RESUMO
We examined the influence of an antecedent communication intervention on challenging behavior for three students with developmental disorders. Students were taught to request tangible items that were identified as reinforcers for challenging behavior in a prior functional analysis. Individual participant multielement and reversal designs were used to compare the effects of the antecedent communication intervention versus a no antecedent communication intervention condition. Immediately following the antecedent manipulations students were exposed to the tangible condition of the functional analysis. Results indicate that the antecedent communication intervention reduced challenging behavior in the subsequent tangible test condition for all three students. The importance of examining antecedent interventions to treat challenging behavior from a function analytic perspective is discussed.
Assuntos
Transtorno Autístico/reabilitação , Terapia Comportamental/métodos , Transtornos do Comportamento Infantil/reabilitação , Comportamento Infantil , Comunicação , Deficiências do Desenvolvimento/reabilitação , Transtorno Autístico/psicologia , Criança , Transtornos do Comportamento Infantil/psicologia , Pré-Escolar , Deficiências do Desenvolvimento/psicologia , Humanos , Masculino , Motivação , Reforço Psicológico , Comportamento SocialRESUMO
PURPOSE: To investigate the congruent validity of a structured interview protocol for assessing the preferences of seven children with autism spectrum disorder (ASD). METHOD: Using the structured interview protocol described by Green et al., parents were asked to provide a rank ordering of their child's preferred foods, drinks, toys and sensory stimuli. The resulting rank order was then compared to the results of a multiple-stimulus without replacement preference assessment by calculating the Spearman rank order correlation coefficients. RESULTS: The results revealed a high level of correspondence between the rank orderings of both assessments for four of the six participants for food and drink items and four of the seven participants for play items and sensory stimuli. CONCLUSION: Results support the use of the structured interview protocol to determine the preferences of children with ASD. Practical implications and directions for future research are discussed.
