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Addressing Challenging Behavior and Social–Emotional Skills in Home-Based Services: A Systematic Review.

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Title: Addressing Challenging Behavior and Social–Emotional Skills in Home-Based Services: A Systematic Review.
Authors: Rispoli, Mandy J., Machalicek, Wendy, Gerow, Stephanie, Exline, Emily, Swafford, Lindsey, Cosottile, David, Conroy, Maureen, Davis, Tonya N., Wei, Qi, James, Amy
Source: Journal of Positive Behavior Interventions. Oct2024, Vol. 26 Issue 4, p241-256. 16p.
Subjects: Education of children with disabilities, Behavior disorders, Research funding, Emotions, Descriptive statistics, Systematic reviews, Social skills, Ability, Home rehabilitation, Communication education, Evidence-based medicine, Training, Caregiver attitudes
Abstract: Children with developmental delays are more likely to experience difficulties in social-emotional skills and challenging behavior, which can lead to poor long-term outcomes if left untreated. The purpose of this literature review was to synthesize the literature related to home-based interventions to address social–emotional skills and challenging behavior. A systematic review of the literature resulted in the identification of 26 single-case design studies and 31 group design studies that evaluated a home-based intervention to improve social–emotional skills or challenging behavior for young children with a disability or delay. The most common interventions implemented were differential reinforcement, functional communication training, and antecedent-based interventions. Data based on the quality of experiment, characteristics of participants, and characteristics of interventions were analyzed. Fewer than half of the studies (41%) met design standards with or without reservations. However, the majority of studies that met design standards demonstrated strong or moderate evidence for the efficacy of the intervention (67%). Overall, the literature indicates caregivers can accurately implement established evidence-based practices with their young children to improve social–emotional skills and challenging behavior. Implications for practice and future research directions are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Positive Behavior Interventions is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Addressing Challenging Behavior and Social–Emotional Skills in Home-Based Services: A Systematic Review.
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  Data: <searchLink fieldCode="AR" term="%22Rispoli%2C+Mandy+J%2E%22">Rispoli, Mandy J.</searchLink><br /><searchLink fieldCode="AR" term="%22Machalicek%2C+Wendy%22">Machalicek, Wendy</searchLink><br /><searchLink fieldCode="AR" term="%22Gerow%2C+Stephanie%22">Gerow, Stephanie</searchLink><br /><searchLink fieldCode="AR" term="%22Exline%2C+Emily%22">Exline, Emily</searchLink><br /><searchLink fieldCode="AR" term="%22Swafford%2C+Lindsey%22">Swafford, Lindsey</searchLink><br /><searchLink fieldCode="AR" term="%22Cosottile%2C+David%22">Cosottile, David</searchLink><br /><searchLink fieldCode="AR" term="%22Conroy%2C+Maureen%22">Conroy, Maureen</searchLink><br /><searchLink fieldCode="AR" term="%22Davis%2C+Tonya+N%2E%22">Davis, Tonya N.</searchLink><br /><searchLink fieldCode="AR" term="%22Wei%2C+Qi%22">Wei, Qi</searchLink><br /><searchLink fieldCode="AR" term="%22James%2C+Amy%22">James, Amy</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Positive+Behavior+Interventions%22">Journal of Positive Behavior Interventions</searchLink>. Oct2024, Vol. 26 Issue 4, p241-256. 16p.
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  Data: <searchLink fieldCode="DE" term="%22Education+of+children+with+disabilities%22">Education of children with disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+disorders%22">Behavior disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Emotions%22">Emotions</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Systematic+reviews%22">Systematic reviews</searchLink><br /><searchLink fieldCode="DE" term="%22Social+skills%22">Social skills</searchLink><br /><searchLink fieldCode="DE" term="%22Ability%22">Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Home+rehabilitation%22">Home rehabilitation</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+education%22">Communication education</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence-based+medicine%22">Evidence-based medicine</searchLink><br /><searchLink fieldCode="DE" term="%22Training%22">Training</searchLink><br /><searchLink fieldCode="DE" term="%22Caregiver+attitudes%22">Caregiver attitudes</searchLink>
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  Data: Children with developmental delays are more likely to experience difficulties in social-emotional skills and challenging behavior, which can lead to poor long-term outcomes if left untreated. The purpose of this literature review was to synthesize the literature related to home-based interventions to address social–emotional skills and challenging behavior. A systematic review of the literature resulted in the identification of 26 single-case design studies and 31 group design studies that evaluated a home-based intervention to improve social–emotional skills or challenging behavior for young children with a disability or delay. The most common interventions implemented were differential reinforcement, functional communication training, and antecedent-based interventions. Data based on the quality of experiment, characteristics of participants, and characteristics of interventions were analyzed. Fewer than half of the studies (41%) met design standards with or without reservations. However, the majority of studies that met design standards demonstrated strong or moderate evidence for the efficacy of the intervention (67%). Overall, the literature indicates caregivers can accurately implement established evidence-based practices with their young children to improve social–emotional skills and challenging behavior. Implications for practice and future research directions are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Positive Behavior Interventions is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=180585810
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        Value: 10.1177/10983007241276423
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        Text: English
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        PageCount: 16
        StartPage: 241
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      – SubjectFull: Education of children with disabilities
        Type: general
      – SubjectFull: Behavior disorders
        Type: general
      – SubjectFull: Research funding
        Type: general
      – SubjectFull: Emotions
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      – SubjectFull: Descriptive statistics
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      – SubjectFull: Systematic reviews
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      – SubjectFull: Social skills
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      – SubjectFull: Home rehabilitation
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      – SubjectFull: Caregiver attitudes
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              M: 10
              Text: Oct2024
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