Hostname: page-component-cd9895bd7-gvvz8 Total loading time: 0 Render date: 2024-12-24T03:39:20.096Z Has data issue: false hasContentIssue false
  • English
  • Français

Empirically Validated Learning Environments

Published online by Cambridge University Press:  06 October 2014

Jay S. Birnbrauer
Jay S. Birnbrauer*
Affiliation:
Murdoch University
*
Division of Psychology, Murdoch University, Perth WA 6150, Australia
Get access

Extract

“Treatment” connotes “one off” and “short-term” and treatments are applied after problems have failed to respond to natural, culturally acceptable methods. In developmental disability, continuing interventions that begin early are our best hope; natural methods are part of the problem. Treatment methods are validated for particular problems and circumstances.need to be applied competently and monitored by therapists who have throrough grounding in scientific method and principles of behaviour. Nominating empirically validated treatments does not diminish the need for highly trained behaviour analysts.

Type
Special Issue: Empirically Validated Treatments
Information
Behaviour Change , Volume 14 , Issue 1 , March 1997 , pp. 21 - 24
Copyright
Copyright © The Author(s) 1997

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

American Association on Mental Retardation. (1992). Mental retardation: Definition, classification, and systems of support. Washington, DC: Author.Google Scholar
American Psychiatric Association. (1994). Diagnostic and Statistical manual of mental disorders (4th ed.). Washington, DC: Author.Google Scholar
Baer, D.M., Wolf, M.M., & Risley, T.R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1, 91–97.CrossRefGoogle ScholarPubMed
Baer, D.M., Wolf, M.M., & Risley, T.R. (1987). Some still-current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 20, 313–327.CrossRefGoogle ScholarPubMed
Birnbrauer, J.S. (1968). Generalization of punishment effects: A case study. Journal of Applied Behavior Analysis, 1, 201–211.Google Scholar
Birnbrauer, J.S., & Brooks, S. (1996). Clinical psychology in the area of developmental disability. In Martin, P.R. & Birnbrauer, J.S. (Eds.), Clinical psychology: Profession and practice in Australia (pp.349–376). Melbourne: MacMillan.Google Scholar
Foxx, R.M. (1996). Twenty years of applied behavior analysis in treating the most severe problem behavior: Lessons learned. The Behavior Analyst, 19, 225–236.Google Scholar
Howard, K.I., Moras, K., Brill, P.L., Martinovich, Z., & Lutz, W. (1996). Evaluation of psychotherapy: Efficacy, effectiveness, and patient progress. Americ Psychologist, 51, 1059–1064.CrossRefGoogle ScholarPubMed
King, N.J. (1997). Empirically validated treatments a AACBT. Behaviour Change, 14, 2–5.Google Scholar
Lovaas, O.I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autism children. Journal of Consulting and Clinic Psychology, 55, 3–9.Google Scholar
McEachin, J.J., Smith, T., & Lovaas, O.I. (1993). Long-term outcome for children with autism who received early intensive behavioral treatment. American Journal on Mental Retardation, 97, 359–372.Google Scholar
Sanders, M. (1995). (Ed.). Healthy families healthy nation: Strategies for promoting family mental health in Australia. Brisbane: Australian Academic Press.Google Scholar
Vanden Bos, G.R. (Ed.) (1996). Outcome assessment psychotherapy [Special Issue]. American Psychologist, 51, 1005–1079Google Scholar
Yates, A.J. (1970). Behavior therapy. New York: Wiley.Google Scholar