The Use of Structural Analysis to Develop Antecedent-based Interventions for Students with Autism

    Authors

    J. P. Stichter; J. K. Randolph; D. Kay;N. Gage

    Comments

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    Abbreviated Journal Title

    J. Autism Dev. Disord.

    Keywords

    Autism spectrum disorders; Structural analysis; Antecedent-based; intervention; CHALLENGING BEHAVIORS; FUNCTIONAL-ANALYSIS; TASK-ENGAGEMENT; YOUNG-CHILD; CLASSROOM; OUTCOMES; AGGRESSION; STRATEGIES; DISORDERS; Psychology, Developmental

    Abstract

    Evidence continues to maintain that the use of antecedent variables (i.e., instructional practices, and environmental characteristics) increase prosocial and adaptive behaviors of students with disabilities (e.g., Kern et al. in J Appl Behav Anal 27(1):7-19, 1994; Stichter et al. in Behav Disord 30:401-418, 2005). This study extends the literature by systematically utilizing practitioner-implemented structural analyzes within school settings to determine antecedent variables affecting the prosocial behavior of students with autism. Optimal antecedents were combined into intervention packages and assessed utilizing a multiple baseline design across settings. All three students demonstrated improvement across all three settings. Rates of engagement and social interaction were obtained from classroom peers to serve as benchmark data. Findings indicate that practitioners can implement structural analyzes and design corresponding interventions for students with ASD within educational settings.

    Journal Title

    Journal of Autism and Developmental Disorders

    Volume

    39

    Issue/Number

    6

    Publication Date

    1-1-2009

    Document Type

    Article

    Language

    English

    First Page

    883

    Last Page

    896

    WOS Identifier

    WOS:000266089900007

    ISSN

    0162-3257

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