Article Citation Research Participants Independent Variable Dependent Variable Results

Question & Setting

Implementation Can Three children, Prevention strategies Engagement Noticeably
of Positive implementation a 5 year old ● Choice of toys,  play independently for 15 reduced levels
Behavior of PBS by a and two 34 ○ The boys would choose two toys each minutes with no of challenging
Support mother have an month old twin and the mother would choose 2 disruptions behavior and
Implementation effect on her boys with their additional toys in-case they got bored o watching a movie or elevated
of Positive three children mother and with their choices. show alone, playing levels of
Behavior with problem father. ● cues signaling the beginning and end of an with his toys, or engagement.
Support with a behaviors? Interventions activity coloring These
Sibling Set in a conducted by a ○ verbal warning that playtime is almost Challenging behavior improved
Home parent in a “all done” ● Any occurrence where the levels were
Environment home Parent responses child exhibited sustained
Michelle A. environment ● Provide praise inappropriate throughout
Duda Shelley for multiple ○ “good job playing” “nice playing” “good vocalizations intervention
Clarke Lise Fox children with sharing” ○ Screaming, crying, and follow-up
Glen Dunlap behavioral ● ignore occurrences of challenging whining phases.
2008 challenges behavior ● Aggression
○ don’t tell the boys to stop throwing ○ Hitting, kicking, and
prompt them to play in a different way biting
such as saying “roll the ball” ● Being out of area
○ if screaming, address something else and ○ Leaving the assigned
do not tell the child to stop screaming areas such as the
● provide redirection dinner table or play
○ restate the directions of a game or state room
they could play with a different toy ● Inappropriate use of
Skill-building intervention materials
● Learn the rules of playtime and ○ Spitting out food,
○ Having visuals of the rules always throwing toys,
available and in sight. jumping off tables,
● Learn to lead activities. and slamming doors
○ Teaching older sister to give praise and ● Non-compliance
instruction to younger siblings. “good ○ Refusal to follow
job” “play with your toys” “do you want directions.
milk or juice”
A Can the 6 children with Antecedents Serious problem behaviors the
Demonstration Individual pervasive 1.Environmental Arrangements (physical) ● Self-injury observations
of Behavioral Service Project developmental Same items always in the same ○ Head banging indicate that
Support for be used for disorders. 5 locations/Timers, picture books ● Aggression the rate and
Young Children addressing males, 1 ● Arrange environment for predictability ○ Throwing items, intensity of
with Autism serious problem female. ○ Make sure the toys they want are hitting others problem
Glen Dunlap, behaviors Developmental accessible ● Property Destruction behaviors was
Lisa Fox exhibited by ly appropriate 2.Environmental Arrangements (social) ○ Ripping up declining
1999 children play sessions Activity Schedule papers, breaking
in the family’s Increase choices items such as
home with at Visual activity schedule crayons
least one Provide transition warnings ● Tantrums.
parent present. o Visual prompt sequence, 5 more ○ Body extension,
No more than minutes of play pulling away
one session 3.Prompting Strategies from adults,
was conducted Questions screaming,
per day. Sign Language throwing self on
Generally, the o Signs for “more,” “want,” and floor
sessions were “no” and use visual board
once or twice a
week and no Consequences
longer than 20 1.Ignoring problem behavior
minutes. Block access if aggressive or destructive
Do not give crayons or take away their ball

