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Using a Behavioral Approach to Decrease Self-Injurious Behavior in an Adolescent With Severe Autism: A Data-Based Case Study

Using a Behavioral Approach to Decrease Self-Injurious Behavior in an Adolescent With Severe... Abstract: Individuals with autism spectrum disorder (ASD) are at higher risk for developing self-injurious behaviors (SIB) and other challenging behaviors than typically developing individuals. SIBs often occur owing to deficits in communicative ability and can have undesirable consequences in an individual’s environment. This study demonstrated the use of a behavioral training package that included functional communication training (FCT) and a delayed schedule of reinforcement to decrease SIB and another challenging behavior while increasing appropriate requesting for a 14-year-old adolescent male with severe autism. The results demonstrated that the intervention was successful in the child’s classroom; however, several limitations exist that practitioners should consider before using similar instructional techniques. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Education and Treatment of Children West Virginia University Press

Using a Behavioral Approach to Decrease Self-Injurious Behavior in an Adolescent With Severe Autism: A Data-Based Case Study

Boesch, Miriam C.
Education and Treatment of Children , Volume 38 (3) – Nov 12, 2015
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Publisher
West Virginia University Press
Copyright
Copyright © 2008 the Editorial Review Board, Education and Treatment of Children .
ISSN
1934-8924
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Abstract

Abstract: Individuals with autism spectrum disorder (ASD) are at higher risk for developing self-injurious behaviors (SIB) and other challenging behaviors than typically developing individuals. SIBs often occur owing to deficits in communicative ability and can have undesirable consequences in an individual’s environment. This study demonstrated the use of a behavioral training package that included functional communication training (FCT) and a delayed schedule of reinforcement to decrease SIB and another challenging behavior while increasing appropriate requesting for a 14-year-old adolescent male with severe autism. The results demonstrated that the intervention was successful in the child’s classroom; however, several limitations exist that practitioners should consider before using similar instructional techniques.

Journal

Education and Treatment of Children – West Virginia University Press

Published: Nov 12, 2015

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