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The purpose of this study was to utilize the matching theory to understand intra-response class covariation as a result of extinction for selected members of the response class versus functional communication training. The participant was a 9-year old girl with a severe disability and problem behaviors. Experimental procedures included functional analysis, extinction, and functional communication training. Results showed that in accordance with the matching theory, responses (problem or adaptive) that were continuously reinforced occurred at a higher rate when compared to responses on extinction. In addition, extinction for some problem responses increased the rate of non-targeted problem responses; however, concurrent reinforcement of a newly learned functionally equivalent communication response increased the rate of this behavior and decreased all problem behaviors. (Contains 5 tables and 3 figures.)

We developed a reporting guideline to provide authors with guidance about what should be reported when writing a paper for publication in a scientific journal using a particular type of research design: the single-case experimental design. This report describes the methods used to develop the Single-Case Reporting guideline In BEhavioural interventions (SCRIBE) 2016. As a result of 2 online surveys and a 2-day meeting of experts, the SCRIBE 2016 checklist was developed, which is a set of 26 items that authors need to address when writing about single-case research. This article complements the more detailed SCRIBE 2016 Explanation and Elaboration article (Tate et al., 2016) that provides a rationale for each of the items and examples of adequate reporting from the literature. Both these resources will assist authors to prepare reports of single-case research with clarity, completeness, accuracy, and transparency. They will also provide journal reviewers and editors with a practical checklist against which such reports may be critically evaluated. We recommend that the SCRIBE 2016 is used by authors preparing manuscripts describing single-case research for publication, as well as journal reviewers and editors who are evaluating such manuscripts.

Students who struggle academically often struggle with assignment completion. Poor assignment completion is attributable to both student cognitive and motivational barriers. This study evaluates the effectiveness of an intervention designed to improve assignment completion for middle school students who struggle academically. Seventh graders with diverse educational and behavioral profiles in a resource room context learned to use an organization system to facilitate assignment management while in the resource classroom. The intervention was applied at the classroom level to address implementation barriers encountered while piloting the system with individual students. Using a single-subject design methodology, we demonstrated a functional relation between the intervention and assignment completion skills for two of three participants. Classroom-wide application facilitated implementation and positive effects were maintained 1 month postintervention. Additional implementation and intervention implications are discussed. (Contains 3 figures.)

A major goal of positive behavior support (PBS) is to produce broad-based, long-term improvements in adaptive behavior; however, the empirical base, at present, is mainly composed of relatively short-term studies carried out in circumscribed contexts. Therefore, a need exists for reliable data that can inform the field regarding the comprehensive lifestyle effects of PBS implementation in natural community contexts over extended periods of time. The current investigation was conducted to provide a descriptive analysis of PBS with diverse participants and broad measurement strategies over multiple years. Using extensive data portfolios for 21 participants, we employed rating scales to quantify changes in key variables from baseline through 2 years of intervention. The data revealed variable levels of intervention integrity, generalized reductions in problem behavior with occasional relapses, and encouraging enhancements across six domains of quality of life. This study represents an initial attempt to understand the processes and outcomes of behavioral support by documenting behavioral patterns across full days, entire years, and all environments. We discuss the need to consider new conceptual and methodological frameworks for further study of efficacious and sustainable behavior support. (Contains 9 tables and 4 figures.)

This study examined the efficacy, social validity, and durability of a positive behavior support (PBS) approach with the family of a girl with autism and severe problem behavior. The study was conducted across a 10-year period beginning when the child was 5 years old. A multiple baseline across family routines design evaluated the functional relationship between parent implementation of a PBS plan and longitudinal improvements in child behavior and successful participation in routines. Daily indicator behavior data allowed us to assess generalized improvements in child behavior. An inventory of monthly community activities allowed us to assess changes in child quality of life. In addition, social validity and contextual fit were assessed. Results document that the intervention was associated with a 75% reduction in problem behavior, and that the effects were maintained across a 6-month to 7-year follow-up period. Associated outcomes included generalized improvements in child behavior and enhanced community activity patterns. Parents also rated the social validity and contextual fit of the approach highly. Results verify the efficacy and social validity of the approach and offer preliminary descriptive evidence of its durability. Contributions to the literature, implications, and future directions are discussed. (Contains 3 tables and 4 figures.)

