Problem Behavior Assessment and Intervention in IDEA Part C Services

NCT ID: NCT06771284

Last Updated: 2026-01-22

Basic Information

• Recruitment Status: RECRUITING
• Clinical Phase: NA
• Total Enrollment: 9 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2025-09-30
• Study Completion Date: 2027-05-31

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

Study Design

• Allocation Method: NA
• Intervention Model: SINGLE_GROUP
• Primary Study Purpose: TREATMENT
• Blinding Strategy: NONE

Study Groups

Intervention

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.

Group Type: EXPERIMENTAL

Function-based assessment and intervention

Intervention Type: 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.

Interventions

Function-based assessment and 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.

Intervention Type: BEHAVIORAL

Eligibility Criteria

Inclusion Criteria

• 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.

• Minimum Eligible Age: 0 Months
• Maximum Eligible Age: 5 Years
• Eligible Sex: ALL
• Accepts Healthy Volunteers: Yes

Sponsors

Institute of Education Sciences

FED

Sponsor Role: collaborator

University of Nevada, Las Vegas

OTHER

Sponsor Role: lead

Responsible Party

Stephanie Gerow

Associate Professor

Responsibility Role: PRINCIPAL_INVESTIGATOR

Locations

University of Nevada Las Vegas

Las Vegas, Nevada, United States

Site Status: RECRUITING

Countries

United States

Central Contacts

Stephanie Gerow, PhD

Role: CONTACT

stephanie.gerow@unlv.edu

702-895-1109

Facility Contacts

Stephanie Gerow, PhD

Role: primary

stephanie.gerow@unlv.edu

702-895-1109

Other Identifiers

UNLV-2024-418

Identifier Type: -

Identifier Source: org_study_id