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A Familiarization Protocol Facilitates the Participation of Children with ASD in Electrophysiological Research

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Fading a concurrent activity during self-control training for children with autism.

Kaitlynn M Gokey¹, David A Wilder, Teresa Welch

¹Florida Institute of Technology and the Scott Center for Autism Treatment.

Journal of Applied Behavior Analysis

|October 12, 2013

Summary

This study shows a new method to teach children with autism to improve self-control. The technique successfully increased waiting times for preferred items, demonstrating enhanced behavioral regulation.

Keywords:

autism delay discounting self-control

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Area of Science:

Behavioral Psychology
Developmental Psychology
Autism Spectrum Disorder Research

Background:

Children with autism spectrum disorder (ASD) often face challenges with self-control and delayed gratification.
Traditional methods for teaching self-control may not be sufficient for all individuals with ASD.
Understanding effective interventions is crucial for improving daily functioning and independence in children with ASD.

Purpose of the Study:

To evaluate a modified technique for teaching self-control in children with autism.
To increase the duration of waiting for a preferred item among children with ASD.
To assess the role of concurrent activities in maintaining self-controlled behavior.

Main Methods:

A modified teaching technique was implemented with three children diagnosed with autism spectrum disorder.
Participants were initially presented with choices between immediate small reinforcers and delayed larger reinforcers with concurrent activities.
Gradual increases in delay duration and subsequent decreases in concurrent activity duration were systematically applied.

Main Results:

Participants initially preferred immediate smaller rewards over delayed larger rewards, even with concurrent activities.
As the delay to the larger reinforcer with concurrent activity increased, participants shifted to selecting the delayed option.
All participants maintained selection of the delayed larger reinforcer even when the concurrent activity was removed.

Conclusions:

The modified technique effectively enhanced self-control and delayed gratification in children with autism.
The study demonstrates that self-controlled responding can be established and maintained through systematic manipulation of delay and concurrent activities.
This approach offers a promising intervention strategy for improving behavioral regulation in children with ASD.