DOCSLIB.ORG

Evidence-Based and Promising Practices

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

Evidence-Based Interventions for Disruptive and Promising Behavior Practices Disorders Evidence-Based Interventions for Disruptive and Promising Behavior Practices Disorders U.S. Department of Health and Human Services Substance Abuse and Mental Health Services Administration Acknowledgments This document was produced for the Substance Abuse and Mental Health Services Administration (SAMHSA) by Abt Associates, Inc., and the National Association of State Mental Health Program Directors (NASMHPD) Research Institute (NRI) under contract number 280-2003-00029 with SAMHSA, U.S. Department of Health and Human Services (HHS). Sylvia Fisher and Pamela Fischer, Ph.D., served as the Government Project Officers. Disclaimer The views, opinions, and content of this publication are those of the authors and contributors and do not necessarily reflect the views, opinions, or policies of the Center for Mental Health Services (CMHS), SAMHSA, or HHS. Public Domain Notice All material appearing in this document is in the public domain and may be reproduced or copied without permission from SAMHSA. Citation of the source is appreciated. However, this publication may not be reproduced or distributed for a fee without the specific, written authorization from the Office of Communications, SAMHSA, HHS. Electronic Access and Copies of Publication This publication may be downloaded or ordered at http://store.samhsa.gov. Or, please call SAMHSA’s Health Information Network at 1-877-SAMHSA-7 (1-877-726-4727) (English and Español). Recommended Citation Substance Abuse and Mental Health Services Administration. Interventions for Disruptive Behavior Disorders: Evidence-Based and Promising Practices. HHS Pub. No. SMA-11-4634, Rockville, MD: Center for Mental Health Services, Substance Abuse and Mental Health Services Administration, U.S. Department of Health and Human Services, 2011. Originating Office Center for Mental Health Services Substance Abuse and Mental Health Services Administration 1 Choke Cherry Road Rockville, MD 20857 HHS Publication No. SMA-11-4634 Printed 2011 Evidence-Based and Promising Practices This booklet provides indepth information about each intervention to help stakeholders identify and select evidence- Interventions based practices (EBPs) that might best fit the needs and preferences of communities, providers, practitioners, families, for Disruptive and youth. Behavior Disorders For references, see the booklet, The Evidence. This KIT is part of a series of Evidence-Based Practices KITs created by the Center for Mental Health Services, Substance Abuse and Mental Health Services Administration, U.S. Department of Health and Human Services. This booklet is part of the Interventions for Disruptive Behavior Disorders KIT, which includes six booklets: How to Use the Evidence-Based Practices KITs Characteristics and Needs of Children with Disruptive Behavior Disorders and their Families Selecting Evidence-Based Practices for Children with Disruptive Behavior Disorders to Address Unmet Needs: Factors to Consider in Decisionmaking Implementation Considerations Evidence-Based and Promising Practices Medication Management What’s in Evidence-Based Practice and Promising Practices Introduction ....................................................................... 1 Interventions Triple P – Positive Parenting Program ................................... 3 Project ACHIEVE ............................................................... 11 for Disruptive Second Step ..................................................................... 19 Behavior Promoting Alternative Thinking Strategies .......................... 25 First Steps to Success......................................................... 31 Disorders Early Risers: Skills for Success ............................................ 37 Adolescent Transitions Program ......................................... 43 Incredible Years ................................................................ 49 Helping the Noncompliant Child ....................................... 55 Parent-Child Interaction Therapy ........................................ 61 Parent Management Training — Oregon ............................ 67 Brief Strategic Family Therapy ........................................... 73 Problem-Solving Skills Training .......................................... 79 Coping Power................................................................... 83 Mentoring ....................................................................... 89 Multisystemic Therapy ...................................................... 95 Functional Family Therapy .............................................. 107 Multidimensional Treatment Foster Care ........................... 