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Journal of Autism and Developmental Disorders
Gepubliceerd in:

01-06-2009 | Original Paper

The Use of Structural Analysis to Develop Antecedent-based Interventions for Students with Autism

Auteurs: Janine P. Stichter, Jena K. Randolph, Denise Kay, Nicholas Gage

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 6/2009

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Abstract

Evidence continues to maintain that the use of antecedent variables (i.e., instructional practices, and environmental characteristics) increase prosocial and adaptive behaviors of students with disabilities (e.g., Kern et al. in J Appl Behav Anal 27(1):7–19, 1994; Stichter et al. in Behav Disord 30:401–418, 2005). This study extends the literature by systematically utilizing practitioner-implemented structural analyzes within school settings to determine antecedent variables affecting the prosocial behavior of students with autism. Optimal antecedents were combined into intervention packages and assessed utilizing a multiple baseline design across settings. All three students demonstrated improvement across all three settings. Rates of engagement and social interaction were obtained from classroom peers to serve as benchmark data. Findings indicate that practitioners can implement structural analyzes and design corresponding interventions for students with ASD within educational settings.
vorige artikel Special Education Versus Inclusive Education: The Role of the TEACCH Program
volgende artikel Comparative Analysis of Three Screening Instruments for Autism Spectrum Disorder in Toddlers at High Risk
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Metagegevens
Titel
The Use of Structural Analysis to Develop Antecedent-based Interventions for Students with Autism
Auteurs
Janine P. Stichter
Jena K. Randolph
Denise Kay
Nicholas Gage
Publicatiedatum
01-06-2009
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 6/2009
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-009-0693-8

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