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Advances in Treatment of Challenging Behavior in Young Children With Autism |
Saturday, May 25, 2013 |
1:00 PM–2:20 PM |
205 C-D (Convention Center) |
Area: AUT/DDA; Domain: Applied Research |
Chair: Mandy J. Rispoli (Texas A&M University) |
CE Instructor: Mandy J. Rispoli, Ph.D. |
Abstract: In this symposium, we present four recent single case studies regarding antecedent interventions for challenging behavior with young children with autism spectrum disorders. The first paper examines how varying ratios of high-probability requests influence differential effects of escape-maintained challenging behaviors, correct responding, and latency of response to subsequently delivered low-probability requests in children with autism during discrete trial training. The second paper investigates the use of pre-session exercise in the treatment of motor stereotypy for a young child with ASD. The third paper compares the use of signaled versus unsignaled delay to reinforcement on tangibly maintained challenging behavior during instruction. Finally, the fourth paper presents a component analysis of differential reinforcement of other behaviors on automatically maintained challenging behavior. All papers will present implications for future research and clinical practice. |
Keyword(s): antecedent, autism, challenging behavior, early childhood |
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A Parametric Analysis of the High-Probability Request Sequence |
JENNIFER MICHELLE NINCI (Texas A&M University), Mandy J. Rispoli (Texas A&M University), Amy Heath (Easter Seals East Texas) |
Abstract: The high-probability request sequence (HPRS) is an intervention involving both antecedent and consequential components used to increase compliance to subsequently delivered low-probability requests. Previous research has primarily focused on manipulating the response-reinforcer relation in the HPRS, in which a range of 3 to 5 requests within the HPRS has been employed as a constant variable. However, an experimental analysis across varying ratios in the sequence has yet to be demonstrated in the literature. The purpose of this study is to examine if varying ratios of high-probability requests will result in differential effects on escape-maintained challenging behaviors, correctness, and latency of response to subsequently delivered low-probability requests in children with autism during discrete trial training. A multielement and repeated acquisitions design is in use to compare across 3 conditions (0 [control], 2, and 4 high-probability requests). Preliminary results suggest that challenging behaviors were associated with skills in the acquisition phase of learning for participant 1. Data collection for participant 1 was anticipated to be complete by December, andtwo additional participants are anticipated to be included in this study with their data collection completed by May. Implications for practice and future research will be presented. |
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The Effects of Antecedent Exercise on Stereotypy During Instruction |
LESLIE NEELY (Texas A&M University), Stephanie Gerow (Texas A&M University), Jennifer Michelle Ninci (Texas A&M University), Fara D. Goodwyn (Texas A&M University), Mandy J. Rispoli (Texas A&M University) |
Abstract: We evaluated the effects of antecedent physical exercise on the stereotypy for two children diagnosed with an autism spectrum disorder. Participant engagement in stereotypy was evaluated using a multielement design consisting of three conditions: no presession exercise, brief presession exercise, and presession satiation on exercise. A criterion of three rejections was used as a behavioral indicator of satiation. This study extends previous literature by confirming the automatic function of stereotypy prior to the exercise treatment, experimentally manipulating different intensities of exercise, and using a behavioral indicator for satiation of physical exercise. Implications for practice as well as future research are provided. Data collection will be complete by December 2012. |
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The Efficacy of a Signaled Delay Cue for Decreasing Tangible-Maintained Challenging Behaviors in a Child With Autism |
WHITNEY GILLILAND (Texas A&M University), Ee Rea Hong (Texas A&M University) |
Abstract: Delayed access to reinforcement has been shown to be effective in decreasing escape maintained challenging behaviors in children with disabilities and in some cases, has let to maintained treatment effects. Previous studies conducted on delay of reinforcement were mainly focused on reducing escape maintained challenging behaviors and those studies took place in structured settings such as in a one-on-one setting. In this current study, we sought to extend the literature base by comparing effects of explicit delay cue of reinforcement (i.e., using Time Timer and explicit statements) to general delay cue of reinforcement (i.e., using general statement and a visual card) in decreasing tangible maintained challenging behaviors of children with autism. Also, by conducting the study in multiple settings, it was anticipated that delay of reinforcement might be effective in decreasing those behaviors across settings. One 4-year old boy with autism participated in this study, and a multiple baseline design across settings including one-on-one setting, art, and play time was used. It is anticipated that a signaled delay cue of reinforcement shows higher effects than general delay cue of reinforcement in decreasing the participants tangible-maintained challenging behavior while increasing an appropriate behavior to take a turn for a preferred item. |
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Comparison of DRO With and Without Self-Monitoring on Challenging Behavior for a Child With ASD |
STEPHANIE GEROW (Texas A&M University), Mandy J. Rispoli (Texas A&M University) |
Abstract: The results of this comparison will allow practitioners and teachers to design more effective, research-based self-monitoring and differential reinforcement of other behavior interventions. The study compared two different treatments: DRO alone versus DRO with self-monitoring procedure and their relative effectiveness in decreasing challenging behavior. The study used an ABAC design. One 8-year-old female with autism participated in the study. A functional analysis showed that the behavior was multiply maintained (attention, tangible, and automatic reinforcement). Baseline rates indicated a stable, high rate of challenging behavior (repetitive question asking) and a low rate of appropriate behavior (asking a single question and waiting for a response). Data collection is ongoing. |
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