The Experts below are selected from a list of 258 Experts worldwide ranked by ideXlab platform

Colette M. Smart - One of the best experts on this subject based on the ideXlab platform.

Joseph T Giacino - One of the best experts on this subject based on the ideXlab platform.

  • Behavioral Assessment in patients with disorders of consciousness gold standard or fool s gold
    Progress in Brain Research, 2009
    Co-Authors: Joseph T Giacino, Caroline Schnakers, Diana Rodriguezmoreno, Kathy Kalmar, Nicholas D Schiff, Joy Hirsch
    Abstract:

    In the absence of “hard” neurophysiologic markers, the burden of proof for establishing conscious awareness in individuals who sustain severe brain injury lies in Behavioral Assessment. Because behavior represents indirect evidence of consciousness, reliance on Behavioral markers presents significant challenges and may lead to misdiagnosis. Detection of conscious awareness is confounded by numerous factors including fluctuations in arousal level, difficulty differentiating reflexive or involuntary movement from intentional behavior, underlying sensory and motor impairments, and medication side effects. When an ambiguous behavior is observed, the onus falls to the clinician to determine where along the continuum of unconsciousness to consciousness, it lies. This paper (1) summarizes the current diagnostic criteria for coma, the vegetative state, and the minimally conscious state, (2) describes current Behavioral Assessment methods, (3) discusses the limitations of Behavioral Assessment techniques, (4) reviews recent applications of functional neuroimaging in the Assessment of patients with disorders of consciousness, and (5) concludes with a case study that illustrates the disparity between Behavioral and functional neuroimaging findings that may be encountered in this population.

  • Recent advances in Behavioral Assessment of individuals with disorders of consciousness.
    Current Opinion in Neurology, 2007
    Co-Authors: Joseph T Giacino, Colette M. Smart
    Abstract:

    Purpose of reviewThe burden of proof for establishing diagnosis and prognosis in patients with disorders of consciousness lies with Behavioral Assessment methods. The current review discusses recent advances in understanding the strengths and weaknesses of this methodology.Recent findingsBehavioral

Wendy Machalicek - One of the best experts on this subject based on the ideXlab platform.

  • Advances in Telehealth and Behavioral Assessment and Intervention in Education: Introduction to the Special Issue
    Journal of Behavioral Education, 2020
    Co-Authors: Mandy Rispoli, Wendy Machalicek
    Abstract:

    The purpose of these two volume special issues on the use of telehealth in Behavioral Assessment and intervention is to share research that advances our understanding of the utility of telehealth in Behavioral education and considerations for use. Eleven articles spanning synthesis, single-case deigns, group experimental designs and case studies illustrate the growth in the application of telehealth to Behavioral Assessment and intervention across educational settings and providers. These eleven articles highlight the potential benefit of telehealth in providing access to high-quality Behavioral Assessment and intervention across home, school and center-based contexts.

Mandy Rispoli - One of the best experts on this subject based on the ideXlab platform.

  • Advances in Telehealth and Behavioral Assessment and Intervention in Education: Introduction to the Special Issue
    Journal of Behavioral Education, 2020
    Co-Authors: Mandy Rispoli, Wendy Machalicek
    Abstract:

    The purpose of these two volume special issues on the use of telehealth in Behavioral Assessment and intervention is to share research that advances our understanding of the utility of telehealth in Behavioral education and considerations for use. Eleven articles spanning synthesis, single-case deigns, group experimental designs and case studies illustrate the growth in the application of telehealth to Behavioral Assessment and intervention across educational settings and providers. These eleven articles highlight the potential benefit of telehealth in providing access to high-quality Behavioral Assessment and intervention across home, school and center-based contexts.

Christopher H. Skinner - One of the best experts on this subject based on the ideXlab platform.

