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Section: Introductionmentioning

confidence: 99%

Training communication abilities in Rett Syndrome through reading and writing

Fabio¹,

Castelli²,

Marchetti³

et al. 2013

Front. Psychol.

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“…Oliver et al (1993) found that the function of the self-injury of a child with RTT was to terminate social contact, whereas Iwata et al (1986) concluded that the hand biting of two individuals was independent of environmental circumstances and appeared to be self-stimulatory. Wehmeyer et al (1993); Roane et al (2001) and Wales et al (2004) conducted functional assessments of hand stereotypies. All but one analysis suggested that occurrence was at a high rate and unaffected by environmental conditions.…”

Section: Introductionmentioning

confidence: 99%

Direct Observation of the Behaviour of Females with Rett Syndrome

et al. 2016

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The aim was to observe the behaviour of a sample of females with RTT and explore how it was organized in relation to environmental events. Ten participants, all with a less severe form of classic (n = 9) or atypical (n = 1) Rett syndrome (RTT), were filmed at home and at school or day centre. Analysis used real-time data capture software. Observational categories distinguished engagement in social and non-social pursuits, hand stereotypies, self-injury and the receipt of attention from a parent, teacher or carer. Associations between participant behaviour and intake variables and receipt of attention were explored. Concurrent and lagged conditional probabilities between behavioural categories and receipt of attention were calculated. Receipt of adult attention was high. Engagement in activity using the hands was associated with a less severe condition and greater developmental age. Engagement in activity, whether using the hands or not, and social engagement were positively associated with receipt of support. The extent of hand stereotypies varied greatly across participants but was independent of environmental events. Six participants self-injured. There was some evidence that self-injury was related to adult attention. Participants appeared to experience a carer and attention rich environment and their levels of engagement seemed high as a result. As in the more general literature, engagement in activity was related to personal development and to social support. Self-injury contrasted with hand stereotypies in having possible environmental function.

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Functional analysis patterns of automatic reinforcement: A review and component analysis of treatment effects

Virués‐Ortega

Clayton

Pérez‐Bustamante

et al. 2022

J of App Behav Analysis

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Functional analysis (FA) conditions include different antecedent or consequent events that may disrupt responding. Thus, varying patterns of FA differentiation may predict treatment outcomes of problem behavior maintained by automatic reinforcement. These patterns could be used to inform the development of individualized interventions. An approach to classifying these patterns is to categorize FA outcomes as attention condition lowest, demand condition lowest, and play condition lowest, according to the condition in which problem behavior is most disrupted. In Study 1, we applied this criterion to 120 datasets finding that 60% could be classified using this method, whereas 89% of datasets showed a disruption of 50% or higher. In Study 2, we conducted a treatment component analyses for 3 individuals whose FAs each exhibited one of the 3 distinct patterns. The results indicated that specific elements of the FA conditions could reduce problem behavior. The predictive utility of these disruption patterns is discussed.

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Analysis of aberrant behaviour associated with Rett syndrome

Abstract: These results suggest that operant variables can be manipulated to influence the occurrence of aberrant behaviour associated with Rett syndrome.

Cited by 17 publications

References 23 publications

Training communication abilities in Rett Syndrome through reading and writing

Training communication abilities in Rett Syndrome through reading and writing

Direct Observation of the Behaviour of Females with Rett Syndrome

Functional analysis patterns of automatic reinforcement: A review and component analysis of treatment effects

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