Abstract
The ecological validity of interventions can be enhanced when we first consider the environment in which our students participate. Antecedent interventions such as environmental manipulations can be easily and effectively implemented to enhance student engagement and decrease challenging behaviors in classrooms. The current study explored the use of a measurement system developed for widespread use within a school for students with autism spectrum disorder that helped to inform a classroom-wide environmental manipulation in the form of classroom arrangements. Baseline data across three classrooms suggested high, variable rates of challenging behavior and low rates of engagement with staff and materials. After the introduction of the antecedent intervention, engagement increased and challenging behavior decreased. Helping practitioners develop environmental and systems changes may help to complement individual behavior intervention plans.
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Author Note
James W. Jackson is now at Kinark Child and Family Services, Ontario, Canada; Sarah M. Dunkel-Jackson is now at Seneca College, Ontario, Canada;
The authors would like to thank Jacquelyn MacDonald for her assistance with data collection.
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Jackson, J.W., Dunkel-Jackson, S.M., Dixon, M.R. et al. Effectiveness of Environmental Manipulation to Enhance Engagement and Ecological Validity at an Agency Serving Individuals With Autism Spectrum Disorder and Other Disabilities. Behav Analysis Practice 15, 1390–1395 (2022). https://doi.org/10.1007/s40617-019-00392-z
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DOI: https://doi.org/10.1007/s40617-019-00392-z