THE SIX LEVELS OF BEHAVIORAL PROFILE TYPES: FROM BEHAVIORAL DISADVANTAGES TO BEHAVIORAL DISORDERS

Quite significant is the proportion of students who have behavioral problems and attend all school levels. The purpose of this work is to highlight, through recent bibliographical data, the basic framework of educational approaches with an emphasis on effective teaching within the classroom and on effective management of behavioral problems in the educational community. In order to successfully address the behavioral problems of students, it is necessary that teachers try to integrate them, use appropriate educational approaches and cooperate effectively between the school and the families of these students. The aim is to offer a brief overview of literature related to the key role of educational techniques in behavioral problems.

Springer eBooks, 1993

Journal of Applied Behavior Analysis, 1995

We implemented a pyramidal training procedure for staff working with individuals who exhib- ited self-injurious behavior (SIB), aggression, and disruption. Two adults with developmental disabilities and their direct-care staff and supervisors participated. Following successful treatment by the experimenters, two types of baselines were conducted with the clients and their direct- care staff. During an initial baseline, the staff implemented preexisting procedures. Staff mem- bers then received instruction on the new treatment procedures using training methods common throughout the institution, and data were collected during this "post-in-service" baseline. Ex- perimenters then taught unit supervisors to implement treatment, collect and interpret data, and provide similar instructions and feedback to the staff members. The supervisor training was implemented in a multiple baseline design across subjects (clients and direct-care staff). Results showed little change following in-service training but noticeable improvements in direct-care staff behaviors and corresponding decreases in the clients' inappropriate behavior following the pyramidal training intervention with supervisors. Six additional clients (along with their direct- care staff and supervisors) participated in pre-and posttreatment replication designs, and their results provided additional support for the efficacy of the supervisor training procedures. DESCRIPTORS: behavior disorders, self-injurious behavior, pyramidal training, staff train- ing, functional analysis Research on staff training in developmental disabilities has been conducted almost exclusively within the context of response acquisition by di- ents (Reid & Whitman, 1983). Except for one study on the use of time-out procedures (Katz & Lutzker, 1980), there has been no systematic This research was supported in part by a grant from the Developmental Disabilities Planning Council and the Florida Department of Health and Rehabilitative Services, and is based on a thesis submitted to the University of Florida in partial fulfillment of the first author's Master of Science degree. We gratefully acknowledge the contributions of Jodi Mazaleski and Richard Smith.

Education and Treatment of Children

International Journal of Behavioral Consultation and Therapy, 2007

In school settings, behavior analysts are often called in to consult on severe behavioral issues that surpass the knowledge, experience, and training of local school personnel. Severe behavior such as aggression to staff, SIB, and property destruction are common severe behavior referrals. The benefits of functional assessments, functional analyses, preference assessments, treatment analyses, and generalization analyses have been well documented in school and clinic-based research. However, to date, a unified framework to guide behavior analysts through these best practices in school settings has not been proposed. Further, although theoretical models for school consultation have been proposed (viz., Direct Behavioral Consultation), no empirical case examples of existing models have been published. The current paper describes the Behavior Analytic Consultation to Schools (BACS) model, its application to severe behavior problems, and provides 2 case examples of the BACS model to solve difficult severe behavior referrals in school settings.

Journal of School Psychology, 1977

The Behavior Analyst Today, 2010

The importance of linking assessment to treatment for maladaptive behavior is well documented in the literature. Logically, it follows that once the motivating factors underlying problematic conduct are identified, practitioners are better prepared to address it. However, correctly identifying the function of the behavior unfortunately does not ensure effective implementation of an intervention plan in an applied setting. Several barriers to effective implementation exist in applied settings. Practitioners are regularly faced with the obstacles of delivering efficient and thorough staff training and minimizing treatment drift. In addition, the procedures used for evaluating the effectiveness of treatment may have a significant effect on treatment efficacy, cost and quality of training. The present article outlines commonly used intervention strategies for each maintaining mechanism of behavior, and highlights potential barriers and solutions to treatment implementation in applied settings.

Education and Treatment of Children, 2008

2003

A modelling technique is developed for determining the harmonic voltage distribution across a distribution system when there is an equitable distribution of harmonic emission. The harmonic voltages at the 132kV and 415V levels are fixed to values based on IEC Compatibility and Planning Levels and the intermediate voltages determined. Studies are made of six systems, typical of Australian distribution practice, to examine the effect of choice of voltage level and system parameters over the harmonic range of 2-40. Based on the study, harmonic Planning Levels are recommended for application to Australian distribution systems.

Major crime drops were experienced in the United States and most other industrialized countries for a decade from the early to mid-1990s. Yet there is little agreement over explanation or lessons for policy. Here it is proposed that change in the quantity and quality of security was a key driver of the crime drop. From evidence relating to vehicle theft in two countries, it is concluded that electronic immobilizers and central locking were particularly effective. It is suggested that reduced car theft may have induced drops in other crime including violence. From this platform, a broader security hypothesis, linked to routine activity and opportunity theory, is outlined.