Joseph Lucyshyn

A fair proportion of children at risk for a behavioural disorder may experience academic failure as their academic performance is below their same-age peer group. This study evaluated the effects of a Meditation on the Soles of the Feet (SoF), enhanced with functional assessment and general case programing, on student academic engaged time and problem behaviour in trained and non-trained classroom settings. Participants included an 11-year-old student at risk for a behaviour disorder and a Grade 5-6 classroom teacher in an alternative program for students at risk for behaviour disorders located in a public elementary school. Five classes were selected and defined in collaboration with the student’s teacher (i.e., mathematics, social studies, social emotional learning, novel studies, and arts) in which the student manifested low academic engaged time and low to moderate levels of problem behaviour. Functional assessment results and general case programing were used to select three classroom settings as training settings and two classroom settings as non-trained (i.e., generalization) settings. Dependent variables were: (a) academic engaged time (AET); and (b) problem behaviour. The study employed an empirical case study design across two phases, baseline and intervention. Following baseline measurement, the student participant was taught to engage in SoF during five 1:1 training sessions in which role play scenarios were conducted. The scenarios were informed by general case instructional design logic and functional assessment results. Results documented two basic effects between SoF enhanced with general case programing and an increased in AET and a decrease in problem behaviour across the three training settings and two generalization settings. Social validity results indicated that both the teacher and student found the goals, procedures and outcomes of the adapted SoF intervention to be important and acceptable. Results are discussed in terms of their relation to the literature, unique contributions, implications, limitations, and future research.

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To support families in addressing behaviours that challenge in children with autism spectrum disorder (ASD), researchers have documented the impact of secondary prevention, group parent training programs on empowering parents to implement positive parenting strategies. Research has long supported the use of family centered positive behaviour support (FCPBS) as a tertiary approach to supporting families of children with developmental disabilities. Currently, only one study has evaluated the implementation of FCPBS at a secondary prevention level. This study extends the experimental research of Fawcett (2020) who investigated the effects of a FCPBS group parent training program designed for families of young children with Down Syndrome. In this study, a descriptive case study design was conducted to evaluate the association between implementation of the group parent training approach to FCPBS delivered by telepractice to families of children with ASD, and improvements in child behaviour and family functioning. An adapted version of the approach that Fawcett developed was implemented with two families of children with ASD. This version comprised 13 weekly telepractice sessions, conducted for 2-hours, that were designed to teach families 11 universal positive behaviour support strategies. Four direct dependent variables and five indirect dependent variables were measured. Data were collected at preintervention and at the midpoint of intervention, which occurred after the sixth session. Results yielded mixed outcomes across the two families. At the midpoint of intervention, Family 2 showed modest progress across all eight child and parent dependent variables. However, Family 1 showed modest progress on only two of eight child and parent dependent variables, and no change or regression on six of eight child and parent dependent variables. Family 1 rated highly the importance, acceptability and viability of the group parent training approach, while Family 2 rated the approach moderately. These mixed and modest results were associated with several study limitations. Given these findings and limitations, the study contributes modest support to the nascent literature on a secondary prevention approach of FCPBS. Results are further discussed in terms of their relation to the literature, implications, and future research.

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A fair proportion of children with Autism Spectrum Disorder (ASD) and a mild intellectual disability (ID) may experience anxiety-related problem behavior. This study evaluated the effects of a Family Centered Positive Behavior Support (FCPBS) approach enhanced with Cognitive Behavior Therapy (CBT) on child behavior during the steps of an anxiety hierarchy in a valued family routine in the community. The study included an 11-year-old girl with ASD, ID and anxiety-related problem behavior and her mother. The setting selected and defined in collaboration with the child’s mother was a park routine in which the child manifested a fear of playing near or with other children in a playground at the park. Dependent variables included: (a) child problem behavior, (b) child positive engagement, (c) parent and child ratings of child’s level of anxiety; and (d) parent rating of social validity. The study employed an experimental, single case changing criterion design and a clinical case study design across two phases, baseline and intervention. Results documented a functional relation between the implementation of FCPBS enhanced with CBT and steps achieved by the child within the anxiety hierarchy. There was also showed a precipitous decrease in problem behavior and increase in positive engagement associated with implementation of the intervention phase. Social validity results indicated that the child’s mother viewed the FCPBS approach enhanced with CBT to be important and acceptable in regard to family goals, plan procedures, and child outcomes. Results are discussed in terms of their relation to the literature, unique contributions, implications, limitations and future research.

