Self-management of Initiations by Students Diagnosed with Autism
- 10 Downloads
During prebaseline observations, three students diagnosed with autism were unable to make social initiations to another individual. The ability to make initiations would be considered a “pivotal response” in that it would allow an individual to come into contact with a wide variety of social reinforcement. A multiplebaseline design was implemented to measure the effects of a using a self-management package to teach the students to make social initiations. Two interventionists worked with each student to prompt and reinforce initiations. All students acquired social initiations during externally-determined reinforcement. The initiations were maintained when reinforcement changed from externally determined to a self-management system. The prompts to initiate and self-reinforce were faded over the course of the sessions. The use of self-management by the student led to less need for staff intervention. Implications from the literature are discussed.
Key wordsautism initiations self-management self-reinforcement
Unable to display preview. Download preview PDF.
- Catania, A. C. (1975). The myth of self-reinforcement. Behaviorism, 3, 192–199.Google Scholar
- Koegel, R. L., & Koegel, L. K. (1995). Teaching children with autism. Toronto: Paul H. Brookes.Google Scholar
- Koegel, L.K., Koegel, R.L., & Dunlap, G. (1996). Positive behavioral support: Including people with difficult behavior in the community. Toronto: Paul H. Brookes.Google Scholar
- Lovaas, O.I. (2003). Teaching individual s with developmental delays. Austin, TX: Pro-Ed.Google Scholar
- Maurice, C, Green, G, Foxx, R. M. (2001). Making a difference: Behavioral intervention for autism. Austin, TX: Pro-Ed.Google Scholar
- Newman, B., Buffington, D. M, & Hemmes, N. S. (1996). External and self-reinforcement used to increase the appropriate conversation of autistic teenagers. Education and Training in Mental Retardation and Developmental Disabilities, 31, 304–309.Google Scholar
- Newman, B., Buffington, D. M, O’Grady, M. A., McDonald, M.E., Poulson, C. L., & Hemmes, N.S. (1995). Self-management of schedule-following in three teenagers with autism. Behavioral Disorders, 20 (3), 195–201.Google Scholar
- Reinecke, D. R., Newman, B., & Meinberg, D. (1999). Self-management of sharing in preschoolers with autism. Education and Training in Mental Retardation, 34, 312–317.Google Scholar
- Sundberg, M. L., & Partington, J. W. (1998). Teaching language to children with autism or other developmental disabilities. Pleasant Hill, CA: Behavior Analysts, Inc.Google Scholar