Mark D. Shriver

An Examination of the Effects of Repeated Readings with Secondary Students

Reading is a fundamental skill for success in school and as an adult. However, many children and adults experience difficulties reading. Previous research has demonstrated that repeated readings is an effective intervention for increasing both fluency and comprehension for elementary age readers of all skill levels. However, the impact of repeated readings on fluency and comprehension has not been examined with secondary students with reading deficits. The purpose of this study was to examine the effectiveness of repeated readings for increasing four secondary students fluency on passages at their instructional level, at the ninth grade level, and on generalization passages from their school curriculum. Furthermore, the effects on comprehension were also explored. A comparison group of average readers served as an estimate for how fluently secondary students read. The results of this study demonstrated that fluency improvements were achieved for all of the participants with just ten additional hours of practice. Effects on comprehension were not as clear. Limitations and future directions for research are discussed.

Role of parent-mediated pain behavior management strategies in biofeedback treatment of childhood migraines*

This study explored the use of parent-mediated pain behavior management strategies as an adjunct to the biofeedback treatment of children with migraine headaches. Twenty-seven children, ages 7 to 18, presenting with migraine headaches were randomly assigned to either a biofeedback treatment group or a biofeedback treatment group that included pain behavior management guidelines for parents. Both groups demonstrated significant reductions in headache activity. The group receiving parent-mediated pain management guidelines, however, evidenced significantly greater reductions in headache frequency, were more likely to experience clinically significant improvements, and were more likely to be headache-free. In addition, the group that received parent-mediated pain management guidelines reported children who demonstrated better adaptive functioning during treatment and at 3-month follow-up. The addition of parent-mediated pain behavior management guidelines are supported as an important adjunct to the clinical management of migraine headaches in children.

A Survey of Behavior Analysis and Behavioral Consultation Courses in School Psychology: Implications for Training School Psychologists

All 216 doctoral and specialist level school psychology training programs were mailed a seven question survey to determine how much behavioral consultation and behavior analysis course work school psychology students are offered. One hundred and twenty-eight surveys were returned, yielding a return rate of 58.26%. The results indicated that almost all programs offer didactic courses in consultation (98.79%) and behavior analysis/behavior modification (91.52%). The percentage of practicum devoted to behavioral consultation and behavior analysis/modification was considerably less (about 25% for each) than other subject areas. The results are discussed within the context of training needed to meet the needs of practitioners in the areas of behavioral consultation and behavior analysis/behavior modification.

Behavioral Management of Children's Seizure Activity Intervention Guidelines for Primary-Care Providers

The objective of this study was to describe the proportion of children with a behavior problem and examine which independent variables are associated with the presence of a behavior problem in a group of 392 inner-city children with asthma. Data on child asthma symptoms, medication use, health-care utilization, and school absences were obtained from the parent during a structured telephone interview. Included in the interview was a measure of behavior problems and social support questions. Children classified with a high level of asthma symptoms were more than twice as likely to experience a behavior problem than children classified with a low level of asthma symptoms (P = 0.002). Use of theophylline medication was not correlated with behavior problems (P = 0.45). Significant variables were low level of social support and high or moderate level of asthma symptoms. We have identified a group of children at risk for behavior problems, specifically in families that lack adequate social and financial resources.We present behavioral treatment guidelines, based on empirically established behavioral interventions, for pediatric paroxysmal disorders. The guidelines include affirming the disability and normalizing the role of the environment; teaching the child anticonvulsant coping behaviors; giving caregivers guidelines to encourage independent functioning; and involving teachers and other supervising adults in treatment. The guidelines were developed for economic feasibility, time efficiency, and easy execution in any primary-care clinic. A patient report demonstrates significant reduction in drug-refractory seizures in an 11-year-old girl by implementing the guidelines. Discussion is provided on effective implementation of the behavioral guidelines in the primary-care clinic.

Teaching Parenting Skills

Many types of child therapy provide direct psychological services to the child (e.g., play therapy). These child-directed therapies typically evaluate child outcome based on parent report of child behavior change (e.g., child appears happier, child less angry) or parental satisfaction (i.e., parent believes child getting the help child needs). Parent report, however, is biased in a positive direction for child outcome regardless of the type of therapy/ treatment utilized (Patterson & Narrett, 1990). Therefore, it is necessary to evaluate child therapy based not only on parent report, but also on actual child behavior change. Most current forms of psychotherapy for children, however, do not have empirical support demonstrating actual child behavior outcomes (Patterson & Narrett, 1990).

Comparing Parent-Child Interactions in the Clinic and at Home: An Exploration of the Validity of Clinical Behavior Observations Using Sequential Analysis

Direct observation is often considered the “gold standard” for assessing the function, frequency, and intensity of problem behavior. Currently, the literature investigating the construct validity of direct observation conducted in the clinic setting reveals conflicting results. Previous studies on the construct validity of clinic-based observations of parent and child interaction have focused on correlating behavior rates across clinic and home settings. These studies provide some preliminary data on how accurately in-clinic observations reflect the rates of behavior in the home setting; however, they provide little information regarding the interaction patterns between the parent and the child. The current study explores a method of assessing construct validity by comparing parent-child interactions in the clinic with parent-child interactions in the home. Results of this investigation suggest parents and children may exhibit similar rates of behavior in the clinic and home during structured activities and similar types of interactions during those activities.

Evaluation of Increasing Antecedent Specificity in Goal Statements on Adherence to Positive Behavior-Management Strategies.

We evaluated the impact of antecedent specificity in goal statements on adherence to positive behavior-management strategies. Teaching staff were recruited from 2 different school settings where there were routine expectations to use behavior-specific praise in the classroom, but adherence was poor. In a concurrent multiple baseline design, the use of behavior-specific praise by 4 participants was found to be unaffected by goal statements that increasingly specified the behavior to be used and the conditions under which the behavior should occur. However, adherence by 3 of the 4 participants did change when goal statements included teacher-specified frequencies with which the behavior should occur. Results were systematically replicated in a second study in which, in a concurrent multiple baseline design, 3 participants showed marked increases in adherence when goal statements specified the target behavior, the conditions under which it should occur, and the frequency with which it should occur.

The Munroe-Meyer Approach: Continuous Integration of Didactic Instruction, Research, and Clinical Practice

Increased demand for applied behavior analysis (ABA) services has increased the need for additional masters-level practitioners and doctoral-level academicians and clinical directors. Based on these needs, the University of Nebraska Medical Center’s (UNMC) Munroe-Meyer Institute has developed a PhD program. The academic structure at UNMC allowed us to create our PhD program in a relatively quick and efficient manner. Our PhD program has many unique features, including (a) close integration of didactic instruction with clinical and research training provided by leading experts in ABA in which students immediately apply concepts introduced in the classroom during coordinated clinical and research practica; (b) structured grant writing training in which students learn to write and submit an NIH-level grant; (c) financial support in the form of a stipend of

Training Teachers to Give Effective Commands: Effects on Student Compliance and Academic Behaviors.

23,400 per year, free health benefits, and a full-tuition waiver for up to 12 credits per semester for UNMC courses (a benefits package worth approximately

Evaluating the Validity of Functional Behavior Assessment.

50,000 per year for an out-of-state student); and (d) encouragement and financial support to present papers at local, regional, and national behavior analysis conferences.