The Effects of a Child's Self‐evaluation Program on Compliance With Parental Instructions in the Home

Abstract

A self-evaluation program was implemented with a kindergarten-aged boy in the home to increase compliance with parent instructions and decrease inappropriate verbal behavior. The self-evaluation package included the child's assessing the appropriateness of his behavior in 5-min intervals, receiving chips for positive self-evaluations, and exchanging chips for a reward following experimental sessions. In a reversal design, analyses were conducted of the effectiveness of the self-evaluation program, the requisite conditions for effective child behavior change with a self-evaluation approach, and the parent's efficiency in using the self-evaluation package. The self-evaluation procedures typically resulted in increased compliant behavior and decreased inappropriate behavior, although the effects generally weakened with time. Behavioral gains were greater and better maintained when the self-evaluation procedures were preceded by a phase of external evaluation via the mother than by baseline, suggesting that self-evaluation procedures may serve more to maintain the effects of external evaluation rather than to induce their own changes. The parent generally was efficient in implementing the procedures. Research and clinical implications for using self-evaluation procedures in a home setting are discussed.

Fostering self-management: Parent-delivered pivotal response training for children with autistic disorder.

“…As mentioned, self-management is a widely researched treatment technique that utilizes the client as an active participant in the treatment process. These procedures have not only been shown to be effective with normal populations (e.g., Drabman, Spitalnik, & O'Leary, 1973;O'Brien, Riner, & Budd, 1983;Sagotsky, Patterson, & Lepper, 1978), but have also been used successfully with persons evidencing mild to moderate mental retardation (Gardner, Cole, Berry, & Nowinski, 1983;Horner & Brigham, 1979;Shapiro & Klein, 1980;Shapiro, McGonigle, & Ollendick, 1980;Sugai & Rowe, 1984). Particularly important, a recent study ) demonstrated that severely handicapped children with autism can successfully reduce a difficult behavior ( self-stimulation) using selfmanagement procedures.…”

Εκπαίδευση Παιδιών Με Αυτισμό Στην Αυτοδιαχείριση

“…να επιλέγει και να παρέχει τους ενισχυτές). Μόνο όταν ο εκπαιδευόμενος κατανοήσει τη σχέση συνάφειας που διέπει τη συμπεριφορά του με τα επακόλουθα, τότε πλέον μπορεί να ξεκινήσει η διαδικασία της αυτοπαροχής επακόλουθων (O'Brien et al, 1983).…”