An interventional study of Function-based assessment and intervention in Problem Behavior, Developmental Delay and Developmental Disability, sponsored by University of Nevada, Las Vegas. Recruiting at 1 site in United States. Open to participants aged 0 Months to 5 Years, including healthy volunteers. Per ClinicalTrials.gov, last updated 2026-01-22.
Sponsored by University of Nevada, Las Vegas · Not applicable, Interventional, and Treatment
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.
178 studies on the registry are indexed under Problem Behavior; 47 are open to participants now.
This study's planned enrollment of 9 is below the median of 90 across 165 interventional studies indexed under Problem Behavior.
Browse Problem Behavior studies →University of Nevada, Las Vegas is the lead sponsor of 75 studies on the registry; 22 are open to participants now.
Of its 5 completed or terminated interventional studies of FDA-regulated products, 2 (40%) have results posted.
Counted across the registry records on this site, refreshed daily.
Child Inclusion Criteria:
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.
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
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.
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.
Time frame: The investigators plan to conduct approximately weekly observations, with a total of 15 observations.
Appropriate Behavior
The investigators will conduct 5-min observations and record the frequency of the child's appropriate behavior (e.g., communication) during each session. The specific appropriate behavior(s) recorded will be defined individually by child participant.
Time frame: The investigators plan to conduct approximately weekly observations, with a total of 15 observations.
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University of Nevada, Las Vegas