Use of an Antecedent Intervention to Decrease Vocal Stereotypy of a Student with Autism in the General Education Classroom

Autor/inn/en	Haley, Janet L.; Heick, Patrick F.; Luiselli, James K.
Titel	Use of an Antecedent Intervention to Decrease Vocal Stereotypy of a Student with Autism in the General Education Classroom
Quelle	In: Child & Family Behavior Therapy, 32 (2010) 4, S.311-321 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-7107
Schlagwörter	Cues; Intervention; Autism; Mainstreaming; Inclusion; Oral Language; Behavior Problems; Behavior Modification; Visual Stimuli; Visual Discrimination; Children; Males; Elementary School Students; Functional Behavioral Assessment; Generalization; Program Effectiveness; Childhood Autism Rating Scale + Suchen Sie Ihr Suchwort? Stichwort; Autismus; Inklusion; Oral interpretation; Mündlicher Sprachgebrauch; Behaviour modification; Verhaltensänderung; Child; Kind; Kinder; Male; Männliches Geschlecht
Abstract	This study examined the use of an antecedent-based intervention to reduce the vocal stereotypy of a student diagnosed with Autism within the general education classroom. The student displayed frequent nonfunctional speech and disruptive vocal sounds. An antecedent-based intervention, involving the use of qualitatively different cards--to cue the student when it was appropriate or inappropriate to engage in vocal stereotypy--was designed and implemented. An adaptive alternating treatment design was utilized and conditions were randomized and counterbalanced across treatment sessions. Data on vocal stereotypy were collected using partial interval recording. The results indicated the participant was successful in discriminating between cues and decreased stereotypy during intervention compared to baseline conditions. Similar findings were found when the intervention was implemented across a second school setting. (Contains 1 figure.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10