Collaborative efforts by the Auburn University Applied Behavior Analysis Program in the Treatment of Adolescents Adjudicated for Illegal Sexual Behavior

Brogan, Kristen M.; Richling, Sarah M.; Rapp, John T.; Thompson, Kelli; Burkhart, Barry R.

doi:10.5210/bsi.v27i0.8267

Cited by 21 publications

(23 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Clinical staff made referrals to the applied behavior analysis (ABA) unit for various problem behaviors displayed by residents in the treatment facility. The ABA unit comprised graduate students in a master’s ABA program who served as research assistants, as well as an on-site Board Certified Behavior Analyst who provided oversight and supervision (for a detailed description of the program, please see Brogan, Richling, Rapp, Thompson, & Burkhart, 2018).…”

Section: Methodsmentioning

confidence: 99%

Effects of Rules and Feedback on Classroom Behavior of Adolescents in a Residential Treatment Setting

2019

Self Cite

View full text Add to dashboard Cite

Over the past 30 years, researchers have shown that various types of group contingency procedures can decrease problem behavior displayed by young children in academic settings. Recently, researchers have demonstrated that presession rules, within-session feedback, and interdependent group contingencies (i.e., contingently delivered tangible and edible items) increased appropriate behavior displayed by detained adolescents in a residential treatment facility. Nevertheless, it is possible that rules with feedback about rule violations could produce comparable outcomes. To address this question, we used a nonconcurrent multiple baseline design across classrooms to evaluate the extent to which rules, visual feedback (i.e., marks on a board denoting rule violations), and postsession feedback decreased problem behaviors in three classrooms within a residential detention facility. Results indicate that problem behavior decreased to less than 10% of observation intervals in each classroom. Results from a social validity measure indicate that the procedures and outcomes were acceptable to the respective classroom teachers.

show abstract

Section: Methodsmentioning

confidence: 99%

Effects of Rules and Feedback on Classroom Behavior of Adolescents in a Residential Treatment Setting

2019

Self Cite

View full text Add to dashboard Cite

show abstract

“…Terry and Lewis were placed in a juvenile detention facility to receive treatment for illegal sexual behavior. A university-based treatment program housed within the facility provided assessment and treatment services, which included weekly individual and group treatment, individual family and multifamily group treatment, educational and vocational services, and recreational activities (for a detailed description of the program, see Brogan, Richling, Rapp, Thompson, & Burkhart, 2018). As a part of this treatment program, clinical staff made referrals to the applied behavior analysis (ABA) unit for various problem behaviors displayed by residents in the treatment facility.…”

Section: Methodsmentioning

confidence: 99%

Using a Multiple-Schedule Procedure to Signal the Availability of Attention: Three Demonstrations

et al. 2019

Self Cite

View full text Add to dashboard Cite

Adjudicated adolescents detained in residential facilities for illegal sexual behavior, as well as adolescents living at home, may engage in problem behaviors such as excessive vocalizations. In residential detention facilities, these excessive vocalizations may result in disciplinary action and loss of privileges. Moreover, excessive vocalizations may also reduce the amount of positive social interactions that staff members and caregivers have with the adolescents. The current study evaluated a multiple-schedule procedure for reducing excessive vocalizations displayed by three adolescents. The procedure involved (a) a red card to signal that attention was not available and (b) either a green card or no card to signal that attention was available. Results show that the participants learned to abstain from vocalizing for up to 30 min when a caregiver presented the red card. In addition, the treatment effects persisted during generalization assessment sessions.

show abstract

“…Each participant received behavior intervention services via either the Alabama Psychiatric Medication Review Team (APMRT) or the Accountability Based Sex Offender Prevention (ABSOP) program. The APMRT was comprised of five licensed behavior analyst (LBAs) and the ABSOP program was comprised of two LBAs (for descriptions of other team members in each program, see Luna et al, 2018 and Brogan, Richling, Rapp, Thompson, & Burkhart, 2018, respectively). Both programs were affiliated with the applied behavior analysis (ABA) program at a nearby university.…”

Section: Methodsmentioning

confidence: 99%

“…Following adjudication, each participant in this setting received legally mandated therapeutic services for a sexual offense via the ABSOP program, as well as psychiatric services from an independent contractor 1 . In addition, the ABSOP program provided individual, family, and multifamily group treatment, ABA services, and recreational activities (see Brogan et al, 2018). Professional staff members in the ABSOP program referred five residents to the ABA team for treatment of problem behavior displayed within the residential treatment facility.…”

Section: Methodsmentioning

confidence: 99%

Using behavior contracts to improve behavior of children and adolescents in multiple settings

Edgemon

Rapp

Coon

et al. 2020

Behavioral Interventions

Self Cite

View full text Add to dashboard Cite

Research has shown that behavior contracts, a form of contingency management, can promote a wide range of behavior changes for individuals in varied populations; however, relatively few studies have been conducted in nonacademic settings. In the context of two service projects, we evaluated the extent to which behavior contracts improved problem behavior for 11 children and adolescents in residential treatment facilities and foster homes using nonconcurrent multiple baseline across participants’ designs with three or more tiers and supplemental statistical analysis for each tier. Practitioners in each setting implemented individualized behavior contracts for 5 to 59 weeks. Results show that behavior improved substantially for six participants but was relatively unchanged for the other five participants. We discuss the limitations of this clinically driven study, as well as clinical implications of our mixed findings.

show abstract

Collaborative efforts by the Auburn University Applied Behavior Analysis Program in the Treatment of Adolescents Adjudicated for Illegal Sexual Behavior

Cited by 21 publications

References 7 publications

Effects of Rules and Feedback on Classroom Behavior of Adolescents in a Residential Treatment Setting

Effects of Rules and Feedback on Classroom Behavior of Adolescents in a Residential Treatment Setting

Using a Multiple-Schedule Procedure to Signal the Availability of Attention: Three Demonstrations

Using behavior contracts to improve behavior of children and adolescents in multiple settings

Contact Info

Product

Resources

About