![]() ![]() Functional communication training using assistive devices: Recruiting natural communities of reinforcement. Journal of Applied Behavior Analysis, 27(3), 505–518.ĭurand, V. Choice making to promote adaptive behavior for students with emotional and behavioral challenges. Journal of Applied Behavior Analysis, 29(4), 519–533.ĭunlap, G., DePerczel, M., Clarke, S., Wilson, D., Wright, S., White, R., & Gomez, A. Evaluation of a multiple-stimulus presentation format for assessing reinforcer preferences. Focus on Autism and Other Developmental Disabilities, 20(4), 223–230.ĭeleon, I. The use of an antecedent- based intervention to decrease stereotypic behavior in a general education classroom: A case study. Journal of Positive Behavior Interventions, 3(3), 131–151.Ĭonroy, M. Using choice with game play to increase language skills and interactive behaviors in children with autism. Research and Practice for Persons with Severe Disabilities, 29(1), 25–39.Ĭarter, C. Recapturing desired family reoutines: A parent- professional behavioral collaboration. Journal of Autism and Developmental Disorders, 30(6), 553–567.īuschbacher, P., Fox, L., & Clarke, S. Teaching on-task and on-schedule behaviors to high- functioning children with autism via picture activity schedules. Journal of Applied Behavior Analysis, 47(3), 645–650.īryan, L. The use of linked activity schedules to teach children with autism to play hide-and-seek. Journal of Applied Behavior Analysis, 44(1), 19–31.īrodhead, M. Classroom application of a trial-based functional analysis. Journal of Autism and Developmental Disorders, 42(6), 1205–1217.īloom, S. Individualizing interventions for young children with autism in preschool. Teaching Exceptional Children, 41(4), 16–21.īarton, E. Diagnostic and Statistical Manual of Mental Disorders (5th ed.). Journal of Applied Behavior Analysis, 49(4), 954–959.Īmerican Psychiatric Association (2013). An evaluation of photographic activity schedules to increase independent playground skills in young children with autism. Results suggest the treatment package effectively reduced challenging behavior during less preferred tasks and had more consistent effects than the visual schedule only treatment on the reduction of challenging behavior.Īkers, J. ![]() This study aimed to address this need by (a) examining the effects of a treatment package consisting of a visual activity schedule and instructional choice on escape-maintained challenging behavior of children with autism during less preferred tasks and (b) comparing the effects of the treatment package with a visual activity schedule only treatment. However, in some cases challenging behavior may not be effectively reduced, especially when the visual activity schedule includes a less preferred task. Existing literature has established that visual activity schedules are effective for maximizing on-task behaviors and reducing challenging behavior in individuals with autism. Children with autism tend to engage in challenging behavior more than other children, which impacts their ability to engage appropriately with instructional tasks. ![]()
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