113 Evidence-Based and Promising Practices Introduction In Selecting Evidence-Based Practices for Children with Disruptive Behavior Disorders to Address Unmet Needs: Factors to Consider in Decisionmaking in this KIT, several tables summarize information about some of the main features of the KIT’s 18 EBPs. This booklet has indepth information about each intervention to help stakeholders identify and select EBPs that might best fit the needs and preferences of communities, providers, practitioners, families, and youth. 18 Evidence-Based Practices Summarized in This Booklet Prevention / Multilevel Intervention Triple P—Positive Parenting Program Incredible Years Project ACHIEVE Helping the Noncompliant Child Second Step Parent Child Interaction Therapy Promoting Alternative Thinking Strategies Parent Management Training — Oregon First Steps to Success Brief Strategic Family Therapy™ Early Risers: Skills for Success Problem-Solving Skills Training Adolescent Transitions Program Coping Power Mentoring Multisystemic Therapy Functional Family Therapy Multidimensional Treatment Foster Care Evidence-Based and Promising Practices 1 The interventions are each presented in the A key part of Research Base and Outcomes for each same format with the following information, EBP is a summary table that allows for quick when applicable: access to information about the researchers, the design, and outcomes. These tables include Intervention Description important information from relevant studies, and Background culturally and linguistically relevant information Characteristics of the intervention from the research studies is highlighted. For most interventions, this means that the populations Research Base and Outcomes used in the studies have been noted. For some, Implementation and Dissemination this means that research on cultural and linguistic adaptations of the intervention has been included. Infrastructure issues For example, the booklet notes that a culturally Training/coaching and materials adapted version of Parent Management Training— Cost of training/consulting Oregon is being evaluated with Spanish-speaking Latino parents and is called Nuestras Familias. Developer involvement Monitoring fidelity and outcomes Implementation and Dissemination covers such topics as: infrastructure issues, training/coaching Financing the intervention and materials, the cost of training/consultations, Resources/Links current developer involvement and contact References information, the monitoring of fidelity and outcomes, and means of financing the intervention. The Intervention Description covers background This information was obtained in large part information about the origin of the intervention, through telephone interviews with the developers the developers, the population of interest, and of the EBPs and was then verified through edits essential characteristics of the intervention. and review. Each intervention concludes with information about applicable Resources, including Web links, and a list of References. 2 Evidence-Based and Promising Practices Triple P – Positive Parenting Program Figure 1 Intervention Description Triple P – Positive Parenting Program Type of EBP Prevention/Multilevel Background Setting Clinic Home Triple P — Positive Parenting Program is a multi- School level system of parenting and family support Age 0–16 programs that apply to prevention, early Gender Males intervention, and treatment. Triple P was Females developed by Matthew R. Sanders, Ph.D., and Training/Materials Yes colleagues from the Parenting and Family Support Available Centre in the School of Psychology, University of Outcomes Increase in parental confidence Queensland in Australia. Improvements in dysfunctional parenting styles Reduction in child behavior problems During the past few years, Triple P has been disseminated to approximately 25 organizations within the United States and to 15 countries. Dissemination has been carried out as follows: Characteristics of the intervention Statewide in Wyoming as the centerpiece of the Triple P aims to prevent or reduce severe Wyoming Parenting Initiative (more than 500 behavioral, emotional, and developmental practitioners trained to date). problems in children by enhancing the knowledge, In 18 counties in South Carolina through the skills, and confidence of parents. It is designed for U.S. Triple P System Population Trial. Funded families with children from birth to 16 years of age. by the Centers for Disease Control and Triple P can be delivered by a range of specialists Prevention, this trial is being conducted by the in the field of primary care (for example, nurses, University of South Carolina and the University physicians), mental health (for example, social of Queensland. workers, psychologists,
Recommended publications
  • Punishment on Trial √ Feel Guilty When You Punish Your Child for Some Misbehavior, but Have Ennio Been Told That Such Is Bad Parenting?

