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Peer-mediated interventions are highly effective strategies in supporting the development of social skills for young children; however, research has focused on how peer-mediated interventions are b...

Issue addressed Drowning is a leading cause of death globally. Opportunities to promote drowning prevention in news media may be overlooked for attention-grabbing headlines, imagery and narrative. This study examines news media coverage of fatal drowning events in Western Australia (WA). Methods Coronial fatal drowning data in WA were extracted for two summer time periods (2014-2016) by date, age, gender, location and description. Corresponding print and online news articles were captured using: (i) Media Alert; (ii) Google News; (iii) Factiva. A content and frame analysis protocol was developed. A qualitative approach was taken to analyse the news angle. A subgroup analysis was undertaken for drowning focused articles. Results The final sample (n = 50) news articles matched 17 individual drowning events (T1, n = 9; T2, n = 8). Drowning stories rarely appeared on page 1 (n = 2), but were located in the first 2-10 pages (n = 20) (66.6%). In the subanalysis, one-fifth (22%) of the articles employed a news angle relating to community spirit and celebration of life. There were 32 mentions of "who was responsible for the drowning event." Environmental factors were most cited for "what was responsible" (20.4%). Experts were cited in 66.7% of articles and drowning prevention strategies were mentioned in nine of the 50 articles. Conclusion Drowning was considered newsworthy; however, not the front page news. Reporting infrequently prioritised drowning prevention or discussed prevention strategies. SO WHAT?: Working closely with news outlets to embed drowning prevention messages in news stories during high-risk periods such as summer is an imperative.

Insect-induced plant galls are thought to provide gall-forming insects protection from predation and parasitism, yet many gall formers experience high levels of mortality inflicted by a species-rich community of insect natural enemies. Many gall-forming cynipid wasp species also display heterogony, wherein sexual (gamic) and asexual (agamic) generations may form galls on different plant tissues or plant species. Despite broad interest in using these systems to study parasitism, enemy escape, and community assembly, few studies have provided complete characterizations of the natural enemy diversity associated with gall-forming wasp species, and fewer still have done so for both alternating generations. Here, we characterize the parasitoids, inquilines, and hyperparasitoids associated with the alternating sexual and asexual generations of the cynipid gall former, Belonocnema treatae Mayr in Texas, USA . We find 24 species associated with the asexual generation in leaf galls and four species associated with the sexual generation in root galls. We provide photographs and mitochondrial sequences for most species, discuss implications of these findings for hypotheses that consider heterogony as an adaptation for escape from natural enemies, and contemplate the relative incidence of specialized versus generalist feeding habits among gall former natural enemies.

This column provides practical suggestions to help guide teachers in utilizing classroom sets of iPads. Following a brief introduction to tablet technology in inclusive classrooms and the origin of these recommendations from a case study focus group, important elements of setting up classroom iPad use, from finding funding to teaching apps, are explained in practical terms.

This multi-methods, descriptive case study examines attitudes and practices of classroom-based iPad use. The site is one inner-city, urban, publicly funded school, focused on two iPad-infused classrooms (Grade 2/3 and Grade 4/5). Data were collected from 5 educators and 35 students to investigate two research questions: How are iPads being utilized in student instruction? How do educators and students perceive the value of using iPads in the classroom? For this study, we analyzed the transcript of a focus group with five educators, data from 10 days of structured student observations, and the results from 35 student questionnaires. Five themes emerged from the focus group; the strongest related to pedagogical practices. Data related to student perceptions indicated a positive attitude toward iPads. They enjoyed iPad use, were concerned about equity issues, had high self-ratings about related skills, felt they used it most often in Mathematics, and indicated various preferred applications. Overall, iPads were used in 31.7% of observed instructional time, 94.7% of which was facilitated by classroom teachers. Of this iPad- based instructional time, 72.5% was for individualized teaching, typically in language and/or mathematics instruction. Our analysis culminates in recommendations for school leadership such as teaching prerequisite skills and providing ongoing technological supports.

The study assessed sustainability of the Family Care Map, a family-centered approach to providing care for Veterans with polytrauma-related injuries, in four Department of Veterans Affairs Polytrauma Rehabilitation Centers. We applied a mixed-methods approach. Staff surveys used standardized measures of sustainability, commitment to change, information, and participation during implementation. Qualitative inquiry assessed Family Care Map implementation and facilitators and barriers to sustainability. Staff sustainability perceptions had a significant positive correlation with affective commitment to change, participation, and information received about the change process. Family Care Map integration into standard practices and use of its concepts with patients and families related to staff perceptions about sustainability. The degree of use and integration of the Family Care Map in traumatic brain injury/polytrauma care varied among the Polytrauma Rehabilitation Centers. Some successful sustainability strategies included integration into daily workflow and organizational culture. Examples of sustainability barriers included staff awareness and use and outdated information. Some practices, such as measuring and documenting the use of the Family Care Map in treatment plans, may not routinely occur. The focus on family-centered care will require further evaluation of organization-, staff-, and innovation-level attributes that influence sustainability of changes designed to improve family-centered care.