The purpose of this study was to replicate and extend research on task interspersal. The authors investigated whether changes in on-task behavior of two middle school students were functionally related to changes in the relative percentages of easy and difficult items on math worksheets. They found that the participants remained on task longer while completing worksheets with 33 and 67% interspersed easy problems than while completing worksheets without the interspersed easy problems. Participants' accuracy in answering the target problems was not affected, however, by the interspersal procedure. The authors concluded that interspersing easy items on independent math seatwork assignments can increase on-task behavior.

A study of a man (age 19) with severe developmental disabilities evaluated the effects of implementing extinction for some problem behaviors of a functional response class, with and without reinforcement of an alternative communication response. Results found that using extinction and functional communication training reduced all topographies of problem behavior. (Author/CR)

This case study focused on an adult with severe disabilities and multiple problem behaviors fitting a pattern of behavioral escalation. Functional assessment indicated that use of rule statements by the teacher was related to occurrence and escalation of problem behaviors. Elimination of rule statements was an effective instructional intervention for decreasing the rate of specific problem behaviors. (Author/PB)

The study evaluates a comprehensive, ecological approach to behavioral family intervention with a family of a child with severe disabilities and severe problem behaviors. A multiple-baseline design across family routines assessed the functional relationship between parent implementation of a multicomponent intervention and improvement in child behavior and successful completion of routines. Results indicate durable improvements in child behavior and routine completion. Associated outcomes included generalized improvements in child behavior and enhanced activity patterns. Results verify the efficacy of the approach for ameliorating problem behaviors and empowering parents to build successful family routines. The value of collaborative research with families is briefly discussed.

In this investigation, extinction (EXT) was applied alone or in combination with functional communication training (FCT) to less severe topographies of problem behavior while more severe topographies continued to be reinforced. EXT alone decreased less severe and increased more severe topographies of problem behavior (i.e., response co-variation), whereas EXT with FCT reduced all topographies of problem behavior to near-zero levels. DESCRIPTORS: response covariation, extinction, functional communication training, severe disabilities

This paper presents an overview of the Direct Instruction principles and guidelines that define general-case programing and then reviews recent research findings related to general-case instruction with learners with severe disabilities. (Author/DB)

The objective of this study was to investigate the efficacy of a group treatment protocol called NICE (Noticing you have a problem, Identifying the information you need for help, Compensatory strategies, Evaluating progress) to train help-seeking when wayfinding for individuals with acquired brain injury (ABI). Seven participants completed the NICE group treatment in an outpatient rehabilitation department at a university medical centre. A single subject multiple baseline design was employed to evaluate the efficacy of the NICE group treatment. The Social Behaviour Rating Scale and the Executive Function Route-Finding Task- Revised were repeated measures used to evaluate potential changes in help-seeking and wayfinding. Secondary outcome measures included pre- and post-treatment evaluation of social problem solving and social cognition. Results revealed that all participants improved on measures of help-seeking and wayfinding. Patterns of improvement and implications for rehabilitation are discussed. This is the first experimental study to evaluate the treatment of help-seeking behaviours and discuss its application to wayfinding in adults with ABI. Preliminary evidence supports further investigation of the NICE group treatment protocol. [ABSTRACT FROM AUTHOR]

Background and aim: Cognitive impairments following brain injury, including difficulty with problem solving, can pose significant barriers to successful community reintegration. Problem-solving strategy training is well-supported in the cognitive rehabilitation literature. However, limitations in insurance reimbursement have resulted in fewer services to train such skills to mastery and to support generalization of those skills into everyday environments. The purpose of this project was to develop and evaluate an integrated, web-based programme, ProSolv, which uses a small number of coaching sessions to support problem solving in everyday life following brain injury. Method: We used participatory action research to guide the iterative development, usability testing, and within-subject pilot testing of the ProSolv programme. The finalized programme was then evaluated in a between-subjects group study and a non-experimental single case study. Results: Results were mixed across studies. Participants demonstrated that it was feasible to learn and use the ProSolv programme for support in problem solving. They highly recommended the programme to others and singled out the importance of the coach. Limitations in app design were cited as a major reason for infrequent use of the app outside of coaching sessions. Conclusions: Results provide mixed evidence regarding the utility of web-based mobile apps, such as ProSolv to support problem solving following brain injury. Implications for Rehabilitation: People with cognitive impairments following brain injury often struggle with problem solving in everyday contexts. Research supports problem solving skills training following brain injury. Assistive technology for cognition (smartphones, selected apps) offers a means of supporting problem solving for this population. This project demonstrated the feasibility of a web-based programme to address this need. [ABSTRACT FROM AUTHOR]

