In 2004 McAdam et al considered pica in people with developmental disabilities , and ways to deal with this. The authors were aware that the eating of non-food items is common in those with developmental disabilities, and aware also of the dangers involved. They specifically mention damage to the gastro-intestinal tract, by blocking it, or even puncturing or tearing it. In some case the form pica takes is to eat dirt and this could result in infestation by parasites. The researchers felt that pica could interfere with a person’s quality of life, as well as their learning and ability to carry out tasks. They had considered twenty six separate studies which looked at behavioural interventions to overcome the problems. Methods used included the reinforcement of other behaviours and non-contingent attention. This means giving the person access to some kind of reinforcement, so that they are no longer so motivated to exhibit what is seen as negative behaviour . McAdam et al (2004) looked at both the effectiveness and the acceptability of the various interventions. The fact that they were able to examine twenty-four …show more content…
These are stated as including as a belief that the substance is edible, as some of these children have a problem differentiating food from non-food items. It was felt though that the most common reason for pica is sensory feedback, also referred to as automatic reinforcement, that is to say the children derive some pleasure form the experience of eating these unusual substances. In some cases the desire to eat these non-foods is driven by having low levels of zinc or iron, which can be alleviated by giving supplements, an indication that every child displaying symptoms of pica, should have blood tests to eliminate these possibilities. Pica was not found commonly to be simply a way of getting attention , nor does it develop because the child cannot communicate what they
In the text book: At the school level, a properly executed “positive behavioral interventions and supports (PBIS) program should be implemented using the “PBIS Pyramid model” addressing Primary (for all students: “prevention, effective for 80 – 90% of students”), Secondary “focused on At-risk students (to “reduce problem behaviors for 5 – 10% of students”), and Tertiary Interventions (“for students with high-risk behaviors for 1 – 5% of students”).
Cognitive behavioral therapy (CBT) is a form a therapy that is short term, problem focused, cost effective, and can be provided to a broad range of disorders and is based on evidence based practices, in fact it is has the most substantial evidence based of all psychosocial therapies (Craske, 2017, p.3). Evidence based practice are strategies that have been proven to be effective through research and science. One goal of CBT is to decrease symptoms and improve the quality of life by replacing maladaptive behaviors, emotions and cognitive responses with adaptive responses (Craske, 2017, p.24). The behavioral intervention goal is to decrease maladaptive behavior and increase adaptive behavior. The goal of cognitive intervention is to modify maladaptive cognitions, self-statements or beliefs. CBT grew out of behavioral therapy and the social learning theory (Dobson, 2012, p.9). It wasn’t until the 1950s that CBT started to swarm the psychology field. Due to nonscientific psychoanalytic approaches, there was a need for a better form of intervention which ensued to behavioral therapy (Craske, 2017, p.9). Behavioral therapy included two types of principles classical and instrumental. Classical conditioning is based on response behavior and instrumental conditioning is more voluntary behavior (Craske, 2017, p.10). Although there was improvement in treatment, clinicians were still dissatisfied
It was effective because it started by stating the behavioral issue and why it needs to be modified. Then this program formed various reasons as to why individuals portray certain behaviors. Next, the target behavior and the assessment of behavior was examined, measured and observed. During this time, a frequency tracking of the behavior was done and results were recorded. After obtaining the results, realistic goals were set with positive and negative reinforcement. Altogether, these steps resulted in a change in behavior which was evident by our test sample, Sarah. The behavioral modification needs to be exposed to the world on a broader scale to create more effective behavioral changes with guidance because there are many individuals who would like to change their behaviors but do not know the first step to take in doing
The exact cause of pica is not known, but there are a number of theories that might explain this kind of obsession and behaviour. Nutritional deficiencies like iron or zinc may trigger specific cravings, although the craved items generally do not make up for the lacking minerals. People who diet sometimes tries to calm their hunger by eating non-food items, which do not contain any carbohydrates, fiber, fat, or other important parts for a healthy diet, but still acquire a feeling of fullness. Children who live in poverty and are deprived from food will sometimes be so desperate for nutrition that they will start eating anything they find, like dirt and clay, which are most commonly found in poor areas. When in the process of pregnancy, some women may start craving foods, and every so often, nonfoods, but this is ...
One hypothesis is that it could be due to nutritional deficiencies. There isn’t any solid evidence to prove that belief but pica has been associated with a lack of iron, calcium, zinc, and other nutrients including vitamins C and D so despite the lack of evidence, some believe that the claim does hold water. However, even if a mineral deficiency is the cause, most times the item that gets ingested contains absolutely no trace of the mineral their body is missing so this behavior not only persists but it can ...
"Negative Reinforcement." Teaching Aids for Children with Special Needs. N.p., n.d. Web. 08 Dec. 2013.
Intervention needs to be tailored to the child’s needs, and effort needs to be placed on restoring the child to normal or optimal state of mental health or behavior adjustment. Intervention needs to focus on problem-solving and cognitive skills, so that children with behavioral problems learn to adjust to, deal with, or resolve conflicting and traumatic factors. Skill development is an essential ingredient of lifestyle intervention.
In 1987, Nancy Mairs argued that physical disabilities are not represented correctly in the media and television. And recently, Rosie Anaya disagrees by explaining that mental disability is suffering worse representation than physical disability. People with mental disabilities are not realistically portrayed on television. Thus, this unrealistic portrayal results in a negative stigma on mental disability and can further isolate those with disabilities.
Martin, G., & Pear, J. (1999). Behavior Modification: What it is and How to do it. Prentice Hall, Upper Saddle River, New Jersey.
Wehby, J. H. (2003, February). Promoting academic success as an incompatible behavior. Paper presented at the Council for Children with Behavioral Disorders International Forum, Las Vegas, NV.
It is rare to find one behavioral intervention that addresses the function of a problem behavior in each situation and setting. Positive behavioral support strategies should therefore include multicomponent intervention plans. Begin by developing a hypothesis regarding the undesirable behavior. The hypothesis statement is a summary of the evidence collected in the functional assessment.
For example, checking the label of the food before offer it to the child and see if the food is safe for a school child with allergies. This will also help to determine whether to give the food or not. The project will also help to reduce the anxiety and concern parent have about their child with food allergies in school (Coss, 2004). As a practitioner to be in early years I will gain a greater understanding of how to develop relevant care effectively to support a child with food allergies.
Mather and Goldstein (2015) stated that behaviors can retained or changed with appropriate outcome. Teachers can use the procedure defined by them to accomplish students’ behvaiour using the following outcomes. The very first step is to describe the problem. The second step is to adjust the behavior by emerging a behavior management strategy. The third step is to recognize an effective reinforce and the latest step is to use the reinforce on a regualr basis in order to change the
In a closer view of some these distinguished therapy techniques described by Shelder (2010), we can infer that the established patterns in behaviors,
Fox, L., Carta, J., Strain, P., Dunlap, G., & Hemmeter, M. L. (2009). Response to Intervention and the Pyramid Model. Retrieved from http://www.challengingbehavior.org/do/resources/documents/rti_pyramid_web.pdf