Single-Case Analysis to Determine Reasons for Failure of Behavioral Treatment via Telehealth

Kelly M Schieltz; Patrick W Romani; David P Wacker; Alyssa N Suess; Pei Huang; Wendy K Berg; Scott D Lindgren; Todd G Kopelman

doi:10.1177/0741932517743791

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Single-Case Analysis to Determine Reasons for Failure of Behavioral Treatment via Telehealth

Journal article

Peer reviewed

Single-Case Analysis to Determine Reasons for Failure of Behavioral Treatment via Telehealth

Kelly M Schieltz, Patrick W Romani, David P Wacker, Alyssa N Suess, Pei Huang, Wendy K Berg, Scott D Lindgren and Todd G Kopelman

Remedial and Special Education, Vol.39(2), pp.95-105

03/2018

DOI: 10.1177/0741932517743791

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Abstract

Functional communication training (FCT) is a widely used and effective function-based treatment for problem behavior. The purpose of this article is to present two cases in which FCT was unsuccessful in reducing the occurrence of problem behavior displayed by two young children with an autism spectrum disorder. Both children received the same functional analysis plus FCT treatment package via telehealth that had proven to be highly successful for the other participants. The FCT package was conducted within tightly controlled single-case designs for each participant, which permitted subsequent analyses to determine why FCT was unsuccessful. These analyses suggested distinct reasons for the treatment failure for each child. Although the negative results of treatment appeared to be similar for both children, the specific reasons for treatment failure were highly individualistic and identifiable via the single-case analyses conducted. We present findings from both our initial and subsequent analyses and discuss the implications.

single-case design

treatment fidelity

functional analysis

telehealth

functional communication training

Details

Title: Subtitle: Single-Case Analysis to Determine Reasons for Failure of Behavioral Treatment via Telehealth
Creators: Kelly M Schieltz
Patrick W Romani
David P Wacker
Alyssa N Suess
Pei Huang
Wendy K Berg
Scott D Lindgren
Todd G Kopelman
Contributors: Robert H Horner (Editor)
Thomas R Kratochwill (Editor)
Joel R Levin (Editor)
Resource Type: Journal article
Publication Details: Remedial and Special Education, Vol.39(2), pp.95-105
DOI: 10.1177/0741932517743791
ISSN: 0741-9325
eISSN: 1538-4756
Publisher: SAGE Publications; Los Angeles, CA
Grant note: R40MC22644 / Health Resources and Services Administration (https://doi.org/10.13039/100000102)
Language: English
Date published: 03/2018
Academic Unit: Psychiatry; Pediatric Psychology; Stead Family Department of Pediatrics; Iowa Neuroscience Institute; Psychological and Quantitative Foundations
Record Identifier: 9983993324102771

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