    Punishment on Trial √ Feel Guilty When You Punish Your Child for Some Misbehavior, but Have Ennio Been Told That Such Is Bad Parenting?

    PunishmentPunishment onon TrialTrial Cipani PunishmentPunishment onon TrialTrial Do you: √ believe that extreme child misbehaviors necessitate physical punishment? √ equate spanking with punishment? √ believe punishment does not work for your child? √ hear from professionals that punishing children for misbehavior is abusive and doesn’t even work? Punishment on Trial Punishment on √ feel guilty when you punish your child for some misbehavior, but have Ennio been told that such is bad parenting? If you answered “yes” to one or more of the above questions, this book may Cipani be just the definitive resource you need. Punishment is a controversial topic that parents face daily: To use or not to use? Professionals, parents, and teachers need answers that are based on factual information. This book, Punishment on Trial, provides that source. Effective punishment can take many forms, most of which do not involve physical punishment. This book brings a blend of science, clinical experience, and logic to a discussion of the efficacy of punishment for child behavior problems. Dr. Cipani is a licensed psychologist with over 25 years of experience working with children and adults. He is the author of numerous books on child behavior, and is a full professor in clinical psychology at Alliant International University in Fresno, California. 52495 Context Press $24.95 9 781878 978516 1-878978-51-9 A Resource Guide to Child Discipline i Punishment on Trial ii iii Punishment on Trial Ennio Cipani Alliant International University CONTEXT PRESS Reno, Nevada iv ________________________________________________________________________ Punishment on Trial Paperback pp. 137 Distributed by New Harbinger Publications, Inc. ________________________________________________________________________ Library of Congress Cataloging-in-Publication Data Cipani, Ennio.
  • How Market Research at the J. Walter Thompson Company Framed What It Meant to Be a Child (And an Adult) in 20Th Century America Stephen M

    How Market Research at the J. Walter Thompson Company Framed What It Meant to Be a Child (And an Adult) in 20Th Century America Stephen M

    Selling Youth: How Market Research at the J. Walter Thompson Company framed what it meant to be a Child (and an Adult) in 20th Century America Stephen M. Gennaro Doctorate of Philosophy Graduate Program in Communication Studies McGill University, Montreal A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the degree of PhD. 29 August 2007 Copyright Stephen Gennaro 2007 Table of Contents Abstract 1 Resume 2 Acknowledgements 3 Introduction Perpetual Adolescence and the Selling of “Youth” 4 The Culture Industry 11 Examining the Advertising Agency 17 Chapter 1 Discourses of Adolescence: How Society Instructs its Children (and Adults) to be Young 31 The Discourse of the Child as a Blank Slate 32 The Romantic Discourse of Childhood 34 The Puritan Discourse of Childhood 35 Adolescent Psychology: Institutionalizing Discourses about Children 39 Sigmund Freud: Psychoanalysis and Adolescence 45 John Broadus Watson: Behaviourism and Adolescence 51 Conclusion: The Creation of the ―Adolescent‖ 60 Chapter 2 J. Walter Thompson and the Modern Advertising Agency 62 The Business History of Advertising 64 Why the Economy Needs Advertising 77 Advertising‘s Social Role 82 How the J. Walter Thompson Company Defined Advertising 88 Conclusion 93 Chapter 3 Understanding the Consumer: Research at J. Walter Thompson 95 John B. Watson: The Behaviourist Inside the Agency 97 Television: New Technology and New Developments in Consumer Research 101 The Consumer Panel 106 The Personality Profile Project 111 Conclusion 122 Chapter 4 The Personality Profile Project: Understanding Why the Consumer Buys 124 The Results of the Personality Profile Project 124 Age as a Determinant of Consumer Behaviour 129 Heterosexuality (Sex) 130 Change 135 Order 141 Compliance 145 Association 151 Achievement 156 Conclusion: Adolescent Needs Become Lifelong Needs 158 Chapter 5 The Youth Market: How Advertisers Decide Who is Young 159 The Post-war Youth Market 160 The Youth Market at J.
  • Alternative Peer Groups: Adolescent Recovery from Substance

    Alternative Peer Groups: Adolescent Recovery from Substance

    Alternative Peer Groups: Adolescent Recovery From Substance Use Judy Nelson, Susan Henderson, and Steve Lackey Sam Houston State University TCA Conference 2014 Please take a moment and introduce yourselves to someone around you. Find out: Who are our participants? What are you doing now to help teens recover from substance use? What do you want to do to help teens recover from substance use? Learn how the Alternative Peer Group (APG) intervention assists youth and young adults in recovery from misusing drugs and/or alcohol. Specifically learn: (a) What youth need to recover from abusing drugs and alcohol (b) How agencies and school have been successful using the APG intervention (c) What you can do in your community to make a difference First, a little background! American Society of Addictions Medicine New definition in 2011: Addiction is a chronic brain disease, not just bad behaviors or bad choices. Addiction is a primary, chronic disease of brain reward, motivation, memory and related circuitry. Dysfunction in these circuits leads to characteristic biological, psychological, social and spiritual manifestations. This is reflected in an individual pathologically pursuing reward and/or relief by substance use and other behaviors. Addiction is characterized by inability to consistently abstain, impairment in behavioral control, craving, diminished recognition of significant problems with one’s behaviors and interpersonal relationships, and a dysfunctional emotional response. Like other chronic diseases, addiction often involves cycles of relapse and remission. Without treatment or engagement in recovery activities, addiction is progressive and can result in disability or premature death. ASAM Definition: A,B,C,D,E Addiction is characterized by: 1.
  • Peer Group Assessment Guidance

