Article Citation Research Participants Independent Variable Dependent Variable Results
Question & Setting
Implementation Can Three children, Prevention strategies Engagement Noticeably of Positive implementation a 5 year old ● Choice of toys, play independently for 15 reduced levels Behavior of PBS by a and two 34 ○ The boys would choose two toys each minutes with no of challenging Support mother have an month old twin and the mother would choose 2 disruptions behavior and Implementation effect on her boys with their additional toys in-case they got bored o watching a movie or elevated of Positive three children mother and with their choices. show alone, playing levels of Behavior with problem father. ● cues signaling the beginning and end of an with his toys, or engagement. Support with a behaviors? Interventions activity coloring These Sibling Set in a conducted by a ○ verbal warning that playtime is almost Challenging behavior improved Home parent in a “all done” ● Any occurrence where the levels were Environment home Parent responses child exhibited sustained Michelle A. environment ● Provide praise inappropriate throughout Duda Shelley for multiple ○ “good job playing” “nice playing” “good vocalizations intervention Clarke Lise Fox children with sharing” ○ Screaming, crying, and follow-up Glen Dunlap behavioral ● ignore occurrences of challenging whining phases. 2008 challenges behavior ● Aggression ○ don’t tell the boys to stop throwing ○ Hitting, kicking, and prompt them to play in a different way biting such as saying “roll the ball” ● Being out of area ○ if screaming, address something else and ○ Leaving the assigned do not tell the child to stop screaming areas such as the ● provide redirection dinner table or play ○ restate the directions of a game or state room they could play with a different toy ● Inappropriate use of Skill-building intervention materials ● Learn the rules of playtime and ○ Spitting out food, ○ Having visuals of the rules always throwing toys, available and in sight. jumping off tables, ● Learn to lead activities. and slamming doors ○ Teaching older sister to give praise and ● Non-compliance instruction to younger siblings. “good ○ Refusal to follow job” “play with your toys” “do you want directions. milk or juice” A Can the 6 children with Antecedents Serious problem behaviors the Demonstration Individual pervasive 1.Environmental Arrangements (physical) ● Self-injury observations of Behavioral Service Project developmental Same items always in the same ○ Head banging indicate that Support for be used for disorders. 5 locations/Timers, picture books ● Aggression the rate and Young Children addressing males, 1 ● Arrange environment for predictability ○ Throwing items, intensity of with Autism serious problem female. ○ Make sure the toys they want are hitting others problem Glen Dunlap, behaviors Developmental accessible ● Property Destruction behaviors was Lisa Fox exhibited by ly appropriate 2.Environmental Arrangements (social) ○ Ripping up declining 1999 children play sessions Activity Schedule papers, breaking in the family’s Increase choices items such as home with at Visual activity schedule crayons least one Provide transition warnings ● Tantrums. parent present. o Visual prompt sequence, 5 more ○ Body extension, No more than minutes of play pulling away one session 3.Prompting Strategies from adults, was conducted Questions screaming, per day. Sign Language throwing self on Generally, the o Signs for “more,” “want,” and floor sessions were “no” and use visual board once or twice a week and no Consequences longer than 20 1.Ignoring problem behavior minutes. Block access if aggressive or destructive Do not give crayons or take away their ball
2.Adult language strategies
3.Providing Positive Feedback
● Activity schedule ○ Timers, picture books Prevention Strategies, ● Accessible toys ○ Make sure the toys they want are accessible. ● Increases choices ○ Visual activity schedule ● Provide transition warnings ○ Visual prompt sequence, 5 more minutes of play, Replacement Skills, ● Nonverbal signals ○ Signs for “more,” “want,” and “no” and use visual board Consequences. ● Block access if aggressive or destructive ○ Do not give crayons or take away their ball Reducing The specific Three sibling Antecedent Aggression All Dyads Aggression in purpose of this dyads, who ● Stimuli associated with problem behavior ● Pervasive disruptive behavior showed Children With study was to lived at home ○ Siblings crying, loud noises, ○ Yelling, hitting, improvement Autism Toward assess whether with their down time punching, from baseline Infant or changing parents. Within Intervention shoving, grabbing to Toddler antecedent each dyad the ● Rearranging the environment toys and objects intervention. Siblings stimuli older sibling ○ Making sure items are available forcibly from Dyad 1 and 2 Lynn Kern associated with was diagnosed and located in the same spot siblings, kicking, continued to Koegel, Dara aggression as having every time squeezing, and show Stiebel, and through autism or a ○ Changing a stimuli; metal with a head butting. improvements Robert L. functional related plastic highchair, Spontaneous use of targeted in both Koegel assessment and developmental ● Teaching appropriate replacement behaviors appropriate behaviors decreased 1998 a parent- disability and ○ Such as switching the high chair ● Verbalizations aggressions implemented the infant or from metal to plastic ○ Stating “the baby and increased intervention, toddler sibling Replacement Skills is talking” or “my use of including was not ● Access to toys sibling needs targeted functional diagnosed as ○ Bottles, toys, and picture boards help” appropriate communication having a were always in the same place ● Non-verbal responses behaviors. training with disability. and the child could get to them. ○ Handing the baby Dyad 3 relevant In the families ● Communication at start of stimuli a toy, pacifier, or moved from ecological natural home ○ Parent asks “what’s wrong” and bottle. the state manipulations, environment, the child would communicate the before follow- would be at the kitchen problem such as crying or loud up data could effective in table and living noise be collected. reducing sibling room. Sessions ● Parent prompts for child to interact with aggression in were siblings children with conducted 1-4 ○ Parents ask “will you give the autism who times a week baby