Eliminating severe problem behavior in a child's typical setting : use of a synthesized contingency analysis and skill-based treatment

Document Type

Thesis

College

College of Arts and Sciences

Department

Psychology

Degree

M.S. Applied Behavior Analysis

Date Completed

2014

First Committee Member

Hanley, Gregory

Second Committee Member

Bourret, Jason

Third Committee Member

Roscoe, Eileen

Abstract

"Behavioral interventions, specifically those preceded by a functional assessment, have proven to be highly effective in treating the severe problem behavior of children with autism. Although there is substantial research regarding the functional assessment process, there is a lack of research conducted in typical settings within the context of ongoing activities resulting in socially-validated outcomes. In this study, we applied the assessment and treatment procedures described by Hanley, Jin, Vanselow, and Hanratty (2014). This process effectively eliminated the severe problem behavior of a child with autism while developing his functional communication and delay tolerance skills. This study extended Hanley et al. in four ways: (a) a different and dangerous topography of problem behavior--self-injury--was assessed and treated, (b) the evaluation occurred in the participant’s typical classroom setting, (c) all procedures were implemented by a staff person enrolled in a BACB (Behavior Analyst Certification Board) training program (d) treatment outcomes were extended and evaluated across multiple teachers."

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