The role of positive programming in behavioral treatment.

This chapter defines and describes the role of positive programming in the treatment of the severe behavior problems often exhibited by individuals who face the challenge of a severely handicapping condition. After discussing the context and need for positive programming within a conceptual framework for research and treatment based on outcome needs, variations within this strategy are delineated. Then, assessment and analysis are described as critical for comprehensive, positive, and effective treatment. A case study of severe aggression is then presented in detail to illustrate the process of assessment and analysis, the treatment program that follows from this process, and the long term results of this approach to intervention. Finally, conclusions are drawn that examine the implications of positive programming for the future role of aversive procedures in the behavioral treatment of children, adolescents, and adults and for the practice of applied behavior analysis in the field of developmental disabilities. DEFINITION

[1]  J. Groden,et al.  Relaxation : a comprehensive manual for adults, children, and children with special needs , 1978 .

[2]  T. Risley,et al.  The treatment of self-injurious behavior , 1982 .

[3]  G. Brittenham,et al.  Behavioral aspects of iron deficiency. , 1986, Progress in hematology.

[4]  J. Groden,et al.  Use of Imagery Procedures with Students Labeled ‘Trainable Retarded’ , 1984, Psychological reports.

[5]  P. Touchette,et al.  A scatter plot for identifying stimulus control of problem behavior. , 1985, Journal of applied behavior analysis.

[6]  E. Carr,et al.  Reducing behavior problems through functional communication training. , 1985, Journal of applied behavior analysis.

[7]  G. Lavigna,et al.  A Time-Limited Intensive Intervention Program Model to Support Community Placement for Persons with Severe Behavior Problems , 1985 .

[8]  J. Wolpe,et al.  Psychotherapy by reciprocal inhibition , 1958, Conditional reflex.

[9]  H. Schlinger,et al.  Function-Altering Effects of Contingency-Specifying Stimuli , 1987, The Behavior analyst.

[10]  D M Baer,et al.  An implicit technology of generalization. , 1977, Journal of applied behavior analysis.

[11]  T. Ayllon.  Intensive Treatment of Psychotic Behavior by Stimulus Satiation and Food Reinforcement , 1964 .

[12]  G. Lavigna.  The Jay Nolan Center , 1983 .

[13]  M. Cataldo,et al.  Compliance training and behavioral covariation in the treatment of multiple behavior problems. , 1981, Journal of applied behavior analysis.

[14]  I. Goldiamond,et al.  Social Casework: A Behavioral Approach , 1975 .

[15]  P. Mirenda,et al.  A Model for Analyzing Instructional Components To Facilitate Generalization for Severely Handicapped Students , 1983 .

[16]  P. Strain,et al.  Generalization of autistic children's social behavior change: Effects of developmentally integrated and segregated settings , 1983 .

[17]  R. D. Horner.  The effects of an environmental "enrichment" program on the behavior of institutionalized profoundly retarded children. , 1980, Journal of applied behavior analysis.

[18]  W. Rhodes.  The Disturbing Child: A Problem of Ecological Management , 1967, Exceptional children.

[19]  R. Koegel,et al.  Intertrial interval duration and learning in autistic children. , 1980, Journal of applied behavior analysis.

[20]  K. H. Stauder,et al.  Psychology of the Child , 1959 .

[21]  R. Foxx,et al.  Maintenance of Response Suppression Following Overcorrection: A 10-Year Retrospective Examination of Eight Cases. , 1984 .

[22]  N H Azrin,et al.  Some Effects of Noise on Human Behavior. , 1958, Journal of the experimental analysis of behavior.

[23]  L. Fassbender,et al.  Analyzing the Communicative Functions of Aberrant Behavior , 1984 .

[24]  V. Winterling.  THE INFLUENCE OF TASK VARIATION ON THE ABERRANT BEHAVIORS OF AUTISTIC STUDENTS , 1987 .

[25]  P. Davidson,et al.  Effects of naloxone on self-injurious behavior: a case study. , 1983, Applied research in mental retardation.

[26]  R. Koegel,et al.  Normal peer models and autistic children's learning. , 1981, Journal of applied behavior analysis.

[27]  T. Gordon.  Parent Effectiveness Training , 1975 .