Effects of activity schedules on challenging behavior exhibited in children with autism spectrum disorders: A systematic review

Lequia, Jenna; Machalicek, Wendy; Rispoli, Mandy

doi:10.1016/j.rasd.2011.07.008

Cited by 95 publications

(71 citation statements)

References 33 publications

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“…Although advance notice procedures are widely considered to be effective (e.g., Banda and Grimmett 2008;Lequia et al 2012;Koyama and Wang 2011;Sterling-Turner and Jordan 2007), discrepant findings regarding the effectiveness of advance notice have been reported (Cote et al 2005;McCord et al 2001;Wilder et al 2006;Waters et al 2009;Wilder et al 2010;Wilder et al 2007). Some researchers have speculated that these negative results indicate that advance notice procedures are ineffective (Wilder et al 2010).…”

Section: Advance Noticementioning

confidence: 99%

“…Several reviews indicate that advance notice procedures are effective at reducing transition-related problem behavior (Banda and Grimmett 2008;Lequia et al 2012;Koyama and Wang 2011;Sterling-Turner and Jordan 2007). Sterling-Turner and Jordan (2007) found that, for individuals with autism, photographic cues, activity schedules, and video priming strategies were all effective at reducing transition-related problem behavior.…”

Section: Positive Findingsmentioning

confidence: 99%

“…Banda and Grimmett (2008) conducted a systematic review of the autism literature and reported activity schedules were effective at reducing transition-related problem behavior; Koyama and Wang (2011) reported similar results with individuals with other intellectual disabilities. In a systematic and quantitative review of the autism literature on activity schedules, Lequia et al (2012) found that, regardless of the participant characteristics, intervention setting, or form of the activity schedule, advance notice was nearly always effective at reducing transition-related problem behavior. Thus, there is an established body of evidence that advance notice procedures are effective for reducing problem behavior at transitions.…”

Section: Positive Findingsmentioning

confidence: 99%

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Advance Notice for Transition-Related Problem Behavior: Practice Guidelines

Brewer

Strickland-Cohen

Dotson

et al. 2014

Behav Analysis Practice

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Transitions between daily activities can occasion or elicit problem behavior in individuals with intellectual and developmental disabilities (IDD). Providing advance notice to signal an upcoming transition is a common practice in early and special education settings (e.g., Riffel 2010;Sandall et al. 2005). While the literature contains many demonstrations of the efficacy of various advance notice procedures, other studies have shown negative results. Practitioners are faced with the challenge of deciding whether advance notice is a viable treatment option for transition-related problem behavior in light of these contradictory findings. To assist the practitioner in this decision-making process, we provide a brief review of the advance notice literature, concentrating on the studies reporting that advance notice is ineffective at reducing transition-related problems. The goal is to provide practitioners with a better understanding of the environmental conditions under which advance notice is likely to be ineffective at decreasing problem behavior as well as the conditions under which it can be effective at reducing transition-related problem behavior. Discriminating these conditions may yield a useful set of practice guidelines for deciding when advance notice is a viable treatment option for decreasing transitionrelated problem behavior.Keywords Advance notice . Vocal notification . Transition-related problem behavior . Self-injury . Tantrums . Noncompliance . Autism . Intellectual and developmental disabilities . Preschoolers . Translational research . Unpredictable transitions . Rich-lean transitions . Negative incentive shiftsTransitions between activities can account for a significant proportion of teaching time in school settings (see Sainato et al. (1987) and are a ubiquitous feature of normal, everyday life. Activity transitions involve stopping the current activity and engaging in a new activity. Orderly and timely transitions are important to maintain a successful educational setting, and the ability to move from activity to activity is a major factor for independent living for persons with intellectual and developmental disabilities (IDD) such as autism.Transitions can be a major source of problem behavior (e.g., self-injury, tantrums) in individuals with IDD (Schmit et al. 2000) and typically developing children (e.g., Riffel 2010). Severe problem behaviors such as self-injurious behaviors (SIB) and aggression can pose serious harm to both the individual exhibiting problem behavior and others in the environment, and may lead to restriction of the individual's social and educational opportunities. In classroom settings, problem behaviors can increase the amount of time spent transitioning between activities. Self-injury and stereotypy can also be distracting to peers (Conroy et al. 2005), and noncompliance can severely disrupt the classroom. Time spent by teaching staff trying to cope with the problem behavior of one child or a small number of children during transitions within the classroom c...