    Peer Group Assessment Guidance

    Peer group assessment guidance February 2019 Jenny Lloyd, Merve Balci, Carlene Firmin and Rachael Owens with the Hackney Contextual Safeguarding Team 1 Peer group assessment guidance: The principles of peer group assessments Introduction Contextual Safeguarding (CS) is an approach to safeguarding that supports practitioners to recognise and respond to the harm young people experience outside of the home.1 Traditional child protection and safeguarding processes have predominately focussed on individual young people and their families. This Peer Group Assessment guidance has been developed by Hackney Children and Families Services and The University of Bedfordshire to support practitioners to consider and develop responses to assessing and working with peer relationships and peer groups. Background Research suggests that young people experience abuse from peers, and are more likely to abuse others, alongside peers (Barter, 2009; Firmin, 2017a; Gardner and Steinverg, 2005; Warr, 2002). As such understanding the dynamics of peer groups is essential to developing safeguarding approaches that recognise and understand the contexts in which young people experience harm beyond the home. Current child-protection systems predominantly focus upon individual young people – from referral through to assessment, planning and intervention – and their family relationships. For example, social care assessments often feature a ‘genogram’ or family tree, detailing young people’s family relationships in order to assess safety, protective relationships, etc.
  • Influence of Gender, Parenting Style and Peer Pressure on Adolescent Conflict with Parents in Ebonyi State

    Influence of Gender, Parenting Style and Peer Pressure on Adolescent Conflict with Parents in Ebonyi State

    Available online at http://www.journalijdr.com ISSN: 2230-9926 International Journal of Development Research Vol. 07, Issue, 10, pp.16277-16285, October, 2017 ORIGINAL RESEARCH ARTICLESORIGINAL RESEARCH ARTICLE OPEN ACCESS INFLUENCE OF GENDER, PARENTING STYLE AND PEER PRESSURE ON ADOLESCENT CONFLICT WITH PARENTS IN EBONYI STATE 1*Dr. Athanatius Ifeanyi IBEH, 2Unugo, Louisa Obiageri and 3Oriji, Sunday Anthony 1Department of Social Studies, Ebonyi State College of Education, Ikwo, Ebonyi State,Nigeria 2Department of Social Studies, Ebonyi State College of Education, Ikwo, Ebonyi State 3Department of Integrated Science, Ebonyi State College of Education, Ikwo, Ebonyi State ARTICLE INFO ABSTRACT Article History: This study was designed to investigate the influence of gender, parenting style and peer pressure Received 19th July, 2017 on the adolescents conflicts with parents in Ebonyi State. It is a descriptive survey guided by four Received in revised form research questions and four hypotheses all derived from the purpose of the study. The population 24th August, 2017 of the study consists of all the Senior Secondary School SS2 adolescent students from all the 221 Accepted 07th September, 2017 Secondary Schools in Ebonyi State. Using stratified sampling technique, nine (9) schools th Published online 10 October, 2017 weredrawn from the entire population, three from each of the Education Zone. From this a sample of 200 students were purposively selected for the study; out of which 109 (54.5%) adolescent Key Words: males and 91 (45.5%) adolescent female. Researcher developed instrument titled adolescent Adolescents, conflicts with parents Questionnaire was used for data collection after its validation. Reliability Conflict, coefficient of 0.62 was determined using Pearson product correlation formulae.
  • Functional Behavioral Assessment, Diagnosis, and Treatment