Applied Behavior Analysis (ABA) focuses on implementing procedures derived from the principles of behavior (e.g., reinforcement and punishment) to improve the quality of people’s lives (Baer et al. in J Appl Behav Anal 1:91–97, 1968; Cooper et al. in applied behavior analysis. Pearson, Upper Saddle River, 2007). This “application” of behavioral principles is one of the seminal indicators of the field of ABA, as first described and still referenced by Baer et al. (J Appl Behav Anal 1:91–97, 1968) in their article, Some Current Dimensions of applied behavior analysis. The current chapter (Chap. 5) explores the guiding dimensions of ABA (applied, behavioral, analytic, technological, conceptual systems, effective, and generality) as the foundation for the implementation of behavior-change programs. Building on Section 1 (assessment) and Section 2 (planning), Section 3 begins to examine considerations surrounding the implementation of ABA programs to support preschool-age and school-age children. Often, behavior analysts are not directly implementing a behavior-change program and, instead, must teach, support, and guide other mediators (e.g., parents, teachers, and caregivers) to effectively utilize behavior-change strategies. This “mediator model” is a key area of focus when implementing ABA programs. Additional areas of consideration include behavior measurement, visual analysis and interpretation of graphed data, data-based decision-making, and maintaining a dual focus on reducing the frequency of problematic behaviors while introducing functionally equivalent, yet socially appropriate, replacement behaviors. In this chapter, entitled “Implementation—Based Case Studies for Preschool-Age and School-Age Children,” these complex considerations are explored through five-case scenarios involving children in home, school, and community settings.

In this chapter, the evaluation of behavior-change programs is explored through a series of case scenarios with adolescents, adults, and seniors. While the reduction and elimination of problematic behaviors are usually key outcomes for behavior-change programs, in these stages of life increased emphasis is often placed on the development and mastery of skills that will lead to independent living and working, and successful engagement in social and recreational activities. Throughout this chapter, learners will evaluate the efficacy and effectiveness of behavioral interventions and determine the extent to which outcomes are being achieved that are meaningful and socially significant for the adolescent adult stages of life. Further, learners will be guided to use a logic model to support the development and implementation of a program evaluation framework, while considering the importance of viewing both positive and negative evaluation outcomes as critical to the success of a behavior-change program. In this chapter, entitled “Evaluation-Centered Case Studies from Adolescence to Adulthood,” the strengths and limitations of various direct and indirect measures of behavior are critically examined within a bio-psychosocial framework through five case scenarios in home, school, work, and community settings.

Behavior assessment is the first step in developing behavior support programs. Before attempts at changing behaviors can be made, information about target behaviors must be gathered, analyzed, synthesized, and translated into individualized support programs. This involves gathering information about the behaviors in question, the individuals, the specific environments, and individual histories of reinforcement and punishment in those contexts. More specifically, it is important to begin to gain insight into what the behavior in question looks like and what function it serves for the individual; when and where behaviors occur; why behaviors occur in some contexts, at certain times, and not in other contexts, at other times; and how the individuals and their skills, abilities, strengths, and limitations interact with the environment and his or her history of reinforcement and punishment to produce the observed behavior. The goal of behavior assessment is to develop a hypothesis as to why particular behaviors are occurring—their functions—and determine how the individuals might best be supported to be successful in the environments in which they are currently experiencing difficulties. The desired outcome is not only cessation of target problem behaviors, but also the learning of new skills that will provide access to reinforcement, make the problem behavior unnecessary, and contribute to improved quality of life for the individual involved. In this chapter, entitled “Assessment Case Studies for Preschool to School-age Children,” behavior assessment principles, processes, and practices are explored through five case scenarios involving preschool and school-age children in home, school, clinical, and community settings.

