Association for Behavior Analysis International

Repetitive and stereotypic motor movements or vocal behavior are one of diagnostic characteristics of autism spectrum disorder (ASD). Motor stereotypy can interfere with the acquisition and demonstration of many adaptive skills. Additionally, the occurrence of repetitive motor behavior in young children with ASD may socially stigmatize individuals and limit the development and maintenance of peer relationships. The current study evaluated the effects of a differential reinforcement procedure used to establish control over motor stereotypy in one instructional context in a childs home. The child was given a bracelet to signal that reinforcement was available after an activity only if motor stereotypy did not occur (as identified by instructional staff). Control over motor stereotypy was established in the training condition (while wearing the bracelet), and its use was then expanded to non-training settings. In the next experimental phase, the child was taught a multi-step self-monitoring program using the bracelet procedure. The data indicate that the procedure was effective in decreasing the occurrence of motor stereotypy across all evaluated settings. However, motor stereotypy was not eliminated by the procedure. The findings are discussed in terms of function of behavior as well as establishment and transfer of stimulus control.

This research evaluated the effectiveness of a family-centered feeding intervention, Easing Anxiety Together with Understanding and Perseverance (EAT-UP), for promoting food acceptance by children with autism spectrum disorder. In phase 1 of the study, a concurrent multiple-baseline design was used with systematic replication across three families. Baseline was followed by a parent coaching/education phase and then a parent independent phase. Using direct observation and pre- and post-intervention questionnaires, data on acceptance of less preferred foods and challenging mealtime behaviors were collected. A second study phase analyzed the efficacy of EAT-UP as a train-the-trainer model for behavior analysts, SLPs and OTs. The approach involves the integration of evidence-based behavioral strategies, environmental supports, dyadic communication supports, and use of the parent as primary interventionist. Our preliminary studies found that the program was effective when parents received the training (a) directly from the researchers in the family home and (b) through other professionals with the close support of the researchers in a clinical setting. All children demonstrated increases in food acceptance (n=15) and dietary diversity and decreased challenging behaviors. Implications for practice and research will be discussed.