Differential Reinforcement of Other Behaviors to Treat Challenging Behaviors Among Children With Autism: A Systematic and Quality Review

2017 ◽  
Vol 42 (4) ◽  
pp. 584-609 ◽  
Author(s):  
Regan Weston ◽  
Abby Hodges ◽  
Tonya N. Davis
Keyword(s):  
Challenging Behavior ◽  
Differential Reinforcement ◽  
Challenging Behaviors ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Future Research ◽  
Exceptional Children ◽  
Systematic Analysis ◽  
Evidence Based Practices

This review summarizes the literature regarding differential reinforcement of other behaviors (DRO) to treat challenging behavior among children with autism spectrum disorder (ASD) and determines the quality of studies among the current literature according to the 2014 Council for Exceptional Children (CEC): Standards for Evidence-Based Practices in Special Education. Studies that focused on the use of DRO in the treatment of challenging behavior for individuals with ASD were included for systematic analysis. Forty-five studies were identified for inclusion in this review and were evaluated using the eight quality indicators described by the CEC. To the authors’ knowledge, this is the only systematic review of the literature that evaluates DRO as an intervention for individuals diagnosed with ASD. Principle findings, practical recommendations, and areas of future research are discussed.

Comparing Autism Symptom Severity Between Children With a Medical Autism Diagnosis and an Autism Special Education Eligibility

2020 ◽  
Vol 35 (3) ◽  
pp. 186-192 ◽  
Author(s):  
Jonathan Safer-Lichtenstein ◽  
Laura Lee McIntyre
Keyword(s):  
Special Education ◽  
Symptom Severity ◽  
Challenging Behavior ◽  
Adaptive Functioning ◽  
Challenging Behaviors ◽  
The United States ◽  
Autism Spectrum ◽  
School Age Children ◽  
Future Research ◽  
Special Education Eligibility

Rates of children identified as having autism spectrum disorder (ASD) continue to increase in both medical and school settings. While procedures for providing a medical diagnosis are relatively consistent throughout the United States, the process for determining special education eligibility under an ASD classification varies by state, with many states adopting looser identification criteria than medical taxonomies. This study included a sample of 73 school-age children with ASD and sought to examine differences in ASD symptom severity, adaptive functioning, and challenging behaviors between those identified in the medical system versus those identified in schools. Results indicate that children identified as having ASD only by their school had less severe clinician-rated ASD symptomatology than children with a medical ASD diagnosis but that caregiver reports of adaptive functioning and challenging behavior did not differ between the two groups. These findings do not appear to have been influenced by demographic factors including caregiver education, household income, or health insurance status. Implications and directions for future research are discussed.

A Meta-Analysis of Paraprofessional-Delivered Interventions to Address Challenging Behavior Among Students With Disabilities

2020 ◽  
pp. 109830072091114
Author(s):  
Virginia L. Walker ◽  
Megan E. Carpenter ◽  
Kristin J. Lyon ◽  
Lindsey Button
Keyword(s):  
Students With Disabilities ◽  
Challenging Behavior ◽  
Behavioral Interventions ◽  
Single Case ◽  
Meta Analysis ◽  
Challenging Behaviors ◽  
Autism Spectrum ◽  
Future Research ◽  
School Environments ◽  
Wide Range

Paraprofessionals report spending a substantial amount of time addressing challenging behavior in a range of school environments, yet identify behavioral intervention as a high-priority training area. The purpose of this meta-analysis was to systematically review and summarize single-case intervention studies involving paraprofessional-delivered behavioral interventions for students with disabilities. Descriptive findings suggest that, among the reviewed studies, paraprofessionals primarily provided behavioral support to students with autism spectrum disorder, intellectual disability, and multiple disabilities who engage in a wide range of challenging behaviors in both inclusive and noninclusive school environments. Overall, training largely was delivered by researchers and resulted in positive paraprofessional implementation outcomes. Likewise, paraprofessional-implemented behavioral interventions contributed to desirable changes in student challenging and appropriate behavior, with effect size estimates significantly higher for interventions delivered to early childhood–age students and within inclusive school settings. Implications for practice, limitations, and future research directions are described.