We developed a reporting guideline to provide authors with guidance about what should be reported when writing a paper for publication in a scientific journal using a particular type of research design: the single-case experimental design. This report describes the methods used to develop the Single-Case Reporting guideline In BEhavioural interventions (SCRIBE) 2016. As a result of 2 online surveys and a 2-day meeting of experts, the SCRIBE 2016 checklist was developed, which is a set of 26 items that authors need to address when writing about single-case research. This article complements the more detailed SCRIBE 2016 Explanation and Elaboration article (Tate et al., 2016 ) that provides a rationale for each of the items and examples of adequate reporting from the literature. Both these resources will assist authors to prepare reports of single-case research with clarity, completeness, accuracy, and transparency. They will also provide journal reviewers and editors with a practical checklist against which such reports may be critically evaluated. We recommend that the SCRIBE 2016 is used by authors preparing manuscripts describing single-case research for publication, as well as journal reviewers and editors who are evaluating such manuscripts. SCIENTIFIC ABSTRACT Reporting guidelines, such as the Consolidated Standards of Reporting Trials (CONSORT) Statement, improve the reporting of research in the medical literature (Turner et al., 2012 ). Many such guidelines exist and the CONSORT Extension to Nonpharmacological Trials (Boutron et al., 2008 ) provides suitable guidance for reporting between-groups intervention studies in the behavioural sciences. The CONSORT Extension for N-of-1 Trials (CENT 2015) was developed for multiple crossover trials with single individuals in the medical sciences (Shamseer et al., 2015 ; Vohra et al., 2015 ), but there is no reporting guideline in the CONSORT tradition for single-case research used in the behavioural sciences. We developed the Single-Case Reporting guideline In BEhavioural interventions (SCRIBE) 2016 to meet this need. This Statement article describes the methodology of the development of the SCRIBE 2016, along with the outcome of 2 Delphi surveys and a consensus meeting of experts. We present the resulting 26-item SCRIBE 2016 checklist. The article complements the more detailed SCRIBE 2016 Explanation and Elaboration article (Tate et al., 2016 ) that provides a rationale for each of the items and examples of adequate reporting from the literature. Both these resources will assist authors to prepare reports of single-case research with clarity, completeness, accuracy, and transparency. They will also provide journal reviewers and editors with a practical checklist against which such reports may be critically evaluated. [ABSTRACT FROM AUTHOR]

BACKGROUND: Assistive technology for cognition (ATC) can be an effective means of compensating for cognitive impairments following acquired brain injury. Systematic instruction is an evidence-based approach to training a variety of skills and strategies, including the use of ATC. OBJECTIVE: This study experimentally evaluated systematic instruction applied to assistive technology for cognition (ATC) in a vocational setting. METHODS: The study used a single-case, multiple-probe design across behaviors design. The participant was a 50-year old female with cognitive impairments following an acquired brain injury (ABI). As a part-time employee, she was systematically instructed on how to operate and routinely use selected applications (apps) on her iPod Touch to support three work-related skills: (a) recording/recalling the details of work assignments, (b) recording/recalling work-related meetings and conversations, and (c) recording/performing multi-step technology tasks. The experimental intervention was systematic instruction applied to ATC. The dependent measures were: (a) the use of ATC at work as measured by an ATC routine task analysis; and (b) recall of work-related tasks and information. RESULTS: Treatment effects were replicated across the three work-related skills and were maintained up to one year following the completion of intensive training across behaviors with periodic review (booster sessions). CONCLUSIONS: Systematic instruction is a critical component to teaching the routine use of ATC to compensate for cognitive impairments following ABI. [ABSTRACT FROM AUTHOR]