Citation

Feeney TJ. J. Head Trauma Rehabil. 2010; 25(6): 416-425.

Affiliation

School and Community Support, Inc., Latham, New York.

Copyright

(Copyright © 2010, Lippincott Williams and Wilkins)

DOI

10.1097/HTR.0b013e3181fbc0a2

PMID

21076242

Abstract

OBJECTIVE:: This study investigated the effects of a cognitive-behavioral intervention on the escalating behavior problems observed in 2 children with severe traumatic brain injury. DESIGN:: Multiple baseline designs were used to document the effects of an intervention package that integrated cognitive and executive function interventions to address severe challenging behaviors in public school settings. MAIN OUTCOMES AND RESULTS:: The results suggested that the intervention reduced the frequency and intensity of challenging behaviors and increased the quantity of work completed. CONCLUSIONS:: These 2 successful single-subject experiments expand the findings of previous studies on the use of a support-oriented intervention that uses context-sensitive, flexible cognitive/behavioral scripts combined with positive behavior interventions and supports to reduce challenging behaviors.

Language: en