Multicomponent intervention for challenging behaviors of a child with pervasive developmental disorder in a public school setting

Abstract

A multicomponent treatment program was evaluated in a case study with a 12-year-old boy with atypical pervasive developmental disorder who attended a public school. At the time of referral, there was concern whether the student could be educated in this setting due to seriously challenging, verbal and physical behaviors (negative remarks, profanity, aggression). The program combined differential reinforcement, time-out, and preventive methods during an initial treatment phase, followed by a gradual fading of procedures. Challenging behaviors were reduced rapidly and low rates were maintained during follow-up evaluation. Issues regarding treatment formulation and implementation within public school settings are discussed.