    Functional Behavioral Assessment, Diagnosis, and Treatment

    This is a sample from FUNCTIONAL BEHAVIORAL ASSESSMENT, DIAGNOSIS, AND TREATMENT: A COMPLETE SYSTEM FOR EDUCATION AND MENTAL HEALTH SETTINGS, THIRD EDITION Functional Behavioral Assessment, Diagnosis, and Treatment © Springer Publishing Company This is a sample from FUNCTIONAL BEHAVIORAL ASSESSMENT, DIAGNOSIS, AND TREATMENT: A COMPLETE SYSTEM FOR EDUCATION AND MENTAL HEALTH SETTINGS, THIRD EDITION Ennio Cipani, PhD, is a licensed psychologist in California since 1983. He has been doing in-home and in-school behavioral consultation for children with problem behaviors for four decades. Dr. Cipani has published numerous articles, chapters, books, and software in the areas of child behavior management and parent and teacher behavioral consultation. He coauthored Behavioral Classification System for Problem Behaviors in Schools: A Diagnostic Manual (Springer Publishing, 2017). © Springer Publishing Company This is a sample from FUNCTIONAL BEHAVIORAL ASSESSMENT, DIAGNOSIS, AND TREATMENT: A COMPLETE SYSTEM FOR EDUCATION AND MENTAL HEALTH SETTINGS, THIRD EDITION Functional Behavioral Assessment, Diagnosis, and Treatment A Complete System for Education and Mental Health Settings Third Edition Ennio Cipani, PhD © Springer Publishing Company This is a sample from FUNCTIONAL BEHAVIORAL ASSESSMENT, DIAGNOSIS, AND TREATMENT: A COMPLETE SYSTEM FOR EDUCATION AND MENTAL HEALTH SETTINGS, THIRD EDITION Copyright © 2018 Springer Publishing Company, LLC All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of Springer Publishing Company, LLC, or authorization through payment of the appropriate fees to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax 978-646-8600, [email protected] or on the Web at www.copyright.com.
  • Erik Erikson's Theory of Identity Development

    Erik Erikson's Theory of Identity Development

    C H APT E R . ERIK ERIKSON'S THEORY OF IDENTITY DEVELOPMENT Erik H. Erikson's (1902-1994) theory reflects in part bis psychoanalytic training, but , it embracessociety's influence and the social aspectsof development to a much larger ex- refit than did Freud's. With little more than a German high school education, Erikson at- tended art schoolsand traveled in ltaly, apparently in searchof 4is own identity. Erikson's later writing popularized the concept of "identity," and he applied it especiallyto the pe- riod of adolescence.After Erikson returned to Germany,where he studied art and prepared to teachart, he was offered a teaching position in a private school in Vienna that servedthe children of patients of Sigmund and Anna Freud. Peter Blos, a friend of Erikson from the rime they attended the Gymnasium together, also worked asa teacherin the same school and it was Blos's idea to offer Erikson the position. During bis tenure asa teacher,Erikson was invited to undergo psychoanalysiswith Anna Freud, and during this processbis inter- est expanded from art and teaching to also include the study of psychoanalysis.While in Vienna, he also studied Montessori education, which later influenced bis psychoanalytic studies, such as the organization of abjects in space. Erikson graduated from the Vienna Psychoanalyticlnstitute in 1933 as a lay analyst since he held no medical or academicde- grees. Later that year,he immigrated to the United Statesand becameassociated with the Harvard PsychologicalClinic. Erikson bas published extensively,bis best known and most widely read book being Chitdhoodand Society,published in 1950 and revised in 1963.
  • Classroom Management Strategies: the Impact on Student

    Classroom Management Strategies: the Impact on Student

    CLASSROOM MANAGEMENT STRATEGIES: THE IMPACT ON STUDENT ACHIEVEMENT by Hope Kathryn Sowell Liberty University A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University November, 2013 CLASSROOM MANAGEMENT STRATEGIES: THE IMPACT ON STUDENT ACHIEVEMENT By Hope Kathryn Sowell A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University, Lynchburg Virginia November, 2013 APPROVED BY: CONSTANCE PEARSON, Ed.D, Committee Chair GEORGIA EVANS , Ed.D, Committee Member MICHAEL SCLABRA, Ed.D. Committee Member Scott B. Watson, PhD, Associate Dean of Advanced Programs CLASSROOM MANAGEMENT STRATEGIES: THE IMPACT ON SCHOOLS. ABSTRACT The purpose of this causal comparative study was to test the theoretical Classroom Management Teacher Behavior Continuum of Wolfgang and Glickman (1980) that suggests that interventionist, noninterventionist, and interactionalist classrooms may differ in student outcomes. This study explored whether student outcomes in statewide standardized tests reading, English language arts, and math differ by interventionist, noninterventionist, or interactionalist teacher instruction management (IM) and behavior management (BM) styles. Survey data from eighty-three 3rd, 4th, and 5th grade teachers regarding instructional and behavioral classroom management beliefs were contrasted in the percentage students passing standardized tests of reading, ELA, and math using MANOVA at a threshold of p < .05. Student performance did not significantly differ by IM style, while interactionalist BM classrooms had a significantly higher percentage of student passing statewide tests of math, reading, and ELA than interventionist classrooms. This line of investigation is important towards fostering best practices for teachers and optimal outcomes for elementary school students. Key Terms: Classroom Management, Proactive, Reactive, Interventionist, Noninterventionist, Interactionalist.
  • Peer Relations Updated: December 2014

