The Effect of Choice-Making as an Intervention for Problem Behavior

Shogren, Karrie A.; Faggella‐Luby, Michael; Bae, Sung Jik; Wehmeyer, Michael L.

doi:10.1177/10983007040060040401

Cited by 177 publications

(151 citation statements)

References 54 publications

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“…Accordingly, we can conclude that the behavioral treatments were equally effective regardless of the type of problem behavior that was targeted. This finding is consistent with several other meta-analyses published in this domain as well (e.g., Didden et al, 2006;Heyvaert et al, 2010Shogren, Faggella-Luby, Bae, & Wehmeyer, 2004), although some metaanalyses do report on statistically significant moderating effects of behavior type (e.g., Heyvaert et al, 2012;Vanderkerken et al, 2013).…”

Section: Discussionsupporting

confidence: 91%

Efficacy of behavioral interventions for reducing problem behavior in persons with autism: An updated quantitative synthesis of single-subject research

Heyvaert

Saenen

Campbell

et al. 2014

Research in Developmental Disabilities

143

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Problem or challenging behaviors are highly prevalent among persons with autism and bring along major risks for the individual with autism and his/her family. In order to reduce the problem behavior, several behavioral interventions are used. We conducted a quantitative synthesis of single-subject studies to examine the efficacy of behavioral interventions for reducing problem behavior in persons with autism. Two hundred and thirteen studies representing 358 persons with autism met the inclusion criteria and were included in the statistical analyses. Overall, we found that behavioral interventions were on average effective in reducing problem behavior in individuals with autism, but some interventions were significantly more effective than others. The results further showed that the use of positive (nonaversive) behavioral interventions was increasing over time. The behavioral interventions were on average equally effective regardless of the type of problem behavior that was targeted. Interventions preceded by a functional analysis reduced problem behavior significantly more than interventions not preceded by a functional analysis. Finally, treatment and experimental characteristics, but not participant characteristics, were statistically significant moderators of the behavioral treatment effectiveness.

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Section: Discussionsupporting

confidence: 91%

Efficacy of behavioral interventions for reducing problem behavior in persons with autism: An updated quantitative synthesis of single-subject research

Heyvaert

Saenen

Campbell

et al. 2014

Research in Developmental Disabilities

143

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“…The final CRM strategy discussed by Wehby and Lane (in press) involves providing students with choice in activities. Shogren, Faggella-Luby, Bae, and Wehmeyer (2004) conducted a meta-analysis of choice-making interventions and found they were effective in reducing undesirable behaviors (see Wehby & Lane, in press, for a complete discussion of these procedures).…”

Section: Enhancing Classroom Environmentmentioning

confidence: 99%

Psychology's contributions to classroom management

Little

Akin-Little

2008

Psychology in the Schools

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Classroom management (CRM) has been associated with discipline, control, or other terms that connote reducing unacceptable student behavior. However, CRM involves not merely responding effectively when problems occur, but also preventing problems from occurring by creating environments that encourage learning and appropriate behavior. Teachers' managerial abilities have been found to positively relate to students' behavior and achievement in every process-product study to date. Researchers have consistently identified the components necessary for effective CRM. However, no one has surveyed working teachers to ascertain the extent to which teachers use the research findings in their classrooms. A survey was developed in order to attempt to answer this question. The survey consisted of three sections asking questions on demographics, classroom rules, and classroom child management. One hundred and forty-six teachers from U.S. school districts in the Midwest, South, and Southwest were surveyed. Results indicated that, overall, teachers reported the use of appropriate CRM procedures in relatively high frequencies. However, the high percentage of districts reporting the use of corporal punishment was disturbing given the research findings regarding its lack of effectiveness. Along with the presentation of the survey results, this article also discusses how the data on CRM, collected by psychologists, has contributed to improvements in teacher behavior and student achievement and the apparent gap between best practice and actual practice. C 2008 Wiley Periodicals, Inc.

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“…Proactive strategies are commonly used for behavior that is maintained by escape, delay, or avoidance (Geiger et al 2010), but are also used to embed reinforcement in the social or physical environment (making problem behavior unnecessary) and prompt appropriate responding related to other functions (increasing the likelihood of desirable behavior). Examples of strategies that have been demonstrated to be effective include curricular revisions (Dunlap and Kern 1996), providing opportunities for choice making (Dunlap et al 1994;Shogren et al 2004), visual schedules and other supports (Koyama and Wang 2011), behavioral rehearsal, e.g., social stories (Kokina and Kern 2010), and noncontingent reinforcement (Holden 2005).…”

Section: Assessment Of Contexts and Functionsmentioning

confidence: 99%

Positive Behavior Support for Individuals with Behavior Challenges

Hieneman

2015

Behav Analysis Practice

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Individual positive behavior support (PBS) is a process that combines evidence-based practices from applied behavior analysis (ABA) and other disciplines to resolve behavioral challenges and improve independence, participation, and overall quality of life of individuals living and learning in complex community environments. Its features include lifestyle enhancement, collaboration with typical caregivers, tracking progress via meaningful measures, comprehensive function-based interventions, striving for contextual fit, and ensuring buy-in and implementation. This article will summarize the features and illustrate with a case example.• Engaging caregivers to take an active role in behavioral intervention • Designing interventions that work effectively within natural routines • Addressing lifestyle changes, as well as more discrete behavior changes • Creating strategies that are durable, reducing dependence on professionals

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The Effect of Choice-Making as an Intervention for Problem Behavior

Cited by 177 publications

References 54 publications

Efficacy of behavioral interventions for reducing problem behavior in persons with autism: An updated quantitative synthesis of single-subject research

Efficacy of behavioral interventions for reducing problem behavior in persons with autism: An updated quantitative synthesis of single-subject research

Psychology's contributions to classroom management

Positive Behavior Support for Individuals with Behavior Challenges

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