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Children with developmental disabilities often engage in problem behaviour. Problem behaviour has a pervasive and disruptive effect on children’s development and family quality of life. Family-centered Positive Behaviour Support (FCPBS) integrates core features of a positive behaviour support approach (e.g., functional assessment, multicomponent behaviour support plan, contextual fit) and family centered service delivery (e.g., family as unit of attention, collaborative partnership, family empowerment) into a behavioural support service delivery model that aims to improve child behaviour and child and family quality of life. The primary purpose of this study was to conduct a meta-analysis to examine the overall effect of FCPBS across 30 included studies published between 1997 to 2019. The secondary purpose was to evaluate the rigor of the 30 included studies based on What Works Clearinghouse (WWC) design and evidence standards for single case research, and to determine if FCPBS meets criteria necessary to be categorized as an empirically supported treatment (EST). In addition, a moderator analysis was conducted to determine whether there were effect size differences across the moderating variables of age, gender, disability category and WWC rigor evaluation. Result showed that FCPBS is effective at reducing problem behaviour of children with developmental disabilities and increasing their appropriate behavior and/or positive engagement. Result also showed that 12 of the 30 included FCPBS studies (40%) met WWC design and evidence standards. The WWC 5-3-20 criteria for an EST indicated that the first two criterion were met (i.e., 12 studies across 6 research groups and 7 locations) but the third criterion was approached but not met, indicating that FCPBS is an emerging rather than established EST. Results are discussed in terms of relation to the literature, limitations and future directions.

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Although research has documented the effectiveness of family-centred positive behaviour support (FCPBS; Clarke et al., 1999; Lucyshyn et al., 2007), only a handful of studies have examined FCPBS implemented by families of diverse cultural backgrounds (Cheremshynski, Lucyshyn, & Olson, 2013; Lucyshyn et al., 2015). In BC and Japan families of children with autism living far from quality behaviour consultation services from qualified professionals are at risk of not receiving the supports they need to maximize their child’s development (Behavior Analyst Certification Board, 2016). Given this, there is a merit in augmenting FCPBS with telepractice for families living far from urban areas where most qualified professional reside, including Japanese families in BC and Japan. This study aimed to examine whether a functional relation could be demonstrated between FCPBS delivered to a Japanese mother of a child with autism via telepractice, and improvements in the child’s behaviour and participation in a valued but problematic home routine. The setting selected and defined in collaboration with the family was a morning routine in which the mother assisted the child in getting ready for school. Four dependent variables were measured: (a) child problem behaviour; (b) child positive participation in the routine; (c) goodness of fit; and (d) social validity. Although an experimental single case withdrawal design was planned, due to time constraints, an A-B empirical case study design was implemented. Results documented a decrease in problem behaviour and an increase in positive engagement in the morning routine from baseline to intervention phases. Goodness of fit ratings by both parents indicated that they regarded the PBS plan as good fit with their family. Social validity ratings indicated that the parents viewed the goal, procedures, and outcomes of the telepractice approach to FCPBS as important and acceptable. Results are discussed in terms of relation to the literature, unique contributions, implications, limitations and future research.

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Research indicates that there is a need for fitness and recreational opportunities for adolescents and young adults with autism. There is also research indicating there is a need for instructor training in the areas of behaviour support, communication strategies, and curriculum development. The study investigated the effectiveness of the I CAN Get fit program, a community-based group fitness program for adolescents and young adults with autism. The program uses Behavioural Skills Training (BST) to teach fitness instructors to implement Positive Behaviour Support (PBS) to support the participation of individuals with autism. Fourteen adolescents and young adults with autism and eight fitness instructors participated in the study. A randomized control trial with a waitlist control group evaluated the effects of the I CAN Get Fit program. Dependent measures included instructor fidelity of implementation of PBS strategies, and participant engagement, problem behavior, physical fitness, social relationships and community participation. Direct observation data and assessment instrument-based data were gathered across three assessment periods: Baseline, post-intervention and follow-up. Results documented statistically significant improvements in instructor use of PBS strategies and in participant engagement and problem behavior following implementation of the fitness program. However, no change within or between groups was evidenced in physical fitness and in community participation. Although improvement was shown in interpersonal relationships post-intervention for both groups, these changes were non-significant when compared to the first baseline. Results are discussed in terms of relations and unique contributions to the literature, implications for the provision of community-based fitness programs to adolescents and young adults with autism, limitations and cautions, and future research.Keywords: autism; fitness; recreation; positive behaviour support; behavioural skills training

