The Journal of Early and Intensive Behavioral Intervention最新文献

{"title":"Teaching the Function of Writing to Middle School Students With Academic Delays","authors":"T. R. Lawson, R. D. Greer","doi":"10.1037/H0100328","DOIUrl":"https://doi.org/10.1037/H0100328","url":null,"abstract":"Using multiple baseline designs, we studied the effects of having seven 9 th graders edit their papers until a naive reader accomplished a drawing assignment during writer immersion (communication in writing only). During Experiment I, students received no feedback in the first phase, teacher editing feedback in phase 2, and writer immersion plus viewing the effects of their writing on a naive reader in phase 3. In Experiment II, students received the baseline followed by writer immersion and viewing effects on a reader. The dependent variables in both experiments were the structural components of the writing and accurately drawn components by a naive reader. The writer immersion and self-editing package increased accuracy in structure and function in both experiments.","PeriodicalId":236920,"journal":{"name":"The Journal of Early and Intensive Behavioral Intervention","volume":"12 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132580885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Effects of an Observational Intervention on the Acquisition of Reinforcing Properties of a Previously Neutral Stimulus.","authors":"Jessica Singer-Dudek, R. D. Greer, Jeannine Schmelzkopf","doi":"10.1037/H0100410","DOIUrl":"https://doi.org/10.1037/H0100410","url":null,"abstract":"Humans can learn in one of two ways; through direct instruction, or through the observation of others (Greer, Singer-Dudek, & Gautreaux, 2006). Observational learning is the process in which an individual learns a new response/environment relation (one that was not previously in his repertoire) as a result of the observation of another individual receiving contact with the contingencies of reinforcement, punishment, and corrections of incorrect responses (Catania, 2007; Gautreaux, 2005). Greer et al. (2006) state that there are three different functions of observational learning, including 1) the emission of previously acquired operants, 2) the acquisition of new operants through observation, and 3) the acquisition of conditioned reinforcers through observation. Although observational effects on learning new operants has a growing literature (Brody, Lahey, & Combs, 1979; Egel, Richman, & Koegel, 1981; Griffen, Wolery, & Schuster, 1992; Goldstein & Mousetis, 1989; Greer, et. al, 2006; McDonald, Dixon, & Leblanc, 1986; Werts, Caldwell, & Wolery, 1996) and the effects of observation on performance has been studied extensively (Bandura, 1986; Bandura, Adams, & Beyer, 1977; Kazdin, 1973; Ollendick, Dailey, & Shapiro, 1983), the acquisition of conditioned reinforcers through observation appears to be a new type of observational learning that has only very recently been identified (Greer & Singer-Dudek, 2008; Greer, Singer-Dudek, Delgado, & Oblak, 2007; Greer, Singer-Dudek, Longano, & Zrinzo, in press; O'Rourke, 2006). This new type of learning, identified as the acquisition of conditioned reinforcers by observation, can be defined as the acquisition of reinforcing properties of previously neutral stimuli as a function of observation (Greer et al., 2006; Greer & Singer-Dudek, 2008). Conditioned reinforcement, which typically results from the stimulus-stimulus pairings of unconditioned or conditioned reinforcers with initially neutral stimuli that lead to the acquisition of reinforcing properties for the previously neutral stimuli (Catania, 2007; Donahoe & Palmer, 2004; Dinsmoor, 2004; Kelleher & Gollub, 1962) has been identified in the literature as important for increasing students' communities of reinforcers while decreasing stereotypy (Greer, Becker, Saxe, & Mirabella, 1985; Nuzzolo-Gomez, Leonard, Ortiz, Rivera, & Greer, 2002) and increasing the rate of learning for textual responding (Tsai & Greer, 2006). However, stimulus-stimulus pairings can often be time consuming and, even then, are not always effective in conditioning new stimuli as reinforcers. The use of peers has often been employed in conditioning new reinforcers for getting children to try new foods (Greer, McCorkle, & Sales, 1998; Greer & Sales, 1997) and inducing swallowing (Greer, Dorow, Williams, McCorkle, & Asnes, 1991). Greer and Singer-Dudek (2008) reported an observational procedure that was effective in converting small plastic discs for five participants or pieces of string for","PeriodicalId":236920,"journal":{"name":"The Journal of Early and Intensive Behavioral Intervention","volume":"126 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117257961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of