Effectiveness of community positive behavioral intervention for persons with developmental disabilities and severe behavior disorders

Feldman, Maurice A.; Condillac, Rosemary A.; Tough, Susan; Hunt, Sherril; Griffiths, Dorothy M.

doi:10.1016/s0005-7894(02)80034-x

Cited by 35 publications

(26 citation statements)

References 42 publications

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“…This has contributed to the development of a new technology of positive behavior support that emphasizes the use of antecedent and educative interventions (Carr et al, 2002;Derby et al, 1994). Preliminary efficacy studies show the approach to be acceptable and effective across a diversity of persons and settings (Carr et al, 1999;Feldman, Condillac, Tough, Hunt, & Griffiths, 2002;Vaughn, Clarke, & Dunlap, 1997).Three promising developments offer direction for expansion of the unit of analysis in the behavioral assessment of children with developmental disabilities. The first, mentioned above, is empirical evidence that problem behaviors of children with disabilities serve specific functions (Carr & Durand, 1985).…”

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confidence: 99%

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confidence: 99%

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Validating the Construct of Coercion in Family Routines: Expanding the Unit of Analysis in Behavioral Assessment with Families of Children with Developmental Disabilities

Lucyshyn

Irvin²,

Blumberg³

et al. 2004

Research and Practice for Persons with Severe Disabilities

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We conducted an observational study of parent-child interaction in home activity settings (routines) of families raising young children with developmental disabilities and problem behavior. Our aim was to empirically investigate the construct validity of coercion in typical but unsuccessful family routines. The long-term goal was to develop an expanded ecological unit of analysis that may contribute to sustainable behavioral family intervention. Ten children with autism and/or mental retardation and their families participated. Videotaped observations were conducted in typical but unsuccessful home routines. Parent-child interaction in routines was coded in real time and sequential analyses were conducted to test hypotheses about coercive processes. Following observation, families were interviewed about the social validity of the construct. Results confirmed the presence of statistically significant, attention-driven coercive processes in routines in which parents were occupied with non-child centered tasks. Results partially confirmed the presence of escape-driven coercive processes in routines in which parent demands are common. Additional analysis revealed an alternative pattern with greater magnitude. Family perspectives suggested the social validity of the construct. Results are discussed in terms of preliminary, partial evidence for coercive processes in routines of families of children with developmental disabilities. Implications for behavioral assessment and intervention design are discussed. HHS Public Access Author Manuscript Author ManuscriptAuthor Manuscript Author ManuscriptAlthough there have been significant advances in our understanding of child problem behavior and parent-child interaction (Patterson, 1982;Stormshak, Bierman, McMahon, & Lengua, 2000), very little of this knowledge has been developed in the context of families raising children with developmental disabilities. The etiology of problem behavior in the context of parent-child interaction in the home has been studied in non-disabled populations almost exclusively (McMahon, 1994;Reid, Patterson, & Snyder, 2002). Despite significant social costs of problem behaviors for families of children with disabilities (Singer & Irvin, 1991), the scientific literature includes few studies that address processes of parent-child interaction that develop and maintain problem behaviors among these families (Floyd & Phillipe, 1993). Furthermore, there are no studies in the developmental disabilities literature that have examined the way in which typical family contexts may affect the development of child problem behavior. Such research is viewed as necessary if we are to develop behavioral family interventions that are acceptable, effective and sustainable when used by parents in natural family settings (Bristol et al., 1996). Although there is growing empirical evidence for the effectiveness of positive behavioral interventions for children with disabilities and problem behavior (Koegel, Koegel, & Dunlap, 1996), there is only modest evidenc...

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confidence: 99%

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confidence: 99%

Validating the Construct of Coercion in Family Routines: Expanding the Unit of Analysis in Behavioral Assessment with Families of Children with Developmental Disabilities

Lucyshyn

Irvin²,

Blumberg³

et al. 2004

Research and Practice for Persons with Severe Disabilities

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“…For example, some sensory aspects of the physical environment can diminish a child's ability to learn and participate in important daily activities (Barrett, Zhang, Moffat, & Kobbacy, 2013;Reynolds et al, 2011;Schaaf, Toth-Cohen, Johnson, Outten, & Benevides, 2011). Classroom environments can be stimulating (Choi & McPherson, 2005;Crandell & Smaldino, 2000;Shield & Dockrell, 2003), and visual and auditory stimuli in particular may distract students from learning activities (Fisher, Godwin, & Seltman, 2014;Godwin & Fisher, 2011;Klatte, Bergström, & Lachmann, 2013). Children's attention and readiness for participation may also be influenced by sensory aspects of home and classroom routines.…”

Section: Environmental Supports and Adaptationsmentioning

confidence: 99%

“…PBS has been shown to produce improved academic performance, improved quality of life, and reduced negative behavior (Dunlap et al, 2010). Although the research has not specifically examined use of PBS for children with differences in sensory processing and integration, favorable outcomes have been found for children with developmental disabilities (Carr et al, 1999;Feldman, Condillac, Tough, Hunt, & Griffiths, 2002), emotional and behavioral disorders (Chitiyo, Makweche-Chitiyo, Park, Ametepee, & Chitiyo, 2010), and autism (Horner, Carr, Strain, Todd, & Reed, 2002)-conditions that are often accompanied by poor sensory processing and integration.…”

Section: Child-focused Interventionsmentioning

confidence: 99%

Using a Multifaceted Approach to Working With Children Who Have Differences in Sensory Processing and Integration

Reynolds

Glennon

Ausderau

et al. 2017

The American Journal of Occupational Therapy

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Pediatric occupational therapy practitioners frequently provide interventions for children with differences in sensory processing and integration. Confusion exists regarding how best to intervene with these children and about how to describe and document methods. Some practitioners hold the misconception that Ayres Sensory Integration intervention is the only approach that can and should be used with this population. The issue is that occupational therapy practitioners must treat the whole client in varied environments; to do so effectively, multiple approaches to intervention often are required. This article presents a framework for conceptualizing interventions for children with differences in sensory processing and integration that incorporates multiple evidence-based approaches. To best meet the needs of the children and families seeking occupational therapy services, interventions must be focused on participation and should be multifaceted.

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“…More generally, positive interventions are being adapted for various populations, e.g. people with developmental disabilities (Feldman, Condillac, Tough, Hunt, & Griffiths, 2002). For a summary of studies using the PPT protocol, see .…”

Section: Introductionmentioning

confidence: 99%

WELLFOCUS PPT: Modifying positive psychotherapy for psychosis.

et al. 2016

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Effectiveness of community positive behavioral intervention for persons with developmental disabilities and severe behavior disorders

Cited by 35 publications

References 42 publications

Validating the Construct of Coercion in Family Routines: Expanding the Unit of Analysis in Behavioral Assessment with Families of Children with Developmental Disabilities

Validating the Construct of Coercion in Family Routines: Expanding the Unit of Analysis in Behavioral Assessment with Families of Children with Developmental Disabilities

Using a Multifaceted Approach to Working With Children Who Have Differences in Sensory Processing and Integration

WELLFOCUS PPT: Modifying positive psychotherapy for psychosis.

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