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ABSTRACT: This past century has witnessed a major shift in the delivery of support services for people with developmental disabilities.
In the first half of the most recent century, American society concerned itself with the proliferation of institutions for
persons with developmental disabilities. Often in remote settings, a principle concern was to relocate individuals who were
characterized as a “menace” to society (Brockley, 1999; Scheerenberger, 1983). Throughout the latter half of the century,
many of the negative assumptions about people with developmental disabilities were challenged and human service ideology shifted
toward normalization, least restriction, and the development of policies favoring community-based living arrangements (Brockley,
1999; Landesman & Butterfield, 1987).
12/2006: pages 227-243;
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ABSTRACT: We evaluated contact desensitization (reinforcing approach responses) as intervention for specific phobia with a child diagnosed with autism. During hospital-based intervention, the boy was able to encounter previously avoided stimuli. Parental report suggested that results were maintained postdischarge.
Journal of Applied Behavior Analysis 02/2006; 39(4):445-8. · 1.19 Impact Factor
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ABSTRACT: We evaluated an abbreviated performance feedback intervention as a training strategy to improve discrete trial instruction of children with autism by three paraprofessional staff (as-sistant teachers) at a specialized day school. Feedback focused on 10 discrete trial instruc-tional skills demonstrated by the staff during teaching sessions. Following sessions, staff re-ceived verbal praise from a trainer for skills displayed correctly, and clarification/redirection was given contingent on incorrect performance. As demonstrated in a multiple basehne de-sign, staff rapidly acquired the discrete trial instructional skills with intervention. Improved instruction was maintained up to 11 weeks post-training, and procedures were judged highly acceptable by staff. The benefits of performance feedback, and issues related to staff training, are discussed. KEYWORDS: performance feedback, staff training, discrete trial instruction, autism.
01/2005; 28.
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ABSTRACT: We evaluated contingent and noncontingent practice of an alternative behavior (appropriate play) as intervention for stereotypy that occurred with two play objects in a 5-year old boy with autism. Contingent practice was implemented as a consequence for stereotypy, and the rate of noncontingent practice was matched (yoked) to thatschedule. On average, stereotypy with one object (blocks) was less frequent during implementation of both contingent and noncontingent practice, but neither procedure had a sustained positive effect with the second play object (figures). Appropriate play did not improve consistently with intervention. Issues related to treating objectstereotypy are discussed.
The Behavior Analyst Today. 01/2004;
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ABSTRACT: We conducted a brief (8 days) functional analysis to iden-tify sources of control over persistent saliva-play displayed by a 6-year old child with autism in a school setting. The functional analysis sug-gested that saliva-play was maintained by automatic reinforcement, lead-ing to an intervention evaluation (3 days) that compared two methods of James K. Luiselli, EdD, ABPP, BCBA, is Senior Vice President-Applied Research, Clinical Training, and Peer Review affiliated with The May Institute, One Commerce Way, Norwood, MA 02062 (E-mail: jluiselli@mayinstitute.org). Joseph N. Ricciardi, PsyD, ABPP, is affiliated with Developmental Disabilities Unit, Hampstead Hospital, 218 East Road, Hampstead, NM 03841-2305. Sarah Schmidt, PsyD, ABPP, is affiliated with Health South. Melissa Tarr, PsyD, ABPP, is affiliated with the Woburn Public Schools. Address correspondence to: James K.
Child & Family Behavior Therapy 01/2004; 26. · 0.67 Impact Factor
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ABSTRACT: Pica is a serious challenging behavior displayed by some persons with developmental disabilities. We report the near-elimination of automatically reinforced pica in a 7-year-old boy diagnosed with autism by having him practice an alternative response (discarding objects) contingent on attempted or actual pica. Intervention was implemented 6 hours per day, under naturalistic conditions in a school setting, with outcome maintained through a 4 month follow-up phase of evaluation. Copyright © 2003 John Wiley & Sons, Ltd.
Behavioral Interventions 06/2003; 18(3):219 - 226. · 0.80 Impact Factor
