Problem Behavior Assessment and Intervention in IDEA Part C Services

Nevada System of Higher Education (NSHE)

Status: Enrolling

Conditions: Developmental Disability; Developmental Delay; Problem Behavior

Treatments: Behavioral: Function-based assessment and intervention

Study type: Interventional

Funder types: Other; Other U.S. Federal agency

Identifiers

NCT06771284

UNLV-2024-418

Details and patient eligibility

About

The purpose of this study is to evaluate the effect of function-based assessment and intervention to reduce problem behavior in children with developmental disability or delay in the context of IDEA Part C services. The investigators will conduct a single-case study to evaluate the efficacy of the intervention.

Enrollment: 9 estimated patients

Sex: All

Ages: Under 5 years old

Volunteers: Accepts Healthy Volunteers

Inclusion and exclusion criteria

Child Inclusion Criteria:

• age birth to 5 years old
• has a developmental disability or delay based on caregiver report and/or receiving early intervention services
• has problem behavior, as reported by the caregiver and/or early intervention professional

Caregivers (e.g., parent, grandparent) of eligible child participants will participate with their child as the implementer of all procedures.

An early intervention professional will participate with each caregiver-child dyad to coach the caregiver, in addition to the researcher.

Trial design

Primary purpose: Treatment

Allocation: N/A

Interventional model: Single Group Assignment

Masking: None (Open label)

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9 participants in 1 patient group

Intervention

Experimental group

Description:

Following baseline (i.e., no intervention/business as usual) sessions, children will receive the intervention, consisting of a function-based intervention. This intervention will be implemented by the caregiver. The intervention will consist of teaching the child an alternative, appropriate skill (usually communication) to replace the problem behavior. The caregiver will provide reinforcement for the appropriate skill and no reinforcement (i.e., extinction) following problem behavior. The caregiver will also learn and use general strategies for teaching social-emotional skills (e.g., setting appropriate rules) as part of the intervention.

Treatment:

Behavioral: Function-based assessment and intervention