Treatment Acceptability for Interventions Addressing Challenging Behavior Among Chinese Caregivers of Children with Autism Spectrum Disorder

2021 ◽  
Author(s):  
Qi Wei ◽  
Wendy Machalicek ◽  
Jinlan Zhu
Keyword(s):  
Autism Spectrum Disorder ◽  
Challenging Behavior ◽  
Children With Autism ◽  
Treatment Acceptability ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Chinese Caregivers

scholarly journals Salivary cortisol levels and challenging behavior in children with autism spectrum disorder

2015 ◽  
Vol 10 ◽  
pp. 78-92 ◽  
Author(s):  
Sinéad Lydon ◽  
Olive Healy ◽  
Michelle Roche ◽  
Rebecca Henry ◽  
Teresa Mulhern ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Salivary Cortisol ◽  
Challenging Behavior ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Cortisol Levels

Measuring Happiness Behavior in Functional Analyses of Challenging Behavior for Children with Autism Spectrum Disorder

2019 ◽  
pp. 014544551987867 ◽  
Author(s):  
Benjamin R. Thomas ◽  
Marjorie H. Charlop ◽  
Nataly Lim ◽  
Caitlyn Gumaer
Keyword(s):  
Autism Spectrum Disorder ◽  
Challenging Behavior ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Multiple Baseline ◽  
Experiment Study ◽  
Children With Asd ◽  
Functional Analyses

This two-experiment study assessed the utility of measuring happiness behavior (e.g., smiling and/or laughing) within functional analyses (FA) of challenging behavior, and using results to inform interventions for children with autism spectrum disorder (ASD). In Exp. 1, we concurrently measured happiness behavior within the trial-based FA’s of challenging behavior of four children with ASD. Results showed differentiation for both challenging behavior in test trials and happiness behavior within controls. In Exp. 2, we compared interventions based on challenging and happiness behavior from FA results for three of the participants, using a multiple-baseline across-participants design, with embedded reversals. Results suggested that interventions derived from measures of the children’s happiness behavior led to reductions challenging behavior that were similar to interventions informed by challenging behavior, and were also associated with increased happiness behavior. Taken together, these two experiments suggest that the measurement of children’s happiness behavior in FA of challenging behavior appears to be helpful in determining interventions for children with ASD.

Temperament predicts challenging behavior in children with autism spectrum disorder at age 5

2020 ◽  
Vol 71 ◽  
pp. 101492 ◽  
Author(s):  
Siobhan Korbut ◽  
Darren Hedley ◽  
Lacey Chetcuti ◽  
Ensu Sahin ◽  
Heather J. Nuske
Keyword(s):  
Autism Spectrum Disorder ◽  
Challenging Behavior ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder

Effects of Functional Communication Training Using GoTalk NowTM iPad® Application on Challenging Behavior of Children With Autism Spectrum Disorder

2018 ◽  
Vol 34 (2) ◽  
pp. 71-79 ◽  
Author(s):  
Reem Muharib ◽  
Vivian I. Correa ◽  
Charles L. Wood ◽  
Kathryn L. Haughney
Keyword(s):  
Autism Spectrum Disorder ◽  
Challenging Behavior ◽  
Challenging Behaviors ◽  
Functional Relation ◽  
Functional Communication Training ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Communication Training ◽  
Spectrum Disorder ◽  
Functional Communication

This study investigated the effects of a functional communication training intervention consisting of systematic prompting and natural reinforcement on the challenging behaviors of two children with autism spectrum disorder aged 5 and 6 years old. Children who had a history of challenging behavior, consisting of self-injury and disruption, were taught to request preferred stimuli through the GoTalk Now™ application on an iPad®. Using a reversal design, the findings demonstrated a functional relation between functional communication training with the use of the GoTalk Now application and the decreased levels of challenging behaviors. Specifically, one child demonstrated zero levels of challenging behaviors and one child showed a less substantial decrease of challenging behaviors during intervention phases. Directions for future research and implications for practice are discussed.

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