Beyond Intervention

2016 ◽  
Vol 4 (1) ◽  
pp. 17-24 ◽  
Author(s):  
Christopher A. Podlesnik ◽  
Michael E. Kelley
Keyword(s):  
Autism Spectrum Disorder ◽  
Developmental Disabilities ◽  
Problem Behavior ◽  
Autism Spectrum ◽  
Severe Problem ◽  
Social Success ◽  
Self Injury ◽  
The Face ◽  
Severe Problem Behavior

Individuals diagnosed with autism spectrum disorder (ASD) and other developmental disabilities are at risk of engaging in severe problem behavior, including aggression and self-injury. Severe problem behavior is an obstacle to proper education and integration into society. Therefore, eliminating severe problem behavior is key to long-term academic and social success. However, problem behavior can be persistent in the face of interventions and likely to relapse following successful intervention. This article describes basic and translational research relevant to understanding what influences the persistence and relapse of severe problem behavior in individuals diagnosed with ASD and other developmental disabilities. Investing in research to better understand persistence and relapse will pay dividends for clients, parents, clinicians, and society in general.

scholarly journals Teaching a Preschooler with ASD to Cooperate in Relinquish Reinforcers and Transition to Learning Activities During Skill-Based Treatment (SBT)

2021 ◽  
Vol 71 (2) ◽  
pp. 15-22
Author(s):  
L.L. Beznosikova ◽  
L.A. Ostrovskaya
Keyword(s):  
Problem Behavior ◽  
Problem Behaviors ◽  
Individual Case ◽  
Autism Spectrum ◽  
Learning Activities ◽  
Multiple Baseline ◽  
Severe Problem ◽  
Baseline Design ◽  
Severe Problem Behavior ◽  
Learning Area

A child, 5 years and 3 months old with autism spectrum disorder (ASD) and severe problem behavior was taught to stop playing and move to the learning activities. The study demonstrates the result of 2 phases of skill-based treatment (SBT) developed by Dr. Gregory Hanley: a) relinquish reinforcement phase (CAB 1) and b) transition phase (CAB 2). This is an individual case analysis, the study was conducted in a multiple baseline design across behaviors, lasted 8 weeks, and included the measurements of problem behaviors and learned skills during each training trial. As a result of 15-hour training, the child was taught the skill of stopping the play and transition to the learning area. Learners’ responses as willingness to listen to a teacher and ready to learn have emerged. At the same time, dangerous problem behavior was reduced to zero during the transition from a preferred activity to a learning area while being instructed. Transition responses were spontaneously generalized with people who were not present in the classroom (parents, tutors) and transferred to the new conditions (home and pre-school).

Self-Injurious Behavior in Individuals With Autism Spectrum Disorder

2020 ◽  
pp. 325-348
Author(s):  
Cara E. Pugliese ◽  
Gregory L. Wallace ◽  
Laura Gutermuth Anthony ◽  
Lauren Kenworthy
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Case Examples ◽  
Self Injury ◽  
Increased Risk ◽  
Evidence Based Treatments ◽  
Property Destruction

Individuals with autism spectrum disorder (ASD) and other intellectual and neurodevelopmental disabilities are at increased risk for engaging in one or more types of problem behavior (e.g., aggression, property destruction, self-injury). Self-injurious behavior (SIB), the focus of the current chapter, refers to behaviors that produce (or could produce) physical injury to an individual’s own body and is common among individuals with ASD. SIB poses immediate and long-term risks for the individuals and their caregivers. This chapter summarizes the prevalence and developmental course of SIB in individuals with ASD, as well as research on the etiology, diagnosis, assessment, and evidence-based treatments for SIB. Case examples and suggestions for future research are provided.

Transforming Coercive into Constructive Processes with Families of Children with Developmental Disabilities and Severe Problem Behavior

2015 ◽  
Author(s):  
Joseph Lucyshyn ◽  
Brenda Fossett ◽  
Christy Cheremshynski ◽  
Lynn Miller ◽  
Sharon Lohrmann ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Problem Behavior ◽  
Behavioral Intervention ◽  
Tertiary Level ◽  
Family Routines ◽  
Severe Problem ◽  
Unit Of Analysis ◽  
Ecological Unit ◽  
Severe Problem Behavior ◽  
Children With Developmental Disabilities

This chapter describes an ecological approach to behavioral intervention with families of children with developmental disabilities and severe problem behavior that is designed to promote survivable interventions in family contexts. The approach, ecological family centered positive behavior support, is based on an ecological unit of analysis, coercive processes in family routines. The unit of analysis represents a synthesis of behavioral theory, coercion theory, and ecocultural theory. The approach aims to transform coercive into constructive processes in family routines. The chapter discusses the challenges faced by families raising a child with a developmental disability. It describes the components of the ecological unit of analysis and their contributions to tertiary level behavioral intervention with families. Results of a longitudinal intervention study that investigated the efficacy of the approach are presented. Implications are offered for assessment and intervention with families of children with developmental disabilities who may need tertiary level behavioral intervention services.

scholarly journals Response patterns for individuals receiving contingent skin shock aversion intervention to treat violent self-injurious and assaultive behaviours

2021 ◽  
Vol 14 (5) ◽  
pp. e241204
Author(s):  
Golnaz Yadollahikhales ◽  
Nathan Blenkush ◽  
Miles Cunningham
Keyword(s):  
Autism Spectrum Disorder ◽  
Therapeutic Option ◽  
Low Frequency ◽  
Autism Spectrum ◽  
Response Patterns ◽  
Care Providers ◽  
Treatment Resistant ◽  
Severe Problem ◽  
Problem Behaviours

A small proportion of patients with intellectual disabilities (IDs) and/or autism spectrum disorder (ASD) exhibit extraordinarily dangerous self-injurious and assaultive behaviours that persist despite long-term multidisciplinary interventions. These uncontrolled behaviours result in physical and emotional trauma to the patients, care providers and family members. A graduated electronic decelerator (GED) is an aversive therapy device that has been shown to reduce the frequency of severe problem behaviours by 97%. Within a cohort of 173 patients, we have identified the four most common patterns of response: (1) on removal of GED, behaviours immediately return, and GED is reinstated; (2) GED is removed for periods of time (faded) and reinstated if and when behaviours return; (3) a low frequency of GED applications maintains very low rates of problem behaviours; and (4) GED is removed permanently after cessation of problem behaviours. GED is intended as a therapeutic option only for violent, treatment-resistant patients with ID and ASD.

Emotion Dysregulation in Autism Spectrum Disorder

2018 ◽  
pp. 282-298
Author(s):  
Emily Neuhaus
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Communication ◽  
Educational Outcomes ◽  
Emotion Dysregulation ◽  
Research Priorities ◽  
Theoretical Models ◽  
Autism Spectrum ◽  
Repetitive Behaviors ◽  
Spectrum Disorder

Autism spectrum disorder (ASD) is defined by deficits in social communication and interaction, and restricted and repetitive behaviors and interests. Although current diagnostic conceptualizations of ASD do not include emotional difficulties as core deficits, the disorder is associated with emotion dysregulation across the lifespan, with considerable implications for long-term psychological, social, and educational outcomes. The overarching goal of this chapter is to integrate existing knowledge of emotion dysregulation in ASD and identify areas for further investigation. The chapter reviews the prevalence and expressions of emotion dysregulation in ASD, discusses emerging theoretical models that frame emotion dysregulation as an inherent (rather than associated) feature of ASD, presents neurobiological findings and mechanisms related to emotion dysregulation in ASD, and identifies continuing controversies and resulting research priorities.

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