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Biomedical subjects

J M Parrish

Publications and source records attributed to J M Parrish.

31 records · Page 2Linked to original sources
PubMed1986

Experimental analysis of response covariation among compliant and inappropriate behaviors.

Reliable changes in a variety of behaviors, or classes of behaviors, when only one is manipulated experimentally, have demonstrated that even topographically dissimilar responses can be functionally related. We investigated such a relationship between topographically different child behaviors (compliance and inappropriate activities) by using a methodology that tests for response covariation. Five conditions were provided to sequentially increase and decrease first one and then the other of these behaviors, with the degree of covariation between the two behaviors (i.e., the relationship between changes in the targeted and nontargeted behaviors) being the finding of interest. Results showed that, regardless of the intervention used, the behavior targeted, or the direction manipulated, the nontargeted behavior reliably covaried inversely with the targeted one. The findings have immediate relevance to the clinical treatment of multiple behavior problems exhibited by children. Furthermore, the study of relationships between responses and the processes underlying these relationships can have important implications for understanding the complexity characteristic of human behavior not yet analyzed by behavioral research.

Behavior Therapy↗
PubMed1985

Behavior analysis, program development, and transfer of control in the treatment of self-injury.

This case study illustrates an empirical approach to the diagnosis, treatment, and controlled follow-up of self-injurious clients. Following an assessment period, during which environmental factors associated with a severely retarded adolescent's self-injury were identified, the contingent application of protective equipment was combined with a differential reinforcement procedure (DRO) and implemented in a multiple baseline design across two hospital settings. Results showed a marked decrease in the rate of self-injury. Upon discharge from the hospital, the program was successfully replicated at the adolescent's residential center, again using a multiple baseline design across settings.

Adolescent↗
PubMed1985

Training professionals to record proceedings of interdisciplinary team conferences.

Two experiments were conducted to assess the effectiveness of an instructional program in preparing staff and trainees at a university affiliated facility (UAF) to record proceedings of interdisciplinary team conferences. Training consisted of a self-instructional manual supplemented by a narrated videotape of a typical interdisciplinary case conference. Data were collected on the extent to which trainees correctly completed individual educational plan work sheets based on conference proceedings as a function of training. Findings of both experiments showed that the training program resulted in rapid acquisition of skills required to record team proceedings.

Education, Special↗
PubMed1985

Residents' knowledge of behavioral pediatrics.

Four groups of residency programs (4433 residents) were compared regarding performance on the In-Training Exam of the American Board of Pediatrics and a 30-item addendum assessing behavioral knowledge: 10 programs funded to provide mandatory training, 6 not funded but requiring training, 4 control programs not requiring training but participating in an evaluation of behavioral training, and all other programs (221) whose residents took the exam. Three measures were calculated for each resident: percent correct on "organic" items; percent correct on "behavioral" items; and a ratio (behavioral to organic). Moderate positive correlations were found between organic and behavioral scores. There were no significant differences in organic performance related to program type. Ratio scores were higher for PL-1-funded residents than for any other PL-1 group. For PL-2s, Funded, Not Funded, and Control residents performed better than the All Other group. By the 3rd year, Funded residents performed better than All Other residents; Not Funded and Control scores fell in between. These data suggest that: (1) behavioral knowledge is only moderately related to organic knowledge; (2) requiring behavioral training increases behavioral knowledge but does not decrease the level of organic knowledge; and (3) funded programs attract residents more knowledgeable about behavior who, during their training, remain more knowledgeable than residents in programs not participating in an evaluation of behavioral training.

Child Behavior↗
PubMed1984

A preliminary investigation of three issues pertaining to a common behavioral treatment for nocturnal enuresis.

Two adolescent brothers exhibiting nocturnal enuresis since birth participated in this multiple case study examining the successful application of a modified alarm and pad procedure with a deaf youth and the generalization of effects to an initially untreated, non-hearing impaired sibling. A description of the treatment program and the explicit statement of an avoidance contingency prior to intervention resulted in a rapid and marked increase in percentage of dry nights in both cases, with further increases observed following implementation of an alarm and pad plus accident correction procedure in conjunction with self-monitoring. Treatment gains were maintained at a 10-month follow-up.

Adolescent↗
PubMed1983

Assessment and reduction of food stealing in Prader-Willi children.

A common behavior problem among Prader-Willi children is inappropriate foraging for food. Theft and subsequent consumption often go undetected and contribute to morbid obesity in many of these individuals. In this study an observational methodology was developed to assess food stealing in two children with Prader-Willi syndrome. The children were observed to steal food at a high rates under baseline conditions in three hospital settings. Subsequent treatment, based on differential reinforcement of other behavior (DRO), consisted of reinforcement of nonstealing at the end of progressively lengthening intervals, and was implemented in multiple baseline fashion across both subjects and settings. Results showed that both subjects' stealing rapidly ceased in treated settings, but failed to show generalization to untreated settings. Follow-up data collected in one setting after termination of active intervention reflected continued nonoccurrence of food stealing, although long-term weight data were not encouraging. Results are discussed in terms of their methodological contribution to the study and treatment of Prader-Willi syndrome.