In this chapter, ethical considerations surrounding research, program evaluation, and practice in applied behavior analysis (ABA) are explored through a series of case studies involving adolescents and adults in home, school, and community settings. When providing ABA services to adults, informed consent is a central ethical consideration faced by behavior analysts. This can be particularly complex with adults with developmental disabilities or cognitive impairments who may not have the capacity to make informed decisions. Throughout this chapter, learners are guided to identify and respond to violations of ethical standards while critically exploring issues such as breaches of confidentiality and conflicts of interest. Further, the cases presented will explore the difficult balance facing behavior analysts when charged with selecting the most evidence-based, yet least restrictive treatment available, including the ethical use of restraint. In this chapter, entitled “Adolescent to Adulthood Case Studies Constructed Around Research and Ethics,” expectations of behavior analysts surrounding protecting the dignity, health, and safety of those they are supporting are explored through five case scenarios in home, school, work, and community settings.

Section one of this book explores the assessment process throughout childhood, adolescent, and adult years—an imperative first step in beginning any behavior-change program. Section two begins to examine the process of utilizing behavior assessment findings to create intervention programs. The current chapter begins by exploring intervention planning for preschool-age and school-age children. Many of the situations outlined in the case scenarios that are presented involve behavior analysts working as part of multidisciplinary teams, working together with professionals from other disciplines to interpret assessment information, and developing evidence-informed intervention plans. Increasingly, behavior analysts find themselves working alongside and in collaboration with professionals from a range of disciplines (e.g., psychologists, physicians, speech and language pathologists, occupational therapists, and special education teachers). This multidisciplinary team of professionals often strive to adopt a person-centered approach, placing the individual being supported, and their family members, at the center of the decision-making and intervention planning process. At the same time, team members attempt to work together to draw on one another’s areas of expertise to develop cohesive and coordinated intervention plans. While a person-centered multidisciplinary approach has tremendous potential to result in comprehensive intervention plans that draw from, and blend, best practices across disciplines, this process is not without its challenges. Professionals attempting to work together may face competing or contradictory views as to the causes and factors contributing to presenting behavior difficulties. This, in-turn, may then translate into conflicting recommendations for behavior-change programming. In this chapter, entitled “Planning-Focused Case Studies for Preschool-Age to School-Age Children,” these complex multidisciplinary team dynamics are explored through five case scenarios involving preschool-age and school-age children in home, school, clinical, and community settings.

Building on chapters one through three, the current chapter (chapter four) focuses on utilizing behavior assessment findings to create intervention programs to support adolescents and adults. Emphasis continues to be placed on working within multidisciplinary teams; however, in these stages of the life span, transition planning—from school to employment to independent living—becomes an increasingly critical area of focus. These transitions can be particularly complex for individuals with ASD and other developmental disabilities. The case scenarios presented in this chapter explore complex and sensitive dynamics often experienced during the adolescent, adult, and senior years. Considerations such as independent work and living, social skills, relationships with colleagues at work, with friends and neighbors, and with intimate partners are explored. The cases presented in this chapter challenge learners to consider the interplay of biological, psychological, and social factors that contribute to the onset and maintenance of behavior difficulties. These cases will further highlight the importance of positive and strength-based interventions along with the complex ethical considerations associated with developing the least intrusive, yet evidence-based, behavior support programs. In Chapter 4, entitled “Planning-Focused Case Studies for Adolescents and Adulthood,” these complex considerations are explored through five case scenarios involving adolescents, adults, and seniors in home, school, work, and community settings.

The current chapter examines important considerations surrounding the evaluation of applied behavior analysis (ABA)-based programs. The cases prompt learners to consider the perspectives of both ABA researchers and practitioners, while critically exploring strengths and limitations associated with the measurement and evaluation of behavior-change programs. Throughout this chapter, emphasis is placed on the evaluation of behavior changes within a mediator model in applied settings. Within this context, key areas of focus include interpreting and analyzing graphic displays of behavior data, determining the social significance of behavior changes, and weighing the strengths and limitations of various experimental and nonexperimental designs. Learners will be guided to consider indicators of success and determine the extent to which behavior-change programs are responsible for the achievement of meaningful outcomes. In this chapter, entitled “Evaluation-Centred Case Studies for Preschool to School-Aged Children,” technical, professional, and ethical considerations surrounding the evaluation of ABA-based research and practice are explored through five case scenarios in home, school, clinical, and community settings.

The current chapter explores the implementation of applied behavior analysis (ABA)-based interventions through the adolescent, adult, and senior stages of life. Throughout this chapter, technical considerations such as the selection of evidence-based behavior-change tactics, objective measurement systems, reliable interobserver agreement methods, and valid procedural integrity checks are highlighted. At the same time, the cases presented prompt readers to reflect on decisions often faced by behavior analysts such as the prioritization of behaviors identified for change, the extent to which programs should balance skill development with behavior reduction tactics, and when and how to utilize punishment procedures within ethical guidelines. This chapter also guides readers to consider the importance of involving adolescents, young adults, adults, and seniors in each stage of the behavior intervention implementation process. The value, benefits, challenges, and limitations of engagement in the planning, implementation, and evaluation stages of behavior programs are critically explored. Further, important ethical and clinical considerations, particularly for individuals with developmental disabilities or cognitive impairments, are highlighted throughout the cases presented. In this chapter, entitled “Implementation-Based Case Studies from Adolescence to Adulthood,” technical, professional, and ethical considerations surrounding the implementation of ABA-based behavior-change programs are explored through five case scenarios in home, school, clinical, and community settings.