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Approximately 30 to 40% of individuals diagnosed with autism display problem behaviour (i.e., aggressive behaviour, SIB, property destruction). Problem behaviour is socially stigmatizing and generally a predictor of a poor quality of life. Although force is a defining aspect of problem behaviour, rate is the most frequent measure during behavioural assessment and treatment. With the purpose of examining the influence of schedules of reinforcement on the force and rate of the response during extinction, I conducted two experiments in three individuals diagnosed with autism. Using a reversal design, one participant was exposed to VR5 followed by EXT (Experiment 1); and two participants were exposed to a sequence of VR5+CRF followed by EXT (Experiment 2). Findings of Experiment 1 in Participant 2 showed no clear functional relations between VR5 and the level, trend and variability of force of response during EXT. However, a functional was demonstrated between VR5 and the level, trend and variability of rate of response during EXT. Findings of Experiment 2 in Participant 3 evidenced functional relations between a VR5 + CRF schedule of reinforcement and the level, trend and variability of force and rate of the response during EXT. Participant 4 evidenced a functional relations between VR5 + CRF a decrease in trend, and an increase in variability of force during EXT. In summary, Results across the three participants demonstrated a systematic variance between schedules of reinforcement operating prior to extinction and changes in level, trend, and/or variability in force and rate of the response. Results suggest that force and rate, as a result of the introduction of one or two schedules of reinforcement, varied systematically but differently for each individual. I suggest that clinicians should include a measure of force in addition to rate during the assessment and treatment of problem behaviour. Further research is needed to increase the generality of these results.

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Research suggests that being a sibling of a child with an autism spectrum disorder (ASD) may come with unique and challenging experiences not typically experienced by siblings. Children with ASD and their siblings tend to have less close relationships and spend less time together. Siblings of children with ASD may also experience emotional or behavioural adjustment issues, which may be the result of such issues as the amount of problem behaviour exhibited by the child with ASD. Research to date on these sibling dyads has focused on improving interactions between siblings or decreasing challenging behaviour exhibited by the child with ASD toward the sibling. Positive behaviour support (PBS), with its focus on improving child and family quality of life, may offer a more comprehensive approach when intervening with these sibling dyads. The purpose of this study was to assess the effects of a PBS approach designed to be sibling-friendly on the challenging behaviour and participation of a child with ASD in two routines involving sibling interaction. Study participants included a child with ASD and an intellectual disability, her older typically developing sister, and their mother. Settings were a sibling play routine and a morning self-care routine in the family’s home. Dependent measures included routine steps successfully completed and problem behaviour. The study employed a single-case, multiple probe design across two routines, in combination with a one-point treatment withdrawal phase in the first routine. Due to professional requirements to graduate in the May convocation, the study was completed through baseline measurement in the two routines, and PBS plan design and initial training and support in the first routine. Preliminary results are discussed in terms of cautions and limitations, and directions for future research.

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A number of studies have shown that adults living in group homes spend less time with their families. One barrier to increasing time spent with families may be that a large proportion of adults living in group homes display elevated levels of problem behaviour. Furthermore, group home staff and families may not have sufficient training to prevent problem behaviour in group home or family home settings. This study evaluates an approach that synthesizes three promising practices in the field of developmental disabilities: person-centred planning, trans-situational positive behaviour support (PBS), and the activity setting as a unit of analysis. The purpose of this study was to evaluate the efficacy and acceptability of this approach to the generalized reduction of problem behaviour for an adult with autism from a group home setting to a family home setting. One adult with autism and problem behaviour, the group home staff who supported him, and his parents participated in the study. Two settings were identified for trans-situational intervention: a group home post-dinner routine; and a family home pre-dinner routine. In collaboration with group home staff a functional assessment-based, multi-component trans-situational PBS plan (TSI) was designed for the group home routine. In addition a brief trans-situational PBS plan (tsi) for the family home was generated. A preliminary cultural fit evaluation by primary staff indicated that the plan was a good fit with group home ecology. Completion of baseline and intervention phases will occur by June 2014. Preliminary results are discussed in terms of relation to the literature, implications, cautions and limitations, and directions for future research.

