Assessment and treatment of problem behavior occasioned by variable-sequence transitions for children with autism

Abstract

Transitions from one daily activity to the next can occasion problem behavior (e.g., aggression). Inspired by clinical descriptions of children with autism, we compared the effects of fixed-sequence and variable-sequence transitions on problem behavior using a multiple baseline across participant design. In the fixed-sequence condition, participants were exposed to the same sequence of activities. In the variable-sequence condition, the sequence of activities was varied semi-randomly. Results showed that transition-related problem behavior was more likely to occur in the variable-sequence condition. Advance notice of the upcoming transition, in the form of auditory and visual cues, was effective at reducing transition-related problem behavior in the variable-sequence condition for two participants. Results are discussed in light of the effect of uncertainty of outcomes, and suggestions for future cross-disciplinary research are provided.