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Showing posts from December, 2010

Auditory Prompting Systems to Reduce Problem Behaviour

Results of this study confirm self-operated auditory prompting systems to be a socially valid function-based intervention for use in public community settings with
students with moderate mental retardation who have attention- or escape-maintained behavior when the prompts provide functionally equivalent reinforcement. This study
expands the literature on self-operated auditory prompting systems by matching the prompts to the function of problem behavior and confirming the social validity of the
intervention by including nondisabled coworkers.

Although previous studies (Alberto et al., 1999; Davis et al., 1992) documented that self-operated auditory prompts were an effective intervention for the reduction of
problem behavior in public community settings for students with moderate mental retardation, the function of behavior was not determined prior to intervention. It was unclear if the prompts inadvertently achieved functional equivalence or if stimuli other than the prompts were responsib…

Contingency Mapping

Contingency mapping is a new type of visual support strategy that has not been reported in the research literature to date (Brown, 2004). Contingency maps are graphic (i.e., pictorial) representations of the environment–behavior relationships inherent in PBS plans that involve FET. The aim of a contingency map is to make a behavior support plan more transparent by graphically depicting both the current and the alternative antecedent–behavior–consequence pathways related to the problem behavior. As such, contingency maps must represent all of—and the relationships between—the following components: (a) the common antecedent that precedes both the problem and the replacement behavior, (b) the topography of both the
problem and alternative behavior, (c) the functional reinforcer that will be provided contingent on alternative behavior, and (d) the previously available functional reinforcer that will no longer be provided contingent on problem behavior.

Brown, K. & Mirenda, P (2006). C…

Classroom Strategies for FASD

Classroom Strategies (this list is a start)

Work with student’s developmental age not his chronological age

• Repeat, repeat, repeat. Repeat, re-teach, repeat, reteach. Adapt the curriculum expectations
• If she repeatedly has outbursts look for the inciting stimuli and steer her away from them
• Alternate times of calm with activity, mini breaks for “brain gym” activities could be helpful
• Reduce stimuli in classroom. Have him looking at a blank wall up near you, not a colourful display
• Use a ruler, paper to cover everything except what is being read at that moment
• Colourful, attractive displays are very, very distracting for children with fasd. Low stimulus works
• Be prepared to handle clothes that itch (distract) — turn t-shirt inside out and tell parent/caregiver
• Figure out what she is good at and build on these functional skills
• Hands-on learning
• Small class size if possible
• Minimize transitions and prepare him for them in advance, “we are going to get out the red b…