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Journal of Positive Behavior Interventions, Vol. 10, No. 2, 115-128 (2008)
DOI: 10.1177/1098300707312540

Context-Sensitive Cognitive-Behavioral Supports for Young Children With TBI

A Second Replication Study

Timothy J. Feeney

School and Community Supports, Schenectady, New York, tfeeney{at}scssconsulting.com

Mark Ylvisaker

College of Saint Rose, Albany, New York

This study produced a second replication of an investigation of the effects of a multicomponent cognitive-behavioral intervention on the challenging behavior of young children with growing behavioral concerns after traumatic brain injury (TBI). The participants were two young elementary-age children with escalating behavior problems after severe TBI. Single-subject reversal designs were used to document the effects of the combined behavioral, cognitive, and executive function intervention on the following: frequency and intensity of aggressive behaviors and amount of work accomplished. The intervention included integrated components of positive behavior supports, cognitive supports (e.g., graphic organizers), and an executive function routine (goal-plan-do-review). Results included reduced frequency and intensity of challenging behaviors and increased quantity of work completed. These two successful single-subject experiments replicated four previously published single-subject experiments demonstrating the potential for successfully treating behavior disorders in young children with TBI using a support-oriented intervention that combines behavioral, cognitive, and executive function components.

Key Words: behavior disorders • pediatric rehabilitation • traumatic brain injury • positive behavior support • cognitive-behavioral intervention • functional assessment • school-based treatment • multicomponent intervention • ecological validity


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