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West Ashley Library
9 a.m. – 7 p.m.
Phone: (843) 766-6635
Main Library
9 a.m. - 8 p.m.
Phone: (843) 805-6930
Folly Beach Library
Closed for renovations
Phone: (843) 588-2001
John L. Dart Library
9 a.m. – 7 p.m.
Phone: (843) 722-7550
St. Paul's/Hollywood Library
9 a.m. - 8 p.m.
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Mt. Pleasant Library
9 a.m. – 8 p.m.
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Dorchester Road Library
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Edgar Allan Poe/Sullivan's Island Library
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John's Island Library
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Wando Mount Pleasant Library
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The Utility of a Brief Experimental Analysis for Problem Behavior Maintained by Escape from Demands.
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- Author(s): Schmidt, Jonathan D.; Shanholtzer, Alison; Mezhoudi, Nabil; Scherbak, Bailey; SungWoo Kahng
- Source:
Education & Treatment of Children (West Virginia University Press). May2014, Vol. 37 Issue 2, p229-247. 19p. - Source:
- Additional Information
- Subject Terms:
- Abstract: Brief experimental analysis (BEA) is a useful tool for quickly evaluating intervention strategies for individuals with academic deficits and minor behavior problems. However, there is a lack of research investigating BEA for intervention strategies with individuals who emit severe problem behavior to avoid academic demands. For the current study, one participant with an intellectual disability and PDD-NOS was admitted to an inpatient unit for the assessment and treatment of severe aggressive and disruptive behavior. A functional analysis revealed the participant's problem behavior was maintained by escape from demands; a demand assessment showed subtraction problems were highly aversive. A brief experimental analysis of intervention strategies was conducted to assess the effects of five academic treatments on the participant's problem behavior and compliance with subtraction problems. The participant only refrained from emitting high rates of problem behavior when he had access to a number line. Treatment consisted of stimulus fading and differential reinforcement procedures. Results from a reversal indicated treatment effectiveness via an increase in accuracy and independent responding to subtraction problems, as well as a decrease in problem behavior. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Education & Treatment of Children (West Virginia University Press) is the property of West Virginia University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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