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.
This study evaluated the effects of children with autism spectrum disorder engaging in socially acceptable singing on their vocal stereotypy. A multiple-baseline across four participants with embedded multielement designs was used to assess the effects of the singing intervention upon later occurrence of vocal stereotypy for each participant. Results showed that fewer instances of vocal stereotypy occurred during and after singing intervention sessions. Additionally, two children began to emit appropriate singing after intervention, which suggests that the topography of their vocal stereotypy (e.g., monosyllabic or screeching sounds) was altered to some extent. Overall, results suggest positive implications for teaching appropriate vocal behaviors as functional replacements for vocal stereotypy. K E Y W O R D S abolishing operation, autism spectrum disorder, replacement behavior, singing, vocal stereotypy
This entry reviews the impact of behavioral parent training on families of children with autism spectrum disorder (ASD). First, parent involvement in behavioral treatment is reviewed in relation to positive outcomes for children with ASD. Decades of research have shown that behavioral parent training can teach parents how to improve their children's skills and to reduce their problem behavior. Next, family systems and contextual fit of interventions are discussed. Notably, parenting a child with ASD is associated with many difficulties. When trained, some parents report reduced stress with their improved competencies. Other parents suggest that there are challenges to incorporating intervention into their family dynamics, and that the needs of the family as a whole are not taken into account. Finally, the burgeoning literature on parent‐focused interventions for reducing stress is discussed, including acceptance and commitment therapy and mindfulness.
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