Use of Augmentative and Alternative Communication by Individuals with Rett Syndrome Part 1: Page-Linking.

Although the last decade has welcomed evidence that individuals with Rett syndrome (RTT) can communicate using alternative and augmentative communication (AAC), less is known about effective procedures for teaching various component skills required for expressive communication of individuals with complex communication needs. The purpose of the current study was to evaluate the effects of systematic individualized instruction procedures on the page-linking skills of individuals with RTT. A nonconcurrent multiple baseline design across participants was used to evaluate independent and accurate responding utilizing both a high-tech and low-tech AAC device for three participants.

Mand Modality Preference Assessments among High- and Low-Tech Options for Individuals with Intellectual and Developmental Disabilities: A Systematic Review.

The extant literature demonstrates that individuals with intellectual and developmental disabilities (IDD) exhibit preferences among communication modalities when multiple modalities are available and produce reinforcement on identical reinforcement schedules. High- and low-tech communication options, such as voice output devices and picture cards, are commonly recommended for individuals with limited vocal communication skills. In this study, we conducted a systematic literature review of research studies that implemented mand modality preference assessments (MMPAs) that included both a high- and low-tech communication option with individuals with IDD.

The Effect of Caregiver-Implemented Training on Augmentative Alternative Communication Use by Individuals with Rett Syndrome: Remote Coaching via Telehealth.

Limited published literature exists demonstrating functional relations between idiosyncratic responses or augmentative alternative communication (AAC) and social reinforcement for individuals with Rett syndrome. In this study, six females with Rett syndrome ages 2-25 demonstrated requesting for preferred items using both idiosyncratic responses (e.g, looking, reaching) and AAC (e.

Teaching Requesting to Individuals with Rett Syndrome Using Alternative Augmentative Communication (AAC) Through Caregiver Coaching via Telehealth.

Rett syndrome is a severe neurodevelopmental disorder that results in both motor and language skill regression with a wide range of severity in symptom presentation. Communication intervention may be particularly challenging for this population due to the decline in speech, motor skills, and motor planning difficulties that characterize the disorder (Townend et al., 2020), often resulting in the need for augmentative and alternative communication (AAC) technology.

Use of Augmentative and Alternative Communication by Individuals with Rett Syndrome Part 2: High-Tech and Low-Tech Modalities.

The vast majority of individuals with Rett syndrome do not utilize natural speech and therefore require alternative and augmentative communication (AAC). The purpose of the current study was to investigate the use of high- and low-tech AAC modalities by three individuals with Rett syndrome given similar instruction for using both modalities. For all participants, the number of sessions to criterion and cumulative number of trials with independent requests during simultaneous or alternating instruction in the use of a high- and low-tech AAC modality were investigated.

An Investigation of the Correspondence between Results of Contingency Space Analysis and Intervention Effects for Addressing Interfering Behavior of Middle-School Youth.

The literature provides various tools for identifying successful interventions for interfering behavior of individuals with intellectual or developmental disabilities, yet less literature is available pertaining to students who do not have cognitive impairments. The purpose of the current study was to investigate the correspondence between the results of contingency space analyses (CSA) and interventions for four middle-school boys who engaged in interfering behavior. Researchers directly observed natural interactions between each student, his teacher, and peers during three baseline sessions.

Delivering Interventions Via Telehealth: Functional Communication Training with a Child with Autism as a Case Example.

In this article, we provide a case example of how telehealth can be used by care providers in their homes to access empirically validated procedures such as functional communication training. As shown in the case example, complex assessment and intervention procedures were implemented successfully by care providers in their homes while receiving real-time coaching by behavior analysts who were located in a hospital in a different city. This case example is representative of the results we obtained thus far; substantial improvements in challenging and adaptive behavior occurred.

Predicting Volume of Distribution in Humans: Performance of In Silico Methods for a Large Set of Structurally Diverse Clinical Compounds.

Volume of distribution at steady state (V) is one of the key pharmacokinetic parameters estimated during the drug discovery process. Despite considerable efforts to predict V, accuracy and choice of prediction methods remain a challenge, with evaluations constrained to a small set (<150) of compounds. To address these issues, a series of in silico methods for predicting human V directly from structure were evaluated using a large set of clinical compounds.

