Abstract
A continuum of supports which have emerged following deinstitutionalization have created opportunities for behavior analysts to provide clinical services and design environments for staff and those served by them. Relatively recent advocacy efforts have created a climate which is deeply concerned with serving individuals with intellectual and developmental disabilities, and those who support them, in ways which earnestly approach the question of the intended outcome of services. Answering this question requires the navigation of a complex network of risks and values-based considerations. One way to make these decisions more effective may be through careful direct assessment of behavior, both verbal and nonverbal. While behavior reduction is still an area which may create inroads for behavior analysts, learning targets may also provide opportunities for individuals versed in functional assessment, foundational learning principles, and idiographic data analysis to impact the lives of unique and diverse individuals.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Bailey, J. S., & Burch, M. R. (2016). Ethics for behavior analysts (3rd ed.). New York: Routledge.
Bannerman, D. J., Sheldon, J. B., Sherman, J. A., & Harchik, A. E. (1990). Balancing the right to habilitation with the right to personal liberties: The rights of people with developmental disabilities to eat too many doughnuts and take a nap. Journal of Applied Behavior Analysis, 23(1), 79–89.
Binder, C. (1996). Behavioral fluency: Evolution of a new paradigm. The Behavior Analyst, 19(2), 163–197.
Browder, D. M. (2001). Curriculum and assessment for students with moderate and severe disabilities (2nd ed.). Baltimore: Brookes.
Browder, D. M., Bambara, L., & Belfiore, P. (1997). Using a person-centered approach in community-based instruction for adults with developmental disabilities. Journal of Behavioral Education, 7(4), 519–528.
Busick, M., & Neitzel, J. (2009). Overview of self-management. Chapel Hill: National Professional Development Center on Autism Spectrum Disorders, Frank Porter Graham Child Development Institute, The University of North Carolina.
Carr, M. E., Moore, D. W., & Anderson, A. (2014). Self-management interventions on students with autism: A meta-analysis of single-subject research. Exceptional Children, 81(1), 28–44.
Christian, L., & Poling, A. (1997). Drug abuse in persons with mental retardation: A review. American Journal of Mental Retardation, 102(2), 126.
Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Applied behavior analysis (3rd ed.). Hoboken: Pearson Education Inc.
Di Maggio, I., Shogren, K. A., Wehmeyer, M. L., & Nota, L. (2020). Self-determination and future goals in a sample of adults with intellectual disability. Journal of Intellectual Disability Research, 64(1), 27–37.
Diener, L., McGee, H., & Miguel, C. (2009). An integrated approach for conducting a behavioral systems analysis. Journal of Organizational Behavior Management, 29(2), 108–135.
Dobransky, K., & Hargittai, E. (2016). Unrealized potential: Exploring the digital disability divide. Poetics, 58, 18–28.
Ennett, T. M., Zonneveld, K. L. M., Thomson, K. M., Vause, T., & Ditor, D. (2019). Comparison of two TAGteach error-correction procedures to teach beginner yoga poses to adults. Journal of Applied Behavior Analysis, 53(1), 222–236.
Forbes, H. J., Travers, J. C., & Johnson, J. V. (2020). A systematic review of linguistic and verbal behavior outcomes of pivotal response treatment. Journal of Autism and Developmental Disorders, 50(3), 766–778.
Goldiamond, I. (1976). Coping and adaptive behaviors of the disabled. Socialization in the disability process. Pittsburgh: University of Pittsburgh.
Gravina, N., Villacorta, J., Albert, K., Clark, R., Curry, S., & Wilder, D. (2018). A literature review of organizational behavior management interventions in human service settings from 1990 to 2016. Journal of Organizational Behavior Management, 38(2–3), 191–224.
Haas, J. R., & Hayes, S. C. (2006). When knowing you are doing well hinders performance: Exploring the interaction between rules and feedback. Journal of Organizational Behavior Management, 26(1–2), 91–111.
Harchik, A. E., & Campbell, A. R. (1998). Supporting people with developmental disabilities in their homes in the community: The role of organizational behavior management. Journal of Organizational Behavior Management, 18(2–3), 83–101.
Hayes, S. C., Barnes-Holmes, D., & Roche, B. (2001). Relational frame theory: A post-skinnerian account of human language and cognition. New York: Kluwer Academic/Plenum Publishers.