    Peer Relations Updated: December 2014

    Peer relations Updated: December 2014 Topic Editor : Michel Boivin, PhD, Université Laval, Canada Table of contents Synthesis 4 The Origin of Peer Relationship Difficulties in Early Childhood and their Impact on 8 Children’s Psychosocial Adjustment and Development MICHEL BOIVIN, PHD, CANADA CHAIR ON CHILDREN’S SOCIAL DEVELOPMENT, MARCH 2005 Early Peer Relations and their Impact on Children’s Development 13 DALE F. HAY, PHD, MARCH 2005 Sibling Relations and Their Impact on Children’s Development 17 NINA HOWE, PHD, HOLLY RECCHIA, PHD, DECEMBER 2014 Prevention and Intervention Programs Promoting Positive Peer Relations in Early 25 Childhood CARLA KALVIN, MS, KAREN L. BIERMAN, PHD, STEPHEN A. ERATH, PHD, APRIL 2015 Early Interventions to Improve Peer Relations/Social Competence of Low-Income 29 Children PATRICIA H. MANZ, PHD, CHRISTINE M. MCWAYNE, PHD, NOVEMBER 2004 Peer-related Social Competence for Young Children with Disabilities 34 SAMUEL L. ODOM, PHD, JANUARY 2005 Promoting Young Children's Peer Relations: Comments on Odom, Manz and McWayne, 38 and Bierman and Erath MICHAEL J. GURALNICK, PHD, JANUARY 2005 Social Skills Intervention and Peer Relationship Difficulties in Early Childhood: 41 Comments on Bierman and Erath, Manz and McWayne, and Odom JACQUELYN MIZE, PHD, JULY 2005 ©2004-2017 CEECD / SKC-ECD | PEER RELATIONS 2 Topic funded by ©2004-2017 CEECD / SKC-ECD | PEER RELATIONS 3 Synthesis How important is it? Peer relationships in early childhood are essential to concurrent and future psychosocial adjustment. Experienced through group activities or one-on-one friendships, they play an important role in children’s development, helping them to master new social skills and become acquainted with the social norms and processes involved in interpersonal relationships.
  • The Benefits and Drawbacks of Behavioral Management Plans in Therapeutic Day Schools Bruce A

    The Benefits and Drawbacks of Behavioral Management Plans in Therapeutic Day Schools Bruce A

    Governors State University OPUS Open Portal to University Scholarship All Capstone Projects Student Capstone Projects Spring 2015 The Benefits and Drawbacks of Behavioral Management Plans in Therapeutic Day Schools Bruce A. Korensky Governors State University Follow this and additional works at: http://opus.govst.edu/capstones Part of the Special Education and Teaching Commons Recommended Citation Korensky, Bruce A., "The Benefits nda Drawbacks of Behavioral Management Plans in Therapeutic Day Schools" (2015). All Capstone Projects. 115. http://opus.govst.edu/capstones/115 For more information about the academic degree, extended learning, and certificate programs of Governors State University, go to http://www.govst.edu/Academics/Degree_Programs_and_Certifications/ Visit the Governors State Multicategorical Special Education Department This Project Summary is brought to you for free and open access by the Student Capstone Projects at OPUS Open Portal to University Scholarship. It has been accepted for inclusion in All Capstone Projects by an authorized administrator of OPUS Open Portal to University Scholarship. For more information, please contact [email protected]. BEHAVIORAL MANAGEMENT PLANS Acknowledgements I would like to take this opportunity to acknowledge the people who have helped me complete this study. My most sincere thanks goes to Dr. Phil ip Boudreau for helping me to achieve the best possible results on this project. His consistent direction on writing this study properly is sincerely appreciated. J would also li ke to thank the professors at Governor State University who have helped me to build the knowledge base to complete this challenging work. Dr. Kasik, Dr. Chang, and Mr. Bierdz, all deserve great appreciation for bui lding my knowledge in the field of special education.
  • Applied Behavior Analysis SUBSPECIALTY AREAS

