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T R Paclawskyj

Publications and source records attributed to T R Paclawskyj.

8 recordsLinked to original sources
PubMed2001

Assessment of the convergent validity of the Questions About Behavioral Function scale with analogue functional analysis and the Motivation Assessment Scale.

The present study examined the convergent validity of the Questions About Behavioral Function (QABF) scale, a behavioural checklist for assessing variables maintaining aberrant behaviour, with analogue functional analyses and the Motivation Assessment Scale (MAS). The two checklists were more highly correlated with each other than either checklist with results from the analogue sessions, and the QABF was more highly correlated with analogue sessions than the MAS. Using analogue sessions, the experimenters failed to ascertain behavioural function for a number of subjects because the behaviour problems in question were low frequency/high intensity and failed to appear during the course of the analysis, pointing out a limitation of this technology. These findings, taken together with recent research outlining the psychometric properties of the QABF, seem to support the use of the QABF in a hierarchical model of functional analysis. The implications of the findings are discussed.

Adult↗
PubMed1999

Factor structure of the Matson Evaluation of Social Skills for Individuals with Severe Retardation (MESSIER).

OBJECTIVE: A factor analysis of the Matson Evaluation of Social Skills for Individuals with Severe Retardation (MESSIER) was conducted to determine if there was an underlying factor structure which supported a distinction between positive and negative social skills. DESIGN: Principal Axis Factoring with oblimin rotation was used to determine if a two-factor solution was valid. This method was selected to account for shared variance between the items and for correlation between the factors. METHOD: The MESSIER was administered by trained staff to 805 individuals with severe and profound intellectual disability residing in a state residential facility. RESULTS: Results of the factor analysis yielded two categories (positive and negative behaviours) that corresponded to the general division of the clinically derived subscales. CONCLUSIONS: The psychometric research on the MESSIER was extended with an examination of the factor structure. The results of the factor analysis, corresponding with the general division of the clinically derived subscales, are promising. Future research should be conducted to determine if factor scores can be used to determine norms.

Adult↗
PubMed1997

Psychopathology in older adults with severe and profound mental retardation.

The prevalence of psychopathology in younger and older adults with severe and profound mental retardation was examined. Participants were evaluated by direct-care staff using the Diagnostic Assessment for the Severely Handicapped (DASH), which measures the frequency, duration, and severity of symptoms associated with 13 major psychiatric disorders derived from the DSM-III-R. The frequency of disorders was comparable for younger and older adults. Age group differences favoring the older adults were revealed in the analyses of duration and severity on 4 of the DASH subscales. Implications of these findings for research and practice were discussed.

Adult↗
PubMed1995

Reinforcer assessment for children with developmental disabilities and visual impairments.

We assessed the applicability of two previously developed reinforcer assessment procedures to children with developmental disabilities and visual impairments. Greater differentiation between stimuli was observed with a choice procedure than with a preference procedure. Measurement of compliance and rate of responding in adaptive skill training confirmed that the choice procedure accurately identified reinforcing stimuli. The preference procedure produced false positive predictions of reinforcer efficacy.

Adolescent↗
PubMedDate not supplied

Questions about behavioral function (QABF): a behavioral checklist for functional assessment of aberrant behavior.

Functional assessment is a method to identify the relationships between a behavior of interest and an individual's environment. Traditional methods for functional assessment have relied on experimental techniques in which analog sessions are designed to replicate conditions in the individual's environment. However, these techniques can be time-consuming, require advanced training, and rely on the availability of extensive resources in the individual's setting. Development of a brief functional assessment checklist would circumvent these difficulties and meet clinical needs for efficient assessment methods. The current study provides psychometric data for the Questions About Behavioral Function. These data include test-retest, inter-rater, and internal consistency.

Activities of Daily Living↗
PubMedDate not supplied

A validity study on the Questions About Behavioral Function (QABF) Scale: predicting treatment success for self-injury, aggression, and stereotypies.

We investigated the validity of the Questions About Behavioral Function (QABF), a checklist designed to assess antecedent behavior, using a sample of 398 persons with mental retardation and a targeted maladaptive behavior of self-injurious behavior, aggression, or stereotypies. The QABF was used successfully to derive clear behavioral functions for most individuals (84%) across all three target behaviors. Further, subjects with treatments developed from functional assessment (QABF results) improved significantly when compared to controls receiving standard treatments not based on functional analysis. Implications of the present findings for assessing and treating maladaptive behaviors are discussed.

Adult↗
PubMedDate not supplied

A function-based treatment for school refusal behavior using shaping and fading.

A function-based behavioral treatment package was developed for an 18-year-old male with mild mental retardation admitted to a specialized inpatient unit for treatment of severe destructive behaviors associated with school refusal behavior. Teacher and school attendance reports, parent interview, and unstructured observations led to the hypothesis that the subject's school refusal behavior was maintained by positive reinforcement. The treatment goals included increasing the subject's compliance with a morning hygiene routine and attending school (shaping), increasing the involvement of the subject's parents in managing the subject's problem behaviors (fading), and generalizing treatment from the hospital to the home. All three treatment goals were achieved in a relatively brief period of time and follow-up data indicated that the treatment effects were durable. The authors concluded that function-based assessment and treatment can be successfully utilized to treat school refusal behavior in children with developmental disabilities.

Adolescent↗