Association for Behavior Analysis International

Although caregivers are responsible for feeding their children, systematic examinations of procedures to train caregivers to implement feeding protocols are lacking. A few researchers have examined the effects of multicomponent behavioral skills training (BST) packages that include combinations of verbal instructions, modeling, rehearsal, and feedback to increase the procedural integrity of caregivers implementing feeding protocols (e.g., Mueller et al., 2003; Sieverling et al., 2012). In-vivo feedback, without the use of other BST components, has been shown to be effective in training caregivers to implement other behavioral protocols (e.g., Shanley & Niec, 2010). The purpose of the current study was to examine the effectiveness of using only in-vivo feedback to increase the correct delivery of prompts and consequences by caregivers implementing feeding protocols. We used a multiple baseline design across caregiver dyads. Interobserver agreement was conducted on at least 70% of sessions. Agreement was above 90% for each dyad. Percentage of correct prompts and consequences were low during baseline (written instructions only), increased to clinically acceptable levels following in-vivo feedback, and remained at high levels during post-training and follow-up sessions for all dyads. Implications of these findings will be discussed.

IV. This study replicates and extends previous research on the convergence of the Functional Assessment Interview Record for Parents Checklist (FAIR-P-CL) with all phases (descriptive, interpretive, verification, implementation and monitoring) of functional behavior assessment. The FAIR-P-CL is an indirect descriptive assessment that aims to define the target behavior, identify potential environmental factors that enable the target behavior, and identify maintaining consequences. To evaluate convergence, five children between three and five, who were referred for displaying disruptive behavior frequently in the home, were selected. A multiple baseline across participants was used to expose each participant to baseline, experimental functional analysis, intervention analysis, and intervention verification. Alternating treatment designs were used to evaluate changes in participant behavior across conditions during experimental functional and intervention analysis phases. Results indicated convergence of FAIR-P-CL data across all phases of the functional behavior assessment. This extends previous research regarding convergence of the phases of a functional behavior assessment (Lewis & Sugai, 1996; Yarbrough & Carr; 2000). Further research is underway to determine if the FAIR-P-CL is sensitive enough to identify appropriate function-based interventions with the absence of a verification phase. Results from the present study extend the utility of indirect functional behavior checklists.

A brief behavioral workshop is traditionally offered at the Pediatric Feeding Disorders Program at Kennedy Krieger Institute. The goals of the workshop are to equip caregivers with effective strategies to recognize behavioral functions and provide specific tools to implement function-based interventions. The aim of this study was to assess change in caregivers' knowledge following participation in the workshop and their ability to apply it into everyday situations. We implemented pre- and post-tests to assess whether caregivers' responses changed following participation in a 4-hour behavioral workshop. We generated a questionnaire comprised of three scenarios, each related to a different behavioral function (attention, escape, and tangible). Majority of caregivers had higher post-test scores suggesting an increase in knowledge related to behavioral principles. Analyses of the data by behavioral function revealed that increases in post-test scores were only observed for caregivers who attended the specific meeting addressing the relevant function; increases were not observed for those caregivers who did not attend that meeting. All caregivers had some previous knowledge on the subject matter, suggesting that a Needs Assessment should be conducted. Future research should assess change in caregivers' behaviors using more direct methods, such as role-play and direct observations on caregiver-child interactions.

The following study focuses on an individual who displays verbal behavior that is often perceived as teasing, harassing others or simple disruption to a hospital unit. The intervention applied a technique to reinforce productive verbal behavior, while at the same time assist the patient in learning how to acquire social attention in a more acceptable manner. This patient has had behavior problems for many years and the theme is invariably about poor interactions with his peers. Based on a review of the literature a definition was developed to address a problem identified as inappropriate verbalizations. Using this definition, the patient was observed for inappropriate verbalizations, during the daily routine. This addresses the research question by directly viewing the patient in a social interaction in the very type of setting where he has had altercations in the past. During the treatment phase, the patient had the opportunity to read a joke, previously selected by the author, to an audience of fellow patients during this line-up process. An A-B-A-B design made a comparison of the patient in the baseline and treatment phases.

A bio-behavioral encopresis intervention was designed and implemented in the school and home for an 8-year-old second grade male who had been experiencing encopresis since kindergarten. The intervention consisted of a home only phase, and a home and school phase. The purpose of this intervention was to decrease his smearing and bowel movements in his pants from one to two per day to zero, and increase bowel movements in the toilet from zero per day to at least one per day. Components of the intervention included administration of Miralax, per doctor recommendation, at least three scheduled sittings lasting between three to five minutes, praise and access to tangibles following scheduled sittings, and positive practice following bowel movements in the pants. The results showed that after the school component was added, and Miralax was administered consistently, there was an increase in medium sized bowel movements on almost a daily basis. Treatment integrity however was a major obstacle in this intervention.