Effects of Presession Pairing on the Challenging Behavior and Academic Responding of Children with Autism

2015 ◽  
Vol 30 (2) ◽  
pp. 135-156 ◽  
Author(s):  
Amanda N. Kelly ◽  
Judah B. Axe ◽  
Ronald F. Allen ◽  
Russell W. Maguire
Keyword(s):  
Challenging Behavior ◽  
Children With Autism ◽  
Academic Responding

scholarly journals Salivary cortisol levels and challenging behavior in children with autism spectrum disorder

2015 ◽  
Vol 10 ◽  
pp. 78-92 ◽  
Author(s):  
Sinéad Lydon ◽  
Olive Healy ◽  
Michelle Roche ◽  
Rebecca Henry ◽  
Teresa Mulhern ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Salivary Cortisol ◽  
Challenging Behavior ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Cortisol Levels

scholarly journals Improving The Health Related Quality of Life of Children with Autism

2017 ◽  
Vol 1 (1) ◽  
pp. 37-43
Author(s):  
Amelia Inbam Neelagandan ◽  
Mohd Dahlan Hj A Malek
Keyword(s):  
Quality Of Life ◽  
Practice Guidelines ◽  
Challenging Behavior ◽  
Best Practice ◽  
Children With Autism ◽  
Background Information ◽  
Health Related Quality ◽  
Related Quality ◽  
Health Related

This is a conceptual paper that investigates how the health related quality of life (HRQOL) of children with autism can be improved. The paper involves a literature review of background information regarding autism, studies documenting the HRQOL of children with autism and factors affecting the HRQOL of children with autism. The aim of this study is to propose an intervention procedure that will help to improve the HRQOL of children with autism. The intervention was developed based on autism clinical practice guidelines and best practice recommendations. Literature shows that HRQOL among children with autism is lower than the general population. Based on the impairment among children with autism, the factors that affect the HRQOL and best practice guidelines for autism intervention, this paper concludes that an ideal intervention program to improve the HRQOL of children with autism would be a parent training program or parent mediated intervention (PMI) that includes strategies to manage challenging behavior, adaptive skills, and social communication skills.

Differential Reinforcement of Other Behaviors to Treat Challenging Behaviors Among Children With Autism: A Systematic and Quality Review

2017 ◽  
Vol 42 (4) ◽  
pp. 584-609 ◽  
Author(s):  
Regan Weston ◽  
Abby Hodges ◽  
Tonya N. Davis
Keyword(s):  
Challenging Behavior ◽  
Differential Reinforcement ◽  
Challenging Behaviors ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Future Research ◽  
Exceptional Children ◽  
Systematic Analysis ◽  
Evidence Based Practices

This review summarizes the literature regarding differential reinforcement of other behaviors (DRO) to treat challenging behavior among children with autism spectrum disorder (ASD) and determines the quality of studies among the current literature according to the 2014 Council for Exceptional Children (CEC): Standards for Evidence-Based Practices in Special Education. Studies that focused on the use of DRO in the treatment of challenging behavior for individuals with ASD were included for systematic analysis. Forty-five studies were identified for inclusion in this review and were evaluated using the eight quality indicators described by the CEC. To the authors’ knowledge, this is the only systematic review of the literature that evaluates DRO as an intervention for individuals diagnosed with ASD. Principle findings, practical recommendations, and areas of future research are discussed.

Measuring Happiness Behavior in Functional Analyses of Challenging Behavior for Children with Autism Spectrum Disorder

2019 ◽  
pp. 014544551987867 ◽  
Author(s):  
Benjamin R. Thomas ◽  
Marjorie H. Charlop ◽  
Nataly Lim ◽  
Caitlyn Gumaer
Keyword(s):  
Autism Spectrum Disorder ◽  
Challenging Behavior ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Multiple Baseline ◽  
Experiment Study ◽  
Children With Asd ◽  
Functional Analyses

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.

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