Systematic Review of Problem Behavior Interventions: Outcomes, Demographics, and Settings

Area of Science:

• Behavioral Psychology
• Special Education
• Developmental Psychology

Background:

• Problem behavior in students with Autism Spectrum Disorder (ASD) requires effective interventions.
• Students from minority groups with ASD often face disproportionately negative outcomes, such as suspensions.
• Existing research on school-based interventions for ASD problem behavior needs comprehensive review.

Purpose of the Study:

• To review and analyze school-based interventions aimed at decreasing problem behavior in students with ASD.
• To examine participant demographics, settings, implementers, intervention components, and study characteristics.
• To assess the rigor and outcomes of these interventions, particularly concerning minority student representation.

Main Methods:

• Systematic review of 46 articles containing 84 single-case designs and 87 participants.
• Analysis of participant demographics, educational settings, intervention strategies, and study quality.
• Outcome assessment for 55 demonstration designs meeting rigor criteria.

Main Results:

• Most interventions were implemented in segregated educational settings.
• Race and ethnicity data were infrequently reported, but minority students were overrepresented compared to other reviews.
• Intervention components and study characteristics varied widely across the analyzed research.

Conclusions:

• There is a need for more research on interventions for problem behavior in students with ASD, especially in inclusive settings.
• Further investigation into the effectiveness of interventions for diverse student populations is warranted.
• Understanding the impact of setting and demographics on intervention outcomes is critical for equitable support.