Caregiver Training Via Telehealth on Behavioral Procedures: A Systematic Review.

Telehealth has been utilized to provide behavioral services to families with children with autism spectrum disorder (ASD) and other disabilities. This systematic review provides an update on current research pertaining to the use of telehealth to provide behavior analytic-based services and train caregivers in implementing behavioral procedures. This review also describes information on reported training components and caregivers' procedural fidelity.

Comparison of Reading Growth Among Students With Severe Reading Deficits Who Received Intervention to Typically Achieving Students and Students Receiving Special Education.

This study compared the reading growth of students with and without learning disabilities, and students with and without reading deficits in response to tier 2 reading interventions within a response-to-intervention framework. Participants were 499 second- and third-grade students in six urban schools. Students who scored at or below the 10th percentile on the fall reading screening assessment were identified as having a severe reading deficit and received a tier 2 reading intervention that was targeted to their needs.

Agreement Between Structured Descriptive Assessments and Functional Analyses Conducted Over a Telehealth System.

This study examined whether experimental functional analyses (FAs) conducted by parents at home with coaching via telehealth would produce differentiated results, and compared these results to the functions identified from structured descriptive assessments (SDAs) also conducted by parents at home via telehealth. Four boys between the ages of 4- and 8-years old with intellectual and developmental disabilities and their parents participated. All assessments were conducted in the children's homes with their parents serving as intervention agents and with coaching from remote behavior therapists using videoconferencing technology.

Comparison of progress monitoring data from general outcome measures and specific subskill mastery measures for reading.

Interventionists often monitor the progress of students receiving supplemental interventions with general outcome measures (GOMs) such as curriculum-based measurement of reading (CBM-R). However, some researchers have suggested that interventionists should collect data more closely related to instructional targets, specific subskill mastery measures (SSMMs) because outcomes from GOMs such as CBM-R may not be sufficiently sensitive to gauge intervention effects. In turn, interventionists may prematurely terminate an effective intervention or continue to deliver an ineffective intervention if they do not monitor student progress with the appropriate measure.

Coaching parents to assess and treat self-injurious behaviour via telehealth.

The application of telehealth technology to conduct functional analysis (FA) and functional communication training (FCT) is emerging for children with developmental disabilities and behaviour support needs. The current study was designed to extend FA + FCT for self-injurious behaviour by using telehealth in home with parents as interventionists receiving real-time remote coaching. Two families with school-aged boys with developmental disabilities associated with intellectual disability participated, one with cerebral palsy and the other with autism spectrum disorder.

Communication Intervention for Young Children with Severe Neurodevelopmental Disabilities Via Telehealth.

Young children with neurodevelopmental disorders such as autism spectrum disorders (ASD) and Rett syndrome often experience severe communication impairments. This study examined the efficacy of parent-implemented communication assessment and intervention with remote coaching via telehealth on the acquisition of early communication skills of three young children with ASD (2) and Rett syndrome (1). Efficacy of the intervention was evaluated using single-case experimental designs.

Effects of the good behavior game across classroom contexts.

The Good Behavior Game (GBG), a well-researched classroom group contingency, is typically played for brief periods of time, which raises questions about the effects on subsequent contexts. This study used a multiple baseline design and showed that when the GBG was implemented in one context, behavior improved in only that context. Behavior improved in the subsequent activity only when the GBG was implemented.

Communication Intervention to Teach Requesting Through Aided AAC for Two Learners With Rett Syndrome.

Evidence on effective communication interventions for persons with Rett syndrome is needed to drive the standard of care with this population. This study examined the effectiveness of an intervention package to teach multiple, aided communication requests for two persons with Rett syndrome (ages 27 and 7) through within participant, adapted multiple baseline designs across items/activities. Participants were taught graphic mode requests on speech generating devices, with access methods based on motor ability; one participant responded by pressing a touch screen, and one participant responded by fixed eye-gaze.

