Effects of Function-Based Crisis Intervention on the Severe Challenging Behavior of Students with Autism
A percentage of individuals with autism and other developmental disabilities engage in severe, dangerous challenging behaviors. Two common approaches for intervening for these behaviors are function-based interventions (FBI), which have been effective at reducing such behaviors, and crisis intervent...
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| Veröffentlicht in: | Education & treatment of children 2019-08, Vol.42 (3), p.321-344 |
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| creator | Stevenson, Bradley S. Wood, Charles L. Iannello, Alana C. |
| description | A percentage of individuals with autism and other developmental disabilities engage in severe, dangerous challenging behaviors. Two common approaches for intervening for these behaviors are function-based interventions (FBI), which have been effective at reducing such behaviors, and crisis intervention, which has been shown to increase staff skills for managing dangerous situations. These two methods have different theoretical foundations, and as such the two approaches often recommend competing strategies for a given challenging behavior. Therefore, practitioners may feel they need to choose between the two approaches, selecting either FBI or crisis intervention. This study examined a way to blend the strengths of two approaches into a synthesized model referred to as function-based crisis intervention (FBCI). Using a delayed multiple-probe design, results showed that FBCI reduced the severe challenging behavior of three students with autism. Implications for future research and practice are discussed. |
| doi_str_mv | 10.1353/etc.2019.0015 |
| format | Article |
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Two common approaches for intervening for these behaviors are function-based interventions (FBI), which have been effective at reducing such behaviors, and crisis intervention, which has been shown to increase staff skills for managing dangerous situations. These two methods have different theoretical foundations, and as such the two approaches often recommend competing strategies for a given challenging behavior. Therefore, practitioners may feel they need to choose between the two approaches, selecting either FBI or crisis intervention. This study examined a way to blend the strengths of two approaches into a synthesized model referred to as function-based crisis intervention (FBCI). Using a delayed multiple-probe design, results showed that FBCI reduced the severe challenging behavior of three students with autism. Implications for future research and practice are discussed.</description><identifier>ISSN: 0748-8491</identifier><identifier>ISSN: 1934-8924</identifier><identifier>EISSN: 1934-8924</identifier><identifier>DOI: 10.1353/etc.2019.0015</identifier><language>eng</language><publisher>New York: West Virginia University Press</publisher><subject>Adolescents ; Aggression ; Aggressiveness ; Applied Behavior Analysis ; Autism ; Behavior ; Behavior Disorders ; Behavior Modification ; Behavior Patterns ; Behavior Problems ; Care and treatment ; Caregivers ; Children & youth ; Communication ; Crisis intervention (Psychiatry) ; Crisis intervention (Psychology) ; Crisis Management ; Developmental disabilities ; Education ; EXPERIMENTAL STUDIES ; Functional Behavioral Assessment ; Intellectual disabilities ; Intervention ; Males ; Management of crises ; Patient outcomes ; Pervasive Developmental Disorders ; Psychological aspects ; Self Destructive Behavior ; Special needs students ; Special Schools ; Student Behavior ; Students ; Studies</subject><ispartof>Education & treatment of children, 2019-08, Vol.42 (3), p.321-344</ispartof><rights>Copyright © West Virginia University Press</rights><rights>COPYRIGHT 2019 West Virginia University Press, University of West Virginia</rights><rights>COPYRIGHT 2019 West Virginia University Press, University of West Virginia</rights><rights>Copyright West Virginia University Press Aug 2019</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c526t-b0af488da5e4f41597f8226d6c13ec0828971df26a36b4a3abdfcc5aabbab3763</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/26736479$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/26736479$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,780,784,803,27924,27925,58017,58250</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1220330$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Stevenson, Bradley S.</creatorcontrib><creatorcontrib>Wood, Charles L.</creatorcontrib><creatorcontrib>Iannello, Alana C.</creatorcontrib><title>Effects of Function-Based Crisis Intervention on the Severe Challenging Behavior of Students with Autism</title><title>Education & treatment of children</title><addtitle>Education & Treatment of Children</addtitle><description>A percentage of individuals with autism and other developmental disabilities engage in severe, dangerous challenging behaviors. Two common approaches for intervening for these behaviors are function-based interventions (FBI), which have been effective at reducing such behaviors, and crisis intervention, which has been shown to increase staff skills for managing dangerous situations. These two methods have different theoretical foundations, and as such the two approaches often recommend competing strategies for a given challenging behavior. Therefore, practitioners may feel they need to choose between the two approaches, selecting either FBI or crisis intervention. This study examined a way to blend the strengths of two approaches into a synthesized model referred to as function-based crisis intervention (FBCI). Using a delayed multiple-probe design, results showed that FBCI reduced the severe challenging behavior of three students with autism. Implications for future research and practice are discussed.