Speaker Immersion on Independent Speaker Behavior of Preschool Children with Verbal Delays","authors":"Denise E Ross, Robin Nuzzolo, Lauren Stolfi, Sarah Natarelli","doi":"10.1037/H0100327","DOIUrl":"https://doi.org/10.1037/H0100327","url":null,"abstract":"Abstract Speaker immersion is a tactic that uses multiple establishing operations to increase speaker behavior for individuals with limited mand and tact repertoires. The purpose of this paper was to evaluate the effects of speaker immersion on the number of independent mands, tacts, and autoclitics emitted by young children with verbal delays. In the first experiment, two children who emitted autoclitic mands in instructional settings, but not in non-instructional settings, participated in 60-minute speaker immersion sessions for three days. Results showed that speaker immersion was effective in increasing the number of independently emitted autoclitic mands in a non-instructional setting for both participants. In the second experiment, two children with independent mands, tacts, and autoclitics in instructional settings, but not in non-instructional settings, received daily, 10-minute speaker immersion sessions. Results showed that speaker immersion also resulted in increased mands, tacts, and autoclitics for these participants. Outcomes are discussed in terms of establishing operations and the utility of speaker immersion as an instructional tactic. Keywords: Establishing Operation, Mand, Tact, Speaker Immersion ********** In verbal behavior, speaker behavior consists of six basic verbal operants or functions defined by their effect on a listener, including echoics, mands, tacts, intraverbals, textual responses, and autoclitics. Mands are verbal operants controlled by conditions of deprivation or aversive stimulus control and reinforced by the item specified in the mand (i.e., saying \"Cookie\" is reinforced by receiving a cookie). Tacts are verbal operants controlled by the presence of environmental stimuli and maintained by generalized reinforcement (i.e., saying \"Bird\" is reinforced by affirmation from a listener). Autoclitics are verbal operants that further modify the mand or tact operant (i.e., \"I want the chocolate cookie\" or \"That's a blue bird)\" Independent or \"spontaneous\" speaker behavior consists of verbal operants such as mands or tacts that are emitted under non-verbal antecedent control, and possibly used in ways not previously reinforced. This unprompted speaker behavior further implies the presence of a generalized reinforcer, such as a response from a listener. Acquisition of independent speaker behavior is significant because some research indicates that it is one component of language development that distinguishes children with delayed verbal repertoires from children with typically-developing verbal repertoires. For instance, Hart and Risley (1995) found that after minimal verbal instruction, typically-developing children not only used more independent speech than their peers with verbal delays, but also applied acquired vocabulary to untrained or novel stimuli and spoke about more topics. In contrast, children with verbal delays tend to use less independent speaker behavior than their typically-developing peers (Hart & Ris","PeriodicalId":236920,"journal":{"name":"The Journal of Early and Intensive Behavioral Intervention","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121574727","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Evaluation of Multiple Dependent Variables across Distinct Classes of Antecedent Stimuli Pre and Post Functional Communication Training","authors":"W. Berg, D. Wacker, J. Harding, Jed Ganzer, Anjali Barretto","doi":"10.1037/H0100346","DOIUrl":"https://doi.org/10.1037/H0100346","url":null,"abstract":"Abstract Functional analyses of problem behavior for 4 young boys with developmental delays showed that problem behaviors were maintained by both negative and positive reinforcement. Functional communication training was conducted with one set of training stimuli in which the child's mother presented a work task in the family living room. Pretreatment probes were conducted with up to 10 sets of generalization stimuli that varied across tasks, settings, and people. Post treatment probes were conducted across the same generalization stimulus sets. Results for four dependent variables (problem behavior, task completion, manding, and social interactions) indicated that (a) problem behavior occurred across some but not all generalization stimulus sets during pretreatment; (b) following training, reductions of 90% or greater were observed within the context of the training stimuli; (c) reductions in problem behavior were observed for 