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Holth, Per – Journal of Early and Intensive Behavior Intervention, 2005
Joint attention, a synchronizing of the attention of two or more persons, has been an increasing focus of research in cognitive developmental psychology. Research in this area has progressed mainly outside of behavior analysis, and behavior-analytic research and theory has tended to ignore the work on joint attention. It is argued here, on the one…
Descriptors: Developmental Psychology, Autism, Attention Control, Verbal Operant Conditioning
Cautilli, Joseph; Harrington, Nadine; Gillam, Emma Vila; Denning, Jamie; Helwig, Ileana; Ettingoff, Andrea; Valdes, Antonio; Angert, Ashley – Journal of Early and Intensive Behavior Intervention, 2004
Over the last thirty years, children's behavioral health services in the school have witnessed drastic progress. Over this time, medications for mental health problems have improved. In addition, empirically validated treatments, most of which have come from behavioral psychology, have made their way into Best Practice guidelines for the treatment…
Descriptors: Mental Health, Contingency Management, Behavior Disorders, Functional Behavioral Assessment
Ortiz, Camilo; McCormick, Lauren – Journal of Early and Intensive Behavior Intervention, 2007
Bedtime noncompliance is one of the most common and treatable types of child sleep problems. Children who are noncompliant at bedtime are more likely to exhibit daytime somnolescence, which may in turn lead children to exhibit daytime misbehavior, impaired social functioning and poorer school achievement. In addition, these bedtime problems can…
Descriptors: Sleep, Young Children, Depression (Psychology), Resistance (Psychology)
Hassert, Derrick L.; Kelly, Amanda N.; Pritchard, Joshua K.; Cautilli, Joseph D. – Journal of Early and Intensive Behavior Intervention, 2008
Applied behavior analysis is a hybrid tradition with roots in many mental health disciplines. Even with these diverse origins, the professional practice of behavior analysis remains distinct and identifiable. Given these factors the professional practice special interest group (SIG) for the Association for Behavior Analysis International has…
Descriptors: Mental Retardation, Certification, Behavior Problems, Mental Health
MacKenzie, Elizabeth P. – Journal of Early and Intensive Behavior Intervention, 2007
Oppositional Defiant Disorder (ODD) is relatively common among 3-8 year-old children and its presence puts children at risk for more serious and stable behavior problems. Behavioral Parent Training (BPT) as the most empirical support as a treatment for children with ODD as well as for children with clinically significant conduct problems. The…
Descriptors: Behavior Problems, Behavior Disorders, Early Childhood Education, Outcomes of Treatment
Bahadourian, Ara J.; Greer, R. Douglas – Journal of Early and Intensive Behavior Intervention, 2005
This study examined the efficacy of the parent education/training program of the Comprehensive Application of behavior Analysis to Schooling (CABAS) model (Greer, 2000) in increasing rates of child compliance. Five parents of children attending a CABAS special needs preschool received both didactic instruction and home-based in vivo training in…
Descriptors: Siblings, Parent Education, Behavior Modification, Toys
Barnes-Holmes, Yvonne; Barnes-Holmes, Dermot; McHugh, Louise – Journal of Early and Intensive Behavior Intervention, 2004
Although it employs a relatively small array of behavioral concepts and processes, Relational Frame Theory provides an account of how some of the most complex verbal events can be understood behaviorally and may be established systematically. In the current paper, the findings from a research agenda that has clear and widespread implications for…
Descriptors: Educational Practices, Teaching Methods, Behavioral Science Research, Responses
Polirstok, Susan Rovet; Houghteling, Lawrence – Journal of Early and Intensive Behavior Intervention, 2006
Children and adolescents with Asperger Syndrome are intellectually capable, rigid and often obsessive, adhere to stereotypic routines, demonstrate difficulties with pragmatic language and characteristically lack social skills. While the extent of these behaviors may wax and wane and vary by individual, they are in stark contrast with the high…
Descriptors: Asperger Syndrome, Adolescents, Skill Development, Interpersonal Competence