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| Treatment of Problem Behavior Among Individuals With Autism |
| Monday, May 31, 2010 |
| 3:00 PM–4:20 PM |
| 204AB (CC) |
| Area: AUT |
| Chair: Melissa Nayar (Center for Autism and Related Disorders, Inc.) |
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| A Review of Research on Function-Based Treatment of Challenging Behavior in Individuals With Autism Spectrum Disorders, Ages 8-21 |
| Domain: Applied Behavior Analysis |
| Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.), MELISSA NAYAR (Center for Autism and Related Disorders, Inc.), Betty Tia (Center For Autism and Related Disorders, Inc.), Romelea Manucal (Center for Autism and Related Disorders, Inc.), Elle Mendoza (Center for Autism and Related Disorders, Inc.), Wendy Madrid (Center for Autism ad Related Disorders, Inc.) |
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| Abstract: A commonly held misconception is that applied behavior analytic intervention is primarily for young children with autism. ABA for younger children currently receives the most public attention but a very substantial amount of research has been conducted on ABA treatment for older children and adolescents with autism. Hundreds of studies have been published in peer-reviewed journals on the application of applied behavior analysis (ABA) procedures to improving the functioning of older children and adolescents with autism spectrum disorders (ASD). This presentation reviews all research on function-based treatment of challenging behavior in children with ASDs published in Journal of ABA, behavioral interventions, research in developmental disabilities, and behavior modification in the last 20 years. |
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| Comparing the Function of Maladaptive Behaviors Determined Through the Use of a Highly Structured Antecedent-Behavior-Consequence Data Collection System and a Full Functional Analysis |
| Domain: Applied Behavior Analysis |
| PAUL W. HEERING (Evergreen Center), Jason Zeigler (Evergreen Center), Christopher Aghjayan (Evergreen Center), Gordon A. DeFalco (Evergreen Center) |
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| Abstract: Descriptive assessments such as antecedent-behavior-consequence (ABC) data collection systems have commonly been used to identify the stimuli that occasion opportunities for behaviors. More recently functional analysis procedures have been used to determine behavior function. Although both assessments offer procedural advantages a considerable body of evidence suggests that descriptive assessment is not useful for the identification of behavioral function. The goal of the current study was to compare the function of behavior derived through a structured ABC data collection system and a functional analysis. The first method of determining function was accomplished by having classroom and residential-staff complete the ABC data collection forms for each occurrence of specific target behaviors for 10 students with identified maladaptive behaviors. Data from the ABC forms were then converted to graphs showing the antecedent totals, consequence totals, and possible function based on the totals. A videotaped functional analysis using standardized scenarios was also conducted for the maladaptive target behaviors for each student. Two trained staff interpreted the results of these assessments and determined the most likely function. The level of agreement between the structured ABC analysis and the functional analysis for each student is reported. Implications for use of descriptive and functional analysis are discussed. |
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| Using Functional Behavioral Assessment to Design an Intervention Package of Social Story and Self-management |
| Domain: Applied Behavior Analysis |
| Chi Man Lui (Monash University), ANGELIKA ANDERSON (Krongold Centre, Monash University), Dennis W. Moore (Monash University) |
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| Abstract: Problem behavior and non-compliance are common barriers to learning in children with autism. Current best practice includes conducting functional assessments (FA) to inform intervention to address problem behavior. New technology, BI Capture, has been developed to facilitate remote FA. The aims of this study were to: (i) examine the usefulness of BI Capture, and (ii) to test an intervention based on the results of a remote FA that parents could implement with little assistance. The results of the FA showed that the participant, a five-year-old boy with high-functioning autism, exhibited high rates of non-compliance, aggression and tantrums, and that these behaviors were primarily maintained by attention. An intervention was developed incorporating self-management procedures to increase compliance. A multiple-baseline design across settings was used to test the effectiveness of this procedure. Results indicated that the intervention was successful in increasing rates of compliance and reducing the occurrence of problem behavior in several targeted situations (play time, meal time and getting dressed). The beneficial behavior changes generalized across contexts and were maintained over time. Social validity and procedural fidelity data indicated that behavior changes were socially significant and that parents were able to implement the intervention consistently. |
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| Intensive Behavioral Treatment of Socially-Reinforced Self-Injurious Behavior in a Youth With Autism |
| Domain: Applied Behavior Analysis |
| Amy Marie Lockney (Cleveland Clinic Center for Autism), HOLLY HENNESSEY (Cleveland Clinic Center for Autism), Francine Dimitriou (Cleveland Clinic Center for Autism), Leslie Sinclair (Cleveland Clinic Center for Autism), Thomas Frazier (Cleveland Clinic Center for Autism) |
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| Abstract: Self-injurious behavior (SIB) in individuals with autism can lead to serious health-related consequences and restriction of quality life. The primary purpose of the present study was to examine the effectiveness of iteratively manipulating exclusionary time-out and establishing operations procedures in the treatment of a child with autism with socially-reinforced SIB. The secondary purpose was to examine generalization of treatment from the clinic to the child’s home. Prior to initiation of study procedures, physical management was ineffective in decreasing SIB. However, intensity and frequency of SIB was significantly reduced when exclusionary time out occurred in a padded, quiet room with reduced opportunity for staff attention to the behavior. SIB further reduced after faded reinforcement of an alternative behavior (waiting and accepting no). After four months of the consistent application of exclusionary time-out at the child’s home, and continued clinic-based intermittent reinforcement of alternative behavior, SIB rates at home approximated those at the clinic. Results demonstrate the importance of accounting for social reinforcement mechanisms in the maintenance of SIB and the need for extended generalization to maintain treatment effects. |
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