This chapter explores ethical considerations associated with the research and practice of applied behavior analysis (ABA). Through a series of case studies highlighting behavior difficulties experienced by preschool- and school-age children, learners are guided to consider standards of practice, areas of professional competence, and the three questions central to the study of ethics—What is the right thing to do? What is worth doing? And what does it mean to be a good behavior analyst? (Cooper et al. in applied behavior analysis. Pearson Prentice Hall, Upper Saddle River, NJ, 2007). Within the preschool- and school-age years, parental or guardian consent to participate in research or to receive ABA services is a central ethical consideration faced by behavior analysts. At the same time, behavior analysts must also consider the “assent” of the child in receipt of the behavior-change program, and the child’s involvement in key decisions surrounding the behavior-change program he or she is receiving. This can be particularly complex when supporting children with developmental disabilities or cognitive impairments who may not be able to express their assent verbally or nonverbally. Throughout this chapter, the cases presented will highlight the similarities and differences between measurement of ABA practice and ABA research, and the ethical considerations associated with each. Further, learners will critically explore professional competencies required to conduct research and practice and consider the role of behavior analysts in advocating for the protection of those they are supporting. In this chapter, entitled “Preschool-to-School-Age Case Studies Constructed Around Research and Ethics,” the challenges associated with ethical ABA practice are explored through five case scenarios in home, school, clinical, and community settings.

Applied Behavior Analysis (ABA) is the scientific study of human behavior. The principles and processes of ABA, including those involved in the assessment of behavior, can be used to gain insight and understanding into human behavior across the life span. In Chap. 1, behavior assessment principles, processes, and practices were explored through five case scenarios involving preschool- and school-age children in home, school, clinical, and community settings. In Chap. 2, the behavior assessment process is explored with adolescents and adults in a range of settings and contexts including high school and employment. In adolescence and adulthood, peer relationships, independence, empowerment, and self-sufficiency become increasingly important. The outcome of behavior assessment therefore is not only to design and implement a behavior-change program to reduce a specific problematic behavior, but also to create the conditions for the individual to be successfully independent in the context in which he or she is learning (e.g., high school, college, and university), living (e.g., apartment, house, and supportive living arrangement), or working (e.g., employment placement). For behavior analysts, this requires a dual focus on shorter-term outcomes such as the reduction of presenting problem behaviors and longer-term outcomes such as knowledge and skill acquisition. The environment–behavior relationship that is the hallmark of ABA allows behavior analysts to maintain an optimistic and hopeful view of the future for each individual they are supporting—recognizing that once environmental and experiential factors are identified through assessment, behavior change and improved outcomes are within reach for everyone, irrespective of age and stage of life.

Background This study tested the effects of two organizational support processes, the provision of financial incentives for superior clinical performance and the availability of a patient (smoker) registry and proactive telephone support system for smoking cessation, on provider adherence to accepted practice guidelines and associated patient outcomes. Methods Forty clinics of a large multispecialty medical group practice providing primary care services were randomly allocated to study conditions. Fifteen clinics each were assigned to the experimental conditions “control” (distribution of printed versions of smoking cessation guidelines) and “incentive” (financial incentive pay-out for reaching preset clinical performance targets). Ten clinics were randomized to receive financial incentives combined with access to a centralized patient registry and intervention system (″registry″). Main outcome measures were adherence to smoking cessation clinical practice guidelines and patients’ smoking cessation behaviors. Results Patients’ tobacco use status was statistically significant (P Conclusions The impact of financial incentives and a patient registry/intervention system in improving smoking cessation clinical practices and patient behaviors was mixed. Additional research is needed to identify conditions under which such organizational support processes result in significant health care quality improvement and warrant the investment.

his paper describes a small-scale, single-region research project to investigate early childhood educator (ECE) students’ understanding of special education in the kindergarten context that has been in place in Ontario schools since 2010. The perceived preparedness of five ECE students on placement in kindergarten classrooms was evaluated through pre- and poststudy questionnaires and through interviews with five Ontario-certified teachers teaching early learners and experienced with mentoring ECE students. Results demonstrated that ECE students’ self-ratings of combined knowledge, exposure, and experience with school-based special education did not significantly change, and these student rankings fell in the very low to moderate ratings overall (i.e., scores of 1 to 2 on a 5-point scale). Comments from the Ontario-certified teachers emerged in three main themes, including (1) strong foundations (i.e., skills and knowledge); (2) education for all (e.g., students who may not yet be formally identified); and, (3) universal frameworks (i.e., for all students with diverse needs). Suggestions for ECE preparedness and ECE curriculum changes are included.

