Effects of an Antecedent Intervention on Repetitive Behaviors of a Child With Autism

Hansen, Blake D.; Wadsworth, Jamie P.

doi:10.1080/07317107.2015.1000235

Cited by 10 publications

(4 citation statements)

References 23 publications

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“…Two of the interventions that have received the most empirical support to reduce engagement in stereotypy in children with ASD are noncontingent access to preferred stimuli and differential reinforcement (DiGennaro Reed et al, 2012). Noncontingent access is designed to reduce engagement in problem behavior by providing continuous or regular access to preferred items (e.g., music, toys, activities) that substitute or compete with the targeted behavior (Britton, Carr, Landaburu, & Romick, 2002; Carr, Severtson, & Lepper, 2009; Hansen & Wadsworth, 2015; Higbee, Chang, & Endicott, 2005; Lindberg, Iwata, Roscoe, Worsdell, & Hanley, 2003; Rapp et al, 2013; Roane, Kelly, & Fisher, 2003; Saylor, Sidener, Reeve, Fetherston, & Progar, 2012). For example, Higbee et al (2005) provided noncontingent access to items that produced visual stimulation to reduce motor stereotypy (i.e., moving fingers in front of eyes) in a child diagnosed with ASD and severe intellectual disability.…”

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confidence: 99%

Using Mobile Technology to Reduce Engagement in Stereotypy: A Validation of Decision-Making Algorithms

et al. 2017

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We developed an iOS app, the iSTIM, designed to support parents of children with autism spectrum disorders (ASD) in reducing common repetitive vocal and motor behavior (i.e., stereotypy). The purpose of our study was to preliminarily test the decision-making algorithms of the iSTIM using trained university students to implement the assessments and interventions. Specifically, we examined the effects of the iSTIM on stereotypy and functional engagement in 11 children with ASD within alternating treatment designs. Using the iSTIM reduced engagement in stereotypy for eight participants and increased functional engagement for four of those participants. Our results indicate that the iSTIM may decrease engagement in stereotypy but that some of the decision-making algorithms may benefit from modifications prior to testing with parents.

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confidence: 99%

Using Mobile Technology to Reduce Engagement in Stereotypy: A Validation of Decision-Making Algorithms

et al. 2017

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“…The two studies explicitly identifying the approach implemented as PBS (while the remaining studies did not explicitly name the approach as PBS even though it aligned with the PBS framework) measured quality of life indicators as reported by peers, positive affect, and engagement of the student supported, demonstrating increased levels of these secondary outcomes (Clarke & Duda, 2019 ), and also measured communication, daily living skills, socialisation, and motor skills using the Vineland Adaptive Behaviour Scales (Paris et al, 2019 ), showing increased communication for two of the students participating. Quality of life was only assessed formally in two studies (Clarke & Duda, 2019 ; Dunlap et al, 1995 ), and informally in four more studies (13.33%) (Banda et al, 2009 ; Flynn & Lo, 2016 ; Foran et al, 2015 ; Hansen & Wadsworth, 2015 ) by taking into consideration anecdotal data. Quality of life was formally measured by assessing the happiness and interest of the student as rated by researchers after watching videotaped sessions (Dunlap et al, 1995 ), and by assessing positive affect of the student after observation of positive affect behaviours and after using quality of life indicators scores provided by peer buddies (Clarke & Duda, 2019 ).…”

Section: Resultsmentioning

confidence: 99%

Positive behavioural support for children and young people with developmental disabilities in special education settings: A systematic review

Beqiraj

Denne

Hastings

et al. 2022

Research Intellect Disabil

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Background: Positive behavioural support (PBS) can be effective in supporting children and young people (CYP) with developmental disabilities. This systematic review focused on describing the components and nine characteristics of PBS that have been used with CYP with developmental disabilities in special education settings, and the evidence for PBS effectiveness in these settings. Additionally, facilitators and barriers to PBS implementation, and experiences of stakeholders, were investigated. Method: Systematic searches followed a registered protocol, and 30 studies were identified, narratively synthesised, and critically appraised.Results: From the 30 studies included, 10 reported the presence of all 9 PBS characteristics, 17 reported on 8 PBS characteristics, and 3 reported on 7 characteristics.Overall, 28 studies demonstrated significant decreases in behaviours that challenge and increases in alternative behaviours, if increasing alternative behaviours was part of the interventions.Conclusions: There was a lack of evidence on facilitators and barriers, and a lack of qualitative studies exploring experiences of stakeholders with PBS in special education settings. The available evidence suggested that not all studies reported on all PBS characteristics when describing the approach followed. In addition, available evidence suggested that most studies demonstrated effectiveness of PBS regarding the measured outcomes. Implications and future directions are discussed.

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“…The choice-making intervention, especially when paired with social interaction from staff during the activity, resulted in lower levels of repetitive behaviors. More recently, Hansen and Wadsworth (2015) also provided choice and environmental enrichment strategies to effectively reduce repetitive eye-poking in a 10-year old male with ASD and other disabilities.…”

Section: Theoretical and Research Basis For Treatmentmentioning

confidence: 99%

The Use of Isolated and Synthesized Latency Functional Analyses in the Assessment and Treatment of Clothing Removal Exhibited by a Child with Autism

Brown

2020

Clinical Case Studies

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The case of a 9-year-old male with autism spectrum disorder (ASD) who presented with problem behavior in the form of high-frequency clothing removal is reported. Descriptive data indicated the behavior occurred when tasks were presented and commonly delayed task demands and resulted in staff attention. Two latency functional analyses with isolated and synthesized contingencies were completed to clarify the operant function of the behavior. Initial results of the synthesized analysis indicated clothing removal was sensitive to attention and escape. However, a subsequent functional analysis with isolated contingencies indicated that the behavior was maintained only by attention. A function-based intervention package consisting of attention extinction, response blocking, and differential reinforcement of other behavior (DRO) effectively reduced the frequency of clothing removal to near-zero levels. Results of the intervention were partially generalized to a new therapist. The use of latency functional analyses as a means to rapidly examine isolated and synthesized contingencies maintaining problem behavior is discussed as well as the effects of the treatment package on the behavior of clothing removal.

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Effects of an Antecedent Intervention on Repetitive Behaviors of a Child With Autism

Cited by 10 publications

References 23 publications

Using Mobile Technology to Reduce Engagement in Stereotypy: A Validation of Decision-Making Algorithms

Using Mobile Technology to Reduce Engagement in Stereotypy: A Validation of Decision-Making Algorithms

Positive behavioural support for children and young people with developmental disabilities in special education settings: A systematic review

The Use of Isolated and Synthesized Latency Functional Analyses in the Assessment and Treatment of Clothing Removal Exhibited by a Child with Autism

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