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Family-centered PBS has been shown to be an effective and acceptable approach with families of children who have developmental disabilities and problem behaviours. However, little research has been done into the effects of cultural and linguistic differences on the provision of support for immigrant families. Among Canada’s many increasing ethnic minority populations, Korean Canadians are growing in number particularly rapidly. The purpose of this study was to add to the evidentiary base of an ecological, family-centered PBS approach by replicating the work of Lucyshyn et al. (2014) with a Korean-Canadian family raising a child with a developmental disability and problem behaviour. A single-case, quasi-experimental multiple baseline design across two routines in the home was used to evaluate the effectiveness of an approach designed to be culturally responsive to a Korean-Canadian family. Baseline data and preliminary intervention data were gathered for one target routine, and preliminary baseline data were gathered for the second routine. Preliminary results documented substantial decreases in child problem behaviour and increases in routine participation during the first sub-phase of intervention in which the interventionist provided intensive training with the child and in vivo parent training with the child’s mother. Preliminary social validity and contextual/cultural fit results indicated that the intervention was acceptable and contextually appropriate to the child’s mother. These preliminary results are discussed in terms of contributions to the literature, implications, cautions and limitations, and future research. This preliminary analysis serves as my thesis, while future research will address the remaining questions and extensions of this work.

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Mental health problems in children and adolescents can impair functioning at home, in school, with peers and in the community. Children and youth with a mental illness tend to engage in problem behaviour in the classroom. Research has shown that self-management strategies are cost effective and practical ways to improve academic performance and reduce problem behaviour. Mindfulness is a self-management strategy and is defined as the awareness that emerges through intentionally and nonjudgmentally paying attention in the present moment. Meditation on the Soles of the Feet is an example of a mindfulness practice that enables an individual to divert his or her attention and awareness from an anxiety or anger-provoking situation to a neutral part of the body. This research study replicates and extends recent studies investigating the effectiveness of this practice. The mindfulness practice was augmented by a functional assessment to individualize the intervention for each participant. The participants were three elementary school-aged children who frequently engaged in disruptive and off-task behaviour. The study was conducted in each student’s classroom and two additional non-classroom settings. A concurrent multiple baseline design across participants was employed. Intervention data for the first student showed a reduction in problem behaviour and an increase in engaged time. Intervention data are not available for the second and third students, and, as a result, a functional relation was not documented. A social validity measure was administered once to the first student, his teacher and his mother. Social validity ratings indicated that the mindfulness practice’s goals, procedures and outcomes were viewed as socially valid. It is anticipated that results for the second and third students will demonstrate, as well, a decline in problem behaviour and an increase in engaged time in classroom and non-classroom settings.

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Children with autism spectrum disorder (ASD) often do not acquire language naturally within ecological systems (i.e., parent-child interaction in daily routines); therefore some of these children have significant delays in social communication skills. Language interventions such as discrete-trial teaching procedures, the verbal behavior approach, and naturalistic language teaching approaches have been developed to improve language use among children with ASD. However, few research studies have examined the generalization and maintenance effects of language intervention implemented by parents on child’s communication skills across natural family routines. The purpose of this study is to evaluate the effectiveness of a language intervention model that synthesizes three theoretical frameworks, enhanced milieu language teaching (EMT), general case programming principles, and the activity setting (i.e., daily or weekly routine) as a unit of analysis and intervention for promoting generalized language use by young children with ASD. The study employed an empirical case study design with one parent-child dyad. Parent training was presented in a two-day workshop. Results showed improvements in parent use of EMT and in child use of language in indirectly trained and non-trained (i.e., generalization) family routines in the home. These improvements maintained at one and two months post-intervention. The results are discussed with reference to previous research, contributes, future directions, and implications for practitioners and researchers who are involved in language promotion interventions.

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Many studies have documented the effectiveness of positive behaviour support (PBS) as an empirical approach to supporting families of children with autism who engage in problem behaviour; however, there remains little research to date on supporting families of different cultural and linguistic backgrounds. The purpose of this study was to assess the effects of a culturally responsive, family-centered PBS approach to intervention on child problem behaviour and participation within two valued family routines, for a child with autism in a family of a diverse cultural and linguistic background. A quasi-experimental multiple baseline design across two routines was used to investigate the association between implementation of the intervention approach and child behaviour and routine participation. In addition, qualitative case study methods were employed to help gain a deeper understanding of the family’s cultural perspectives related to the design and implementation of a PBS plan and of the interventionist’s perspectives on providing behavioural services aimed at cultural responsivity. Quantitative results displayed evidence of two basic effects, in that substantial improvement in child behaviour and routine participation occurred at the point of intervention in both the dinner and sibling play routines. Qualitative results revealed five themes important to providing culturally responsive, family-centered PBS to a family of a diverse cultural and linguistic background. Global measures of child and family functioning also provided evidence of further positive outcomes associated with the intervention process, in terms of improvements in child behavioural and emotional functioning, family quality of life and parental stress as reported by the child’s mother, and family cohesion and flexibility as reported by the child’s father. All results are discussed in terms of contributions to the literature, implications for practice, cautions and limitations, and directions for future research.

