Title

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

Authors

Authors

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

Comments

Authors: contact us about adding a copy of your work at STARS@ucf.edu

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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