Self‐management of Challenging Behaviours Associated with Autism Spectrum Disorder: A Meta‐Analysis

Abstract

Objective: A diagnosis of autism spectrum disorder (ASD) is often accompanied by challenging behaviour that may limit the ability to engage in education, employment, or social settings. The purpose of this review was to examine the effectiveness of self-management interventions in reducing challenging behaviours for individuals diagnosed with ASD. This review included self-management interventions that specifically targeted a reduction in challenging behaviours as well as studies that specifically targeted skill acquisition and described improvements in challenging behaviours as a collateral effect of the intervention Method: Studies were located by conducting a systematic search of peer-reviewed literature published in English prior to October 2015. The PsycINFO and ERIC databases were searched. A quality assessment was conducted using the What Works Clearinghouse (WWC) guidelines. A final data set of 12 single-subject research design studies that met quality standards was subsequently analysed. Treatment effect sizes were calculated using the percentage of non-overlapping data. Results: Results were analysed by age, gender, symptom severity, presentation of problem behaviour, and the presence of functional behaviour assessments. Results indicated that self-management interventions are effective at decreasing challenging behaviour for children aged four to 18 years who may be described as either high or low functioning. Conclusions: Self-management of challenging behaviour was identified as an emerging treatment, and inclusion within a positive behaviour support framework was argued. Important areas for consideration in future research are described.

Has teaching about intellectual disability healthcare in Australian medical schools improved? A 20-year comparison of curricula audits

“…This knowledge is fundamental given the complex needs of many people with ID, with subsequent need for cooperation across the health and disability sectors. In view of the high rates of co-occurring mental ill health and behaviours of concern among people with ID [ 2 ], it may be advantageous to have more psychologists providing education around positive behaviour support [ 48 ], and highlighting the role of non-pharmacological therapies [ 49 ]. The apparent decrease in university staff with expertise in ID (not including inclusive teaching) presents a compounding risk of further erosion of content.…”

Adults with autism using self‐management to decrease problem behavior: A review of the literature

“…However, as can be seen in the reviews above, past research on the use of self‐management with individuals with ASD and IDD almost exclusively has focused on individuals who are 21 years of age or younger. Carr (2016) recognized the paucity of research on this topic with adults diagnosed with a disability. Given that researchers infrequently use adult individuals in experimental studies (see Cox et al., 2021), the hypothesis that self‐management strategies are evidence‐based interventions for adult individuals with ASD and IDD is premature.…”

“…This same report did not list this approach as evidence-based for use with individuals over the age of 22. Carr (2016) went further, claiming that self-management strategies can be considered evidence-based for individuals with autism, under the age of 21 when focusing on reducing challenging behaviors. Carr recommended future research including adults with autism with that focus.…”

Narrative Practices for Children with ASD: Hey! My Therapist Has an Imaginary Friend and Other Anti‐tantrum Practices*

“…These behaviours usually generate dominating narratives based on the problem and in which the child is seen as the one responsible for their actions. Children with ASD who exhibit external problem behaviours need more assistance at school, even risking their maintenance in educational placement (Carr, 2016), and their relationships with peers can be damaged, creating a sense of isolation (Yi & Siu, 2021). When parents speak to a practitioner, their story is saturated with the problem.…”