Behavior Therapy↗
PubMed1983

The class specific effects of compliance training with "do" and "don't" requests: analogue analysis and classroom application.

Two experiments are reported in which the relationship between compliance with "do" and "don't" requests was examined with developmentally disabled children. In Experiment 1, a multiple baseline design across subjects with counterbalanced treatment conditions was used to evaluate a compliance training program composed of four phases: (a) baseline, during which no consequences were delivered for compliance, (b) reinforcement for compliance with one targeted "do" request, (c) reinforcement for compliance with one targeted "don't" request, and (d) follow-up with reinforcement on a variable ratio schedule for compliance with any "do" or "don't" request. Results of probes conducted before and after training within each condition indicated that generalized compliance occurred only with requests of the same type as the target exemplar ("do" or "don't"). In Experiment 2, these results were replicated in a classroom setting. Following collection of baseline probe data on student compliance, a teacher training program was successfully implemented to increase reinforcement of compliance first with one "do" and subsequently with one "don't" request of a target student. Results of multiple baseline probes across "do" and "don't" requests indicated that the teacher generalized and maintained reinforcement of compliance with other requests of the same type and to other students, with a resulting increase in student compliance with the type of requests reinforced. The impact of treatment on both teacher and student behavior was socially validated via consumer ratings. Implications of these findings with respect to response class formation and compliance training programs are discussed.

Autistic Disorder↗
PubMed1983

Current status of behavioral pediatric training for general pediatric residents: a study of 11 funded programs.

The W. T. Grant Foundation has funded training in behavioral pediatrics for pediatric residents at 11 medical centers. The approaches toward training taken by the 11 funded programs, based on information systematically collected by interviews conducted with departmental chairmen, faculty, and residents during a program visit to each medical center, are described. No single training site emerged as optimal for teaching behavioral pediatrics, although linking such teaching to a "low priority" setting was an educational obstacle. A serious problem in many programs was the lack of ongoing research in behavioral pediatrics. Success in teaching behavioral pediatrics was dependent upon faculty support and a mandatory experience in behavioral pediatrics for all residents.

Adolescent↗
PubMed1980

The Dubowitz syndrome: the psychological status of ten cases at follow-up.

We report the psychological status of ten people with the Dubowitz syndrome, an autosomal recessive condition characterized by intrauterine and postnatal growth retardation, microcephaly, and high-pitched hoarse voice. Results indicate that the level of intellectual functioning among children with Dubowitz syndrome varies from severe retardation to average intelligence. Our patients have delays in the development of memory, reasoning, expressive vocabulary, fine motor development, and receptive vocabulary, in order of ascending frequency. Data regarding growth status, level of adaptive functioning, and presence of behavioral deficits are also presented.

Child↗
PubMedDate not supplied

Training parents to observe and record: a data-based outcome evaluation of a pilot curriculum.

Despite the prevalence of training parents in the use of child behavior management strategies, relatively little investigative attention has been devoted to promoting acquisition of parent observational and recording skills. In this study, we examined the efficacy of a brief curriculum designed to teach parents how to observe and record targeted child behaviors systematically. Subsequent to instruction, each of six participating parents demonstrated, in an analogue context, higher levels of both occurrence and nonoccurrence agreement, based upon their recordings of child behavior, when compared with those of a panel of experienced professionals. Agreement of parental recordings with those of professionals typically increased to a predetermined mastery criterion and stabilized subsequent to training, relative to a high degree of variability during baseline. Results are discussed in terms of directions for further refinement of the curriculum and additional study of its impact.

Behavior Therapy↗
PubMedDate not supplied

Developing a competency-based curriculum for tracheostomy and ventilator care.

Advances in technology and medical practice have enabled children with special health needs, such as tracheostomy and ventilator care, to be discharged to their families while continuing to require specialized care. Yet, corresponding increases in the availability and competence of home care providers have not kept pace with this trend. The authors set a goal to design, develop, implement, validate, and disseminate a competency-based curriculum to prepare adults to care for these children in the home and community. This article is Part 1 of a two-part series.

Adult↗
PubMedDate not supplied

Part 2: using a competency-based curriculum to train experienced nurses in ventilator care.

As pediatric nurses, we are caring for increasing numbers of children with special health needs such as tracheostomy and ventilator care. These children are being discharged to their families requiring specialized care, including in-home skilled nursing services. In Part I of this two-part series, the authors described the development of a training curriculum for nurses caring for ventilator-assisted children at home. The next step was to validate that the curriculum was effective, feasible, and replicable. Part 2 describes the initial validation efforts with hospital and home care nurses.

Child↗