BEHAVIORAL SUPPORT FOR STUDENTS WITH AUTISM

Positive Behavioral Support for Students with Autism

Abstract

This review evaluates research on the treatment of challenging behavior in school settings for students with autism spectrum disorders (ASD). Electronic database searches were carried out to identify studies published between 1995 and 2005. Twenty-six studies were identified. A variety of procedures were implemented in these studies to decrease challenging behavior in classrooms. These procedures were classified into four groups: (a) antecedent manipulations, (b) change in instructional context, (c) differential reinforcement, and (d) self-management techniques. The results of these studies indicated that all four classes of procedures were generally effective in reducing challenging behavior. These results are discussed in relation to four issues: (a) the characteristics of the participants, (b) assessment procedures carried out prior to intervention, (c) the feasibility of classroom treatment, and (d) the social validity of intervention procedures. Surprisingly, the effectiveness of a procedure did not seem to be related to completion of a prior functional behavior assessment.

Table of contents

Abstract2

Table of contents3

Chapter 1: Introduction3

Chapter 2: Methodology13

Chapter 3: Results17

3.1. Overview of studies17

3.1.1. Antecedent manipulations17

3.1.2. Change in instructional context20

3.1.3. Differential reinforcement24

3.1.4. Self-management26

Chapter 4: Discussion29

4.1. How effective were the interventions?29

4.2. The effectiveness of interventions derived from functional behavior assessments34

4.3. Feasibility of conducting interventions in classrooms39

4.4. Social validity of interventions42

Chapter 5: Concluding remarks and future research45

References49

Positive Behavioral Support for Students with Autism

Chapter 1: Introduction

Challenging behaviors such as aggression, noncompliance, self-injury, and stereotypy are common to school age children with ASD (Baghdadli, Pascal, Grisli, & Aussiloux, 2003; Kiernan & Kiernan, 1994; McClintock, Hall, & Oliver, 2003; Murphy, Hall, Oliver, & Kissi-Debra, 1999). Without appropriate intervention, challenging behaviors tend to persist in people with ASD and related developmental disabilities (Murphy et al., 2005; Oliver, Murphy, & Corbett, 1987).

Serious and chronic problem behavior can endanger a student's access to educational and social opportunities (Reichle, 1990). Researchers have also documented the negative effects of challenging behavior on teacher's efforts at instruction (Carr, Taylor, & Robinson, 1991). Special educators and teaching staff who work with students with ASD have reported higher levels of emotional burnout when they have been exposed to challenging behavior that they are not able to deal with effectively (Hastings & Brown, 2002).

Much of the responsibility for the treatment of challenging behavior for students with ASD has been placed on schools for two reasons. First, for some students, classrooms are the primary and often singular source of intervention for challenging behavior. Second, the Individuals with Disabilities Education Act (IDEA) requires schools to complete a FBA to identify the variables that maintain challenging behavior and to develop a behavioral intervention plan (BIP) for students who risk a change in their educational placement due to their problematic behavior ([IDEA Amendments, 1997] and [IDEA, 1990]; IDEA Improvement Act, 2004).

Recent reviews have evaluated the challenging behavior intervention literature for children with ASD under 8 years (Horner, Carr, Strain, Todd, & Reed, 2002), and under 6 years (Conroy, Dunlap, Clarke, & Alter, 2005; Odom et al., 2003). We are not aware of any literature reviews that have ...