Jeannie A. Golden

Enrichment, stress, and growth from parenting an individual with an autism spectrum disorder

Abstract Background Past researchers have focused primarily on the associated negative impact of caring for a child with special needs. In this study, caregivers report the enrichment and stress of caring for a child with an autism spectrum disorder. Method Eighty caregivers completed the Social Communication Questionnaire (SCQ), Effects of the Situation Questionnaire (ESQ), and Posttraumatic Growth Inventory (PTGI). Enrichment and stress scores were compared to symptom severity data and posttraumatic growth scores. Results Consistent with prior research, caregivers reported greater levels of stress than enrichment. On just over half of the stress/enrichment variables, parental ratings of stress and enrichment were negatively correlated. Scores of total stress and enrichment were not correlated to the severity of the individuals symptoms or caregivers’ growth scores. Conclusions These findings suggest that although stress is a major concern for caregivers, enrichment and growth may also occur in varying degrees.

Focus on Communication: Improving Interaction between Staff and Residents Who Have Severe or Profound Mental Retardation.

The purpose of the present research project was to examine change in interactive behaviors between staff and residents of facilities that serve individuals with mental retardation. Twelve staff members were trained using an adapted component of the Nursing Child Assessment Satellite Training model, the Mental Retardation/Developmental Disabilities Adaptation of the Nursing Child Assessment Feeding Scale. Data indicated some slight increases in positive interactive staff behaviors with some small indications of generalization to another task and maintenance over a 6-month period in one setting. Little or inconsistent change was indicated in resident behaviors. Recommendations are made for further investigation of factors related to behavior change in staff and residents.

Generalization of social skills to peer interactions in a child with language delays

Researchers in this study have attempted to determine whether integrating generalization promoting strategies into intervention procedures would enhance the generalization and maintenance of social skills to peer interactions in a preschoold child with language delays. This intervention took place in the natural environment of the day care facility where the child was enrolled. A multiple baseline across behaviors design addressed social response behavior, approach behavior, and play organizers. The intervention utilized a prompting and social reinforcement procedure with minimal adaptations of the onging classroom activities to systematically improve the target childs peer interactions. Several generalization promoting strategies were also used. Improvements in all three types of behavior and generalization of treatment effects across persons, settings, and time were observed. These results lend support for the value of integrating several generalization promoting strategies pre-experimentally into the intervention instead of relying on post hoc evaluation of intervention. ©1997 John Wiley & Sons, Ltd.

Review: Functional behavioral assessment as a model for multidisciplinary assessment and treatment

Behavior, whether internalizing or externalizing, constitutes a primary challenge in any inpatient setting. In many cases, behavior may interfere with progress during inpatient treatment, resulting in the need for a behavioral strategy for those concerns. A multidisciplinary team approach is often necessary to fully identify and remediate interfering difficulties. Functional behavioral assessment (FBA) is a team-based technique that offers a positive option to these types of difficulties. This article provides a rationale for and delineates the use of FBA as a strategy for assessment and treatment for a complex care patient. Two uncontrolled case studies (pediatric rehabilitation and cancer) are used to illustrate the use of FBA in the tertiary hospital setting. Both cases demonstrated improvements in behavior with limited resources (time and training) needed to implement behavioral plans. Additional case-controlled research is needed to demonstrate the feasibility and utility of FBA as a strategy for multidisciplinary treatment planning and intervention.

Contributions of Applied Behavior Analysis to School-Based Mental Health Services in Rural Communities

Rural communities suffer from a lack of mental health services. Much of this need is covered by school-based mental health services. However, there are limits to the expertise and resources that are available in rural schools. The principles and procedures of applied behavior analysis can be used to help ameliorate many of the problems rural schools face through contributions to classroom interventions, school-wide programs, changing school personnel’s behavior, and changing parent behavior.