Function-Based Intervention for Problem Behavior in Developmental Delay
Recruiting in Palo Alto (17 mi)
Age: < 18
Sex: Any
Travel: May Be Covered
Time Reimbursement: Varies
Trial Phase: Academic
Recruiting
Sponsor: University of Nevada, Las Vegas
No Placebo Group
Trial Summary
What is the purpose of this trial?The purpose of this study is to evaluate the effect of function-based assessment and intervention to reduce problem behavior in children with developmental disability or delay in the context of IDEA Part C services. The investigators will conduct a single-case study to evaluate the efficacy of the intervention.
Will I have to stop taking my current medications?
The trial information does not specify whether participants need to stop taking their current medications.
What data supports the effectiveness of the treatment Function-based assessment and intervention for problem behavior in developmental delay?
Research shows that functional assessment, which helps understand why problem behaviors occur, has improved the success of behavioral treatments in adults with mental retardation and autism. These assessments guide the development of effective interventions by focusing on skill development and reducing harmful behaviors.
12345Is function-based intervention for problem behavior in developmental delay safe for humans?
The research does not specifically address safety concerns for function-based interventions, but it suggests that these interventions focus on improving behavior by teaching new skills and reducing the need for restrictive measures, which implies a focus on safety and well-being.
46789How does the Function-based assessment and intervention treatment differ from other treatments for problem behavior in developmental delay?
This treatment is unique because it uses a functional assessment to understand the reasons behind problem behaviors and then creates personalized interventions to replace these behaviors with positive alternatives. Unlike other treatments, it focuses on teaching new skills and reducing the need for restrictive measures by reinforcing desired behaviors.
234610Eligibility Criteria
This trial is for caregivers of children aged birth to 5 years old who have developmental disabilities or delays and exhibit problem behaviors. Caregivers will implement procedures with guidance from professionals, and the child must be reported to have problem behavior by the caregiver or a professional.Inclusion Criteria
Caregivers (e.g., parent, grandparent) of eligible child participants will participate with their child as the implementer of all procedures
An early intervention professional will participate with each caregiver-child dyad to coach the caregiver, in addition to the researcher.
My child is between 0 to 5 years old.
+2 more
Trial Timeline
Screening
Participants are screened for eligibility to participate in the trial
2-4 weeks
Baseline
Baseline sessions with no intervention to observe problem behavior
2-4 weeks
Intervention
Function-based intervention implemented by the caregiver to teach alternative skills and reduce problem behavior
15 weeks
15 sessions (in-person)
Follow-up
Participants are monitored for safety and effectiveness after intervention
4 weeks
Participant Groups
The study tests function-based assessment and intervention methods aimed at reducing problem behaviors in young children with developmental issues within IDEA Part C services. It's a single-case study assessing how effective these interventions are.
1Treatment groups
Experimental Treatment
Group I: InterventionExperimental Treatment1 Intervention
Following baseline (i.e., no intervention/business as usual) sessions, children will receive the intervention, consisting of a function-based intervention. This intervention will be implemented by the caregiver. The intervention will consist of teaching the child an alternative, appropriate skill (usually communication) to replace the problem behavior. The caregiver will provide reinforcement for the appropriate skill and no reinforcement (i.e., extinction) following problem behavior. The caregiver will also learn and use general strategies for teaching social-emotional skills (e.g., setting appropriate rules) as part of the intervention.
Find a Clinic Near You
Research Locations NearbySelect from list below to view details:
University of Nevada Las VegasLas Vegas, NV
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Who Is Running the Clinical Trial?
University of Nevada, Las VegasLead Sponsor
Institute of Education SciencesCollaborator
References
Functional assessment of problem behaviors in adults with mental retardation. [2011]Functional assessment has significantly improved the success of behavioral treatment of problem behaviors in adults with mental retardation. Functional assessment methods (i.e., techniques that yield a hypothesis of functional relationships) include direct observation, interviews, and checklists. Functional analysis consists of empirical methods that demonstrate behavioral function in controlled settings. Each method has advantages and limitations that reflect differences in both available resources and individual client characteristics. These methods and issues are reviewed, and future directions for both the research field and the adult population are suggested.
The Generality of Interview-Informed Functional Analyses: Systematic Replications in School and Home. [2018]Behavioral interventions preceded by a functional analysis have been proven efficacious in treating severe problem behavior associated with autism. There is, however, a lack of research showing socially validated outcomes when assessment and treatment procedures are conducted by ecologically relevant individuals in typical settings. In this study, interview-informed functional analyses and skill-based treatments (Hanley et al. in J Appl Behav Anal 47:16-36, 2014) were applied by a teacher and home-based provider in the classroom and home of two children with autism. The function-based treatments resulted in socially validated reductions in severe problem behavior (self-injury, aggression, property destruction). Furthermore, skills lacking in baseline-functional communication, denial and delay tolerance, and compliance with adult instructions-occurred with regularity following intervention. The generality and costs of the process are discussed.
Functional behavioural assessment in people with intellectual disabilities. [2015]The presence of problem behaviours often impede an individual's quality of life and ability to be fully included in the environments of his or her choice. Functional behavioural assessment has been gaining widespread use in all settings in which people with intellectual disabilities might present problem behaviours. Understanding the function of these problem behaviours is a critical component to developing an effective intervention plan. This paper presents a review of the current knowledge and findings regarding functional behavioural assessments.
