Premium
Self‐management of varied responding in three students with autism
Author(s) -
Newman Bobby,
Reinecke Dana R.,
Meinberg Deborah L.
Publication year - 2000
Publication title -
behavioral interventions
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.605
H-Index - 34
eISSN - 1099-078X
pISSN - 1072-0847
DOI - 10.1002/(sici)1099-078x(200004/06)15:2<145::aid-bin50>3.0.co;2-3
Subject(s) - autism , psychology , developmental psychology , multiple baseline design , self management , clinical psychology , psychiatry , intervention (counseling) , machine learning , computer science
One of the aspects of autism that is often held up as a hallmark of the disorder is a desire for sameness. Students with autism often show a marked lack of variability in language and play skills. The same behavioral patterns are repeated perseveratively, rather than attempting new patterns. In the current study, students diagnosed with autism were taught to self‐manage varied responding. Using a multiple baseline design, three children with autism were taught to self‐monitor and then to self‐manage in order to increase variability in play and social language. All three students demonstrated marked increases in variability during self‐management phases. These gains were maintained at one month follow‐up. Copyright © 2000 John Wiley & Sons, Ltd.