70% of the post treatment generalization stimulus sets, but the reductions were not as large (M = 61%) as those observed with the training stimuli; and (d) the most consistent change observed during post treatment probes of generalization stimulus sets was increased task completion. Parents of all participants completed a behavior rating form and reported reductions in problem behavior across activities. Keywords: stimulus generalization, FCT, response generalization, developmental disabilities, severe problem behavior. ********** Functional communication training (FCT) has been an effective procedure for reducing the occurrence of problem behavior and increasing appropriate communicative responses for people who engage in destructive behaviors that are maintained by social stimuli, such as gaining attention, gaining access to preferred items, or escaping task demands (e.g., Brown et al., 2000; Carr & Durand, 1985; Fisher, Kuhn, & Thompson, 1998; Hanley, Iwata, & Thompson, 2001; Wacker et al., 1998). To date, the majority of research on FCT has focused on the effects of treatment within a specific training context, and the evaluations have been limited to the short-term effects of FCT on the occurrence of problem behavior and appropriate communication. To further evaluate FCT, analyses are needed on both stimulus generalization (e.g., responding across untrained antecedent stimuli such as persons, tasks, and settings) and changes in other positive social responses, such task completion and social interactions, following the completion of FCT. A few studies have evaluated the effects of FCT on behavior beyond the training context (Durand & Carr, 1991, 1992; and Durand, 1999). Durand and Carr (1991) demonstrated that reductions in problem behavior and increases in appropriate communication were maintained across untrained contexts (classroom settings, novel care providers) following FCT for 3 boys whose problem behavior was maintained by escape from academic demands. The reductions in problem behavior were maintained across ","PeriodicalId":236920,"journal":{"name":"The Journal of Early and Intensive Behavioral Intervention","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132878308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Effects of Daily Intensive Tact Instruction on Preschool Students' Emission of Pure Tacts and Mands in Non-Instructional Setting.","authors":"Nirvana Pistoljevic, R. Douglas Greer","doi":"10.1037/H0100325","DOIUrl":"https://doi.org/10.1037/H0100325","url":null,"abstract":"Abstract We tested the effects of an intensive tact instruction procedure on numbers of tacts emitted in non-instructional settings (NIS) using a multiple probe design across 3participants (3and 4-year old boys with autism). The dependent variable was tacts emitted in NIS before/after the mastery of sets of 5 different stimuli. The non-instructional settings included the toy area of the classroom, lunchtime, and the school hallway during transition. All probe sessions were conducted daily for a cumulative 15 minutes, 5 minutes in each NIS. Intensive instruction involved increasing the tact instructions to 100-tact learn units above the daily learn units students were receiving daily. The intervention increased vocal verbal operants (tacts and mands) emitted by the target students in NIS. ********** One of, if not the, strongest predictors of schools school success is language (Weikart, 1966). Children with native intellectual disabilities and children from impoverished backgrounds frequently lack functional verbal repertoires when they enter schools. Hart and Risley (1995) found that limited exposure to rich language experiences early one in life is a predictor of language deficits in children from low socioeconomic backgrounds. They found that children from low socioeconomic (SES) backgrounds added an average of \"168 words in the 6 months from 30-36 months [while] the children in professional families added an average of 350 or twice as many\" (Hart & Risley, 1995, p. 164). From early on, these children develop language and expand their vocabulary at the much slower rate than their peers from the middle class families and over time this gap widens exponentially (Greenwood, Hart, Walker, & Risely, 1994). Woods (1984) found that children with similar low SES backgrounds also emit fewer verbal interactions than their same-age peers from middle class families. When children with native disabilities lack certain verbal capabilities, they inadvertently have infrequent language experiences. Even when children with deficits in language experiences receive behavioral language interventions, their prior lack of language experiences call for the provision of intensive language learning instruction (Greer, Chavez-Brown, Nirgudkar, Stolfi, & Rivera-Valdes, 2005; Greer & Keohane, 2005; Greer, Stolfi, Chavez-Brown, & Rivera-Valdes, 2005). For both types of children intensive language experiences are needed to compensate for deficits in experiences. According to Woods, when the verbal antecedents from the parents were absent, children with native disabilities were usually silent, whereas typically developing children were more likely to have nonverbal antecedents. That is these children were less likely to emit \"spontaneous\" speech. It appears that typically developing children were more likely to respond to nonverbal antecedents or initiate verbal interactions--that is they responded to the natural establishing operations that control this type of verbal functi","PeriodicalId":236920,"journal":{"name":"The Journal of Early and Intensive Behavioral Intervention","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130853046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Caregiver sensitivity, contingent social responsiveness, and secure infant attachment.","authors":"C. Dunst, Danielle Z. Kassow","doi":"10.1037/H0100409","DOIUrl":"https://doi.org/10.1037/H0100409","url":null,"abstract":"A World Health Organization report (e.g., Richter, 2004) on the importance of caregiver-child relationships as a context for the growth and development of young children throughout the world noted that: Sensitive and responsive caregiving is a requirement for the healthy neurophysiological, physical and psychological development of a child. Sensitivity and responsiveness have been identified as key features of caregiving behavior related to later positive health and development outcomes in young children. (p. 1) One of the developmental consequences of sensitive and responsive caregiving is secure infant/adult attachment (Bowlby, 1988). Secure attachment is generally understood to be an affectional bond between an infant and an adult caregiver (1) that has two elements: (1) the infant seeking out the attachment figure in times of distress and need and (2) the infant having the ability and confidence to engage in activities separate from the attachment figure (Ainsworth, 1989). The development of the attachment relationship is recognized as one of the most important aspects of human social and emotional development (e.g., Lamb, Ketterlinus, & Fracasso, 1992). This is the case, in part, because secure attachment has been found to be related to enhanced cognitive, social, and emotional development throughout childhood and early adolescence (Bukatko & Daehler, 2001; Fagot & Kavanagh, 1993; Hazen & Durrett, 1982; Matas, Arend, & Sroufe, 1978; Sroufe, Egeland, & Kreutzer, 1990). Many theories as well as variations of theories have been posited for explaining the sources and consequences of secure infant attachment (see e.g., Cassidy & Shaver, 1999; Egeland & Erickson, 1993). John Bowlby (1969) is credited with the original formulation of attachment theory, and Mary Ainsworth (Ainsworth & Wittig, 1969) is credited with highlighting the importance of caregiver sensitivity as a determinant of secure attachment. Gewirtz and his colleagues proposed a behavioral, or operant learning analysis, perspective of secure infant attachment that considers caregiver sensitivity and responsiveness as having reinforcement properties and infants' responses to caregivers' behavior as having differential consequences on caregivers' reactions (e.g., Gewirtz, 1972a, 1991; Gewirtz & Boyd, 1977; Gewirtz & Pelaez-Nogueras, 1991). According to Gewirtz, attachment is parsimoniously explained by the fact that child behavior is cued and reinforced by caregiver responses and may have either positive or negative effects on child behavior that in turn is directed toward the caregiver (e.g., type of attachment). In Gewirtz's (1991) own words, \"the dyadic functional relations between the cue and reinforcing stimuli from the attachment figure/object person and the child's responses they control that connote attachment of the child to the attachment figure may occur in any segment of life from infancy onward\" (p. 250). The purposes of this article are to summarize findings from: (a) two p","PeriodicalId":236920,"journal":{"name":"The Journal of Early and Intensive Behavioral Intervention","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123599385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Effects of Playful Physical Contact as an Establishing Operation on Correct Academic Responding of Three Preschool Students.","authors":"Hyesu Park, Jo Ann Pereira Delgado, Jinhyeok Choi, R. D. Greer","doi":"10.1037/H0100412","DOIUrl":"https://doi.org/10.1037/H0100412","url":null,"abstract":"Motivating individuals with developmental