|When "Believing" Is Not Enough: The Systematic Evaluation of Fad Treatments for Autism and Developmental Disabilities|
|Tuesday, May 29, 2012|
|9:00 AM–10:20 AM |
|Area: AUT/DDA; Domain: Applied Research|
|Chair: Jeffrey Michael Chan (Northern Illinois University)|
|Discussant: Lloyd D. Peterson (Western Michigan University)|
|CE Instructor: Jeffrey Michael Chan, Ph.D.|
|Abstract: Despite studies and reviews citing the lack of empirical support for several intervention approaches for autism and developmental disabilities (e.g., Elder et al., 2006; Hyatt, Stephenson, & Carter, 2009; Mulloy et al., 2010), popularity of such interventions remains high with parents and teachers (Green et al., 2006; Hess, Morrier, Heflin, & Ivey, 2008). With the current mandates for the use of evidence-based practices for individuals with disabilities, an important task for parents, clinicians, teachers, and researchers is to determine the effectiveness of these various strategies through systematic research and evaluation. This symposium will present data collected on the use of a deep brushing method and its effects on the self-stimulatory behavior of a child with autism. Additionally, data will be presented on the effect of a weighted vest on the challenging behavior of a child with autism. A systematic review of the literature on Gentle Teaching will also be presented.|
|Keyword(s): brushing, controversial treatments, gentle teaching, weighted vest|
The Effects of a Brushing Protocol on Stereotypical Behavior
|SHANNON DURAND (University of North Texas), Tonya Nichole Davis (Baylor University), Jeffrey Michael Chan (Northern Illinois University)|
In this study we analyzed the effects of a brushing protocol on stereotyped behavior of a young boy with autism. In the first phase of the study, functional analysis results confirmed that the participants stereotypy was maintained by automatic reinforcement. Next, a brushing intervention, the Wilbarger Protocol, was implemented by the participants parents and in-home therapists. An ABA design was implemented in which the participant was observed during four phases: (a) baseline, prior to the administration of the brushing protocol; (b) week three of implementation of the brushing protocol; (c) week five of implementation; and (d) baseline, six months after the discontinuation of the brushing protocol. The brushing protocol had no marked affect on levels of stereotypy.
The Effectiveness of Weighted Vests to Reduce Aggressive and Self-Injurious Behavior
|KRISANN CHRISTIAN (Baylor University), Tonya Nichole Davis (Baylor University), Sharon Dacus (Baylor University), Erica Strickland (Baylor University), Kara Blenden (University of Texas at Austin), Staci Weathers (Baylor University), Kellsye Wells (Baylor University)|
Weighted vests are a commonly implemented form of sensory integration therapy. In this study we analyzed the effects of a weighted vest on aggressive and self-injurious behavior of a boy with autism. The effects of the weighted vest were examined during a functional analysis utilizing an ABAB design, with the participant wearing a 5 lb weighted vest of no vest at all. The results failed to demonstrate a functional relationship between the weighted vest and challenging behavior. Findings suggest the weighted vest had no marked effect on levels of aggression and self-injurious behavior.
A Review of Published Data Evaluating the Effects of Gentle Teaching
|SHAWN PATRICK QUIGLEY (Western Michigan University), Sean Field (Western Michigan University)|
Gentle Teaching is a psychological approach for altering aberrant behaviors (e.g., McGee, Menolascino, Hobbs, & Menousek, 1987). Although Gentle Teaching was once thought to be waning (Cullen & Mudford, 2004), its popularity is growing in some areas. In fact, the State of Michigan currently endorses the use of Gentle Teaching principles for individuals displaying aberrant behaviors (MDCH Technical Requirementss for Behavior Treatment Plan Review Committees, 2012). The purpose of this presentation is to review published articles evaluating the effectiveness of Gentle Teaching. Each published article was reviewed utilizing a previously published set of standards for evaluating research (National Autism Center, 2009). Data from the evaluation process of each published article will be presented.