Carol Ann Davis

Evaluating the Utility of Commercial Videotapes for Teaching Hand Washing to Children With Autism

We evaluated the effects of using a commercially available video model to teach three preschoolers with autism to wash their hands. While one child learned 80% of the hand washing steps, 2 of the 3 children did not learn from the commercial model. All were subsequently exposed to a customized video model, which resulted in at least some acquisition of the skill for the two students who did not learn from the commercial model.

Using High-Probability Request Sequences to Increase Social Interactions in Young Children With Autism

We investigated the effects of an intervention using high-probability request sequences with embedded peer modeling to increase social interactions of children with autism in a classroom. The effects of the intervention on compliant responding to social requests and social behaviors were monitored using a single-subject multiple baseline design across children. Additionally, social validity regarding the intervention goals, procedures, and outcomes was measured by relevant consumers. The results of this study indicate that all three childrens compliant responding to low-probability requests and social behaviors increased with the intervention and were maintained. Furthermore, the target childrens social behaviors generalized to untrained peers and nontraining settings. The social validity results indicated a high level of consumer acceptability and usability among relevant consumers.

Functional Assessment of Behavior and Effective Supports for Young Children with Challenging Behaviors

This article provides a proactive functional assessment and intervention framework for addressing challenging behaviors in young children. A three-tiered model is described that outlines prevention on the primary, secondary, and tertiary levels and remediation strategies that may be used to ameliorate challenging behaviors demonstrated by young children. Implementation of this model and its components in early childhood programs may reduce the intensity and frequency of challenging behaviors by young children and ultimately decrease the later development of emotional/behavioral disorders. Future research directions are discussed.

Expanding the Utility of Behavioral Momentum with Young Children: Where We've Been, Where We Need to Go.

To provide for young children and their individual needs it is necessary for researchers to continue to develop and expand new strategies for practitioners in the field. Influenced by an extensive research base and evolving values and commitment toward integration, researchers have begun to expand on the various antecedent-based, nonaversive procedures already prevalent in the literature. One such intervention, behavioral momentum or interspersed requesting, has been quite effective; however, the outcomes of this research are limited to increases in compliance and decreases in excess behaviors. This paper proposes expanding the utility of behavioral momentum to incorporate a variety of outcomes that better fit the overall needs of young children, including young children with disabilities. Traditional procedures and instructional strategies used with young children with behavioral disorders are reviewed, and the emerging technology of behavioral momentum is presented. A research agenda expanding momentum to a variety of other behavioral outcomes is proposed.

Social Skills Assessment in Young Children With Autism: A Comparison Evaluation of the SSRS and PKBS

Impairment in the development of reciprocal social interaction and other social skills is one of the defining characteristics of Autism Spectrum Disorders (ASD). There is a need for assessment tools that will help guide social skills interventions and document outcomes. The purpose of this study was to examine the potential usefulness of two behavior rating scales with young children with ASD in an early childhood program. The results showed that the two social skills measures, the SSRS and PKBS, had adequate psychometric properties in terms of internal consistency, construct validity, convergent validity, and criterion validity with the AEPS, and were found to be predictive of how the tests would function when assessing young children with ASD in a natural setting. However, their usefulness in detecting social skills progress over time or intervention outcomes for young children with ASD may not be satisfactory.

Evaluating Environmental Arrangement as Setting Events: Review and Implications for Measurement

Environmental arrangement alters the physical, social, or programmatic aspects of classrooms to increase task engagement, facilitate prosocial behaviors, and reduce or prevent the challenging behaviors of children and youth. Research shows specific arrangements can affect student engagement and deportment, but this literature is not well integrated theoretically or empirically with other effective behavior change tactics. This article proposes that some environmental arrangements may serve as setting events for child behavior change. Setting events and environmental arrangement were defined and critically outlined. A total of 43 physical environmental arrangement articles were reviewed as to the specific type of arrangement and research methodology. Several methodological problems (e.g., lack of measurement or control of antecedents, consequences, or environmental arrangements, manipulation of more than one environmental arrangement) precluded conclusions about the setting event function of environmental arrangements. Suggestions for future research on setting events and environmental arrangements are proposed.

