Assessment and treatment of stereotypic behavior in children with autism and other developmental disabilities: A thirty year review

Reed, Florence D. DiGennaro; Hirst, Jason M.; Hyman, Sarah

doi:10.1016/j.rasd.2011.07.003

Cited by 72 publications

(53 citation statements)

References 70 publications

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“…A number of reviews support the effectiveness of ASD interventions involving antecedent-, consequence-, self-management-, and video-based instructional procedures when implemented with school students for dealing with a variety of behavioral goals (Ayres & Langone, 2005;Bellini & Akullian, 2007;Brosnan & Healy, 2011;DiGennaro Reed, Hirst, & Hyman, 2012;Hitchcock, Dowrick, & Prater, 2003, Lee, Simpson, & Shogren, 2007Machalicek, O'Reilly, Beretvas, Sigafoos, & Lancioni, 2007;National Autism Center [NAC], 2009a).…”

Section: Previous Reviews Of Interventions For Young People Diagnosedmentioning

confidence: 99%

“…DiGennaro Reed et al (2012), Machalicek et al (2007), and the NAC (2009a) evaluated antecedent-based intervention studies investigating proactive instructional procedures such as priming, prompting, environmental manipulations, scheduling, choice, and chaining. They concluded that antecedent strategies are effective for teaching skills in communication, learning readiness, sensory/emotional regulation, daily living, and self-regulation, as well as proactively addressing challenging or stereotypical behaviors with students up to the age of 18.…”

Section: Previous Reviews Of Interventions For Young People Diagnosedmentioning

confidence: 99%

“…In contrast, the NAC (2009b) devised an idiosyncratic system based on a five-point scale of scientific merit that permitted the review of studies with significant weaknesses in their research designs and methodologies, as well as the inclusion of studies where participants had comorbid conditions that may have influenced the results. No standards for assessing the quality of reviewed studies were specified by Ayres and Langone (2005), Brosnan and Healy (2011), DiGennaro Reed et al (2012), Hitchcock et al (2003), Lee et al (2007), or Machalicek et al (2007). These issues limit the confidence that can be placed in the previous findings as there remains the potential for confounding methodological issues or errors.…”

Section: Previous Reviews Of Interventions For Young People Diagnosedmentioning

confidence: 99%

“…Clarity in this area could assist educators in understanding which strategies have a higher probability to produce desired outcomes for students. The finding of heterogeneity in antecedent-and consequence-based interventions is particularly important, as these groupings of intervention categories have been widely used elsewhere in the literature (Brosnan & Healy, 2011;DiGennaro Reed, 2012;Harrower & Dunlap, 2001;Horner, Carr, Strain, Todd, & Reed, 2002;Machalicek et al, 2007;NAC, 2009a;Snell, Chen, & Hoover, 2006).…”

Section: Effectiveness and Participant Characteristicsmentioning

confidence: 99%

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Public School–Based Interventions for Adolescents and Young Adults With an Autism Spectrum Disorder

Bruin

Deppeler

Moore

et al. 2013

Review of Educational Research

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This article reviews research on the effectiveness of four categories of intervention when implemented in public schools with adolescents and young adults diagnosed with an autism spectrum disorder. The study's inclusionary criteria include a setting of public schools, participants aged between 12 and 22 years, and the investigation of an antecedent-, consequence-, self-management-, or video-based intervention strategy to influence skills or behaviors in students.A total of 34 studies met these criteria. The procedures of the What Works Clearinghouse Standards for Single-Case Designs and Evidence are used to evaluate whether sufficient high-quality research in using antecedent-, consequence-, self-management-, and video-based strategies exists to consider these evidence-based practices. Intervention effectiveness is estimated using PAND scores and phi coefficients. The results suggest that sufficient research exists to consider antecedent-, video-, and consequence-based interventions evidence-based practices for adolescents and young adults in public schools. The need for more applied research with adolescents and young adults is highlighted.

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Section: Previous Reviews Of Interventions For Young People Diagnosedmentioning

confidence: 99%

Section: Previous Reviews Of Interventions For Young People Diagnosedmentioning

confidence: 99%

Section: Previous Reviews Of Interventions For Young People Diagnosedmentioning

confidence: 99%

Section: Effectiveness and Participant Characteristicsmentioning

confidence: 99%

See 2 more Smart Citations

Public School–Based Interventions for Adolescents and Young Adults With an Autism Spectrum Disorder

Bruin

Deppeler

Moore

et al. 2013

Review of Educational Research

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“…These instruments allow for larger data collection and broader contexts, including age and cognitive ability. Direct observation (ideally from videos) and small sample case studies (DiGennaro Reed et al, 2012; Honey et al, 2012) provide detailed analysis and have often been limited to the study of environmental triggers. Despite advances in the validation of these instruments, none of them provides the necessary detailed description required for a differential diagnosis.…”

Section: Resultsmentioning

confidence: 99%

Stereotypies in autism: a video demonstration of their clinical variability

Goldman¹,

Greene²

2013

Front. Integr. Neurosci.

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In autism, stereotypies are frequent and disabling, and whether they correspond to a hyperkinetic movement disorder, a homeostatic response aiming at sensory modulation, or a regulator of arousal remains to be established. So far, it has been challenging to distinguish among these different possibilities, not only because of lack of objective and quantitative means to assess stereotypies, but in our opinion also because of the underappreciated diversity of their clinical presentations. Herein, we illustrate the broad spectrum of stereotypies and demonstrate the usefulness of video-assisted clinical observations of children with autism. The clips presented were extracted from play sessions of 129 children with autism disorder. We conclude that compared to widely used questionnaires and interviews, systematic video observations provide a unique means to classify and score precisely the clinical features of stereotypies. We believe this approach will prove useful to both clinicians and researchers as it offers the level of detail from retrievable images necessary to begin to assess effects of age and treatments on stereotypies, and to embark on the type of investigations required to unravel the physiological basis of motor behaviors in autism.

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Effects of Verbal Reprimands on Targeted and Untargeted Stereotypy

Cook

Rapp

Gomes³

et al. 2014

Behavioral Interventions

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Results of brief functional analyses indicated that motor and vocal stereotypy persisted in the absence of social consequences for five participants diagnosed with autism spectrum disorder (ASD). Subsequently, effects of a stimulus control procedure involving contingent reprimands for each participant's higher probability (targeted) stereotypy were evaluated. Results indicated that contingent verbal reprimands (i) decreased the targeted stereotypy for all five participants, (ii) decreased the untargeted stereotypy for two of five participants, and (iii) increased the untargeted stereotypy for one of five participants. Although response suppression was not achieved for any participant, three participants maintained low levels of the target stereotypy with one or two reprimands during 5-min sessions. Furthermore, two of those participants maintained near-zero levels of motor and vocal stereotypy during 10-min sessions. These findings suggest that signaled verbal reprimands may be a practical intervention for reducing stereotypy in some children with ASD. Some limitations of the findings and areas of future research are briefly discussed.

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Assessment and treatment of stereotypic behavior in children with autism and other developmental disabilities: A thirty year review

Cited by 72 publications

References 70 publications

Public School–Based Interventions for Adolescents and Young Adults With an Autism Spectrum Disorder

Public School–Based Interventions for Adolescents and Young Adults With an Autism Spectrum Disorder

Stereotypies in autism: a video demonstration of their clinical variability

Effects of Verbal Reprimands on Targeted and Untargeted Stereotypy

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