Response Blocking to Identify Inappropriate Self-Feeding as a Motivation or a Skill Deficit [0.03%]
通过阻断反应来判断不适当的自主进食是一种动机不足还是一种技能欠缺的问题
Alec M Bernstein,Jessica F Juanico,Henry S Roane et al.
Alec M Bernstein et al.
Persistent inappropriate self-feeding (e.g., finger-feeding food typically consumed using a utensil after 14-24 months of age) is common for children with neurodevelopmental disorders and other delays and can result in energy and nutrient d...
Cognitive Remediation to Facilitate Independent Living in Persons With Serious Mental Illness [0.03%]
认知康复在严重精神疾病患者中的应用以实现独立生活
Alexa R Trolley-Hanson,Richard A McGuire,Heidi Konopa et al.
Alexa R Trolley-Hanson et al.
Many people with serious mental illness (SMI) experience cognitive disabilities and poor independent living skills which limit their ability to live independently in the community. This study examined the feasibility and initial effectivene...
Applying Techniques From Precision Medicine to Predict Challenging Behavior and Inform Clinical Resource Allocation [0.03%]
精准医疗中的技术在预测行为障碍和临床资源配置方面的应用
Samuel L Morris,P Raymond Joslyn
Samuel L Morris
The identification of behavioral markers that predict the trajectory of behavior could guide the allocation of limited clinical resources to improve efficacy, efficiency, and safety. As a preliminary exploration of this possibility, we cond...
Caregiver-Implemented Interventions to Improve Daily Living Skills for Individuals With Developmental Disabilities: A Systematic Review [0.03%]
改善发育障碍者日常生活技能的护理者实施干预措施：一项系统综述
Renming Liu,Stephanie Gerow,Catharine Lory et al.
Renming Liu et al.
Many individuals with intellectual and developmental disabilities (DD) encounter difficulties in performing daily living skills, which limits their self-sufficiency and autonomy. Caregivers, such as parents, are often the individuals who in...
Progressive Functional Analysis and Function-Based Intervention Via Telehealth: A Replication and Extension [0.03%]
远程医疗中的渐进式功能分析及基于功能的干预：一次重复和扩展研究
Emily Exline,Kristina McGinnis,Serena R Garza et al.
Emily Exline et al.
The purpose of this study was to evaluate a progressive functional analysis (FA) model and function-based intervention delivered by caregivers with coaching via telehealth. Children diagnosed with autism and at least one caregiver (e.g., pa...
Using Instructions and Acoustic Feedback to Improve Staff Delivery of Behavior-Specific Praise in a Clinical Setting [0.03%]
利用指导和声音反馈改善临床环境中基于行为的具体表扬的员工交付
Kwadwo Britwum,G David Smith,Michelle Britwum et al.
Kwadwo Britwum et al.
Past research has shown the effectiveness of contingent acoustic feedback (CAF) in various human performance settings, but its impact on staff performance in clinical settings remains unclear. The current study replicated and extended Herro...
Junwen Chen,Celina Feleppa,Tingyue Sun et al.
Junwen Chen et al.
School refusal behaviors in adolescents have deleterious immediate and long-term consequences and are associated with mental ill-health such as anxiety and depression. Understanding factors that place youth at higher risk of school refusal ...
Implementation Study of "Building Resilience," Including Positive Psychology Interventions and Positive Emotion Regulation Training in Patients With Severe Mental Illness in an Adult Outpatient Psychiatric Mental Health Setting: An Exploratory Clinical Trial [0.03%]
针对成人门诊精神病患者中严重精神疾病患者的“建立韧性”实施研究：包括积极心理干预和正向情绪调节训练的探索性临床试验
Karin Holmedal Byrne,Berit M Gustafsson
Karin Holmedal Byrne
Deficits in positive emotion regulation skills may be an important factor in the development and maintenance of anxiety and mood disorders. A treatment, which includes strategies to build and strengthen positive emotion regulation skills ha...
Clinical Trial
Behavior modification. 2024 Nov;48(5-6):537-560. DOI:10.1177/01454455241269842 2024
Functional Communication Training in Schools: A Systematic Analysis of the Evidence for Ecological Validity [0.03%]
学校功能性交流训练的实证分析：对生态有效性的系统评估
Laura C Chezan,Autumn M Bauer,Meka N McCammon et al.
Laura C Chezan et al.
Ecological validity refers to the meaningfulness or practical significance of research outcomes in everyday settings or the extent to which an intervention can be implemented by typical people during naturally occurring opportunities. In ed...