An Empirical Review of Peer-Mediated Interventions: Implications for Young Children With Autism Spectrum Disorders

2016 ◽  
Vol 33 (3) ◽  
pp. 131-141 ◽  
Author(s):  
Alison L. Zagona ◽  
Ann M. Mastergeorge
Keyword(s):  
Social Communication ◽  
Rating Scale ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Preschool Age ◽  
Future Research ◽  
Evidence Based ◽  
Social Communication Skills ◽  
Communication Needs

Peer-mediated instruction and intervention (PMII) is a systematic, evidence-based method for addressing the social-communication needs of children with autism spectrum disorder (ASD). Despite existing research on this practice, gaps remain in the implementation of PMII. The purpose of this empirical review was to examine recent applications of this evidence-based practice and systematically assess the quality of the analytic approaches implemented. Recent studies selected for this review included participants with ASD and targeted social-communication skills. The Scientific Merit Rating Scale (SMRS) was used to review the quality of the research studies, and the results suggest that PMII continues to be an effective practice. These results indicate that future research should focus on larger study Ns, particularly for those who are preschool-age, and include measures of generalization and maintenance as well as treatment integrity measures of peers’ actions. The effectiveness of PMII relative to positive developmental outcomes is discussed.

scholarly journals Enhancement of Social Communication Behaviors in Young Children With Autism Affects Maternal Stress

2021 ◽  
Vol 12 ◽  
Author(s):  
Dominik Laister ◽  
Giacomo Vivanti ◽  
Peter B. Marschik ◽  
Johannes Fellinger ◽  
Daniel Holzinger
Keyword(s):  
Social Communication ◽  
Challenging Behavior ◽  
Mental Health Problems ◽  
Maternal Stress ◽  
Challenging Behaviors ◽  
Children With Autism ◽  
Well Being ◽  
Autism Spectrum ◽  
Communication Behaviors ◽  
Children With Asd

Children with autism spectrum disorder (ASD) show difficulties in social communication behaviors, emotion regulation and daily living skills, and they frequently present with challenging behaviors. In parents of children with ASD, higher rates of stress and mental health problems have been reported than in parents of either typically developing children or children with other conditions. In this study, we tested whether maternal well-being changes with improved social communicative behaviors of children with ASD receiving early intervention. We examined developmental changes in 72 pre-schoolers and stress levels in their mothers (measured by the Parental Stress Inventory) before and after a 12-month community-based intervention program based on the Early Start Denver Model, a naturalistic developmental behavioral intervention targeting social communication. Multiple regression analyses showed that maternal child-related stress was predicted by changes in children's social communication behaviors (measured with the Pervasive Developmental Disorder Behavior Inventory). Gains in the early social communication behavior domain were the strongest predictor of post-intervention child-related maternal stress, surpassing adaptive behavior, language and non-verbal cognitive gains, and reduction in challenging behavior. These findings support the hypothesis that, in children with ASD, the acquisition of social communication behaviors contribute to improvements in maternal well-being.

Technology-Aided Interventions to Reduce Challenging Behaviors for Individuals With Autism Spectrum Disorder

2022 ◽  
pp. 108-125
Author(s):  
Maria Zygopoulou
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Relations ◽  
Challenging Behavior ◽  
Negative Impact ◽  
Challenging Behaviors ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Functional Communication ◽  
Self Monitoring

Individuals with autism spectrum disorder (ASD) display a variety of challenging behaviors, such as tantrums, aggression, stereotypy, and disruption. Challenging behaviors can have a serious negative impact on the development of social relations, in the learning process, and education. To this aim, there is a need for appropriate interventions in order to improve the quality of life of individuals with ASD. This chapter aims to provide data with regard to different types of interventions and technological tools used for the reduction of challenging behaviors of students with ASD. Functional communication training with the use of speech-generating devices, video self-modeling, self-monitoring with the use of technological devices, and social stories presented in electronic form reflect types of interventions used for challenging behavior reduction. Research data indicate that technology-aided interventions are generally effective in reducing challenging behaviors of students with ASD.