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Section: Advance Noticementioning

confidence: 99%

Section: Positive Findingsmentioning

confidence: 99%

Section: Positive Findingsmentioning

confidence: 99%

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Advance Notice for Transition-Related Problem Behavior: Practice Guidelines

Brewer

Strickland-Cohen

Dotson

et al. 2014

Behav Analysis Practice

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“…One photo album was created for each task category (3 albums in total), similar to those created for a pictorial activity schedule [72,73]. The tasks of each category were broken into smaller steps following specific suggestions from the literature [74] and were depicted in a sequence of colored digital static pictures, one per page, in the size of 20 cm by 15 cm each.…”

Section: Static Picturesmentioning

confidence: 99%

New Techniques in Interventions for Children with Autism Spectrum

Nikopoulos¹,

Manolitsis²

2016

Autism Open Access

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IntroductionAutism is a lifelong neurodevelopmental disorder, which prevalence has shown a steady increase in the past four decades [1][2][3]. It has lifetime consequences with a range of impacts on the health, economic wellbeing, social integration and quality of life of individuals with the disorder and also on their families, healthcare professionals, teachers and potentially the rest of the society. Recent estimates have shown that families of children with autism, and in essence the entire healthcare system, face significant economic burden worldwide [4,5]. As a result of these compelling impacts, there have been consistent reports in the literature identifying the critical need for further research that aims to expand and improve the currently available interventions in an effort to address the individualized needs of this population [6][7][8].Since 1981, applied behavior analysis (ABA) has been regarded as the treatment of choice for individuals with autism [9]. All these years, a vast range of instructional tactics incorporating the principles of ABA have been developed, such as those known as visual supports (VS), which have shown very encouraging results in the treatment of individuals with autism [10][11][12]. This is because people with this condition have been reported to process visual information easier than auditory information [13][14][15]. In vivo modeling, static pictures (SP) and video modeling constitute the predominant VS methods for teaching individuals with autism complex or multiplex skills and task sequences.In vivo modeling involves the child observing a person model engaging in a targeted behavior live, and then imitating the behavior of the model [16]. In vivo modeling has been used to teach play skills [17]; social skills [18,19]; or contextually appropriate affective behavior [20,21]. Static pictures visually depict the steps of the chained task analysis or the final product of the targeted task [22,23]. They have been used to enhance, for example, daily living skills [24]; community skills [25,26]; food preparation skills [27,28]; or vocational skills [29].Video modeling involves an individual watching a videotaped demonstration and then imitating the behavior of the model [30,31], while the model can be a peer, a sibling, an adult, or even oneself [32,33]. The list of video modeling achievements is growing fast and includes, for example, teaching of functional living skills [34][35][36][37]; conversational skills [16,[38][39][40]; social language (expressive) skills [41][42][43]; academic skills [44,45]; perspective taking [46,47]; socially relevant behaviors and play skills [48][49][50][51][52][53][54][55][56][57][58][59][60][61][62][63][64]; iPod use [65]; generalized imitation skills [66]; or transitional behaviors [67].A few studies have been conducted to compare the effectiveness of in vivo modeling, SP and VM instructional methods. For example, CharlopChristy et al. [16] compared the effectiveness of VM versus in vivo modeling for teaching developmental skills to children ...

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“…Koyama and Wang (2011) reviewed 23 studies with 69 participants using di erent categories. Lequia, Machalicek, and Rispoli (2012) conducted a systematic review, focusing on problem behaviors in relation to di erent variables. Knight, Sartini, and Spriggs (2015) evaluated the quality of the activity schedule literature using evidence-based criteria.…”

Section: Introductionmentioning

confidence: 99%

A Review of Activity Schedules for Individuals With Autism Spectrum Disorder

Cho

Noor

Sonoyama

2017

JSER

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A review of the literature was conducted regarding the use of activity schedules. Articles in peer-reviewed scienti c journals were identi ed that evaluates the use of activity schedules with individuals with ASD.e review deals with a total of 28 case studies with 93 participants that met the inclusion criteria. e review analyzes the articles from ten aspects. A quantitative synthesis of outcomes and a summary of studies of individuals with ASD are presented in tables. A school setting was used most frequently, and a teacher was identi ed as the conductor in 78.6% of the studies. ese results indicated that activity schedules have been applied successfully in the eld of education. Also, play/leisure skill was the most popular targeted skill, when activity schedules were used for school-aged individuals. As a result, the ndings of this review provide further support for the use of activity schedules as an e ective tool for modifying various targeted skill in various setting when utilized for individuals with ASD.

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Effects of activity schedules on challenging behavior exhibited in children with autism spectrum disorders: A systematic review

Cited by 95 publications

References 33 publications

Advance Notice for Transition-Related Problem Behavior: Practice Guidelines

Advance Notice for Transition-Related Problem Behavior: Practice Guidelines

New Techniques in Interventions for Children with Autism Spectrum

A Review of Activity Schedules for Individuals With Autism Spectrum Disorder

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