Differential Reinforcement in Applied Settings for Individuals with Autism: A Systematic Literature Review

IF 1.5 Q3 EDUCATION, SPECIAL

Advances in Neurodevelopmental Disorders Pub Date : 2024-10-14 DOI:10.1007/s41252-024-00419-9

Reem Muharib, Virginia L. Walker

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引用次数: 0

Abstract

Objectives

We conducted this systematic review to synthesize and assess studies employing differential reinforcement interventions implemented in applied settings by educators to address the challenging behavior of individuals with autism.

Methods

A total of 17 studies, involving 26 participants with autism, were eligible for inclusion in the review. We systematically reviewed each study to examine key variables, study quality, and study outcomes.

Results

Overall, Tau-U calculations suggested a large to a very large change in outcomes for interventions involving differential reinforcement. Tau-U was higher for interventions involving differential reinforcement of alternative behavior and differential reinforcement of low rates of behavior compared to differential reinforcement of other behavior and differential reinforcement of incompatible behavior. Study quality varied, with only three studies meeting all quality indicators.

Conclusions

For a majority of participants, differential reinforcement resulted in positive outcomes for individuals with autism in applied settings. We discuss the results and offer preliminary guidance for practice and directions for future research.

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自闭症个体应用环境中的差异强化：系统文献综述

目的：我们进行了这一系统综述，以综合和评估教育工作者在应用环境中采用差异强化干预措施来解决自闭症个体的挑战性行为的研究。方法共有17项研究，涉及26名自闭症患者，符合纳入本综述的条件。我们系统地回顾了每项研究，以检查关键变量、研究质量和研究结果。结果总的来说，Tau-U计算表明，涉及差异强化的干预措施的结果变化很大。与其他行为的差异强化和不相容行为的差异强化相比，涉及选择性行为的差异强化和低比率行为的差异强化的干预措施的Tau-U更高。研究质量参差不齐，只有3项研究符合所有质量指标。结论：对于大多数参与者来说，差异强化在应用环境中对自闭症个体产生了积极的结果。对结果进行了讨论，为实践提供了初步的指导，并为今后的研究方向提供了初步的指导。

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来源期刊

Advances in Neurodevelopmental Disorders Social Sciences-Social Sciences (miscellaneous)

CiteScore

2.10

自引率

0.00%

发文量

期刊介绍： Advances in Neurodevelopmental Disorders publishes high-quality research in the broad area of neurodevelopmental disorders across the lifespan. Study participants may include individuals with:Intellectual and developmental disabilitiesGlobal developmental delayCommunication disordersLanguage disordersSpeech sound disordersChildhood-onset fluency disorders (e.g., stuttering)Social (e.g., pragmatic) communication disordersUnspecified communication disordersAutism spectrum disorder (ASD)Attention-deficit/hyperactivity disorder (ADHD), specified and unspecifiedSpecific learning disordersMotor disordersDevelopmental coordination disordersStereotypic movement disorderTic disorders, specified and unspecifiedOther neurodevelopmental disorders, specified and unspecifiedPapers may also include studies of participants with neurodegenerative disorders that lead to a decline in intellectual functioning, including Alzheimer’s disease, amyotrophic lateral sclerosis, Creutzfeldt-Jakob disease, vascular dementia, Lewy body dementia, frontotemporal dementia, corticobasal degeneration, Huntington’s disease, and progressive supranuclear palsy. The journal includes empirical, theoretical and review papers on a large variety of issues, populations, and domains, including but not limited to: diagnosis; incidence and prevalence; and educational, pharmacological, behavioral and cognitive behavioral, mindfulness, and psychosocial interventions across the life span. Animal models of basic research that inform the understanding and treatment of neurodevelopmental disorders are also welcomed. The journal is multidisciplinary and multi-theoretical, and encourages research from multiple specialties in the social sciences using quantitative and mixed-method research methodologies.