A Quantitative Synthesis of Developmental Disability Research: The Impact of Functional Assessment Methodology on Treatment Effectiveness (Report)
The Behavior Analyst Today 2010, Wntr, 11, 1
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- 2,99 €
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- 2,99 €
Publisher Description
Although not essential for a diagnosis, Autism Spectrum Disorders (ASD) and Intellectual Disability (ID) are commonly associated with a broad range of maladaptive behaviors including self-injurious behavior (SIB), property destruction, aggression towards others, severe disruptions, and stereotypic behaviors (e.g., body rocking). Maladaptive behaviors can lead to poor social relationships; poor academic success, destruction of property, and serious medical problems, such as tissue damage. For these reasons, the assessment and treatment of such behaviors in individuals with ASD and ID is an important component of any comprehensive approach to rehabilitation. A behavioral approach to intervening with maladaptive behaviors has been consistently documented as the most efficacious approach for treating aberrant behaviors (Gresham et al., 2004; Campbell, Herzinger, & James, 2007). The key to effective treatment is the identification of the function, or purpose, of the behavior. The most current taxonomy of behavioral function focuses on three types of reinforcement as the major mechanisms maintaining behavior: (a) positive reinforcement, (b) negative reinforcement, and (c) automatic reinforcement. In the last 25 years, there has been a trend toward developing treatments for maladaptive behaviors following determination of the hypothesized functions of the behaviors through Functional Behavior Assessments (FBA). Based on the ascribed function of the target behavior, an appropriate treatment package can be selected. Researchers assessing maladaptive behaviors agree that identifying the function of the target behavior is integral in the treatment selection process; thus FBAs are a core feature in the development of interventions designed to ameliorate aberrant behaviors (Yarborough & Carr, 2000) and required by federal education law (e.g., Individuals with Disabilities Education Act [IDEA], P.L. 105-117, 1997).