Publications

Publications in our database are reports and resource materials produced within the Department of Child and Family Studies, as well as recent journal articles authored by CFS faculty. To view a more thorough listing of recent books, book chapters and articles written or edited by CFS faculty, view our Impact Reports or individual faculty vitas. You may also view the publications by topic on the right of this page.

Experimental Analysis of Precursors to Severe Problem Behavior (2013)

This study assessed behaviors (precursors) that may predict occurrences of severe problem behavior.

Teacher-Conducted Trial-Based Functional Analysis as the Basis for Intervention (2013)

Previous studies have focused on whether a trial-based functional analysis (FA) yields the same outcomes as more traditional FAs, and whether interventions based on trial-based FAs can reduce socially maintained problem behavior. We included a full range of behavior functions and taught 3 teachers to conduct a trial-based FA with 3 boys with developmental and intellectual disabilities who engaged in problem behavior.

Reducing Rapid Eating in Adults With Intellectual Disabilities (2013)

Rapid eating is a frequent problem among individuals with developmental disabilities that can pose a threat to health. This study sought to reduce the rate of eating behaviors in two adults diagnosed with moderate intellectual disability. Assessment of eating rate took place in the participants' group homes during lunch or dinner meals. Procedures included the use of vibrating pagers with and without verbal prompts to prompt eating and prevent rapid eating behaviors. Results demonstrate a clear reduction in rate of eating when using vibrating pagers and verbal prompts for both participants.

Experimental Analysis of Precursors to Problem Behavior (2013)

Some individuals engage in both mild and severe forms of problem behavior. Research has shown that when mild behaviors precede severe behaviors (i.e., the mild behaviors serve as precursors), they can (a) be maintained by the same source of reinforcement as severe behavior and (b) reduce rates of severe behavior observed during assessment.

Teacher-Conducted Trial-Based Functional Analyses as the Basis for Intervention (2013)

The purpose of this study was to determine whether function-based interventions that were informed by the outcomes of trial-based functional assessments would reduce problem behavior among a group of children with intellectual or developmental disabilities whose problem behavior represented a full range of functions, including social-positive, social-negative, and automaticreinforcement.

Suicide Postvention Challenges for School Social Workers (2013)

School social workers and schools’ responses to a death by suicide are important to help reduce further suicidal behavior but are complicated when the death is not discussed as a death by suicide. This article presents some ethical challenges and best practice for school suicide postvention.

Effects of Fixed Versus Random Sequencing During Multi-element Functional Analyses (2013)

This article discusses a study conducted on fixed- and random-sequence functional assessments for 7 individuals with developmental disabilities to determine the relative effects that sequence may have on assessment outcomes.

Training Residential Staff to Conduct Trial-Based Functional Analyses (2013)

The authors taught six supervisors of a residential service provider for adults with developmental disabilities to train nine house managers to conduct trial-based functional analyses.

Effects of Fixed Versus Random Condition Sequencing during Multielement Functional Analyses (2013)

It has been suggested that a fixed condition sequence might facilitate differential responding during multielement functional analyses (FAs) by capitalizing on or limiting sequence effects (Iwata, Pace, et al., 1994); however, the effects of condition sequence have not been examined empirically. Authors conducted fixed- and random-sequence FAs for 7 individuals with developmental disabilities to determine the relative effects that sequence may have on assessment outcomes.

Relationships Between Stressors and Parenting Attitudes in a Child Welfare Parenting Program (2013)

This study sought to explore the family stressors in parents involved in the child welfare system who have been referred to an intensive therapeutic parenting program, and the relationship of those stressors to change in parenting attitudes.