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A function-based treatment for school refusal behavior using shaping and fading.

E A Meyer1, L P Hagopian, T R Paclawskyj

  • 1Johns Hopkins University School of Medicine, USA.

Research in Developmental Disabilities
|January 21, 2000
PubMed
Summary
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Function-based behavioral treatment effectively addressed severe destructive behaviors and school refusal in an 18-year-old with mild mental retardation. The treatment was durable and successfully generalized to the home environment.

Area of Science:

  • Behavioral Psychology
  • Developmental Disabilities
  • Clinical Psychology

Background:

  • A function-based behavioral treatment package was developed for an 18-year-old male with mild mental retardation.
  • The individual was admitted to a specialized inpatient unit for severe destructive behaviors associated with school refusal.

Observation:

  • School refusal behavior was hypothesized to be maintained by positive reinforcement.
  • Data collection included teacher and school attendance reports, parent interviews, and unstructured observations.

Findings:

  • Treatment goals included increasing compliance with morning hygiene, attending school, and parental involvement.
  • All treatment goals were achieved in a brief period, with durable follow-up effects.
  • Treatment was successfully generalized from the hospital to the home environment.

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Implications:

  • Function-based assessment and treatment are effective for school refusal in children with developmental disabilities.
  • This approach offers a viable strategy for managing challenging behaviors in specialized inpatient settings.
  • Parental involvement is a key component in the successful generalization of treatment effects.