Reducing Aggression in Children with Autism toward Infant or Toddler Siblings

1998 ◽  
Vol 23 (2) ◽  
pp. 111-118 ◽  
Author(s):  
Lynn Kern Koegel ◽  
Dara Stiebel ◽  
Robert L. Koegel
Keyword(s):  
Functional Assessment ◽  
Children With Autism ◽  
Communication Training ◽  
Multiple Baseline ◽  
Functional Communication ◽  
Home Setting ◽  
Baseline Design ◽  
The Family ◽  
Happiness Level

Children with autism often lack appropriate means to communicate and may rely on aggression and other disruptive behaviors to express their needs. This may be a particularly serious problem when aggression occurs toward an infant or toddler, who could be severely injured by an older sibling. This study examined the use of functional assessment and individualized parent-implemented intervention plans in the home setting, including functional communication training with relevant ecological manipulations. Data were collected in the context of a multiple baseline design across three families. The results showed that after the intervention there were: (1) large reductions in the children's aggression toward their infant or toddler sibling, (2) increases in parent and child happiness level, and (3) increases in strangers' level of comfort with respect to interacting with the family. The results are discussed in terms of improving the overall quality of life for families of children with autism.

The Effectiveness of Contextually Supported Play Date Interactions between Children with Autism and Typically Developing Peers

2005 ◽  
Vol 30 (2) ◽  
pp. 93-102 ◽  
Author(s):  
Robert L. Koegel ◽  
Grace A. Werner ◽  
Laurie A. Vismara ◽  
Lynn Kern Koegel
Keyword(s):  
Social Interactions ◽  
Children With Autism ◽  
Intervention Strategies ◽  
Multiple Baseline ◽  
Typically Developing ◽  
Motivational Strategies ◽  
Baseline Design ◽  
Reciprocal Interactions ◽  
Contextual Support

Difficulties with social interaction are characteristic of autism. This study presents data illustrating the use of motivational strategies in play dates to improve the quality of social interactions between children with autism and their typically developing peers. Specifically, a multiple baseline design across participants shows how a contextual support package implemented during play dates can promote reciprocal interactions and improve affect. These results support the use of intervention strategies that target the pivotal area of motivation and provide evidence for using play dates as a context for intervention. The findings are discussed in terms of promoting quality interactions and encouraging friendship development.

Effects of Teachers as Coaches for Paraprofessionals Implementing Functional Communication Training

2021 ◽  
pp. 109830072098353
Author(s):  
Emily Gregori ◽  
Mandy J. Rispoli ◽  
Catharine Lory ◽  
So Yeon Kim ◽  
Marie David
Keyword(s):  
Special Education Teachers ◽  
Challenging Behavior ◽  
Professional Growth ◽  
Implementation Fidelity ◽  
Multiple Baseline ◽  
Functional Communication ◽  
Baseline Design ◽  
Behavioral Needs ◽  
Teacher Coaching ◽  
Child Engagement

Young children with intensive behavioral needs are often served by paraprofessionals, who are typically among the least trained and least supported staff in the school. While professional development opportunities to address challenging behavior are generally limited for special education teachers, such professional growth opportunities are often completely unavailable for paraprofessionals. The purpose of this study was to evaluate a program in which teachers served as coaches for paraprofessionals. Using a multiple-baseline design across paraprofessional-and-child dyads, we evaluated the effects of the teachers-as-coaches program on paraprofessional implementation fidelity and child engagement in challenging behavior and appropriate communication. The results showed that with teacher coaching, paraprofessionals increased their behavior intervention implementation fidelity to 100%. During the maintenance probes, two of the paraprofessionals implemented the intervention with 100% fidelity, and the third paraprofessional implemented the intervention with higher fidelity than baseline. Results also showed corresponding decreases in child challenging behavior and increases in appropriate communication. Implications for research and practice in supporting paraprofessionals are discussed.

Using the Teaching Interactions Procedure to Teach Social Skills to Children With Autism and Intellectual Disability

2016 ◽  
Vol 121 (6) ◽  
pp. 501-519 ◽  
Author(s):  
Aubrey Hui Shyuan Ng ◽  
Kim Schulze ◽  
Eric Rudrud ◽  
Justin B. Leaf
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Social Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Multiple Baseline ◽  
Baseline Design ◽  
Teaching Interaction ◽  
Teaching Interaction Procedure

Abstract This study implemented a modified teaching interaction procedure to teach social skills to 4 children diagnosed with autism spectrum disorder with an intellectual disability. A multiple baseline design across social skills and replicated across participants was utilized to evaluate the effects of the modified teaching interaction procedure. The results demonstrated that the teaching interaction procedure resulted in all participants acquiring targeted social skills, maintaining the targeted social skills, and generalizing the targeted social skills.

