✦ LIBER ✦

Self-management of varied responding in three students with autism

✍ Scribed by Bobby Newman; Dana R. Reinecke; Deborah L. Meinberg

Publisher: John Wiley and Sons
Year: 2000
Tongue: English
Weight: 91 KB
Volume: 15
Category: Article
ISSN: 1072-0847
DOI: 10.1002/(sici)1099-078x(200004/06)15:2<145::aid-bin50>3.0.co;2-3

No coin nor oath required. For personal study only.

✦ Synopsis

One of the aspects of autism that is often held up as a hallmark of the disorder is a desire for sameness. Students with autism often show a marked lack of variability in language and play skills. The same behavioral patterns are repeated perseveratively, rather than attempting new patterns. In the current study, students diagnosed with autism were taught to self-manage varied responding. Using a multiple baseline design, three children with autism were taught to selfmonitor and then to self-manage in order to increase variability in play and social language. All three students demonstrated marked increases in variability during self-management phases. These gains were maintained at one month follow-up.

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Three students with autism were taught to self-manage a DRO program to reduce their disruptive behavior. During baseline conditions, all students showed high rates of disruptive behavior (either out-of-seat or nail-flicking). Students were taught to self-manage a DRO program during external reinforc