Effects of an Enhanced Choice Model of Skill-Based Treatment for Students with Emotional/Behavioral Disorders

Autor/inn/en	Staubitz, Johanna L.; Staubitz, John E.; Pollack, Marney S.; Haws, Rachel A.; Hopton, Michelle
Titel	Effects of an Enhanced Choice Model of Skill-Based Treatment for Students with Emotional/Behavioral Disorders
Quelle	In: Journal of Applied Behavior Analysis, 55 (2022) 4, S.1306-1341 (36 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Staubitz, Johanna L.) ORCID (Pollack, Marney S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8855
DOI	10.1002/jaba.952
Schlagwörter	Emotional Disturbances; Behavior Disorders; Students with Disabilities; Special Schools; Intervention; Behavior Problems; Health Services + Suchen Sie Ihr Suchwort? Gefühlsstörung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special school; Sonderschule; Health service; Gesundheitsdienst; Gesundheitswesen
Abstract	The enhanced choice model of skill-based treatment (ECM-SBT; Rajaraman et al., 2021) is a package of behavioral treatment procedures with modifications designed to reduce risks associated with extinction of problem behavior. The skill-based treatment component of this package (Hanley et al., 2014) has been investigated thoroughly in clinical settings, though fewer studies have been conducted in public schools. In this investigation, we systematically replicated Rajaraman et al.'s (2021) demonstration of the ECM-SBT with 3 children enrolled in a public special day school for students with emotional and behavioral disorders. Intervention procedures were associated with increases in targeted alternative responses (i.e., communicative response, tolerance response, and cooperation with instructions) and decreased precursor behavior relative to baseline. Severe problem behavior was rare in both assessment and treatment. Participants chose to spend most appointment time participating in ECM-SBT, indicating preference for treatment procedures over alternative contexts (i.e., free access to a break area with preferred activities; regular classroom instruction). These outcomes suggest ECM-SBT has promise for safely teaching alternatives to problem behavior to children with emotional and behavioral disorders in school settings. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01