Antecedent assessment and intervention to reduce physical restraint (protective holding) of children and adolescents with acquired brain injury

Abstract

This research concerned antecedent assessment and intervention to reduce physical restraint (protective holding) of children and adolescents with acquired brain injury and serious challenging behaviors (aggression, self‐injury, property destruction). Study I was an assessment of antecedent conditions associated with protective holding among 15 students attending a community‐based residential school. Conceived as a descriptive assessment, we identified several environmental influences that set the occasion for protective holding. Study II describes how information gathered from antecedent assessment was used to formulate an intervention that reduced frequency of protective holding with one student. Clinical implications are discussed. Copyright © 2005 John Wiley & Sons, Ltd.

Physical Restraint of People with Intellectual Disability: A Review of Implementation Reduction and Elimination Procedures

“…In a second study, Luiselli et al. (2005) conducted another antecedent analysis of physical restraint, this time through direct measurement of conditions immediately preceding implementation.…”

“… Per cent of physical restraint (protective holding) documented among 15 students within specified activities at a community‐based residential school (Luiselli et al. 2005).…”

“…The studies by Luiselli et al. (2003, 2005) describe two methodologies for assessing antecedent conditions that may set the occasion for physical restraint.…”

Increasing Academic Engagement through Focused Antecedent Modification

“…As in this case, difficult reading tasks occasioned a student's challenging behavior until, the implementation of the intervention. Problem behaviors that interrupt teaching and learning can be controlled by manipulating triggers that occasion the behavior, therefore, antecedent assessment should be a prerequisite to the development of interventions (Luiselli et al, 2005). A student with behavioral concerns cannot achieve academically if they are not also provided instruction on ways of managing their behavior in order to have positive interpersonal relationships with their peers and teachers (Mathur, 2007).…”

“…Research has shown that withdrawing or attenuating stimuli that occasion problem behavior reduces the instances of the problem behavior (Luiselli et al, 2005). Existing research shows that antecedent instruction in the form of classroom rules and procedures as well as positive reinforcement for following set rules and procedures are important in increasing both academic and behavioral compliance (Conroy et al, 2008).…”