RESUMEN
Preferences of 2 children with developmental disabilities, whose functional analyses indicated that their problem behavior was maintained by access to tangible items, were assessed using three formats (i.e., paired stimulus [PS], multiple-stimulus without replacement [MSWO], and free operant [FO]). The experimenter administered each format five times and compared levels of problem behavior across formats in a multielement design. Both participants exhibited problem behavior in PS and MSWO formats but not in the FO format. Results are discussed in terms of recommendations for practitioners.
Asunto(s)
Trastorno Autístico/psicología , Síntomas Conductuales/psicología , Prioridad del Paciente/estadística & datos numéricos , Niño , Conducta de Elección , Humanos , MasculinoRESUMEN
Functional analyses that were conducted in two settings (playground and classroom) indicated that problem behavior was sensitive to adult attention on the playground and tangible items in the classroom. Attention- and tangible-based interventions were designed based on the results from each of the assessment environments and were compared. The attention-based intervention was more effective on the playground, and the tangible-based intervention was more effective in the classroom. Findings are discussed in regards to the generality of functional analysis results across environments.
Asunto(s)
Atención , Trastornos de la Conducta Infantil/psicología , Trastornos Generalizados del Desarrollo Infantil/psicología , Esquema de Refuerzo , Medio Social , Preescolar , Extinción Psicológica , Humanos , MasculinoRESUMEN
A Social Stories intervention package was used to teach 2 students with autism to read Social Stories, answer comprehension questions, and engage in role plays. Appropriate social behaviors increased and inappropriate behaviors decreased for both participants, and the effects were maintained for up to 10 months. This intervention package appears to be useful in inclusive classroom environments and does not require intensive supervision of the child's behavior.
Asunto(s)
Trastorno Autístico/epidemiología , Trastorno Autístico/psicología , Biblioterapia , Integración Escolar/estadística & datos numéricos , Medio Social , Estudiantes/psicología , Estudiantes/estadística & datos numéricos , Enseñanza/métodos , Niño , Preescolar , Humanos , Masculino , Desempeño de Papel , Conducta SocialRESUMEN
A preliminary evaluation of the correspondence between functional analysis outcomes across settings was conducted with 2 children who had been diagnosed with autism and who engaged in challenging behavior. Differences across settings (a therapy room and a classroom) were demonstrated in ABAB reversal designs. Three potential patterns of results that may occur when comparing functional analyses across environments are described, and one possible explanation for the occurrence of discrepancies between environments (differing learning histories within separate environments) is offered.
Asunto(s)
Trastorno Autístico/epidemiología , Trastorno Autístico/psicología , Conducta Autodestructiva/epidemiología , Medio Social , Niño , Femenino , HumanosRESUMEN
The purpose of this study was to evaluate the effects of enhanced milieu teaching when combined with a voice output communication aid on the requesting skills of three children with autism. The research design was a multiple probe across participants. All sessions were conducted during 5-min play sessions in the child's classroom. All three children learned to use the voice output communication aid to request items during play. Additionally, all three children increased their total requesting during play.