An Examination of the Effects of a Classroom Activity Schedule on Levels of Self-Injury and Engagement for a Child with Severe Autism (original) (raw)
Abstract
We examined the effects of an individualized schedule on levels of engagement and self-injury for a student with severe autism. We first conducted a series of functional analyses to identify contexts in which self-injury occurred in his classroom. Results of the functional analyses suggested that self-injury was associated with academic demands. Self-injury rarely occurred during the play and no interaction conditions (i.e., when the teacher was present but did not attend to him) of the functional analysis. Furthermore, when the functional analysis conditions were organized according to a specific schedule (no interaction–play–demand) self-injury did not occur. This schedule of activities was then evaluated within the context of his regular curriculum and produced substantial reductions in self-injury and increases in engagement. Positive results maintained for up to five months following the assessment. These findings seem to indicate that functional analysis methodologies might provide helpful information when developing individualized schedules for students who may not have the skills to comprehend and follow a schedule.
Access this article
Subscribe and save
- Get 10 units per month
- Download Article/Chapter or eBook
- 1 Unit = 1 Article or 1 Chapter
- Cancel anytime Subscribe now
Buy Now
Price excludes VAT (USA)
Tax calculation will be finalised during checkout.
Instant access to the full article PDF.
Similar content being viewed by others
References
- F. Brown (1991)ArticleTitleCreative daily scheduling: A nonintrusive approach to challenging behavior in community residences_Journal of the Association for Persons with Severe Handicaps_ 16 75–84
Google Scholar - E. G. Carr C. D. Newsom J. Binkoff (1976)ArticleTitleStimulus control of self-destructive behavior in a psychotic child_Journal of Abnormal Child Psychology_ 4 139–153
Google Scholar - L. J. Heflin R. L. Simpson (1998)ArticleTitleInterventions for children and youth with autism: Prudent choices in a world of exaggerated claims and empty promises. Part I: Intervention and treatment option review_Focus on Autism and other Developmental Disabilities_ 13 194–211
Google Scholar - R. H. Horner E. G. Carr P. S. Strain A.W. Todd H. K. Reed (2002)ArticleTitleProblem behavior interventions for young children with autism: A research synthesis_Journal of Autism and Developmental Disorders_ 32 423–446
Google Scholar - B. Iwata M. Dorsey K. Slifer K. Bauman G. Richman (1994)ArticleTitleToward a functional analysis of self-injury_Analysis and Intervention in Developmental Disabilties_ 2 1–20
Google Scholar - B. Iwata T. Vollmer J. Zarcone (1990) The experimental (functional) analysis of behavior disorders: Methodology, applications, and limitations A. N. Repp Singh (Eds) Perspectives on the use of nonaversive and aversive interventions for persons with developmental disabilities Sycamore Publishing Company Sycamore Ill. 301–330
Google Scholar - T. Knoster (2000)ArticleTitlePractical application of functional behavioral assessment in schools_Journal of the Association for Persons with Severe Handicaps_ 25 201–211
Google Scholar - Lalli (1994)ArticleTitleTreatment of escape-maintained aberrant behavior with escape extinction and predictable routines_Journal of Applied Behavior Analysis_ 27 705–714
Google Scholar - G. Mesibov D. Browder C Kirkland (2002)ArticleTitleUsing individualized schedules as a component of positive behavioral support for students with developmental disabilities_Journal of Positive Behavioral Support_ 4 73–79
Google Scholar - E. Schopler R. J. Reichler B. R. Renner (1988) The childhood autism rating scale (CARS) Western Psychological Services Los Angeles
Google Scholar - J. Sigafoos M. Arthur M. F. O’Reilly (2003) Challenging behaviour and developmental disability Whurr Publishers London
Google Scholar - S. S. Sparrow D. A. Balla D. V. Cicchetti (1984) Vineland adaptive behavior scales: Interview edition American Guidance Service Circle Pines
Google Scholar - P. Sturmey (1995)ArticleTitleAnalog baselines: A critical review of the methodology_Research in Developmental Disabilities_ 16 269–284
Google Scholar
Author information
Authors and Affiliations
- The University of Texas at Austin, Austin
Mark O’Reilly, Jeff Sigafoos & Chaturi Edrisinha - Department of Psychology, University of Bari , Via Quintino Sella 268, 70100, Bari, Italy
Giulio Lancioni - Autistic Treatment Center of San Antanio, 1611 Nacogdoches Road, 78247, San Antonio, Texas
Alonzo Andrews - Department of Special Education , The University of Texas at Austin , 1 University Station D5300, Austin, TX , 78712 , USA
Mark O’Reilly
Authors
- Mark O’Reilly
You can also search for this author inPubMed Google Scholar - Jeff Sigafoos
You can also search for this author inPubMed Google Scholar - Giulio Lancioni
You can also search for this author inPubMed Google Scholar - Chaturi Edrisinha
You can also search for this author inPubMed Google Scholar - Alonzo Andrews
You can also search for this author inPubMed Google Scholar
Corresponding author
Correspondence toMark O’Reilly.
Rights and permissions
About this article
Cite this article
O’Reilly, M., Sigafoos, J., Lancioni, G. et al. An Examination of the Effects of a Classroom Activity Schedule on Levels of Self-Injury and Engagement for a Child with Severe Autism.J Autism Dev Disord 35, 305–311 (2005). https://doi.org/10.1007/s10803-005-3294-1
- Issue Date: June 2005
- DOI: https://doi.org/10.1007/s10803-005-3294-1