Title

The Use Of Structural Analysis To Develop Antecedent-Based Interventions For Students With Autism

Keywords

Antecedent-based intervention; Autism spectrum disorders; Structural analysis

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. © 2009 Springer Science+Business Media, LLC.

Publication Date

6-1-2009

Publication Title

Journal of Autism and Developmental Disorders

Volume

39

Issue

6

Number of Pages

883-896

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1007/s10803-009-0693-8

Socpus ID

67349130204 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/67349130204

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