disabilities can be challenging to educators (Egel, 1981, Greer, 2002). In an effort to motivate them, the effects of variation of reinforcer stimuli on correct responding and on-task behavior of individuals with disabilities have been tested (Egel, 1981) and those of variation of antecedent stimuli during discrimination tasks have been evaluated (Dunlap & Koegel, 1980). The influence of antecedent and consequent variables on problematic behaviors were also tested (Carr, Yarbrough, & Langdon, (1997); Mace & Lalli, 1991); and Repp, Felce, & Barton, 1988) in relation to the motivational variables. The results of these studies demonstrated that arrangement of antecedent stimuli or consequent stimuli affected behaviors of individuals with developmental disabilities. However, there were other variables in addition to the core components of the three-term contingencies that affected behaviors of individuals with disabilities (Berg, Peck, Wacker, Harding, McComas, Richman, & Brown, 2000). Several studies identified instructional history as one of variables that affect children's acquisition of verbal operants (Greer, Nirgudkar, & Park, 2003; Greer, Stolfi, Chavez-Brown, & Rivera-Valdez, 2005; Lee Park, 2005). For example, in Greer et al.'s study (2005), young children with developmental disabilities who did not exhibit Naming prior to the study acquired Naming as a higher order operant after they had instructional history of Naming through multiple exemplar instruction. Another variable that affects acquisition of new operants is establishing operations (EOs). William and Greer (1993) created EOs by placing children under deprivation for specific items in order to create a motivational context, which is necessary in the acquisition of a verbal operant: the mand. Other studies also demonstrated EOs as necessary components of children's learning of new verbal operants (Hall & Sundberg, 1987; Ross, Nuzzolo, Stolfi, Natarelli, & Greer, 2006; Reilly-Lawson & Greer, 2006). As we mentioned above, the three-term contingencies were affected by establishing operations (EOs) as the contexts of the contingencies that preceded the antecedent stimuli (Greer, 2002). EOs as motivational events alter the value of reinforcers that follow responses and thus affect the probability of the responses (Greer, 2002; Greer & Ross, 2008; Michael, 1982). For example, after parents arrange deprivation of playing a computer game by not allowing a child to play the game for a period of time, the child is more likely to finish his/her homework in order to gain the assess to the computer game. In this case, deprivation of playing the computer game is establishing operation and this increases the reinforcement effects of the games and the probability of finishing his/her homework. In O'Reilly's (1999) study, four analogue analysis conditions (i.e., attention, demand, leisure, and play) were randomly conducted in order to test the effects of pre-","PeriodicalId":236920,"journal":{"name":"The Journal of Early and Intensive Behavioral Intervention","volume":"222 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121978169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Effects of a Stimulus-Stimulus Pairing Procedure on the Acquisition of Conditioned Reinforcement on Observing and Manipulating Stimuli by Young Children with Autism.","authors":"J. Longano, R. D. Greer","doi":"10.1037/H0100323","DOIUrl":"https://doi.org/10.1037/H0100323","url":null,"abstract":"In 2 multiple baseline experiments, we tested stimulus-stimulus pairing effects on acquisition of conditioned reinforcement for observing and manipulating stimuli and stereotypy/ passivity. In Experiment I we studied a 5 year-old male with autism and we collected data using continuous 5-sec whole interval recording in 5 min sessions in which the student emitted appropriate play, and partial intervals of stereotypy, or passivity. Experiment 2 tested the effects of same procedure on independent work by 2 male participants with autism. The dependent variables were: intervals in which students worked independently, percentage of correct responses, and worksheet completion. Results from both experiments showed significant increases in numbers of intervals students emitted the target behaviors and decreases in stereotypy and passivity.","PeriodicalId":236920,"journal":{"name":"The Journal of Early and Intensive Behavioral Intervention","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127675823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Treatment Approaches for Self-Injurious Behavior in Individuals with Autism: Behavioral and Pharmacological Methods.","authors":"Duhita Mahatmya, A. Zobel, M. Valdovinos","doi":"10.1037/H0100413","DOIUrl":"https://doi.org/10.1037/H0100413","url":null,"abstract":"The