2.Adult language strategies

3.Providing Positive Feedback

● Activity schedule
○ Timers, picture books
Prevention Strategies,
● Accessible toys
○ Make sure the toys they want are
accessible.
● Increases choices
○ Visual activity schedule
● Provide transition warnings
○ Visual prompt sequence, 5 more
minutes of play,
 Replacement Skills,
● Nonverbal signals
○ Signs for “more,” “want,” and
“no” and use visual board
Consequences.
● Block access if aggressive or destructive
○ Do not give crayons or take
away their ball
Reducing The specific Three sibling Antecedent Aggression All Dyads
Aggression in purpose of this dyads, who ● Stimuli associated with problem behavior ● Pervasive disruptive behavior showed
Children With study was to lived at home ○ Siblings crying, loud noises, ○ Yelling, hitting, improvement
Autism Toward assess whether with their down time punching, from baseline
Infant or changing parents. Within Intervention shoving, grabbing to
Toddler antecedent each dyad the ● Rearranging the environment toys and objects intervention.
Siblings stimuli older sibling ○ Making sure items are available forcibly from Dyad 1 and 2
Lynn Kern associated with was diagnosed and located in the same spot siblings, kicking, continued to
Koegel, Dara aggression as having every time squeezing, and show
Stiebel, and through autism or a ○ Changing a stimuli; metal with a head butting. improvements
Robert L. functional related plastic highchair, Spontaneous use of targeted in both
Koegel assessment and developmental ● Teaching appropriate replacement behaviors appropriate behaviors decreased
1998 a parent- disability and ○ Such as switching the high chair ● Verbalizations aggressions
implemented the infant or from metal to plastic ○ Stating “the baby and increased
intervention, toddler sibling Replacement Skills is talking” or “my use of
including was not ● Access to toys sibling needs targeted
functional diagnosed as ○ Bottles, toys, and picture boards help” appropriate
communication having a were always in the same place ● Non-verbal responses behaviors.
training with disability. and the child could get to them. ○ Handing the baby Dyad 3
relevant In the families ● Communication at start of stimuli a toy, pacifier, or moved from
ecological natural home ○ Parent asks “what’s wrong” and bottle. the state
manipulations, environment, the child would communicate the before follow-
would be at the kitchen problem such as crying or loud up data could
effective in table and living noise be collected.
reducing sibling room. Sessions ● Parent prompts for child to interact with
aggression in were siblings
children with conducted 1-4 ○ Parents ask “will you give the
autism who times a week baby their bottle” “will you give
aggress toward for 15-30 them a toy” “will you help
their infant or minute
toddler siblings. durations.
Family Can serious A 5 year old Event Strategies Problem behavior The frequency
Implementation challenges to girl with a ● Ensure activities have meaningful outcomes ● Screaming or screeching of problem
of Positive family life moderate to and embedded reinforcers, ○ High-pitched behaviors
Behavior posed by severe ○ Picture schedules, piercing sounds across all four
Support for a problem intellectual ○ Decrease demands and increase ● Physical resistance activities was
Child With behaviors be disability and positive events ○ Pulling away, decreased
Autism changed to severe problem ○ Encourage new friendships pushing away after
Joseph M. promote behaviors and Antecedent strategies ● Leaving the assigned area intervention
Lucyshyn, affective, her family. ● Use of a ‘safety signal’ ○ Exiting the was
Richard W. meaningful, Setting was at ○ Picture schedules, verbally state bathroom or play implemented.
Albin, Robert H. acceptable, and home or in the how much time is left in an room Problem
Horner, Jane C. durable changes community; activity or before an activity ● Physical aggression behaviors
Mann, James A. in child dining room, ● Mediate a delay by ○ Throwing objects, continued to
Mann, Gina behavior and in bedroom, ○ Waiting with a preferred hitting, kicking, be much
Wadsworth family quality restaurant, and interaction, item, or activity such or biting. lower than in
2007 of life? supermarket as their favorite toy or singing a pre-
song intervention
Teaching Strategies when
● Understand and use language recorded in
○ “Stop” “wait” and “come here” follow-up
○ Model signs for foods and toys sessions.
● Reinforce attempts
○ If child labels item incorrectly,
label the item correctly and give
them the item.
Consequence Strategies
● Praise adaptive behavior
○ Calmly waiting, and acceptance
of change in routines
● Deliver wants based on use of language
○ Child says milk and parent gives
milk
● Minimize reinforcement for attention-
motivated behavior
○ Ignoring screams, leaving the
room, and throwing objects
Functional Will functional Two female Long Term Supports Challenging behavior For both
Communication communication children aged ● Attention to challenging behaviors ● Physical children,
Training with training be 30-33 months ○ Asking the child if they want to ○ Hair pulling, baseline phases
Toddlers in effective in old with play when behaviors arise spitting, for all routines
Home addressing speech delays Prompting the replacement behavior kicking, hitting, were
Environments challenging assessed by ● Modeling desired replacement behavior and pushing characterized by
Glen Dunlap, behaviors Part C ○ “play with me” and model what ● Verbal challenging
Tera Ester, exhibited by evaluations playing looks like ○ Whining and behavior
Sherri Langhans, toddlers in and their Reinforce replacement behavior verbal outbursts occurring in a
Lise Fox home routines mothers. To be ● Praise Replacement behavior high percentage
2006 when considered for ○ “good job” “that looks great” ● Spoken word or phrase of intervals. For
implemented by the study, the “you did that nicely” and “I like ○ such as “I’m child 1,
the child’s children’s the way you are playing” hungry” and intervention
mother? challenging ● Focused attention “May I have a produced
behaviors were ○ parent gives their undivided break,” immediate
observed to be attention during activities ● Gesture decreases in
a serious ○ play interactions ○ Pointing and challenging
concern in at looking behaviors for
least three ● Idiographic form of the first two
distinct communication routines and
settings. ○ such as a delayed
The study was picture book decreases in the
conducted in third routine.
each child’s For child 2, the
home intervention
environment produced rapid
within parent- reductions in all
identified three routines,
routines or seeing
activities that immediate
were elimination of
associated with challenging
challenging behaviors in
behaviors. two of the three
routines.
Assessment- Will 8 year old boy Antecedent Problem Behavior The
Based implementation and his family,  Activity associated with the behavior  Disruptive behavior intervention
Intervention for of PBS with a specifically his o difficulty following the sequence o aggression was able to
Severe boy with mother. This independently o property successfully
Behavior disabilities and child has o transitions destruction decrease the
Problems in a severe problem developmental  Consequences o whining child’s negative
Natural Family behaviors be disabilities and o Visual schedule o collapsing on behaviors and
Context able to help sever problem o Positive reinforcement the floor increase his
Bobbie J. family routines? behaviors. o Participation in events o attempting to engagement
Vaughn ,Shelley Two naturally o Rewards such as toys run away with the family
Clarke , And occurring Targeted behavior and in routines.
Glen Dunlap routines for the  Engagement The results
1997 parents, in the o following the showed
bathroom at natural improvement
home and sequence of the
community routine
outings. o following
specific task
instructions
The Effects of a Can peer- 2 male students Antecedent Problem behaviors The at-risk
Peer-Mediated mediated PBS at-risk for  Self-monitoring  Disruptive behaviors students showed
Positive have an impact emotional o individualized rating cards o not attending to immediate,
Behavior on socially behavioral o vibrating signaling device lecture and marked
Support behaviors of disorders in an o plastic chips, and point sheets assignments improvement in
Program on children at risk urban (token economy) o non-compliance their socially
Socially for emotional elementary  Teacher-peer mediated support to instructions appropriate
Appropriate disorders? school. o providing praise and o exhibit classroom
Classroom reinforcement for socially inappropriate behavior;
Behavior appropriate classroom behavior attention treatment gains
Lynnette o corrective feedback for seeking maintained as
Christensen, inappropriate behavior behavior reinforcement
Richard Young, Consequences o Whining was thinned.
and  award token o Off-task
Michelle o points on a chart behavior.
Marchant o stickers
2008 o coins to spend in the school store
 praise for appropriate behavior
o “good job,” “you’re working so
nicely,” “I like how you
completed that task”