</description><subject>Adolescents</subject><subject>Aggression</subject><subject>Aggressiveness</subject><subject>Applied Behavior Analysis</subject><subject>Autism</subject><subject>Behavior</subject><subject>Behavior Disorders</subject><subject>Behavior Modification</subject><subject>Behavior Patterns</subject><subject>Behavior Problems</subject><subject>Care and treatment</subject><subject>Caregivers</subject><subject>Children & youth</subject><subject>Communication</subject><subject>Crisis intervention (Psychiatry)</subject><subject>Crisis intervention (Psychology)</subject><subject>Crisis Management</subject><subject>Developmental disabilities</subject><subject>Education</subject><subject>EXPERIMENTAL STUDIES</subject><subject>Functional Behavioral Assessment</subject><subject>Intellectual disabilities</subject><subject>Intervention</subject><subject>Males</subject><subject>Management of crises</subject><subject>Patient outcomes</subject><subject>Pervasive Developmental Disorders</subject><subject>Psychological aspects</subject><subject>Self Destructive Behavior</subject><subject>Special needs students</subject><subject>Special Schools</subject><subject>Student Behavior</subject><subject>Students</subject><subject>Studies</subject><issn>0748-8491</issn><issn>1934-8924</issn><issn>1934-8924</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2019</creationdate><recordtype>article</recordtype><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><recordid>eNqNks2L2zAQxU1poem2xx4LhkKhB6f6si0fsyG7mxK6h7RnIcsjW8GxtpKctv_9yuySNBBKkWBA85snofeS5D1Gc0xz-gWCmhOEqzlCOH-RzHBFWcYrwl4mM1QynnFW4dfJG-93CCFWlGyWdCutQQWfWp3ejIMKxg7ZtfTQpEtnvPHpegjgDjBMnTTu0EG6hQM4SJed7HsYWjO06TV08mCsm4S2YWzigE9_mdClizEYv3-bvNKy9_DuuV4lP25W35d32eb-dr1cbDKVkyJkNZKacd7IHJhmOK9KzQkpmkJhCgpxwqsSN5oUkhY1k1TWjVYql7KuZU3Lgl4lH590H5z9OYIPYmdHN8QrRdQp85LkiJyoVvYgzKBtcFLtjVdikVcFKzihE5VdoFoYwMneDqBNPD7j5xf4uBrYG3Vx4PPZQGQC_A6tHL0X6-23_2b57eZfD39mlY12tSDihy_vz_lPf_EdyD503vbj5Lm_KKyc9d6BFg_O7KX7IzASUwhFDKGYQiimEEb-wxMPzqgju_qKCUGUothnR7d2MYf70cPJsJJUlCOxnYI85TjWGFxMTrI7H6w76kZ_acHKij4CbSnt6A</recordid><startdate>20190801</startdate><enddate>20190801</enddate><creator>Stevenson, Bradley S.</creator><creator>Wood, Charles L.</creator><creator>Iannello, Alana C.</creator><general>West Virginia University Press</general><general>West Virginia University Press, University of West Virginia</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>8GL</scope><scope>ISN</scope><scope>0-V</scope><scope>3V.</scope><scope>4U-</scope><scope>7XB</scope><scope>88B</scope><scope>88G</scope><scope>8A4</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>K9-</scope><scope>M0P</scope><scope>M0R</scope><scope>M2M</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PSYQQ</scope><scope>Q9U</scope><scope>S0X</scope></search><sort><creationdate>20190801</creationdate><title>Effects of Function-Based Crisis Intervention on the Severe Challenging Behavior of Students with Autism</title><author>Stevenson, Bradley S. ; 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Two common approaches for intervening for these behaviors are function-based interventions (FBI), which have been effective at reducing such behaviors, and crisis intervention, which has been shown to increase staff skills for managing dangerous situations. These two methods have different theoretical foundations, and as such the two approaches often recommend competing strategies for a given challenging behavior. Therefore, practitioners may feel they need to choose between the two approaches, selecting either FBI or crisis intervention. This study examined a way to blend the strengths of two approaches into a synthesized model referred to as function-based crisis intervention (FBCI). Using a delayed multiple-probe design, results showed that FBCI reduced the severe challenging behavior of three students with autism. Implications for future research and practice are discussed.</abstract><cop>New York</cop><pub>West Virginia University Press</pub><doi>10.1353/etc.2019.0015</doi><tpages>24</tpages></addata></record> |
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| identifier | ISSN: 0748-8491 |
| ispartof | Education & treatment of children, 2019-08, Vol.42 (3), p.321-344 |
| issn | 0748-8491 1934-8924 1934-8924 |
| language | eng |
| recordid | cdi_proquest_journals_2267572502 |
| source | JSTOR Archive Collection A-Z Listing; EBSCOhost Education Source |
| subjects | Adolescents Aggression Aggressiveness Applied Behavior Analysis Autism Behavior Behavior Disorders Behavior Modification Behavior Patterns Behavior Problems Care and treatment Caregivers Children & youth Communication Crisis intervention (Psychiatry) Crisis intervention (Psychology) Crisis Management Developmental disabilities Education EXPERIMENTAL STUDIES Functional Behavioral Assessment Intellectual disabilities Intervention Males Management of crises Patient outcomes Pervasive Developmental Disorders Psychological aspects Self Destructive Behavior Special needs students Special Schools Student Behavior Students Studies |
| title | Effects of Function-Based Crisis Intervention on the Severe Challenging Behavior of Students with Autism |
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