Problem behavior is a major barrier to good quality of life for families who have children with developmental disabilities. Therefore, much research has focused on identifying the contextual factors associated with such behavior so that interventions can be systematically developed. The present study explored whether interventions aimed at mitigating problematic contexts and teaching skills to effectively cope with these contexts would result in a reduction in problem behavior and an overall improvement in family quality of life. Nine children with developmental disabilities (Autism Spectrum Disorder or Down Syndrome) who displayed problem behavior participated. The Contextual Assessment Inventory (CAI) was administered to parents of the participants to identify multiple problem contexts at home. Intervention techniques were then developed collaboratively with parents to mitigate the context or teach the child to effectively cope with the context. A multiple baseline experimental design was used to demonstrate intervention effects for specific high priority contexts. Subsequent to the experimental demonstration, a clinical extension of the intervention methodology was applied to the remaining problem contexts. Following intervention, there were significant improvements in problem behavior, activity completion, and overall family quality of life. We discuss the value of conceptualizing problem behavior as a function of context with respect to facilitating assessment and increasing the number of available intervention options.
|School:||State University of New York at Stony Brook|
|School Location:||United States -- New York|
|Source:||DAI-B 69/10, Dissertation Abstracts International|
|Keywords:||Community settings, Context, Context-based, Developmental disabilities, Home, Intervention, Problem behavior|
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