Association for Behavior Analysis International

There is a growing body of intervention research to address the core symptoms of autism spectrum disorders, but the effectiveness of these interventions when implemented in natural settings (e.g., classrooms) by natural change agents (e.g., teaching staff) is less clear. In this symposium we present three comprehensive meta-analyses of the intervention research literature that advance our knowledge of the effectiveness of school-based intervention for children with autism. In the first paper, Greg Lyons will present the results of a meta-analysis of 91 single-case research design studies assessing the effects of school-based interventions aimed at addressing challenging behaviors. In the second paper, Jenna Lequia reviews 18 single-case research design studies assessing the variables contributing to the effectiveness of activity schedules to decrease challenging behavior. Sarah Kuriakose presents the results of a meta-analytic review (n = 15 studies) of intervention conducted during school recess. All papers analyze non-overlap of all-pairs scores to determine the effectiveness of interventions. Finally, the results of these three studies will be analyzed and discussed by Dr. Mandy Rispoli of Texas A&M University, a scholar whose research focuses on applied behavior analytic interventions for children with autism in natural settings.

Within school settings, challenging behavior can negatively affect students with autism and their teachers, resulting in impeded learning and socialization, and teacher burnout. To assess the effects of interventions aimed at addressing these challenging behaviors, this paper employed a systematic meta-analysis of the research intervention literature. Reviewed studies employed single-case designs to assess challenging behavior interventions for students with autism, ages 3-21, in classroom settings. Systematic searches were conducted, resulting in the inclusion of 91 studies. Studies were coded in terms of design, participant, assessment, intervention, and contextual variables. Effectiveness of interventions was determined by, a) calculating non-overlap of all-pairs (NAP), b) rating the final-phase treatment levels, and c) calculating percent clinical change. Preliminary results indicate positive effects across intervention categories, with function-based, replacement skill packages resulting in the largest mean effect size. Additionally, research conducted in general education settings employs antecedent manipulations more frequently than research conducted in special education settings. Implications toward understanding the translation of evidence-based practices to natural settings are discussed.

School recess is an opportunity to include students with autism spectrum disorders (ASD) with their typically developing peers and is a setting in which instruction can occur. However, the educational opportunities for children with ASD within recess are often overlooked and recess time is being reduced or eliminated in the United States. This review involved a systematic search and analysis of 15 studies that utilized recess to implement academic, social, or behavioral interventions for students with ASD. Each identified study that met pre-determined inclusion criteria was analyzed and summarized in terms of: (a) participant characteristics, (b) intervention procedures, (c) dependent variables, and (d) intervention outcomes. This review has three main aims: a) to evaluate and synthesize the evidence-base, b) to inform and guide teachers interested in utilizing recess time for educational purposes, and c) to stimulate and guide future research in this important area. Results demonstrate that recess time can indeed be used to teach target behaviors to students with ASD.

School recess is an opportunity to include students with autism spectrum disorders (ASD) with their typically developing peers and is a setting in which instruction can occur. However, the educational opportunities for children with ASD within recess are often overlooked and recess time is being reduced or eliminated in the United States. This review involved a systematic search and analysis of 15 studies that utilized recess to implement academic, social, or behavioral interventions for students with ASD. Each identified study that met pre-determined inclusion criteria was analyzed and summarized in terms of: (a) participant characteristics, (b) intervention procedures, (c) dependent variables, and (d) intervention outcomes. This review has three main aims: a) to evaluate and synthesize the evidence-base, b) to inform and guide teachers interested in utilizing recess time for educational purposes, and c) to stimulate and guide future research in this important area. Results demonstrate that recess time can indeed be used to teach target behaviors to students with ASD.