Accuracy of student performance while reading leveled books rated at their instructional level by a reading inventory.

Identifying a student's instructional level is necessary to ensure that students are appropriately challenged in reading. Informal reading inventories (IRIs) purport to assess the highest reading level at which a student can accurately decode and comprehend text. However, the use of IRIs in determining a student's instructional level has been questioned because of a lack of research.

Impact of an electronic medication administration record on medication administration efficiency and errors.

The study aims were to evaluate the impact of electronic medication administration record implementation on medication administration efficiency and occurrence of medication errors as well as to identify the predictors of medication administration efficiency in an acute care setting. A prospective, observational study utilizing time-and-motion technique was conducted before and after electronic medication administration record implementation in November 2011. A total of 156 cases of medication administration activities (78 pre- and 78 post-electronic medication administration record) involving 38 nurses were observed at the point of care.

Teaching letter sounds to kindergarten English language learners using incremental rehearsal.

Proficiency in letter-sound correspondence is important for decoding connected text. This study examined the effects of an evidence-based intervention, incremental rehearsal (IR), on the letter-sound expression of three kindergarten English language learners (ELLs) performing below the district benchmark for letter-sound fluency. Participants were native speakers of Hmong, Spanish, and Polish.

Arousal and activity choice in autism: A single case assessment integrating autonomic and behavioral analysis.

Theoretical accounts of autism have hypothesized links between arousal and behavior but research translations of theory to real-world contexts have been limited. In this single-subject experimental analysis, a school-age subject chose between high and low arousing activities with real time monitoring of behavior and heart rate (HR). Time series statistical analysis showed significant changes in HR associated with activity type and no association with motor movement.

A Prospective Sequential Analysis of the Relation Between Physical Aggression and Peer Rejection Acts in a High-Risk Preschool Sample.

Research Findings: In early childhood education, the social ecology of the child is considered critical for healthy behavioral development. There is, however, relatively little information based on directly observing what children do that describes the moment-by-moment (i.e.

Differential reinforcement of alternative behavior increases resistance to extinction: clinical demonstration, animal modeling, and clinical test of one solution.

Basic research with pigeons on behavioral momentum suggests that differential reinforcement of alternative behavior (DRA) can increase the resistance of target behavior to change. This finding suggests that clinical applications of DRA may inadvertently increase the persistence of target behavior even as it decreases its frequency. We conducted three coordinated experiments to test whether DRA has persistence-strengthening effects on clinically significant target behavior and then tested the effectiveness of a possible solution to this problem in both a nonhuman and clinical study.

Functional analysis and treatment of self-injurious behaviour in a young child with traumatic brain injury.

Primary Objective: There has been no research evaluating the utility of functional analysis (FA) in identifying effective interventions for severe problem behaviour in very young children with traumatic brain injury (TBI). It was hypothesized that FA technology would be applicable for this population and facilitate effective intervention development.

Research Design: A within-subject A-B-A reversal design was used to evaluate a functional communication training (FCT) intervention.

Responding to rule violations or rule following: A comparison of two versions of the Good Behavior Game with kindergarten students.

The purpose of this study was to examine the differential effects of 2 versions of the Good Behavior Game (Barrish, Saunders, & Wolf, 1969), allocating teacher attention to rule violations (GBG-response cost) and to rule following (GBG-reinforcement), on student and teacher behavior. The participants were 6 kindergarten students who were nominated as the 3 most disruptive students in each classroom. The study was conducted using single-case A/B/A/C/B/C reversal design with each teacher randomly assigned to either GBG-response cost or GBG-reinforcement condition for implementation in the first B phase.

Floating limb behaviors and self-biting are associated in laboratory monkeys.

Early descriptions of floating limb behaviors in monkeys were associated with isolation rearing, a practice that ended more than two decades ago. The present authors named various forms of behaviors in which a leg is elevated for no apparent reason: "Floating Limb Suite" (FLS). Floating limb behaviors, identified in laboratory monkeys at the Washington National Primate Research Center (WaNPRC), consist of two subcategories distinguished by whether monkeys seem to react to the elevated leg or ignore it.