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The purpose of this study was to replicate the work of Lucyshyn et al. (2011) and Binnendyk (2009) by investigating the survivability of an intervention based upon an ecological, family-centered positive behaviour support approach to assessment and intervention. The approach integrates child behaviour, parent-child interaction, and family activity settings into an ecological unit of analysis aimed at improving child behaviour, parent-child relationships, and promoting meaningful changes in the functioning of the family. One family of a child with autism and problem behaviour participated. Two home-based family routines were targeted for assessment and intervention. A quasi-experimental, multiple baseline design across two family routines was used to evaluate the association between implementation of the intervention and child behaviour. Results documented substantial improvements at the point of intervention in child problem behaviour and routine steps successfully completed in the two family routines. These improvements maintained up to 8 months post-intervention. Sequential analysis methods were used to examine changes in parent-child interaction across baseline and intervention conditions. Results offer robust, categorical evidence of the transformation of coercive processes of parent-child interaction into constructive processes of interaction following implementation of the intervention. Social validity and goodness-of-fit results indicated that the intervention was acceptable and contextually appropriate within the ecology of the family. A high level of parent implementation fidelity was sustained across the intervention and follow-up phases. Despite positive outcomes, meaningful improvements in family functioning were not reported. Results are discussed in terms of contributions and relationship to the literature, implications, cautions and limitations, and future research.

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Parents of children with autism spectrum disorders (ASD) report a significantly higher frequency and severity of sleeping problems than typically developing children and children with other disabilities. Sleeping problems most commonly reported include difficulties with sleep onset, maintenance, irregular sleep routines, and co-sleeping. A number of studies have used behavioural interventions to treat such sleeping problems. However, a number of methodological limitations have been identified with such studies. Additionally, there are a number of other clinical limitations that may affect the acceptability, meaningfulness, and sustainability of treatment outcomes. A Positive Behaviour Support (PBS) approach to behavioural interventions has been identified in the research as a viable approach to address such outcomes. This study evaluated an approach to behavioural intervention that synthesized evidence-based practices in PBS and the treatment of sleep problems in children with ASD. This study investigated the effectiveness of a parent-implemented PBS plan to improve the sleep problems of a child with ASD during a bedtime routine. A 4-year-old child with a diagnosis of ASD and his mother participated in the study. The study employed a single-subject case study design, using a multiple probe strategy. Results indicated improvements in child sleep behaviour and participation during the bedtime routine following implementation of the PBS intervention. The results are discussed with reference to previous research, unique contributions to the literature, future directions, and implications for practitioners and researchers who are involved in interventions for children with ASD and sleep problems.

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A large proportion of children diagnosed with autism spectrum disorders (ASD) also experience anxiety-related problem behavior. This study evaluated an approach to behavioral family intervention that synthesized evidence-based practices in Positive Behavior Support (PBS) and the treatment of anxiety disorders in children. The study empirically investigated the effectiveness and acceptability of the integrated approach for ameliorating the anxiety-related problem behavior of a child with autism and an anxiety disorder in a community-based swimming routine. A 4-year-old child with the dual diagnosis of autism and an anxiety disorder, and her mother, who also had an anxiety disorder, participated in the study. The study employed an experimental, single-subject, changing criterion design and a case study time-series design, using a multiple-probe strategy. Results were constrained by the parent’s conditional withdrawal from the study during the intervention phase. A functional relationship was not documented but the approach was correlated with improvement in child participation in the swimming routine along the anxiety hierarchy. The intervention also was associated with a decrease in percentage of intervals of problem behavior but no improvements were observed in latency in minutes to termination or successful completion of the routine or in steps completed in the routine. Parent treatment fidelity data indicated that the parent implemented the PBS support plan with a high degree of accuracy. The parent also rated the plan as being socially valid and contextually appropriate. Results are discussed with reference to previous research, contributions to the literature, future directions, and implications for practitioners and researchers who are involved in interventions for children with ASD and anxiety-related problem behavior.

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