Dr. Katie Kestner’s Laboratory

Project 1: Computer-Based Research: Toward Understanding and Preventing Relapse

Dr. Kestner’s lab conducts translational research to develop and test relapse-prevention techniques and strategies to maintain the persistence of desired behavior change with the aim of improving clinical behavior-change interventions. The relapse of undesirable behavior is a significant social concern. Behavioral relapse is most often thought of as a problem in substance use treatment, but relapse commonly occurs in a myriad of situations that are important to individual well-being and public health. Relapse commonly follows healthy changes such as quitting smoking, starting an exercise regime, or healthier eating. These and other health-related behaviors are well served by behavioral interventions; however, the persistance of these positive changes is harder to achieve. Data show that people return to smoking, sedentary lifestyles, and unhealthy eating patterns about 75% of the time. Behavioral research evaluating the ways in which environmental factors influence relapse is an area of research that leads to fruitful discoveries that change the way behavioral interventions are used for better success in long-term behavior change. There are three variations of behavioral relapse known as resurgence, renewal, and reinstatement. As a general approach, Dr. Kestner’s lab studies relapse by first characterizing the effects of relapse-prevention techniques in well-controlled laboratory studies with humans and nonhuman animals, and subsequently evaluating the clinical efficacy of these techniques when delivered as part of inventions for socially significant behavior (e.g., physical activity).

This project involves research sessions with adult human participants using a computer-based task in person or via Zoom. Using a simple computer task (e.g., clicking on objects on a screen) we will arrange experimental conditions that are analogous to three common behavioral treatments that are frequently used to decrease challenging behavior (e.g., aggression or disruptive behavior) in school-aged students. Each participant will be exposed to at least three conditions: (a) baseline / before behavior treatment (analogous to when a child engages in challenging behavior before receiving a behavioral intervention to help decrease the behavior), (b) one of three behavioral treatments, and (c) a relapse test, in which we see if renewal (one form of behavioral relapse) occurs. We will compare the likelihood of relapse within and across conditions. Understanding the likelihood of relapse during common behavioral treatments is important for clinical decision-making. For example, if we find that relapse is less likely to occur—or occurs to a lesser extent— with one treatment option, clinicians can take this into consideration when recommending a treatment option, especially when they are concerned with relapse. We’ve selected a computer-based model to answer this experimental question to ensure we have a high level of experimental control (something that can be difficult in “real-world” clinical research) and to avoid exposing children who engage in challenging behavior to conditions that may lead to behavioral relapse of those behaviors.

Project 2: Measuring Classroom Ecology

Classroom ecology has important implications for promoting academic and social-emotional learning. Classroom-management practices, in particular, are important for delivering effective instruction, minimizing challenging behavior, and increasing efficiency within the classroom. In this study, we will conduct observations and record computer-based behavioral coding detailing classroom practices that we believe are critical to positive classroom ecology, such as how often teachers give students opporutntieis to practice academics (e.g., “opportunities to respond”). In addition to descriptive data, we will evaluate interventions to help increase these positive classroom practices and measure the effects they have and student and teacher behavior. Participants will be elementary-aged classrooms for students who receive special-education services at a summer program (during the month of July). This study will help us better understand common practices within elementary special-education classrooms and evaluate methods for promoting positive classroom ecology.

Subjects/Participants:  Human participants (Adults and elementary-aged students)

Requirements/restrictions:  CITI training; passing the background check.

Visit Dr. Kestner’s Website to learn more about Katie and her research.