    Applied Behavior Analysis SUBSPECIALTY AREAS

    Applied Behavior Analysis SUBSPECIALTY AREAS TABLE OF CONTENTS BEHAVIORAL TREATMENT OF AUTISM AND OTHER DEVELOPMENTAL DISABILITIES ...........................2 ORGANIZATIONAL BEHAVIOR MANAGEMENT ..........................2 BEHAVIOR ANALYSIS IN BRAIN INJURY REHABILITATION ................................................3 BEHAVIORAL GERONTOLOGY ...................................................3 CLINICAL BEHAVIOR ANALYSIS .................................................4 BEHAVIOR ANALYSIS IN EDUCATION ........................................4 BEHAVIORAL SPORT PSYCHOLOGY .........................................5 PREVENTION AND BEHAVIORAL INTERVENTION OF CHILD MALTREATMENT ..............................6 BEHAVIORAL TREATMENT OF SUBSTANCE USE DISORDERS ..................................................6 BEHAVIOR ANALYSIS IN ENVIRONMENTAL SUSTAINABILITY ...........................................7 BEHAVIOR ANALYSIS IN HEALTH AND FITNESS ........................7 BEHAVIORAL PEDIATRICS..........................................................8 Version 01/2021 APPLIED BEHAVIOR ANALYSIS | SUBSPECIALTY AREAS This document provides summaries of many major subspecialty areas in Applied Behavior Analysis. The content was developed by experts who currently work in these areas. BEHAVIORAL TREATMENT OF AUTISM AND OTHER DEVELOPMENTAL DISABILITIES Applied behavior analysis (ABA) is best known for its success in treating individuals with autism spectrum disorder (ASD) and other developmental disabilities (e.g., Down syndrome, intellectual disabilities).
  • BEHAVIORAL SCIENCE: Tales of Inspiration, Discovery, and Service

    BEHAVIORAL SCIENCE: Tales of Inspiration, Discovery, and Service

    CHAPTER EXCERPTS BEHAVIORAL SCIENCE: Tales of Inspiration, Discovery, and Service Teodoro Ayllon l Carl Binder l Andy Bondy l Abigail Calkin l Aubrey Daniels E. Scott Geller l Robert Holdsambeck l Kent Johnson l Richard Malott Terry McSween l Francis Mechner l Henry Pennypacker l Karen Pryor l Kurt Salzinger Murray Sidman l Tristram Smith l Beth Sulzer-Azaroff l Travis Thompson Edited by R.D. Holdsambeck and H.S. Pennypacker ITY SC N IE A N M CAMBRIDGE CENTER C U E FOR H E BEHAVIORAL STUDIES D N UCATIO Behavioral Science: Tales of Inspiration, Discovery, and Service contents Contents Preface ix 1. Aubrey Daniels, Taking Behavior Analysis to Work 1 2. Tristram Smith, The Longest Journey 13 3. Karen Pryor, Inside and Outside Behavior Analysis 35 4. Henry Pennypacker, Reinforcement in the Key of C 51 5. Andy Bondy, Picture This 67 6. E. Scott Geller, Driven to Make a Difference 81 7. Teodoro Ayllon, Present at the Creation of Applied Behavior Analysis 105 8. Kurt Salzinger, Barking Up the Right Tree 117 9. Beth Sulzer-Azaroff, The Journey of a Pioneer Woman Applied Behavior Analyst 139 10. Murray Sidman, The Analysis of Behavior: What’s In It for Us? 167 11. Robert Holdsambeck, Special Children 177 12. Kent Johnson, Behavior Analysts Can Thrive in General Education Too 193 13. Abigail B. Calkin, Always the Back Door 215 14. Francis Mechner, Some Historic Roots of School Reform 231 15. Terry McSween, Journey Through Behavioral Safety 255 16. Carl Binder, Teachers and Students Passing it On 265 17. Richard Malott, What Makes Dick So Weird? 291 18.