T. Steuart Watson

Handbook of child behavior therapy

Foundations of Child Behavior Therapy: Behavioral and Functional Assessment F.M. Gresham, K.M. Lambros. Designs for Evaluating Behavior Change: Conceptual Principles of Single Case Methodology F.M. Gresham. Toward a Behavior Analytic Approach to Consultation G. Noell, J. Witt. School-Based Problems: Preventing Academic Skills Deficits C.H. Skinner. Enhancing Academic Achievement Through Related Routines: A Functional Approach P. Belfiore, J. Hutchinson. Attention/Concentration Problems G. DuPaul, K. Huff. Home-Based Problems: Teaching Parenting Skills M.D. Shriver. Child Physical Abuse and Neglect B. Donohue, et al. Sleep Problems M. Durand, et al. Medical Problems: Behavior Management of Recurrent Pain in Children K.D. Allen, J. Matthews. Central Nervous System Dysfunction: Brain Injury, Post-Concussive Syndrome, and Seizure Disorder W. Warzak, et al. Cross Setting Problems: Anxiety-Related Difficulties J. Laurent, K. Potter. A Behavior Analytic Approach for Treating Depression T.S. Watson, S.L. Robinson. Assessment and Treatment of Self-Injury F.C. Mace, et al. 10 Additional Chapters. Author Index. Subject Index.

Brief antecedent assessment and treatment of tics in the general education classroom : A preliminary investigation

The purpose of this study was to determine if specific classroom antecedents were associated with motor and vocal tics in two males diagnosed with Tourette’s syndrome. Afunctional assessment consisting of teacher and student interviews, direct observations, brief functional analysis, and confirmatory naturalistic observations indicated that specific antecedents could be identified for each participant. Simplified habit reversal was then implemented only under the antecedent condition that resulted in the highest rate of tics. The rate of tics decreased under the specific antecedent condition as well as at other times as validated by behavioral observations conducted at random times. The discussion focuses on the utility of conducting such assessments, the methodological and applied limitations of the current study, and avenues for further research.

Functional Analysis and Treatment of Nail Biting

This study applied functional analysis methodology to nail biting exhibited by a 24-year-old female graduate student. Results from the brief functional analysis indicated variability in nail biting across assessment conditions. Functional analysis data were then used to guide treatment development and implementation. Treatment included a simplified habit reversal package that was modified based on results of the functional analysis. Following treatment implementation, nail biting decreased as evidenced by consistent nail growth and participant self-recorded data. Results are discussed in terms of treatment utility of functional analysis methodology for novel populations and response topographies.

The Effects of Training Parents in Functional Behavior Assessment on Problem Identification, Problem Analysis, and Intervention Design:

In this study, parents were trained in four sessions to identify problems, conduct a functional assessment, and design an appropriate intervention based on the function of the problem behavior. First, parents were trained to operationally define problem behaviors, given examples of consequences, and discussed the functions of behavior. Second, parents were given examples of antecedents and discussed replacement behaviors. Third, procedures to increase appropriate behaviors were discussed. Fourth, procedures to decrease inappropriate behaviors were discussed. Prior to the first session and after each session, parents watched a videotaped vignette of a child exhibiting a behavior problem and completed a Problem Identification Questionnaire, Problem Analysis Questionnaire, and Intervention Design Questionnaire. A repeated-measures ANOVA was used to test for significant differences on each of the dependent variables. Results indicated that parents scores on each of the measures improved significantly. Limitations, future research ideas, and implications for school psychologists and other professionals are discussed.

Response Blocking With Guided Compliance and Reinforcement for a Habilitative Replacement Behavior: Effects On Public Masturbation and On-Task Behavior

ABSTRACT There is limited empirical research regarding effective treatment for public masturbation. In the current study, the relative and combined effects of reinforcement of an incompatible habilitative replacement behavior and response blocking with guided compliance on masturbation and on-task behavior were evaluated for a seven year-old African-American female with a traumatic brain injury who masturbated in her regular and special education classrooms. Results indicated that response blocking with guided compliance was successful in reducing masturbation. However, response blocking with guided compliance and reinforcement of an incompatible response was most effective for reducing masturbation and simultaneously increasing on-task behavior.

Sibling Thumb Sucking Effects of Treatment for Targeted and Untargeted Siblings

In this study, removal of a transitional object (pillow)was applied as the sole intervention for one of two siblings who sucked their thumbs. The intervention was applied only to the older sibling, whereas data were collected on the thumb sucking of both participants. Results indicated that removal of the transitional object for the older sibling reduced thumb sucking in both siblings and increased thumb sucking when the pillow was reintroduced. Discussion focuses on possible explanations for the effects of the intervention across both participants and the limitations of this study.