The relationship between functional assessment and treatment selection for aggressive behaviors. [2019]Functional assessment seeks to elucidate the variables controlling a maladaptive behavior. Based on such an assessment, effective treatments can be designed that focus on replacing that maladaptive behavior with a functionally equivalent adaptive prosocial behavior. This technique has been promoted as an effective means of improving treatments by increasing the focus on skill development and reducing the use of aversive and restrictive procedures. The literature for the behavioral treatment of aggression for persons with mental retardation or developmental delays was examined from 1979 through 1990. During that period the use of functional assessment and skill training increased; however, the increased use of functional assessment did not result in the reduced use of intrusive procedures. Potential reasons for these results are discussed, and a call for an increased emphasis on functional assessment methodology is made.
A statewide survey assessing practitioners' use and perceived utility of functional assessment. [2018]The field of applied behavior analysis emphasizes the importance of conducting functional assessment before treatment development for problem behavior. There is, however, little information regarding the extent to which practitioners are using functional assessment in applied settings for individuals with developmental disabilities (DD). The purpose of the current study was to conduct a survey to assess the degree to which various types of functional assessment are implemented in agencies that serve individuals with DD in Massachusetts. Practitioners were asked to indicate their perception about and use of the various categories of functional assessment (e.g., indirect assessment, descriptive assessment, and functional analysis). From the 205 respondents who completed the survey, the most frequently used functional assessment was descriptive assessment. Results indicated that although the majority (67.8%) of practitioners believe functional analysis to be the most informative assessment tool for selecting behavioral treatment, only 34.6% of respondents indicated that they typically use functional analysis to inform the development of a behavior plan.
Increased parent reinforcement of spontaneous requests in children with autism spectrum disorder: effects on problem behavior. [2019]Previous studies of response classes in individuals with developmental disabilities (DD) and problem behavior have shown that mild problem behavior, precursor behavior, and mands or requests can occur as functionally equivalent to severe problem behavior in some individuals. Furthermore, participants in some studies chose to use functionally equivalent alternatives over severe problem behavior to produce the maintaining reinforcer. The present study added to this literature by having parents reinforce spontaneous requests functionally equivalent to problem behavior in their children with autism at home. First, parent-implemented functional analyses identified conditions associated with increased problem behavior and requests in two children with autism. Then, parents provided the maintaining reinforcer contingent on problem behavior alone or both problem behavior and requests in a withdrawal design. The treatment analysis indicated that the same reinforcer maintained child requests and problem behavior. In addition, when parents reinforced both requests and problem behavior, child participants demonstrated a preference for requests, thereby decreasing problem behavior. Implications of this relation for function-based treatment of problem behavior in children with autism are discussed.
Adverse Side Effects of Psychotropic Medication and Challenging Behavior: Pilot Work Assessing Impact. [2020]Psychotropic medications are often prescribed to reduce challenging behavior in individuals with intellectual and developmental disabilities (IDD). Functional analyses (FAs) have demonstrated utility in assessing medication impact on behavior; however, the impact of adverse side effects (ASE) on challenging behavior is under-assessed. The purpose of this study was to develop a methodology, similar to FAs, to explore potential medication ASE impact on challenging behavior in seven individuals with IDD. Results revealed response rate differences in designed ASE conditions for most participants. Outcomes support further development and use of this methodology to assess the presence and impact of ASEs.
Evaluating the Accuracy of Results for Teacher Implemented Trial-Based Functional Analyses. [2019]Trial-based functional analysis (TBFA) allows for the systematic and experimental assessment of challenging behavior in applied settings. The purposes of this study were to evaluate a professional development package focused on training three Head Start teachers to conduct TBFAs with fidelity during ongoing classroom routines. To assess the accuracy of the TBFA results, the effects of a function-based intervention derived from the TBFA were compared with the effects of a non-function-based intervention. Data were collected on child challenging behavior and appropriate communication. An A-B-A-C-D design was utilized in which A represented baseline, and B and C consisted of either function-based or non-function-based interventions counterbalanced across participants, and D represented teacher implementation of the most effective intervention. Results showed that the function-based intervention produced greater decreases in challenging behavior and greater increases in appropriate communication than the non-function-based intervention for all three children.
Using trial-based functional analysis to design effective interventions for students diagnosed with autism spectrum disorder. [2019]Functional behavior assessments and function-based interventions are effective methods for addressing the challenging behaviors of children; however, traditional functional analysis has limitations that impact usability in applied settings. Trial-based functional analysis addresses concerns relating to the length of time, level of expertise required, and the contrived nature of functional analyses conducted in analogue settings. The current study expanded on previous research by assessing the function of challenging behaviors for 3 early childhood education students with autism spectrum disorder through trial-based functional analyses within an educational setting. The study also evaluated the outcomes of corresponding individualized function-based interventions for the students, all of which resulted in decreases in problem behaviors and increases in classroom engagement. Implications for practice include the feasibility of using trial-based functional analysis to inform intervention design within applied settings. (PsycINFO Database Record
Teacher-conducted trial-based functional analyses as the basis for intervention. [2019]Previous studies have focused on whether a trial-based functional analysis (FA) yields the same outcomes as more traditional FAs, and whether interventions based on trial-based FAs can reduce socially maintained problem behavior. We included a full range of behavior functions and taught 3 teachers to conduct a trial-based FA with 3 boys with developmental and intellectual disabilities who engaged in problem behavior. Based on the results of the trial-based FAs, we developed and conducted 5 function-based interventions, using differential reinforcement of an alternative behavior and extinction in all but 1 case. In the remaining case, we used noncontingent reinforcement. All interventions led to reductions in problem behavior and increases in alternative behavior.