Hayes, S. C., Sanford, B. T., & Chin, F. T. (2017). Carrying the baton: Evolution science and a contextual behavioral analysis of language and cognition. Journal of Contextual Behavioral Science, 6(3), 314–328.
Holburn, S. (2001). Compatibility of person-centered planning and applied behavior analysis. The Behavior Analyst, 24(2), 271–281.
Hole, R., Robinson, C. A., Stainton, T., Lige, S., & Crawford, C. (2015). Home sharing and people with intellectual disabilities: A qualitative exploration. Journal of Policy and Practice in Intellectual Disabilities, 12(4), 279–287.
Johnston, J. M., Foxx, R. M., Jacobson, J. W., Green, G., & Mulick, J. A. (2006). Positive behavior support and applied behavior analysis. The Behavior Analyst, 29, 51–74.
Kavale, K. A., & Forness, S. R. (1996). Social skill deficits and learning disabilities: A meta-analysis. Journal of Learning Disabilities, 29(3), 226–237.
Kim, R., & Dymond, S. K. (2020). What skills are critical for living in supported apartments and small group homes? Journal of Developmental and Physical Disabilities, 32, 1–17.
Kozma, A., Mansell, J., & Beadle-Brown, J. (2009). Outcomes in different residential settings for people with intellectual disability: A systematic review. American Journal on Intellectual and Developmental Disabilities, 114(3), 193–222.
Lachapelle, Y., Wehmeyer, M. L., Haelewyck, M. C., Courbois, Y., Keith, K. D., Schalock, R., & Walsh, P. N. (2005). The relationship between quality of life and self-determination: An international study. Journal of Intellectual Disability Research, 49(10), 740–744.
Lalli, J. S., Casey, S., & Kates, K. (1995). Reducing escape behavior and increasing task completion with functional communication training, extinction and response chaining. Journal of Applied Behavior Analysis, 28(3), 261–268.
Law, S., & Malady, M. (2018, October). Behavioral Assessment – What does it mean to be human? In Paper presented at the Canadian Conference on Developmental Disabilities and Autism, Winnipeg, MB.
Leblanc, L. A., Gravina, N., & Carr, J. E. (2009). Training issues unique to autism spectrum disorder. In J. Matson (Ed.), Practitioner’s guide to applied behavior analysis for children with autism spectrum disorders (pp. 225–235). New York: Springer.
Levy, I. M., Pryor, K. W., & McKeon, T. R. (2016). Is teaching simple surgical skills using an operant learning program more effective than teaching by demonstration? Clinical Orthopaedics and Related Research, 474(4), 945–955.
Lindgren, S., Wacker, D., Suess, A., Schieltz, K., Pelzel, K., Kopelman, T., & Waldron, D. (2016). Telehealth and autism: Treating challenging behavior at lower cost. Pediatrics, 137(Supplement 2), S167–S175.
Nigro-Bruzzi, D., & Sturmey, P. (2010). The effects of behavioral skills training on mand training by staff and unprompted vocal mands by children. Journal of Applied Behavior Analysis, 43(4), 757–761.
O’Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behavior: A practical handbook. New York: Brooks/Cole.
Onselen, J. V. (2019). Enabling self-management of eczema in primary care. Practice Nursing, 30(2), 9–13.
Paraprofessional Healthcare Institute. (2014, December). Occupational projections for direct-care workers 2012–2022.
Parsons, M., Rollyson, J., & Reid, D. (2012). Evidence-based staff training: A guide for practitioners. Behavior Analyst in Practice, 5(2), 2–11.
Perske, R. (1974). The dignity of risk and the mentally retarded. Arlington: National Association for Retarded Citizens.
Peterson, N. (1982). Feedback is not a new principle of behavior. The Behavior Analyst, 5(1), 101–102.
Plante, E., Gomez, R., & Gerken, L. (2002). Sensitivity to word order cues by normal and language/learning disabled adults. Journal of Communication Disorders, 35(5), 453–462.
Ramcharan, P., Nankervis, K., Strong, M., & Robertson, A. (2009). Experiences of restrictive practices: A view from people with disabilities and family careers. Punjab: RIMT University.
Reid, D. H., O’Kane, N. P., & Macurik, K. M. (2011). Staff training and management. In W. W. Fisher, C. C. Piazza, & H. S. Roane (Eds.), Handbook of applied behavior analysis (pp. 281–294). New York: Guilford Press.