The Use of a Stimulus Control Transfer Procedure to Teach Motivation-Controlled Mands to Children With Autism

2019 ◽  
Vol 34 (4) ◽  
pp. 215-225
Author(s):  
Karen D. Ward ◽  
Smita Shukla Mehta
Keyword(s):  
Stimulus Control ◽  
Visual Analysis ◽  
Children With Autism ◽  
Motivating Operations ◽  
Autism Spectrum ◽  
Multiple Baseline ◽  
Natural Environments ◽  
Baseline Design ◽  
Mand Training ◽  
Control Transfer

Social participation of children with an autism spectrum disorder (ASD) in natural environments can be enhanced by teaching them to communicate spontaneously, at least in situations where they have the motivation to access specific items or activities by controlling the amount of access for these stimuli. The purpose of this study was to determine if mand training, using a stimulus control transfer procedure would promote acquisition and generalization of mands for specific activities or objects evoked by motivating operations. Measurement variables included the frequency of motivation controlled (MO) versus multiply controlled mands during discrete trial training on a variety of verbal operants. Using a concurrent multiple baseline design across participants, visual analysis indicated that MO mands for out-of-view items increased substantially with generalization across targets, staff, and environments for three of the four participants. One participant did not respond to intervention to the same extent as others.

scholarly journals Writing Treatment for Aphasia: A Texting Approach

2013 ◽  
Vol 56 (3) ◽  
pp. 945-955 ◽  
Author(s):  
Pélagie M. Beeson ◽  
Kristina Higginson ◽  
Kindle Rising
Keyword(s):  
Text Messaging ◽  
Cell Phone ◽  
Multiple Baseline ◽  
Functional Communication ◽  
Apraxia Of Speech ◽  
New Paradigm ◽  
Baseline Design ◽  
Combined Training ◽  
Functional Value ◽  
A Cell

Purpose Treatment studies have documented the therapeutic and functional value of lexical writing treatment for individuals with severe aphasia. The purpose of this study was to determine whether such retraining could be accomplished using the typing feature of a cellular telephone, with the ultimate goal of using text messaging for communication. Method A 31-year-old man with persistent Broca's aphasia, severe apraxia of speech, global dysgraphia, and right hemiparesis participated in this study. Using a multiple baseline design, relearning and maintenance of single-word spellings (and oral naming) of targeted items were examined in response to traditional Copy and Recall Treatment (CART) for handwriting and a new paradigm using 1-handed typing on a cell phone keyboard (i.e., a texting version of CART referred to as T-CART). Results Marked improvements were documented in spelling and spoken naming trained in either modality, with stronger maintenance for handwriting than cell phone typing. Training resulted in functional use of texting that continued for 2 years after treatment. Conclusions These results suggest that orthographic retraining using a cell phone keyboard has the potential to improve spelling knowledge and provide a means to improve functional communication skills. Combined training with both handwriting and cell phone typing should be considered in order to maximize the durability of treatment effects.

Systematic Individualized Narrative Language Intervention on the Personal Narratives of Children With Autism

2014 ◽  
Vol 45 (1) ◽  
pp. 67-86 ◽  
Author(s):  
Douglas B. Petersen ◽  
Catherine L. Brown ◽  
Teresa A. Ukrainetz ◽  
Christine Wise ◽  
Trina D. Spencer ◽  
...  
Keyword(s):  
Personal Narratives ◽  
Children With Autism ◽  
Language Intervention ◽  
Multiple Baseline ◽  
Single Subject ◽  
Story Grammar ◽  
Baseline Design ◽  
Verbal Scaffolding ◽  
Narrative Language ◽  
Systematic Reduction

Purpose The purpose of this study was to investigate the effect of an individualized, systematic language intervention on the personal narratives of children with autism. Method A single-subject, multiple-baseline design across participants and behaviors was used to examine the effect of the intervention on language features of personal narratives. Three 6- to 8-year-old boys with autism participated in 12 individual intervention sessions that targeted 2–3 story grammar elements (e.g., problem, plan) and 3–4 linguistic complexity elements (e.g., causal subordination, adverbs) selected from each participant's baseline performance. Intervention involved repeated retellings of customized model narratives and the generation of personal narratives with a systematic reduction of visual and verbal scaffolding. Independent personal narratives generated at the end of each baseline, intervention, and maintenance session were analyzed for presence and sophistication of targeted features. Results Graphical and statistical results showed immediate improvement in targeted language features as a function of intervention. There was mixed evidence of maintenance 2 and 7 weeks after intervention. Conclusion Children with autism can benefit from an individualized, systematic intervention targeting specific narrative language features. Greater intensity of intervention may be needed to gain enduring effects for some language features.

Assessment for Generalization of Parenting Skills in Home Settings

1988 ◽  
Vol 13 (3) ◽  
pp. 202-210 ◽  
Author(s):  
Linda K. Cordisco ◽  
Phillip S. Strain ◽  
Nancy Depew
Keyword(s):  
Parent Training ◽  
Behavior Modification ◽  
Behavioral Parent Training ◽  
Multiple Baseline ◽  
Initial Training ◽  
Parenting Skills ◽  
Home Setting ◽  
Baseline Design ◽  
Training Package ◽  
Home Training

This study examined the effectiveness of a behavioral parent training package that included initial training in two settings in the home with generalization of parenting skills (and the need for additional intervention) being assessed to a third setting in the home. Training in behavior modification skills was introduced in a multiple baseline design across parents. The results showed that although all parents increased their correct use of behavior modification skills following the introduction of intervention in two home settings, only one parent out of three spontaneously generalized these skills to a third home setting. The results of this study suggest that generalization of parenting skills across home settings may not take place for some parents without specific programming. Finally, the study showed that once skills had generalized across settings, parenting skills and child efforts maintained over a 1-year period.

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