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Biomedical subjects

E Cipani

Publications and source records attributed to E Cipani.

13 recordsLinked to original sources
PubMed1998

Making sense of schizophrenic symptoms; delusional statements and behavior may be functional in purpose.

The present paper describes the use of a functional analysis in attempting to make sense of symptomatic delusional statements and behaviors that people diagnosed with schizophrenia present. The three categories that are used to classify symptoms are: (1) positive reinforcement function, (2) negative reinforcement function, and (3) mislabeling of private events. The paper presents a number of clinical cases whose symptoms are representative of each category. Each case is then functionally treated as a result of its "category" characteristics, thus basing treatment on the hypothesized function (or reason) for the symptom.

Adult↗
PubMed1994

A stimulus control technique for improving the efficacy of an established toilet training program.

Standard toilet training regimens used with children with developmental disabilities have demonstrated effectiveness at achieving bladder and bowel continence. However, in some clinical applications in everyday practice, success has not been achieved, necessitating research into possible modifications of the current approaches. A widely used toilet training program was modified to reduce toileting accidents of a referred child. The modification involved the assessment of the discriminative stimulus for eliminating, namely, his undergarments. By removing the undergarments when an elimination became imminent, an "errorless" learning paradigm was established that allowed for more rapid and enduring acquisition of toileting skills than seen in previous training attempts. The results indicate the present procedure could expedite training for individuals who are difficult to teach appropriate toileting skills through an analysis of the controlling antecedent stimulus for accidents and subsequent manipulation of such stimuli.

Autistic Disorder↗
PubMed1994

Treating childrens' severe behavior disorders: a behavioral diagnostic system.

This paper presents a behaviorally-oriented four-category diagnostic system for assessing and diagnosing severe behavior disorders. The model categorizes problem behavior in terms of its environmental function. The possibility of behaviors serving multiple functions and the ramifications for treatment prescription are discussed.

Adolescent↗
PubMed1990

The communicative function hypothesis: an operant behavior perspective.

The suggestion that all problem behaviors may serve a communicative function is explored from an operant perspective. An analysis of the environmental functions of operant behavior involves an understanding of two sets of relations: (1) two types of reinforcement contingencies (positive and negative) and (2) two types of operant behaviors (verbal and non-verbal). Such an operant analysis reveals that not all problem behaviors may currently serve a communicative function. However, often an alternate replacement behavior can be developed that would achieve the same environmental effect as the problem behavior through social mediation and thereby be communicative in nature. A theoretical classification system for identifying the type of function a problem behavior may serve is advanced. Implications for prescribing behavioral treatments based on this model are presented.

Behavior Therapy↗
PubMed1990

"Excuse me: I'll have...": teaching appropriate attention-getting behavior to young children with severe handicaps.

Procedures to teach two young children with severe handicaps to get an adult's attention when needing to make a request were developed. Both children were already capable of making requests in the presence of an adult, but not capable of getting the attention of the adult if not in close proximity. Both children acquired the response of getting out of his or her seat, walking over to the adult in the classroom, and exhibiting appropriate attention-getting behavior after training. This behavior maintained at a 3-week follow-up.

Attention↗
PubMed1985

An analysis of a partial task training strategy for profoundly retarded institutionalized clients.

This study investigated the effects of a partial task training strategy on productivity and on-task behavior in three profoundly retarded institutionalized clients in a pre-skills workshop classroom. Partial task training consisted of the presentation of "mini-tasks," with reinforcement for completion of those tasks. Additionally, behavior monitors were used to provide the clients with further positive comments and prompts. The results indicated that this strategy was effective in decreasing high rates of off-task behavior and in substantially increasing the number of pieces completed during the session. However, the effect on other inappropriate behaviors was minimal. This strategy demonstrated that profoundly retarded clients could be taught to increase on-task behavior and productivity in pre-skills workshop classes.

Adolescent↗
PubMedDate not supplied

Treating problem behaviors maintained by negative reinforcement.

The examination of controlling contingencies in an analysis of problem behavior has been an important clinical topic of discussion in the field of developmental disabilities for many years. We know that problem behavior may be maintained by positive reinforcement or by negative reinforcement. From a clinical perspective, we seem to know more about behavioral techniques that are used when the problem behavior is maintained by positive reinforcement that we understand about those techniques that may be applied when a problem behavior is maintained by negative reinforcement. In this paper, we identify four treatment techniques that may be applied when problem; behavior is maintained by negative reinforcement: (a) functional communication training; (b) behavioral momentum; (c) differential reinforcement or an alternative escape behavior; and (d) errorless learning. Each of the four techniques will be defined, applications and guidelines for use delineated.

Adult↗
PubMedDate not supplied

Developing functional requesting: acquisition, durability, and generalization of effects.

This study investigated the effects of a language program called the missing-item format, on the acquisition of requesting during snack periods. The missing-item format, an assessment and training approach, develops a child's spontaneous requesting skills in everyday tasks. Generalization and response-durability measures were also collected. The missing-item format produced effects in requests for targeted snack items, but not for the majority of generalization and durability measures. A generalization training program was then implemented, using the missing-item format. As a result, a requesting repertoire that was durable and generalized across multiple settings and stimulus conditions was established in both students.

Child↗