|
| Procedures for Managing Problem Behavior |
| Sunday, May 25, 2008 |
| 3:00 PM–4:20 PM |
| PDR 4 |
| Area: AUT |
| Chair: Brigitta Ann Petersen (Gonzaga University) |
| |
| The Effects of a Token Economy and a Response Cost Procedure on the Self-Stimulations and Academic Accuracy of a Middle School Student Diagnosed with Autism. |
| Domain: Applied Research |
| BRIGITTA ANN PETERSEN (Gonzaga University), Cassandra Lea Green (Gonzaga University), Clare Terese Alexander (Gonzaga University), Kimberly P. Weber (Gonzaga University), Thomas Ford McLaughlin (Gonzaga University) |
| |
| Abstract: The purpose of this study was to evaluate the effects of a token economy system combined with a response cost procedure to reduce inappropriate self-stimulation and increase academic accuracy. The participant was a 14-year-old, second year eighth grade, female student with autism. An ABCAC single case replication design was used to evaluate the effectiveness of a token economy system and a response cost procedure. A functional relationship was demonstrated between reducing inappropriate self-stimulation and increasing academic accuracy when the token economy system was used in conjunction with a response cost procedure. The participant’s inappropriate self-stimulation was reduced from a high of 57 occurrences to a low of zero during 15-minute sessions. This study showed that a token economy system combined with a response cost procedure was an effective and practical way to reduce inappropriate self-stimulation and to improve academic accuracy. Suggestions for future classroom research were also made. |
| |
| The Development of Instructional Control for a Child with Autism. |
| Domain: Applied Research |
| JAMIE HUGHES (Autism Consulting Services), Karen E. Flotkoetter (Marion County Public Schools) |
| |
| Abstract: Some children with autism spectrum disorders display noncompliant behaviors consisting of tantrums, aggression or property destruction which present daily problems at home and in the community. These behaviors can produce a significant amount of stress and embarrassment for families as well as impede language and academic instruction at both home and school. In order for a child to acquire language and other critical learning skills, it is necessary for them to engage in activities controlled by others. The VB-MAPP Barriers Assessment (Sundberg, in press) is a tool that is designed to identify and score 21 different learning and language acquisition barriers that might affect an individual child. This assessment tool was used to identify potential instructional control problems for a young child with autism. Interventions were then selected and implemented, which proved to be successful in arranging for the child to go along and learn from a range of instructor controlled activities. |
| |
| The Effects of a DRO Procedure in Reducing Aggression and Crotch Grabbing Behaviors for a Child with Autism. |
| Domain: Applied Research |
| LEAH C. GONGOLA (Kent State University) |
| |
| Abstract: The present study examined the effectiveness of a Differential Reinforcement of Omission of Behaviors (DRO) protocol to reduce aggression and crotch grabbing behaviors in a six year old girl with autism. Using a reversal design, the whole interval DRO procedure was utilized in a public school setting to diminish escape and attention seeking behaviors. The DRO procedure involved calculating the mean interresponse time which signified the length of time that the student did not exhibit any aggression or crotch grabbing behaviors. If the student did not exhibit any behaviors during this interval of time, reinforcement was delivered. However, if a behavior occurred, the timer was reset and a firm verbal reprimand was stated. The results indicated that the DRO procedure significantly decreased aggression and crotch grabbing behaviors in this young student with autism. Further, data suggests that the DRO intervention is able to maintain zero levels of target behaviors for extended periods of time after removal of the intervention. |
| |
|
| |