Problem Behavior Assessment and Intervention in IDEA Part C Services

NCT06771284 | Recruiting

• 1 other identifier: UNLV-2024-418
• Study Type: interventional
• Target: 9
• Locations: 1 country
• Sites: 1

Brief Summary

The purpose of this study is to evaluate the effect of function-based assessment and intervention to reduce problem behavior in children with developmental disability or delay in the context of IDEA Part C services. The investigators will conduct a single-case study to evaluate the efficacy of the intervention.

Conditions

Problem Behavior; Developmental Delay; Developmental Disability

Keywords

Early childhood; Problem behavior; Home-based services; IDEA Part C services

Outcome Measures

Primary Outcomes (1)

• Problem Behavior

  The investigators will conduct 5-min observations and record the frequency of the child's problem behavior (e.g., aggression, self-injury, screaming) during each session. The specific problem behavior(s) recorded will be defined individually by participant.

  The investigators plan to conduct approximately weekly observations, with a total of 15 observations.

Secondary Outcomes (1)

• Appropriate Behavior

  The investigators plan to conduct approximately weekly observations, with a total of 15 observations.

Study Arms (1)

Intervention

EXPERIMENTAL

Following baseline (i.e., no intervention/business as usual) sessions, children will receive the intervention, consisting of a function-based intervention. This intervention will be implemented by the caregiver. The intervention will consist of teaching the child an alternative, appropriate skill (usually communication) to replace the problem behavior. The caregiver will provide reinforcement for the appropriate skill and no reinforcement (i.e., extinction) following problem behavior. The caregiver will also learn and use general strategies for teaching social-emotional skills (e.g., setting appropriate rules) as part of the intervention.

Behavioral: Function-based assessment and intervention

Interventions

Function-based assessment and intervention BEHAVIORAL

This intervention will be implemented by the caregiver. The intervention will consist of teaching the child an alternative, appropriate skill (usually communication) to replace the problem behavior. The caregiver will provide reinforcement for the appropriate skill and no reinforcement (i.e., extinction) following problem behavior. The caregiver will also learn and use general strategies for teaching social-emotional skills (e.g., setting appropriate rules) as part of the intervention.

Intervention

Eligibility Criteria

• Age: 0 Months - 5 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• age birth to 5 years old
• has a developmental disability or delay based on caregiver report and/or receiving early intervention services
• has problem behavior, as reported by the caregiver and/or early intervention professional
• Caregivers (e.g., parent, grandparent) of eligible child participants will participate with their child as the implementer of all procedures.
• An early intervention professional will participate with each caregiver-child dyad to coach the caregiver, in addition to the researcher.

Sponsors & Collaborators

• University of Nevada, Las Vegas: lead
• Institute of Education Sciences: collaborator

Study Sites (1)

University of Nevada Las Vegas

Las Vegas, Nevada, 89154, United States

RECRUITING

MeSH Terms

Conditions

Problem Behavior; Learning Disabilities; Developmental Disabilities

Interventions

Methods

Condition Hierarchy (Ancestors)

Behavioral Symptoms; Behavior; Child Behavior; Communication Disorders; Neurobehavioral Manifestations; Neurologic Manifestations; Nervous System Diseases; Signs and Symptoms; Pathological Conditions, Signs and Symptoms; Neurodevelopmental Disorders; Mental Disorders

Intervention Hierarchy (Ancestors)

Investigative Techniques

Central Study Contacts

Stephanie Gerow, PhD

CONTACT

702-895-1109; stephanie.gerow@unlv.edu

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NA
• Masking: NONE
• Purpose: TREATMENT
• Intervention Model: SINGLE GROUP
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Associate Professor

Model Details: The investigators will use a multiple baseline design across participants with a baseline and intervention phase to evaluate the effects of the intervention on children's challenging behavior. Each of the 3 tiers of the multiple baseline will include a caregiver-child dyad. One early intervention professional will work with each caregiver-child dyad, for a total of 9 participants across 3 tiers.

Study Record Dates

• First Submitted: June 24, 2024
• First Posted: January 13, 2025
• Study Start: September 30, 2025
• Primary Completion (Estimated): May 1, 2027
• Study Completion (Estimated): May 1, 2027
• Last Updated: January 22, 2026

Record last verified: 2026-01

Locations

US (1)