Reid, D. H., Parsons, M. B., & Green, C. W. (2012). The supervisor’s guidebook: Evidence-based strategies for promoting work quality and enjoyment among human service staff. Morganton: Habilitative Management Consultants.
Reinecke, D. R., Krokowski, A., & Newman, B. (2018). Self-management for building independence: Research and future directions. International Journal of Educational Research, 87(1), 119–126.
Reynolds, M. (1962). A framework for considering some issues in special education. Exceptional Children, 28, 367–370.
Richardson, J., Loyola-Sanchez, A., Sinclair, S., Harris, J., Letts, L., MacIntyre, N. J., & Martin Ginis, K. (2014). Self-management interventions for chronic disease: A systematic scoping review. Clinical Rehabilitation, 28(11), 1067–1077.
Sebag, R. (2010). Behavior management through self-advocacy. Teaching Exceptional Children, 42(6), 22.
Sidman, M. (1990). Teaching some basic prerequisites for reading. Research to Practice in Mental Retardation, 2, 353–360.
Slocum, S. K., & Tiger, J. H. (2011). An assessment of the efficiency of and child preference for forward and backward chaining. Journal of Applied Behavior Analysis, 44(4), 793–805.
Slocum, T. A., Detrich, R., Wilczynski, S. M., Spencer, T. D., Lewis, T., & Wolfe, K. (2014). The evidence-based practice of applied behavior analysis. The Behavior Analyst, 37(1), 41–56.
Spooner, F. (1984). Comparisons of backward chaining and total task presentation in training severely handicapped persons. Education and Training of the Mentally Retarded, 19(1), 15–22.
Stanley, C. R., Belisle, J., & Dixon, M. R. (2018). Equivalence-based instruction of academic skills: Application to adolescents with autism. Journal of Applied Behavior Analysis, 51(2), 352.
Storey, K. (2007). Review of research on self-management interventions in supported employment settings for employees with disabilities. Los Angeles: Sage Publications. Handicaps, 13(1), 41–53.
Sturmey, P. (Ed.). (2020). Functional analysis in clinical treatment. New York: Academic Press.
Tassé, M. J., Perkins, E. A., Smith, T. J., & Chapman, R. (2020). Behavioral health services for persons with Intellectual and Developmental Disabilities. In Foundations of behavioral health (pp. 253–272). Cham: Springer.
Thomas, R. R. (2019). The effects of reinforcement magnitude on unprompted intraverbal responses to mands for personal information in adolescents with disabilities (Doctoral dissertation).
Tiemann, P. W., & Markle, S. M. (1990). Analyzing instructional content: A guide to instruction and evaluation (4th ed.). Champaign: Stipes Publishing Company.
Tincani, M. (2007). Moving forward: Positive behavior support and applied behavior analysis. The Behavior Analyst Today, 8(4), 492.
Verdonschot, M. M. L., de Witte, L. P., Reichrath, E., Buntinx, W. H. E., & Curfs, L. M. G. (2009). Community participation of people with an intellectual disability: A review of empirical findings. Journal of Intellectual Disability Research, 53(4), 303–318.
Waldman-Levi, A., Golisz, K., Swierat, R. P., & Toglia, J. (2019). Scoping review: Interventions that promote functional performance for adolescents and adults with Intellectual and Developmental Disabilities. Australian Occupational Therapy Journal, 66(4), 458–468.
Wolf, M. M., Kirigin, K. A., Fixsen, D. L., Blase, K. A., & Braukmann, C. J. (1995). The teaching-family model: A case study in data-based program development and refinement (and dragon wrestling). Journal of Organizational Behavior Management, 15(1), 11.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2021 Springer Nature Switzerland AG
About this chapter
Cite this chapter
Law, S., Malady, M., Böhr, B. (2021). Opportunities and Considerations for Applied Behavior Analysis in Person-Centered Adult Services in Residential Settings. In: Maragakis, A., Drossel, C., Waltz, T.J. (eds) Applications of Behavior Analysis in Healthcare and Beyond. Springer, Cham. https://doi.org/10.1007/978-3-030-57969-2_11
Download citation
DOI: https://doi.org/10.1007/978-3-030-57969-2_11
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-57968-5
Online ISBN: 978-3-030-57969-2
eBook Packages: Behavioral Science and PsychologyBehavioral Science and Psychology (R0)