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Tic disorders are characterized by a class of responses assumed to be neurobiological in origin. Still, several studies have shown that tic frequency can be influenced by antecedent environmental events and social consequences. Prior reviews have summarized the effects of environmental events but have not examined relations between tic diagnosis, behavioral deficits (e.g., intellectual disability), tic topography, and the consequences observed to maintain tics. These variables might be important when attempting to predict or identify relevant consequences. A more thorough understanding of the variables that maintain and give rise to tics might also be useful in predicting responsiveness to treatment and intervention refinement. We reviewed and summarized results from the 13 attempts to experimentally identify maintaining consequences for tics (i.e., functional analyses) that have been published to date. We examined patterns of functions across tic diagnoses (i.e., Tourette's syndrome or not), communication impairments (i.e., an intellectual disability or reported language difficulty), and tic topography. Results suggested that individuals with Tourette's syndrome and those without communication impairments are more likely to have functional analysis outcomes consistent with automatic reinforcement, but exceptions in both directions highlight the utility of functional analysis in treating tics. [ABSTRACT FROM AUTHOR]

Few studies have investigated caregiver choice surrounding the modality for behavior therapy for pediatric challenging behavior. This preliminary study sought to (1) understand the factors impacting consumer decisions regarding virtual or in-person behavior therapy and (2) evaluate the associated clinical outcomes using a quasi-experimental design. Forty nine participants received behavioral services for the assessment and treatment of tantrum behaviors. Paired sample t-tests and a one-way ANOVA were conducted to evaluate outcomes. Results suggest choices were most frequently based on caregiver perceptions regarding speed of improvement; modality changes were most associated with failure to make progress. Implications of these findings are discussed. [ABSTRACT FROM AUTHOR]