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The use of structural analysis to develop antecedent-based interventions for students with autism
Janine P Stichter1, Jena K Randolph, Denise Kay
1Thompson Center for Autism and Neurodevelopmental Disorders, University of Missouri, Columbia, MO, USA. stichterj@missouri.edu
Journal of Autism and Developmental Disorders
|February 5, 2009
Summary
Practitioners can identify and use environmental factors to improve prosocial behavior in students with autism spectrum disorder (ASD). This study shows structural analyses help design effective interventions within school settings.
Area of Science:
- Behavioral analysis
- Special education
- Autism spectrum disorder research
Background:
- Antecedent variables, such as instructional practices and environmental characteristics, are known to enhance prosocial and adaptive behaviors in students with disabilities.
- Existing literature supports the positive impact of environmental and instructional factors on student behavior.
Purpose of the Study:
- To systematically investigate practitioner-implemented structural analyses within school settings.
- To identify antecedent variables that influence the prosocial behavior of students with autism.
- To develop and assess intervention packages based on identified optimal antecedents.
Main Methods:
- Utilized practitioner-implemented structural analyses in school settings.
- Employed a multiple baseline design across settings to assess intervention packages.
- Collected benchmark data on engagement and social interaction from classroom peers.
Main Results:
- All three participating students demonstrated improvements in prosocial behavior across all three settings.
- Practitioner-implemented structural analyses were found to be feasible within educational environments.
- Intervention packages designed from structural analyses led to positive behavioral changes.
Conclusions:
- Practitioners can effectively implement structural analyses to understand and modify behaviors in students with autism spectrum disorder (ASD).
- The findings support the use of structural analyses for designing targeted interventions for students with ASD in educational contexts.
- This approach empowers educators to create data-driven strategies to foster prosocial behavior in students with ASD.
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