Biomedical subjects

J R Zarcone

Publications and source records attributed to J R Zarcone.

22 records · Page 2Linked to original sources

PubMed1992

A content analysis of written behavior management programs.

A method is described for assessing the elements of individual behavior management programs. The content analysis, consisting of 24 items covering the general categories of behavior specification, objectives, program procedures, data collection, and quality assurance, was applied to 141 written behavior programs of two large institutions from different regions of the United States. These data can be utilized readily to establish a data base for program evaluation at both the individual and institutional levels. In addition, to provide a measure of validity, the items included in the content analysis were rated by experts in the treatment of severe behavior disorders. General strengths and weaknesses of the programs, and of the content analysis itself, are discussed in light of their implications for program implementation and evaluation.

Behavior Therapy↗

PubMed1991

Reliability analysis of the Motivation Assessment Scale: a failure to replicate.

The Motivation Assessment Scale (MAS) has been proposed as an efficient questionnaire for identifying the source of reinforcement for an individual's self-injurious behavior (SIB). A previous reliability analysis of the MAS (Durand & Crimmins, 1988) reported interrater correlation coefficients ranging from .66 to .92, based on a comparison of responses provided by classroom teachers. In this study, the reliability of the MAS was reexamined with two independent groups of developmentally disabled individuals who exhibited SIB (N = 55). For the institutional sample (n = 39), the MAS was given to two staff members (a supervisor and therapy aide) who work with the individual daily. For the school sample (n = 16), the MAS was given to the teacher and teacher's aide who taught the student. The correlational analyses completed by Durand and Crimmins (1988) were repeated; in addition, a more precise analysis of interrater reliability was calculated based on the actual number of scoring agreements between the two raters. Results showed that only 16 of the 55 raters agreed on the category of reinforcement maintaining their client's or student's SIB, that only 15% of the correlation coefficients obtained were above .80, and that none of the reliability scores based on percent agreement between raters was above 80%.

Adolescent↗

PubMedDate not supplied

Within-session patterns of self-injury as indicators of behavioral function.

Functional analysis assessment procedures have proven to be highly useful in identifying variables maintaining aberrant behavior like self-injury. When successful, assessments can lead to more effective treatment than when behavioral function is unknown. Because of practical limitations, not all clinicians can conduct extensive and thorough analyses prior to treatment implementation. Although relatively brief assessments have proven successful in a number of published studies, it is unclear under what conditions those assessments would match the results of a more extended analysis. This study examined a method for assessing the behavioral function of severe self-injury in four adult participants. For each participant, the initial assessment involved analyzing within-session trends and fluctuations in rates of self-injury by plotting the frequency within each minute of a session. The results of these analyses were then compared to a set of more traditional, longer-term functional analyses conducted with each participant. Results suggested that within-session analyses are viable procedures for the assessment of self-injury. Potential benefits of within-session analyses over other brief assessments and longer-term analyses are discussed.

Adult↗

PubMedDate not supplied

A brief method for conducting a negative-reinforcement assessment.

A brief negative-reinforcement assessment was conducted with developmentally disabled children with severe destructive behavior. Five children were trained to engage in a simple escape response (e.g., a hand clap). Then each child was presented with a variety of stimuli or tasks that ranged on a scale from preferred to nonpreferred, based on parent ranking. The participant received a brief break from the stimuli or task, contingent on each escape response. For one child, an avoidance contingency was also implemented in which he could engage in the response to avoid the presentation of stimuli. Results showed that for each child, several stimuli were identified that may serve as effective negative reinforcers. Results also indicated that the procedure did not elicit any negative side effects for four children and low rates of destructive behavior for the fifth child. For one child, the results of the negative-reinforcement assessment were used to develop an effective treatment for destructive behavior. Additional applications of the reinforcement assessment to treatment interventions is discussed, as well as limitations to the procedure.

Adolescent↗