most recent report published by the Centers for Disease Control (CDC) note the prevalence of autism to be approximately 1 out of every 150 live births with a male to female ratio of 4 to 1 (CDC, 2007). Autism is a heterogeneous neurodevelopmental disorder characterized by a wide array of symptoms but with some commonalities (Volkmar & Klin, 2005). Symptoms are primarily noted in three domains; specifically impairments in social interaction and communication, and engagement in repetitive behaviors. Social interaction impairments may include the failure to develop appropriate peer relationships, lack of desire to share social enjoyments or interests, or lack of social reciprocity. Impairments in communication may include a delay in the development of spoken language, the ability to initiate or continue a conversation, stereotyped or repetitive use of language, or lack of spontaneous pretend play or social imitative play. Finally, those with autism may also engage in repetitive and stereotyped behavior such as abnormal preoccupation with one or more patterns of interest, the need for strict routines, preoccupation with parts of objects, repetitive motor mannerisms, and self-injurious behavior. Self-injurious behavior (SIB) is any harmful behavior that an individual inflicts upon himself/herself and is usually considered to be the most pressing issue facing individuals with developmental disorders or mental retardation, including autism (Barrera, Violo, & Graver, 2007; Dawson, Matson, & Cherry, 1998; Murphy, Hall, Oliver & Kissi-Debra, 1999; Newell, Sprague, Pain, Deutsch, & Meinhold, 1999). About 5 to 16 percent of individuals with mental retardation exhibit SIB (Richman & Lindauer, 2005) with the severity of the SIB correlated with the severity of the delay (Baghdadli, Pascal, Grisi & Aussilloux, 2003). The etiology of autism and SIB are still being researched and debated. To date, there have been many candidate genes identified (e.g., SERT, MAOA, FOXP2) as potential causes of autism (Wassink, Brzustowicz, Bartlett, & Szatmari, 2004). Given the multitude of genes and the diversity of phenotypic expression, there is suggestion that the underlying cause of autism may vary across children. Similarly there are multiple behavioral and biological correlates that influence the onset of SIB. This paper specifically addresses the treatment of SIB focusing on behavioral and pharmacological methods. Within each of these methods there is a wide array of options that will be assessed. By reviewing all of these options we hope to provide an awareness of the treatment options available and provide a prompt for further research on effective treatments for SIB in individuals with autism. Treatment of Self-injury in Autism It is difficult to find one comprehensive course of treatment for autism as it is generally considered to be a heterogeneous disorder. Attempting to find comprehensive treatment for SIB is equally challenging as there may be multiple variables","PeriodicalId":236920,"journal":{"name":"The Journal of Early and Intensive Behavioral Intervention","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121205836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Video modeling: Why does it work for children with autism?","authors":"B. Corbett, M. Abdullah","doi":"10.1037/H0100294","DOIUrl":"https://doi.org/10.1037/H0100294","url":null,"abstract":"Video modeling is a well-validated intervention documented in the behavioral sciences. It has been used to target a variety of behaviors across many areas of functioning including language, social behavior, play, academics and adaptive skills. The methodology appears particularly efficacious for children with autism. In this review of research applications of video modeling, we explore several plausible explanations that contribute to the unique benefits of television/video methodology. We discuss the specific characteristics of autism that may provide a rationale for using visually cued instruction that restricts the field of focus while not imposing too much demand on social attention or interaction. The unique aspects of video presentation are presented within a social learning context (Bandura, 1977, 1986). We also discuss additional explanations pertaining to the features video offers, such a restricted field of focus, repetitive presentation of models and situations, and a context that is typically associated with recreation and is thus viewed with greater receptivity and motivation.","PeriodicalId":236920,"journal":{"name":"The Journal of Early and Intensive Behavioral Intervention","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127123936","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}