Using DRA to Decrease Problem Behavior and Increase Academic Behavior in a Child with Autism Spectrum Disorder
Mentor 1
Jeffrey Tiger
Location
Union Wisconsin Room
Start Date
27-4-2018 1:00 PM
Description
Applied Behavior Analysis (ABA) Therapy is an empirically supported treatment modality to diminish problem behavior exhibited by children with developmental disabilities. Differential reinforcement is one strategy common to ABA approaches that involves (a) identifying environmental events that serve as reinforcers for the problem behavior, (b) withholding those reinforcers when problem behavior occurs, and (c) delivery those reinforcers for a more appropriate form of behavior. The current study was a data-based case study in which we applied this approach to the problem behavior of a 7-year old girl diagnosed with Autism Spectrum Disorder referred for aggressive behavior. Behavioral assessments indicated her aggression occurred most often when presented with academic demands. Therefore, we applied DRA by ignoring the occurrence of problem behavior and providing breaks with access to positive reinforcement (i.e., access to a tablet) following instances of compliance with an academic instruction and evaluated the efficacy of this treatment using a single-subject reversal design. Following a reduction in aggression and an increase in her independent completion of these academic tasks, we gradually increased the number of tasks to be completed prior to receiving a break and increased the complexity of tasks to be completed. These results replicated prior work and offer further support to this intervention modality.
Using DRA to Decrease Problem Behavior and Increase Academic Behavior in a Child with Autism Spectrum Disorder
Union Wisconsin Room
Applied Behavior Analysis (ABA) Therapy is an empirically supported treatment modality to diminish problem behavior exhibited by children with developmental disabilities. Differential reinforcement is one strategy common to ABA approaches that involves (a) identifying environmental events that serve as reinforcers for the problem behavior, (b) withholding those reinforcers when problem behavior occurs, and (c) delivery those reinforcers for a more appropriate form of behavior. The current study was a data-based case study in which we applied this approach to the problem behavior of a 7-year old girl diagnosed with Autism Spectrum Disorder referred for aggressive behavior. Behavioral assessments indicated her aggression occurred most often when presented with academic demands. Therefore, we applied DRA by ignoring the occurrence of problem behavior and providing breaks with access to positive reinforcement (i.e., access to a tablet) following instances of compliance with an academic instruction and evaluated the efficacy of this treatment using a single-subject reversal design. Following a reduction in aggression and an increase in her independent completion of these academic tasks, we gradually increased the number of tasks to be completed prior to receiving a break and increased the complexity of tasks to be completed. These results replicated prior work and offer further support to this intervention modality.
