Differential Reinforcement Procedures / Gregory P. HANLEY

Public ISBD in Handbook of Applied Behavior Analysis / Wayne FISHER Titre : Differential Reinforcement Procedures Type de document : Texte imprimé et/ou numérique Auteurs : Gregory P. HANLEY, Auteur ; Jeffrey H. TIGER, Auteur Année de publication : 2011 Importance : p.229-249 Langues : Anglais (eng) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153 in Handbook of Applied Behavior Analysis / Wayne FISHER Differential Reinforcement Procedures [Texte imprimé et/ou numérique] / Gregory P. HANLEY, Auteur ; Jeffrey H. TIGER, Auteur . - 2011 . - p.229-249. Langues : Anglais (eng) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153

Exemplaires

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Distance-Based Collaborations for Assessing and Treating Challenging Behavior / Rachel L. METRAS in Journal of Autism and Developmental Disorders, 54-10 (October 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-10 (October 2024) . - p.3587-3604 Titre : Distance-Based Collaborations for Assessing and Treating Challenging Behavior Type de document : Texte imprimé et/ou numérique Auteurs : Rachel L. METRAS, Auteur ; Gregory P. HANLEY, Auteur ; Matthew J. CARBONE, Auteur Article en page(s) : p.3587-3604 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : An interview-informed synthesized contingency analysis (IISCA; Hanley et al. in J Appl Behav Anal 47:16-36, 2014) and related skill-based treatment process can result in socially valid outcomes for clients exhibiting severe challenging behavior when implemented by professionals and then transferred to parents (e.g., Santiago et al. in J Autism Dev Disord 46:797-811, 2016). However, many families do not have access to professionals trained to implement functional analyses or function-based treatments (Deochand & Fuqua Behav Anal Pract 9:243-252, 2016). Experimenters in the present study coached three parents of children with autism exhibiting severe challenging behavior through implementing an IISCA and resulting skill-based treatment process through distance-based collaborative consulting. All parents achieved differentiated functional analyses, taught their children to emit functional replacement skills, and reduced challenging behavior relative to baseline. En ligne : https://doi.org/10.1007/s10803-023-06085-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536 [article] Distance-Based Collaborations for Assessing and Treating Challenging Behavior [Texte imprimé et/ou numérique] / Rachel L. METRAS, Auteur ; Gregory P. HANLEY, Auteur ; Matthew J. CARBONE, Auteur . - p.3587-3604. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-10 (October 2024) . - p.3587-3604 Index. décimale : PER Périodiques Résumé : An interview-informed synthesized contingency analysis (IISCA; Hanley et al. in J Appl Behav Anal 47:16-36, 2014) and related skill-based treatment process can result in socially valid outcomes for clients exhibiting severe challenging behavior when implemented by professionals and then transferred to parents (e.g., Santiago et al. in J Autism Dev Disord 46:797-811, 2016). However, many families do not have access to professionals trained to implement functional analyses or function-based treatments (Deochand & Fuqua Behav Anal Pract 9:243-252, 2016). Experimenters in the present study coached three parents of children with autism exhibiting severe challenging behavior through implementing an IISCA and resulting skill-based treatment process through distance-based collaborative consulting. All parents achieved differentiated functional analyses, taught their children to emit functional replacement skills, and reduced challenging behavior relative to baseline. En ligne : https://doi.org/10.1007/s10803-023-06085-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536

Functional Analysis / Gregory P. HANLEY

Public ISBD in Teaching and Behavior Support for Children and Adults with Autism Spectrum Disorder / James K. LUISELLI Titre : Functional Analysis Type de document : Texte imprimé et/ou numérique Auteurs : Gregory P. HANLEY, Auteur Année de publication : 2011 Importance : p.22-29 Langues : Anglais (eng) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=140 in Teaching and Behavior Support for Children and Adults with Autism Spectrum Disorder / James K. LUISELLI Functional Analysis [Texte imprimé et/ou numérique] / Gregory P. HANLEY, Auteur . - 2011 . - p.22-29. Langues : Anglais (eng) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=140

Exemplaires

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The Generality of Interview-Informed Functional Analyses: Systematic Replications in School and Home / Joana L. SANTIAGO in Journal of Autism and Developmental Disorders, 46-3 (March 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-3 (March 2016) . - p.797-811 Titre : The Generality of Interview-Informed Functional Analyses: Systematic Replications in School and Home Type de document : Texte imprimé et/ou numérique Auteurs : Joana L. SANTIAGO, Auteur ; Gregory P. HANLEY, Auteur ; Keira MOORE, Auteur ; C. Sandy JIN, Auteur Article en page(s) : p.797-811 Langues : Anglais (eng) Mots-clés : Classroom-based treatment  Delay tolerance  Functional analysis  Functional communication  Home-based treatment  Synthesized contingencies Index. décimale : PER Périodiques Résumé : Behavioral interventions preceded by a functional analysis have been proven efficacious in treating severe problem behavior associated with autism. There is, however, a lack of research showing socially validated outcomes when assessment and treatment procedures are conducted by ecologically relevant individuals in typical settings. In this study, interview-informed functional analyses and skill-based treatments (Hanley et al. in J Appl Behav Anal 47:16–36, 2014) were applied by a teacher and home-based provider in the classroom and home of two children with autism. The function-based treatments resulted in socially validated reductions in severe problem behavior (self-injury, aggression, property destruction). Furthermore, skills lacking in baseline—functional communication, denial and delay tolerance, and compliance with adult instructions—occurred with regularity following intervention. The generality and costs of the process are discussed. En ligne : http://dx.doi.org/10.1007/s10803-015-2617-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=281 [article] The Generality of Interview-Informed Functional Analyses: Systematic Replications in School and Home [Texte imprimé et/ou numérique] / Joana L. SANTIAGO, Auteur ; Gregory P. HANLEY, Auteur ; Keira MOORE, Auteur ; C. Sandy JIN, Auteur . - p.797-811. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-3 (March 2016) . - p.797-811 Mots-clés : Classroom-based treatment  Delay tolerance  Functional analysis  Functional communication  Home-based treatment  Synthesized contingencies Index. décimale : PER Périodiques Résumé : Behavioral interventions preceded by a functional analysis have been proven efficacious in treating severe problem behavior associated with autism. There is, however, a lack of research showing socially validated outcomes when assessment and treatment procedures are conducted by ecologically relevant individuals in typical settings. In this study, interview-informed functional analyses and skill-based treatments (Hanley et al. in J Appl Behav Anal 47:16–36, 2014) were applied by a teacher and home-based provider in the classroom and home of two children with autism. The function-based treatments resulted in socially validated reductions in severe problem behavior (self-injury, aggression, property destruction). Furthermore, skills lacking in baseline—functional communication, denial and delay tolerance, and compliance with adult instructions—occurred with regularity following intervention. The generality and costs of the process are discussed. En ligne : http://dx.doi.org/10.1007/s10803-015-2617-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=281

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