Blair P. Lloyd

Assessment and treatment of challenging behaviour for individuals with intellectual disability: a research review.

BACKGROUND Challenging behaviour is frequently associated with the presence of intellectual disability. If not effectively treated, chronic challenging behaviour can negatively impact a variety of quality of life outcomes for individuals with intellectual disability. METHODS AND RESULTS We review the current status of research relating to the assessment and treatment of challenging behaviour for people with intellectual disability. We briefly review the history of interventions for challenging behaviour that led to the development of function-based approaches widely in use today. We then discuss the various operant functions of challenging behaviour, functional behaviour assessment technologies and reinforcement-based interventions. CONCLUSIONS We conclude with a discussion of future directions that include models of prevention, ecological validity of assessment procedures and the widespread use of comprehensive behavioural support programmes.

Quantifying contingent relations from direct observation data: transitional probability comparisons versus Yule's Q.

Measuring contingencies or sequential associations may be applied to a broad range of response-stimulus, stimulus-stimulus, or response-response relations. Within behavior analysis, response-stimulus contingencies have been quantified by comparing 2 transitional probabilities and plotting them in contingency space. Within and outside behavior analysis, Yules Q has become a recommended statistic used to quantify sequential associations between 2 events. In the current paper, we identify 2 methods of transitional probability comparisons used in the behavior-analytic literature to estimate contingencies in natural settings. We compare each of these methods to the more established Yules Q statistic and evaluate relations between each pair of indices. Advantages and disadvantages of each method are identified, with recommendations as to which approach may be most appropriate for measuring contingencies.

Serotonin2A/C receptors mediate the aggressive phenotype of TLX gene knockout mice

Deleting the tailless (TLX) gene in mice produces a highly aggressive phenotype yet to be characterized in terms of heterozygous animals or neurotransmitter mechanisms. We sought to establish pharmacological control over aggression and study the role of serotonin (5-HT)(2A/C) receptors in mediating changes in aggression. We analyzed aggression in mice heterozygous (+/-) or homozygous (-/-) for the TLX gene and wild-types (+/+) using a resident-intruder paradigm. No +/+ mice were aggressive, 36% of +/- TLX and 100% of -/- TLX mice showed aggression. Dose-effect functions were established for clozapine (0.1-1.5mg/kg, ip), ketanserin (0.3-1.25 mg/kg, ip), and (±)-1-(2,5-dimethoxy-4-iodophenyl)-2-aminopropane [(±)DOI] (0.5-2.0 mg/kg, ip). Injecting clozapine decreased the frequency and duration of attacks for +/- TLX and -/- TLX mice. Clozapine did not decrease grooming in either +/- TLX or -/- TLX mice but may have increased locomotion for -/- TLX mice. Injecting ketanserin, a 5-HT(2A/C) receptor antagonist, produced differential decreases in frequency and latency to aggression between genotypes and corresponding increases in locomotor behavior. Injecting (±)DOI, a 5-HT(2A/C) receptor agonist, increased the frequency and duration of attacks, decreased the latency to attacks, and decreased locomotion in +/- and -/- TLX mice. Results of the current study suggest aggression displayed by TLX null and heterozygous mice involves 5-HT(2A/C) receptors.

Experimental analysis of stereotypy with applications of nonparametric statistical tests for alternating treatments designs

ABSTRACT Introduction: Stereotypy is common in individuals with developmental disabilities and may become disruptive in the context of instruction. Purpose: The purpose of this study was to embed brief experimental analyses in the context of reading instruction to evaluate effects of antecedent and consequent variables on latencies to and durations of stereotypy. Method: We trained a reading instructor to implement a trial-based functional analysis and a subsequent antecedent analysis of stimulus features for an adolescent with autism in a reading clinic. We used alternating treatments designs with applications of nonparametric statistical analyses to control Type I error rates. Results: Results of the experimental analyses suggested stereotypy was maintained by non-social reinforcement and informed the extent to which features of academic materials influenced levels of stereotypy. Results of nonparametric statistical analyses were consistent with conclusions based on visual analysis. Conclusion: Brief experimental analyses may be embedded in academic instruction to inform the stimulus conditions that influence stereotypy.