This study tested the effects of two organizational support processes, the provision of financial incentives for superior clinical performance and the availability of a patient (smoker) registry and proactive telephone support system for smoking cessation, on provider adherence to accepted practice guidelines and associated patient outcomes.Forty clinics of a large multispecialty medical group practice providing primary care services were randomly allocated to study conditions. Fifteen clinics each were assigned to the experimental conditions "control" (distribution of printed versions of smoking cessation guidelines) and "incentive" (financial incentive pay-out for reaching preset clinical performance targets). Ten clinics were randomized to receive financial incentives combined with access to a centralized patient registry and intervention system ("registry"). Main outcome measures were adherence to smoking cessation clinical practice guidelines and patients' smoking cessation behaviors.Patients' tobacco use status was statistically significant (P0.01) more frequently identified in clinics with the opportunity for incentives and access to a registry than in clinics in the control condition. Patients visiting registry clinics accessed counseling programs statistically significantly more often (P0.001) than patients receiving care in the control condition. Other endpoints did not statistically significantly differ between the experimental conditions.The impact of financial incentives and a patient registry/intervention system in improving smoking cessation clinical practices and patient behaviors was mixed. Additional research is needed to identify conditions under which such organizational support processes result in significant health care quality improvement and warrant the investment.

Although research shows that caring for a family member with chronic disease or disability can cause significant distress for caregivers, it also shows that families that function well and adequately support patients can improve the quality of life and health outcomes for their ill or disabled family member. Currently, little knowledge exists about how families function and cope after a loved one has sustained polytrauma, the multiple traumatic injuries that often include traumatic brain injury (TBI). We summarize the polytrauma and TBI research about family needs during rehabilitation and recovery, describe current efforts to improve family-centered care, and detail approaches for understanding family resilience and the long-term consequences of injuries on families. We conclude with recommendations for future research in inpatient and outpatient settings where evidence has been limited for families of patients with TBI and is nonexistent for families of patients with polytrauma. Understanding many of these issues will help to better inform families of policies for benefits and resources and help researchers and clinicians plan for appropriate interventions.

Results 347 published articles cited the CFIR, with an average of growth rate of four additional articles per week; fiftyone were original research, protocols, or syntheses. Recommendations were extracted from these articles and used to inform updates for CFIR V2. Refinements will include improved clarity in definitions for existing constructs, addition of new constructs, and better framing of the purpose and uses of CFIR. The CFIR website was significantly redesigned with the addition of new tools and resources including: 1) an interview guide creation tool; 2) links to a periodically updated bibliography of articles applying the CFIR; 3) two published quantitative measures related to organizational change mapped to CFIR constructs; 4) in-depth guidance on how to apply the CFIR; and 5) plans for the future. A demonstration of the publically available website will be provided along with the URL.

Two preliminary pilot phases of a peer-mediated social skills program—Stay, Play, and Talk—within inclusive early years settings in Ontario, Canada, investigated changes in observed social interactions and perceived social skills. In Phase 1, a single-subject AB design demonstrated increases in total social interaction units for two of three kindergarten participants during structured activities, and pre- and post-intervention educator ratings demonstrated small social skill increases with peers for all three participants. In Phase 2, pre- and post-intervention educator ratings for nine participants in a group design demonstrated increases in play interaction and disruption and decreases in play disconnection, with a large effect size for increases in play interaction. Findings suggest that program participation within structured settings may support social skills gains for children with social communication difficulties.

This research provides preliminary results of an exploratory case study conducted of the Camps on TRACKS program in an inclusive, municipal day-camp program in southwestern Ontario, Canada. Positive changes are demonstrated in the social skills of nine day campers with an autism spectrum disorder (ASD) who participated in the program. In this model of social inclusion, all campers were taught skills to interact with peers with exceptionalities through a peer-mediated model. Social skills change was measured using direct observation and counsellor questionnaires. Primary findings included an overall increase in social skills in campers with an ASD, and an inverse relationship between adult and peer interactions. Camps on TRACKS is a promising model for supporting the social skills development of campers with an ASD in inclusive settings.