their bottle” “will you give aggress toward for 15-30 them a toy” “will you help their infant or minute toddler siblings. durations. Family Can serious A 5 year old Event Strategies Problem behavior The frequency Implementation challenges to girl with a ● Ensure activities have meaningful outcomes ● Screaming or screeching of problem of Positive family life moderate to and embedded reinforcers, ○ High-pitched behaviors Behavior posed by severe ○ Picture schedules, piercing sounds across all four Support for a problem intellectual ○ Decrease demands and increase ● Physical resistance activities was Child With behaviors be disability and positive events ○ Pulling away, decreased Autism changed to severe problem ○ Encourage new friendships pushing away after Joseph M. promote behaviors and Antecedent strategies ● Leaving the assigned area intervention Lucyshyn, affective, her family. ● Use of a ‘safety signal’ ○ Exiting the was Richard W. meaningful, Setting was at ○ Picture schedules, verbally state bathroom or play implemented. Albin, Robert H. acceptable, and home or in the how much time is left in an room Problem Horner, Jane C. durable changes community; activity or before an activity ● Physical aggression behaviors Mann, James A. in child dining room, ● Mediate a delay by ○ Throwing objects, continued to Mann, Gina behavior and in bedroom, ○ Waiting with a preferred hitting, kicking, be much Wadsworth family quality restaurant, and interaction, item, or activity such or biting. lower than in 2007 of life? supermarket as their favorite toy or singing a pre- song intervention Teaching Strategies when ● Understand and use language recorded in ○ “Stop” “wait” and “come here” follow-up ○ Model signs for foods and toys sessions. ● Reinforce attempts ○ If child labels item incorrectly, label the item correctly and give them the item. Consequence Strategies ● Praise adaptive behavior ○ Calmly waiting, and acceptance of change in routines ● Deliver wants based on use of language ○ Child says milk and parent gives milk ● Minimize reinforcement for attention- motivated behavior ○ Ignoring screams, leaving the room, and throwing objects Functional Will functional Two female Long Term Supports Challenging behavior For both Communication communication children aged ● Attention to challenging behaviors ● Physical children, Training with training be 30-33 months ○ Asking the child if they want to ○ Hair pulling, baseline phases Toddlers in effective in old with play when behaviors arise spitting, for all routines Home addressing speech delays Prompting the replacement behavior kicking, hitting, were Environments challenging assessed by ● Modeling desired replacement behavior and pushing characterized by Glen Dunlap, behaviors Part C ○ “play with me” and model what ● Verbal challenging Tera Ester, exhibited by evaluations playing looks like ○ Whining and behavior Sherri Langhans, toddlers in and their Reinforce replacement behavior verbal outbursts occurring in a Lise Fox home routines mothers. To be ● Praise Replacement behavior high percentage 2006 when considered for ○ “good job” “that looks great” ● Spoken word or phrase of intervals. For implemented by the study, the “you did that nicely” and “I like ○ such as “I’m child 1, the child’s children’s the way you are playing” hungry” and intervention mother? challenging ● Focused attention “May I have a produced behaviors were ○ parent gives their undivided break,” immediate observed to be attention during activities ● Gesture decreases in a serious ○ play interactions ○ Pointing and challenging concern in at looking behaviors for least three ● Idiographic form of the first two distinct communication routines and settings. ○ such as a delayed The study was picture book decreases in the conducted in third routine. each child’s For child 2, the home intervention environment produced rapid within parent- reductions in all identified three routines, routines or seeing activities that immediate were elimination of associated with challenging challenging behaviors in behaviors. two of the three routines. Assessment- Will 8 year old boy Antecedent Problem Behavior The Based implementation and his family, Activity associated with the behavior Disruptive behavior intervention Intervention for of PBS with a specifically his o difficulty following the sequence o aggression was able to Severe boy with mother. This independently o property successfully Behavior disabilities and child has o transitions destruction decrease the Problems in a severe problem developmental Consequences o whining child’s negative Natural Family behaviors be disabilities and o Visual schedule o collapsing on behaviors and Context able to help sever problem o Positive reinforcement the floor increase his Bobbie J. family routines? behaviors. o Participation in events o attempting to engagement Vaughn ,Shelley Two naturally o Rewards such as toys run away with the family Clarke , And occurring Targeted behavior and in routines. Glen Dunlap routines for the Engagement The results 1997 parents, in the o following the showed bathroom at natural improvement home and sequence of the community routine outings. o following specific task instructions The Effects of a Can peer- 2 male students Antecedent Problem behaviors The at-risk Peer-Mediated mediated PBS at-risk for Self-monitoring Disruptive behaviors students showed Positive have an impact emotional o individualized rating cards o not attending to immediate, Behavior on socially behavioral o vibrating signaling device lecture and marked Support behaviors of disorders in an o plastic chips, and point sheets assignments improvement in Program on children at risk urban (token economy) o non-compliance their socially Socially for emotional elementary Teacher-peer mediated support to instructions appropriate Appropriate disorders? school. o providing praise and o exhibit classroom Classroom reinforcement for socially inappropriate behavior; Behavior appropriate classroom behavior attention treatment gains Lynnette o corrective feedback for seeking maintained as Christensen, inappropriate behavior behavior reinforcement Richard Young, Consequences o Whining was thinned. and award token o Off-task Michelle o points on a chart behavior. Marchant o stickers 2008 o coins to spend in the school store praise for appropriate behavior o “good job,” “you’re working so nicely,” “I like how you completed that task”