Extended Reductions in Stereotypic Behavior of Students With Autism Through a Self‐management Treatment Package

Koegel, Robert L.; Koegel, Lynn

doi:10.1901/jaba.1990.23-119

Cited by 124 publications

(87 citation statements)

References 13 publications

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“…DISCUSSION Overall, the results of this study showed that the lack ofsocial responsivity that is so characteristic in autism can be successfully treated with selfmanagement procedures, requiring minimal presence of a treatment provider in the children's natural environments. Other studies corroborate these findings, suggesting that self-management may be an especially promising intervention for children with autism when minimal therapist presence is desired (e.g., Johnson, 1991;R. Koegel & Koegel, 1990;Stahmer & Schreibman, 1992).…”

Section: Accuracy Of Self-recordingmentioning

confidence: 85%

“…Self-management (R. Koegel & Koegel, 1990) is one treatment technique that has been found effective with speech sounds of children (L. Koegel, Koegel, & Ingham, 1986), academic skills with learning-disabled children (Harris, 1986), and in the treatment of children with developmental disabilities. Teadcing self-management techniques allows the child to manage his or her own behavior in the absence of a treatment provider for potentially long periods (cf.…”

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confidence: 99%

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Improving Social Skills and Disruptive Behavior in Children With Autism Through Self‐management

Koegel

Hurley

et al. 1992

J of App Behav Analysis

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271

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The literature suggests that children with autism typically are unresponsive to verbal initiations from others in community settings, and that such unresponsiveness can lead to problematic social interactions and severely disruptive behavior. The present study assessed whether self-management could be used as a technique to produce extended improvements in responsiveness to verbal initiations from others in community, home, and school settings without the presence of a treatment provider. The results showed that children with autism who displayed severe deficits in social skills could learn to self-manage responsivity to others in multiple community settings, and that such improvements were associated with concomitant reductions in disruptive behavior without the need for special intervention. The results are discussed in terms of their significance for improved development of social skills in children with autism.

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Section: Accuracy Of Self-recordingmentioning

confidence: 85%

mentioning

confidence: 99%

Improving Social Skills and Disruptive Behavior in Children With Autism Through Self‐management

Koegel

Hurley

et al. 1992

J of App Behav Analysis

Self Cite

271

140

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show abstract

“…For example, Christie, Hiss, and Lozanoff (1984) used self-monitoring techniques to increase attention and decrease inappropriate classroom behaviors of 3 elementary school children with behavior problems. Rhode, Morgan, and Young (1983) used self-monitoring to facilitate generalization, as did Koegel and Koegel (1990) and Warrenfeltz et al (1981). Thus, self-monitoring strategies can be helpful in improving behavior, in reducing the salience of external management, and in transferring effective behavioral control to different environments.…”

mentioning

confidence: 99%

Effects of a Videotape Feedback Package on the Peer Interactions of Children With Serious Behavioral and Emotional Challenges

Kern-Dunlap¹,

Dunlap²,

Clarke³

et al. 1992

J of App Behav Analysis

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Peer interactions are among the greatest challenges experienced by children who have severe emotional and behavioral problems. This study evaluated an intervention package designed to increase the ratio of these children's desirable to undesirable interactions. The package induded three principal components: (a) observation of videotapes following regularly scheduled peer activity sessions; (b) self-evaluation ofthe children's peer interactions observed on the videotapes; and (c) delayed feedback and reinforcement for desirable peer interactions. Five students from two elementary schools participated. Multiple baseline designs and one reversal were used to evaluate the effects of the intervention package. The results showed that the intervention produced lower levels of undesirable peer interactions and higher ratios of desirable to undesirable interactions for all participants. The results are discussed in regard to their conceptual and applied implications and in terms of specific directions for future research.

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“…There is a significant body of research concerning what was named as incidental teaching and variations and the discussion about their effectiveness in producing generalization. The reader may refer to the literature about the theme for details on naturalistic procedures (Allen & Cowan, 2008;Dunlap & Koegel, 1980;Eikeseth, Smith, Jahr, & Eldevik, 2002;Halle, Baer, & Spradlin, 1981;Halle, Marshall, & Spradlin, 1979;Harris & Handleman, 2000;Hart & Risley, 1968;Koegel, Bimbela & Schreibman, 1996;Koegel, Dyer, & Bell, 1987;Koegel & Egel, 1979;Koegel et al, 2012;Koegel & Koegel, 1990;Koegel, Koegel, Green-Hopkins, & Barnes, 2010;Koegel, O'Dell & Dunlap, 1988;Koegel, O'Dell & Koegel, 1987;Koegel, Werner, Vismara, & Koegel, 2005;Koegel & Williams, 1980;Krantz & McClannahan, 1993, 1998Ledbetter-Cho et al, 2015;Lovaas, 1987;Lovaas, 2003;McGee, Krantz & McClannahan, 1985;Miranda-Linne & Melin, 1992;Mobayeb et al, 2000;Pierce & Schreibman, 1995, 1997Rogers-Warren & Warren, 1980;Schreibman, Kaneko & Koegel, 1991;Sheinkopf & Siegel, 1998;Valenti, Cerbo, Masedu, De Caris, & Sorge, 2010;Warren, McQuarter, & Rogers-Warren, 1984;Williams, Koegel, & Egel, 1981).…”

Section: C De Matos P G S De Matos Psychologymentioning

confidence: 99%

Assessment, Intervention and Consulting in School Psychology in Children with Autism: LAPITEA Laboratory in Brazil

Matos¹,

Matos²

2017

PSYCH

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This paper presents an experience report on the implementation of the Assessment, Research and Intervention in Autism Spectrum Disorder Laboratory-LAPITEA-in a Brazilian University. The Laboratory aims to develop assessment and intervention methods for children with autism in order to establish social skills such as language, communication, imitation, motor and school repertoires, such as reading and writing, based on a multi-methodological proposal that integrates three different dimensions coming from the science of Psychology: Psychological Evaluation; Applied Behavior Analysis; and consulting and collaboration in School Psychology. The implementation of LAPITEA went through four major steps: 1) selection of children referred by NGOs from parents of individuals with autism; 2) psychological assessment for mapping children's impaired skills; 3) psychological interventions in Applied Behavior Analysis for the teaching of language and related skills; and 4) monitoring of school inclusion of children with autism through counseling in school psychology to Brazilian elementary and middle schools. It is the focus of this article to describe the characteristics that integrate each one of the stages, including the theoretical-methodological foundation and the operationalization of the dimensions of action. Currently, eleven children are attended in the Laboratory and all show evolution with the proposal of teaching and educational accompaniment offered. The current configuration of advances in school inclusion policies in Brazil encourages the accessibility of the autistic student to the formal education system, from elementary to higher education. These aspects stimulate initiatives by Universities to create teaching, research and extension spaces that seek to corroborate with treatment and follow-up actions in school inclusion with the individual with autism and

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Extended Reductions in Stereotypic Behavior of Students With Autism Through a Self‐management Treatment Package

Cited by 124 publications

References 13 publications

Improving Social Skills and Disruptive Behavior in Children With Autism Through Self‐management

Improving Social Skills and Disruptive Behavior in Children With Autism Through Self‐management

Effects of a Videotape Feedback Package on the Peer Interactions of Children With Serious Behavioral and Emotional Challenges

Assessment, Intervention and Consulting in School Psychology in Children with Autism: LAPITEA Laboratory in Brazil

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