  • Functional Behavioral Assessment of Nonverbal Behavior
    2003
    Co-Authors: Merilee Mccurdy, Christopher H. Skinner, Ruth A. Ervin
    Abstract:

    In this chapter the authors describe how functional Behavioral Assessment (FBA) procedures can be used to identify the function of various behaviors and the relation between FBAs and related interventions that have successfully reduced inappropriate behaviors. Using the principles of FBA it is possible to identify natural environmental contingencies that maintain the behavior of individuals who lack the verbal skills to communicate information about the function of their behavior (e.g., nonverbal students). These data can then be used to develop interventions based on within-subject data. Although FBA procedures are based on sound theory, the development and evaluation of such procedures is in its infancy and future research is needed to improve the quality of these procedures so that educators can efficiently determine the function of target behaviors. Additionally, combining FBA and treatment effectiveness research may allow researchers to develop function-by-treatment models of linking Assessment to intervention, thereby allowing educational professionals to develop more effective prevention and remediation procedures across subjects, based on the assessed function of target behaviors.

  • Functional Behavioral Assessment: Principles, Procedures, and Future Directions.
    School Psychology Review, 2001
    Co-Authors: Frank M. Gresham, T. Steuart Watson, Christopher H. Skinner
    Abstract:

    Abstract. Through amendments to the Individuals With Disabilities Education Act (IDEA), federal law mandated the use of functional Behavioral Assessments (FBA) and positive Behavioral support plans to address challenging behaviors presented by students in school settings. Although these have long been considered "best practice" in the field of applied behavior analysis, their use by school psychologists has a much briefer history. To assist school psychologists in becoming better acquainted with FBA, we present in this article overviews of the conceptual foundations and underlying principles of FBA and the methods and procedures associated with conducting FBAs in school settings. Applied behavior analysis has made substantial contributions to the fields of school psychology and education since the initial publication of the Journal of Applied Behavior Analysis (JABA) over 30 years ago. The empirical documentation for many of these contributions was chronicled in the edited volume entitled Behavior Analysis in Education (Sulzer-Azaroff et al., 1988) and subsequent empirical and conceptual articles published in the Journal of Behavioral Education, Journal of Positive Behavioral Interventions, and Behavior Modification. These publications offer empirical evidence for the effectiveness of behavior analytic technology in dealing with a host of Behavioral excesses and deficits commonly exhibited by students in school settings. In 1997, the amendments to the Individuals with Disabilities Education Act (IDEA) required by federal law the use of functional Behavioral Assessment and positive Behavioral supports and interventions. Prior to this legislation, many behavior analysts considered functional Behavioral Assessment and positive Behavioral supports to be "best practices," but federal law did not mandate these procedures (Dunlap, Kern-Dunlap, Clarke, & Robbins, 1991; Horner & Carr, 1997; Kern, Childs, Dunlap, Clarke, & Falk, 1994; Sugai, Horner, & Sprague, 1999). Specifically, IDEA states: The team must address through a Behavioral intervention plan any need for positive Behavioral strategies and supports [italics added] (614(d)3(B)9i). In response to disciplinary actions by school personnel, the IEP team must within 10 days, meet to develop a functional Behavioral Assessment plan [italics added] to collect information. This information should be used for developing or reviewing and revising an existing behavior intervention plan to address such behaviors (615(k)(l)(B). In addition, states are required to address the in-service needs of personnel [italics added] (including professionals and paraprofessionals who provide special education, general education, related services, or early intervention services) as they relate to developing and implementing positive intervention strategies [italics added] (653(c)(3)(D)(vi)). Psychologists adopting an applied behavior analytic perspective have much to offer the educational community in fulfilling the legal mandates of IDEA for conducting functional Behavioral Assessments and using these Assessments in designing and implementing positive Behavioral support plans for students with challenging behaviors. The IDEA'97 Amendments do not specify what constitutes a valid functional Behavioral Assessment nor do they state the essential components of a positive Behavioral support plan. It is clear; however, that the drafters of the IDEA Amendments were adopting a behavior analytic perspective to guide best practices in functional Assessment and positive Behavioral support programming. The present article presents conceptual and technical underpinnings of functional Behavioral Assessment (FBA) and discusses how these concepts are related to intervention planning. The process of using FBA and developing positive Behavioral supports as required by IDEA'97 is described. Specifically, indirect, descriptive, and experimental FBA strategies are presented and how antecedent variables (e. …