Issues in Integrating Psychotropic and Intensive Behavioral Interventions for Students With Emotional and Behavioral Challenges in Schools

The prevalence of psychotropic medication use among students with emotional and behavioral challenges continues to increase as intensive behavioral interventions are designed and evaluated in schools. There is general consensus among clinical professionals that psychotropic medications are not “silver bullets” but should be expected to improve mental health outcomes and enhance the effects of academic and behavioral interventions. Thus, they should be used to supplement, not replace, classroom-based strategies. Unfortunately, effective collaboration between clinical and educational professionals to evaluate medication effects is rare. As a result, psychopharmacological and behavioral interventions often occur simultaneously but are implemented and monitored independently by separate teams of professionals. In the present article, we make a case that a better understanding of behavioral mechanisms of psychotropic drug effects has the potential to improve the integration and evaluation of psychotropic and intensive behavioral interventions for students with emotional and behavioral challenges in schools. First, we review behavior-analytic approaches to intensive intervention models and current use patterns in psychotropic medications for students with emotional and behavioral challenges. Second, we review potential behavioral mechanisms of drug action as a framework for integrating the two treatment models. Third, we discuss implications of this integrated framework for practitioners when implementing and evaluating intensive, integrated interventions in schools.

Social Outcomes and Acceptability of Two Peer-Mediated Interventions for High School Students With Severe Disabilities: A Pilot Study

Abstract Adolescents with severe disabilities often have few opportunities to learn alongside and connect socially with peers without disabilities at their high school. In this pilot study, nine hi...

Vocabulary Word Instruction for Students Who Read Braille

The association made between the meaning, spelling, and pronunciation of a word has been shown to help children remember the meanings of words. The present study addressed whether the presence of a target word in Braille during instruction facilitated vocabulary learning more efficiently than an auditory-only instructional condition. The authors used an adapted alternating treatments single-case experimental design with three students with visual impairments who read Braille, collecting data on definition recall and spelling during each session. Data on definition recall were used to determine mastery. The results of this study are not consistent with previous findings with students who read print. Visual analyses of the data indicated that participants reached mastery in both conditions, but all three reached mastery on definition recall in fewer sessions in the auditory-only condition. Spellings of words were learned in the flashcard condition only, and possible implications of this are discussed. The difference in the unit of recognition and working memory load between reading Braille and reading print is discussed as one possible explanation.

Generalizability and Decision Studies to Inform Observational and Experimental Research in Classroom Settings

Attaining reliable estimates of observational measures can be challenging in school and classroom settings, as behavior can be influenced by multiple contextual factors. Generalizability (G) studies can enable researchers to estimate the reliability of observational data, and decision (D) studies can inform how many observation sessions are necessary to achieve a criterion level of reliability. We conducted G and D studies using observational data from a randomized control trial focusing on social and academic participation of students with severe disabilities in inclusive secondary classrooms. Results highlight the importance of anchoring observational decisions to reliability estimates from existing or pilot data sets. We outline steps for conducting G and D studies and address options when reliability estimates are lower than desired.

Including Students With Disabilities in Positive Behavioral Interventions and Supports: Experiences and Perspectives of Special Educators:

As interest in proactive and systematic approaches to supporting positive student behavior grows, important questions remain about the ways in which special education staff and their students participate in school-wide Positive Behavioral Interventions and Supports (PBIS). We report findings from a statewide study of 849 special educators addressing (a) their involvement in their school’s PBIS framework, (b) the ways their students with disabilities participate, (c) potential barriers to such participation, and (d) the topics and avenues through which they desire professional development. Special educators rarely participated in school-wide PBIS teams, reported variability in the extent to which their students with disabilities participated in aspects of the school’s framework, indicated that they implemented some features of the framework in their classroom more than others, and highlighted salient barriers to student involvement. The views and actions of special educators working primarily with students with low-incidence disabilities differed from those of teachers working with students with high-incidence disabilities. We discuss implications for research and practice aimed at enhancing the implementation and impact of school-wide PBIS on students with disabilities.

Effects of Parent Implemented Visual Schedule Routines for African American Children with ASD in Low-Income Home Settings

ABSTRACT Low-income, minority families are underrepresented in the literature on parent training for school-aged children with autism spectrum disorder (ASD). Although the use of visual supports, such as visual schedules, is considered to be an evidence-based practice for children with ASD in school, it is not known whether this strategy is effective for minority, low-income families when implemented by the parent in the home setting. This study used a multiple-baseline across routines design replicated across two African American child-mother dyads to examine the effects of a parent-implemented visual schedule procedure on child independent schedule use and between-activity transitions. Parent participants were trained to implement a visual schedule intervention during home routines. Although a functional relation was demonstrated across routines for one mother-child dyad, results varied across participants, highlighting the importance of treatment fidelity. Implications for future research, including the challenges involved in parent-implemented interventions in low-income settings for minority children with ASD, are addressed.