Association for Behavior Analysis International

Autistic children exhibit a number of problem behaviors, including aggression and stereotypy, that can be disruptive, dangerous, stigmatizing, and hinder skill acquisition (Chevalier, 2012; Cunningham & Schreibman, 2008). These behaviors continue to be a target of treatment for this population and treatment approaches need to be compared. Additionally, innovative treatment approaches need to be explored. The present symposium focuses on four studies that target the reduction of common maladaptive behaviors that autistic children and adolescents exhibit. In Study 1, autistic children are taught breathing and relaxation techniques to reduce the frequency of aggressive behavior by targeting precursor behaviors as an antecedent intervention. In Study 2, a Matched Stimulation (MS) procedure was compared with a Preferred Stimulus (PS) access procedure to reduce stereotypy while in Study 3 the effects of both procedures upon post intervention sessions and ancillary behaviors will be reported. Finally, in Study 4, motor stereotypy was targeted using matched stimulation (MS) compared with a response interruption and redirection (RIRD) procedure. These four procedures and the data from these studies presented in this symposium will be wrapped up by the Discussant who relates the current findings to the treatment of autistic children’s problem behaviors.

Some professional experience with autistic children/teens and/or behavioral programming

Stereotypy has remained a persistent interfering and stigmatizing behavior for autistic children despite numerous interventions addressing its remediation. A needed addition to the literature are comparative analyses of effective programs and further examination of their use. This study presents a treatment comparison of an antecedent intervention, Matched Stimulation (MS), with a consequent intervention, Response Interruption and Redirection (RIRD) and their effects on the stereotypy of six autistic children. A multi-element design with a multiple baseline design as an additional control was used. Generalization probes and follow-up measures were also taken. Results showed that for five of the six participants, stereotypic behavior decreased from baseline levels as a function of the MS intervention. Stereotypy was reduced completely for several sessions for three participants. Evidence that generalization across setting and maintenance of treatment effects occurred was limited. The importance of conducting comparative analyses and the implications of this study in an applied setting are discussed.

Autistic children engage in rigid, repetitive, stereotyped behavior (American Psychiatric Association, 2013). Stereotypic behavior is often targeted for reduction because it can interfere with appropriate behavior and engagement with learning opportunities (Cunningham & Schreibman, 2008). Research has demonstrated matched stimulation’s efficacy in reducing motor stereotypy during periods of continuous, non-contingent access (Gunter et al., 1993), but no previous study has examined the implementation of matched stimulation (MS) in short intervals while the participant is engaged in a work session. The present study used a multi-element multiple baseline design across five autistic children (ages 9-14) to examine the effectiveness of a non-contingent MS intervention on motor stereotypy during a work session. As a comparison, a preferred stimulus (PS) intervention was used to determine the efficacy of MS; in these sessions, participants had non-contingent access to highly preferred stimuli during a work session. Compared to baseline and PS sessions, four of five participants demonstrated a decrease in stereotypic behavior during MS sessions. These findings demonstrate effective functional matching for participants thus improving evaluating techniques for reducing motor stereotypy in work sessions. Moreover, these findings highlight the effectiveness of MS in reducing motor stereotypy during learning sessions.