Evaluating the Use of Alternative Seating with Kindergarteners at Risk for Emotional and Behavioral Disorders.

Characteristics of emotional and behavioral disorders (EBD) include learning difficulties that cannot be explained by intellectual, sensory, or health factors and difficulties in building or maintaining interpersonal relationships with peers and teachers. Children with or at risk for an EBD often have a tendency to have negative experiences in school and engage in challenging behavior in the classroom including out-of-seat behavior. One possible antecedent manipulation, alternative seating, may reduce challenging behavior and involves exchanging the typical seating in classrooms for different types of seating options. The purpose of this study was to evaluate the use of stability stools and scoop rocker chairs on in-seat behavior and on-task behavior in classrooms with kindergarten students who engaged in challenging behavior and were at risk for EBD. All three participants demonstrated improvements in in-seat behavior using both types of alternative seating compared to a standard classroom chair. On-task behavior improved for all students but was variable for two students. Teachers indicated a preference for the stability stool, whereas results were mixed between the stool and the rockers for student preference.

Response to bullying (RTB): Behavioral skills and in situ training for individuals diagnosed with intellectual disabilities.

This study evaluated behavioral skills training (BST) and in situ training (IST) to teach a response to bullying (RtB) to four adults with intellectual disabilities who were victims of bullying. The RtB consisted of refraining from retaliating, stating disapproval, walking away, and telling a staff member. In situ assessments were conducted in the natural setting to assess the effects of BST and IST. BST alone was successful in teaching the RtB to two participants. When BST did not result in the use of the RtB, IST was effective for one participant, and IST plus an incentive was effective for the other participant. The results of this study are consistent with previous BST and IST research.

Using goal setting and feedback to increase weekly running distance.

We evaluated goal setting with performance feedback to increase running distance among 5 healthy adults. Participants set a short-term goal each week and a long-term goal to achieve on completion of the study. Results demonstrated that goal setting and performance feedback increased running distance for all participants.

Use of an antecedent analysis and a force sensitive platform to compare stereotyped movements and motor tics.

Stereotyped movements displayed by 6 participants and tics displayed by 6 children were evaluated using an antecedent behavioral analysis and a force sensitive platform. We found that tics occurred more often in an alone condition when compared to high preference toy and play conditions, whereas stereotyped movements were more variable across conditions. Using temporal measures and spectral analysis data from the force sensitive platform, we found that stereotyped movements tended to be longer in duration and displayed more rhythmic qualities when compared to tics. Results indicate that stereotyped movements and tics differ both quantitatively and qualitatively and support the use of new technologies, such as force plate technology, to more accurately evaluate these differences.

Effects of risperidone on destructive behavior of persons with developmental disabilities: III. Functional analysis.

Functional analyses were conducted during a double-blind, placebo-controlled study of the atypical antipsychotic medication risperidone with 13 individuals. Risperidone was effective in reducing destructive behavior (compared to placebo) for 10 participants. For 7 of these responders, an undifferentiated pattern of responding occurred across their baseline functional analysis conditions (i.e., a similar rate of responding across conditions), and risperidone treatment produced nonspecific reductions of their destructive behavior across functional analysis conditions. For the remaining 3 responders, a differentiated pattern of responding occurred across their baseline functional analysis conditions (i.e., an elevated rate of responding occurred in a specific condition), and risperidone treatment produced function-specific reductions of their destructive behavior.

Use of functional analysis methodology in the evaluation of medication effects.

The atypical antipsychotic medication risperidone was evaluated using a double-blind, placebo-controlled design in the treatment of destructive behavior in two individuals with autism. Pre-medication functional analyses indicated that destructive behavior was maintained by escape from demands, attention, or access to tangible items. For both individuals, destructive behavior during the demand condition was significantly reduced during the medication phases, whereas destructive behavior continued to occur to obtain tangible items (Reggie) and attention (Sean). In addition, there appeared to be a differential effect of the medication on self-injurious behavior (SIB) versus aggression for Sean. Results of the study demonstrate how functional analysis may provide information on those conditions and behaviors that are most likely to be affected by a specific medication.