Early Elementary-Aged Children With Challenging Behaviors: Legal and Educational Issues Related to IDEA and Assessment

Maureen A. Conroy is a professor in the department of special education. University of Florida, Gainesville. Carol Ann Davis is a professor at the University of Washington. Please address correspondence to Dr Maureen A. Conroy, Box I 17050, Department of Special Education, University of Florida, Gainesville, FL 3261 I (e-mail: mconroy@coe.ufl.edu). revention of school violence, school P safety, and discipline have been in the spotlight of discussion since the 1997 reauthorization of the Individuals with Disabilities Education Act (IDEA). Over the past several years there has been a considerable increase in the literature discussing the needs of older school-age children and youth to reduce disruptive behaviors through the implementation of schoolwide disciplinary practices and functional behavioral assessment as mandated in the IDEA (e.g.. see Research Connections, 1999). Only recently has the discussion regarding the application of the IDEA disciplinary provisions for preschooland elementary-aged children been addressed (Conroy & Davis, 1999). however, and there is a lack of policies and practices for addressing the needs of younger children with challenging behaviors within the framework of the IDEA (1997). Because the prevalence of young children at risk for or with behavioral disorders is increasing (Fed& Becker, 1993: Sinclair, Del’Homme, & Gonzalez. 1993), we believe that proactive strategies for intervening against the potential development of behavioral disorders at an early age are critical. In this article, we will outline a proactive framework for preventing and remediating challenging behaviors in preschooland elementaryaged children through the implementation of functional behavioral assessments (FBA) and the disciplinary provisions outlined in the IDEA (1997).

Observational Methods in Functional Behavioral Assessment: Practical Techniques for Practitioners.

James J. Fox is research director of the Center.for Early Childhood Leurning and Development and professor; special education program, Department of Human Development and Learning, East Tennessee State University, Johnson City. Philip Gunter is department head and associate professor; department of special education and communicative disorders, College of Education, Room I73 Education Center; Valdosta State University, Valdosta, GA. Carol Ann Davis is assistant professor; experimental education unit. College of Education, University of Washington, Seattle. Samantha Bra11 is a master’s degree student in special education, Box 70434, East Tennessee State University, Johnson City. Preparation ofthe manuscript was supported in part by Grant # ED000006300 to the ,first author from the Stute of Tennessee Department of’ Educaticrn. Correspondence regarding this urticle should be .sent to James J . Fox, Box 70434, Eust Tennessee State University, Johnson City, TN 37614 (e-mail:

Effects of High-Probability Request Sequences on Preschoolers' Compliance and Disruptive Behavior

A high-probability request sequence was implemented with three preschool children with developmental delays within their classroom during typical activities. A multiple baseline design across subjects was used to evaluate the effects of the high-probability request sequence on compliant responding to low-probability requests and the occurrence of disruptive behavior. Results of the study indicate that the use of the high-probability request sequence was effective in increasing compliant responding to low-probability requests delivered by two different trainers for all children. No increases in disruptive behavior were noted as a result of using the high-probability request sequence. When the high-probability request sequence was withdrawn, compliant responding to low-probability requests was maintained for all children across time and in different settings.

Differential Response to a School-Based Program for Young Children With ASD:

Differential outcome and differential response to research-based interventions are challenging issues for researchers, teachers, and families of young children with autism spectrum disorder (ASD). In this article, the authors present information on responders to an early education program, Project DATA (Developmentally Appropriate Treatment for Autism), designed for children with ASD. Using case study methods, the authors identified six themes that were associated with optimal responders. The themes include the following: responders made continual progress, their challenging behaviors served clear functions, teachers were able to identify motivators, responders became sociable, they learned efficiently in group arrangements, and they generalized new skills. Findings are discussed in terms of implications for individualizing intervention approaches within the context of comprehensive treatment models.