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.

Oppositional Defiant Disorder and Related Disruptive Behaviors in Autism Spectrum Disorder

2020 ◽  
pp. 136-158
Author(s):  
Connor M. Kerns ◽  
Chandler Puhy ◽  
Chelsea M. Day ◽  
Steven J. Berkowitz
Keyword(s):  
Autism Spectrum Disorder ◽  
Oppositional Defiant Disorder ◽  
Challenging Behaviors ◽  
Disruptive Behaviors ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Oppositional Defiant ◽  
Assessment And Treatment ◽  
Defiant Behavior

The Diagnostic and Statistical Manual of Mental Disorders, fifth edition characterizes oppositional defiant disorder (ODD) as reflecting pervasive patterns of irritable mood, defiant behavior, and/or vindictiveness. Youth with autism spectrum disorder (ASD) exhibit high rates of disruptive behaviors commonly associated with ODD, such as noncompliance, irritability, temper tantrums, and mood dysregulation. This chapter reviews the presentation of ODD in individuals with ASD, including current prevalence estimates, proposed etiology, validated assessment methods, and emerging best practices designed to treat challenging behaviors. Although there is a robust literature describing assessment and treatment procedures for disruptive behaviors in individuals with ASD, conceptualizing these hallmark behaviors within the framework of ODD is relatively novel and not without controversy. Discussion thus includes challenges around the applicability of the diagnostic criteria in this population and future research directions that may provide clarity on this issue.

Teaching Social Scripts to Improve Social Communication for Students With Autism Spectrum Disorder

2021 ◽  
pp. 004005992110220
Author(s):  
Gretchen Scheibel ◽  
Zijie Ma ◽  
Jason C. Travers
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Communication ◽  
Challenging Behaviors ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Academic Difficulties ◽  
Evidence Based Practices ◽  
Social Scripts ◽  
Students With Autism

Students with Autism Spectrum Disorder are likely to demonstrate social impairments that contribute to challenging behaviors and academic difficulties. As a result, the task of improving social communication skills is a critical component to any educational program for this population. Scripting provides an evidence-based and versatile option for improving social communication, yielding valuable results while requiring limited time and resource preparation from educators. In this article, we present step by step guidance to support practitioners in using scripting interventions. Considerations are discussed for adapting this intervention to meet the needs of students across the autism spectrum and links to resources for strengthening implementation and including other evidence-based practices.

scholarly journals Health-Related Quality of Life in Children with Developmental Disorders

2021 ◽  
Author(s):  
Marina M. Schoemaker ◽  
Suzanne Houwen
Keyword(s):  
Quality Of Life ◽  
Developmental Disorders ◽  
Developmental Coordination Disorder ◽  
Autism Spectrum ◽  
Future Research ◽  
Health Related Quality ◽  
Related Quality ◽  
Health Related ◽  
Lower Hrqol

Abstract Purpose of Review (1) To give an overview of what is currently known about health-related quality of life (HRQoL) in three common and co-occurring developmental disorders: attention deficit hyperactivity disorder (ADHD), autism spectrum disorders (ASD), and developmental coordination disorder (DCD), and (2) to provide directions for future research. Recent Findings HRQoL is compromised in all three developmental disorders, affecting various domains of HRQoL. However, some domains are more affected than others depending on the nature of the core deficits of the disorder. Overall, parents’ rate HRQoL of their children lower than the children themselves. Children with ASD and ADHD with co-occurring disorders have lower HRQoL compared to those with singular disorders. Future studies in DCD are needed to investigate the effect of co-occurring disorder in this population. Summary Children with developmental disorders have lower HRQoL than typically developing children. Future research should focus on the effects of co-occurring disorders on HRQoL and on protective factors that may increase HRQoL. HRQoL should be a part of clinical assessment, as it reveals the areas in life children are struggling with that could be targeted during intervention.

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