Association for Behavior Analysis International

There is a subset of Autistic Spectrum Disorder that exhibit severe behavioral and emotional control challenges, specifically aggression and self-injury. Frequently, to ensure the safety of self and others, residential treatment is required. The Intensive Behavioral Support (IBS) Program was created to provide treatment for this specific population of children with a dual diagnosis of an Autistic Spectrum Disorder and psychiatric disorder in a residential setting. The IBS program is developed based on Applied Behavioral Analysis interventions. The 6-18 month program is individualized for each child and implemented by Behavioral Support Specialist who provides 1-on-1 direct care support throughout the day. The typical child admitted into the IBS program average anywhere from 600-1,600 incidents of aggression and/or self-injury within a 30 day period prior to admission. The families are also trained to implement programming in the home so the child may transition successfully from residential treatment back into the home. Outcome data is available for three children who have completed the IBS program and the targeted challenging behaviors were reduced by 86-98% for all three cases. This research presents an overview of the children's programs, specific interventions used, and treatment results.

Summer camps serve a major support function for families of children with autism. Parents seek out opportunities for their children to have fun and gain social opportunities. During the summer there is enormous pressure on parents for their children not to lose ground on the social skills that were developed during the school year. However, summer camps are often merely experiential; offering social opportunities with minimal instruction. This presentation outlines our process of embedding social skills instruction into the activities of a summer camp for children with autism. The camp uses well-defined themes to increase the children's motivation and interest. Within the themes are activities with clearly defined expectations. Each activity is the foundation for social skills instruction. Evidence-based instruction is discussed. The process of embedding ABA methods into the daily routines of a summer camp is described in detail. Procedures for collecting outcome data are also discussed.

Research suggests that individuals with classic autism may have a low risk of engaging in criminal behavior, yet among forensic psychiatric patients or adults referred for forensic assessment, the incidence of High Functioning Autism Spectrum Disorders (HF-ASDs) has been reported as up to 12%. There is little in the professional literature regarding the incidence of criminal behavior among youth with ASDs or what factors contribute to this behavioral pattern. Specific characteristics and symptoms of individuals with HF-ASDs have been raised as potential predisposing factors to involvement in the criminal justice system. Although rule followers who often experience distress when others violate rules, literature and clinical experience find that specific ASD-related patterns of thinking that may increase the risk of violation of rules/law: 1) when there is threat to the access, maintenance, or attainment of a particular fixation/obsession, 2) when the impaired representations of the mental states of others or social deficits lead to misinterpretation of social/environmental cues and subsequent unacceptable behavior, and/or 3) when social naivet and gullibility results in engaging in/going along with acts that most would consider unacceptable. Cases will illustrate the key issues that arise in dealing with ASD youth as they intersect with the juvenile justice system, including results of assessments and eventual disposition.

We compared the effects of early intensive behavioral intervention (children received treatment before the age of 4, 1 :1 adult : child ratio, more than 20 hours per week) to late intensive behavioral intervention (children received treatment after the age of 4, 1 :1 adult : child ratio, more than 20 hours per week). Independent examiners administered standardized tests of visuo spatial skillls and language after 2 years of treatment. The tests are Raven Matrice, Peaboby, Ecosse, and Boehm test. The statistical differences between the response profiles of the 2 groups were statistically different only for the vocabulary test.

The goal of educational programs for children with autism is to place the student in the least restrictive environment possible while maintaining an appropriate level of academic instruction. As a student with autism transitions from 1:1 instruction to higher ratio settings, a strong repertoire of behaviors considered 'compliant' is paramount to academic success. 'Noncompliance' behavior can serve as a roadblock to sufficient learning when in a group-instruction setting. The current study focused on the noncompliance behavior of several students with autism in a classroom setting. Noncompliance was defined individually for each student, dependent on topography. The participants were between the ages of 4 and 9 and attended school at a center-based school program. The students were in the same classroom with a 3:1 student-teacher ratio. The purpose of the current study was to examine possible functional relationships between the noncompliance behavior of these students with autism in the described classroom setting. A multiple baseline design was used to assess whether interventions designed and implemented for individual students' noncompliance behavior affected the noncompliance behavior of other students in the classroom.

As the demand for services for young adults with autism continues to increase, this project seeks to examine the unique needs and family experiences of young adults with autism during the critical period following high school when the IEP process is not successful, and examine how the services offered during a one-year individualized transition program facilitate the transition and improve the individual's future outcomes.. MOSTTM (Meaningful Opportunities for Successful Transitions), founded in 2008, is a transition program for individuals needing additional skill training, development and practice after finishing high school. MOST participants identify goals that become the basis of the individualized year-long program which establishes a meaningful plan for subsequent placements and activities. For our study, we will analyze intake, program and outcome data of young adults with autism who enroll in MOSTTM. We will compare outcomes for individuals with different characteristics at intake, and levels of individual functioning and family characteristics. This study seeks to increase our understanding of the needs of young adults with autism for whom the IEP transition process was not successful. Our findings will be shared with MOSTTM staff and administration, and other organizations developing similar programs for young adults with autism.

Functional assessments have predominantly been used in behavior analytic research to treat the aberrant behaviors of populations with developmental disabilities. There are similar assessments being used within the area of organizational behavior management, such as the Performance Diagnostic Checklist (PDC). However, there is not much research to support the validity of using the PDC as a functional assessment tool to determine the function and treatment of problem behavior (i.e., employee performance and compliance with basic task analyses) within a corporation. A previous study by the authors examined the validity of the PDC as a functional assessment tool by conducting a multiple baseline across participants. The study attempted to determine if using a function based treatment versus a contraindicated treatment increased the employee compliance behavior (following a predetermined agenda for a parent training) of employees at an ABA clinic for children with developmental disabilities. The present study is a replication and extension of the previous study and will continue to examine the validity of the PDC as a functional assessment tool by conducting a multiple baseline across participants; however, the sensitivity of the data collection procedures has been modified to better determine outcomes.

The presentation of escape maintained severe aggressive behavior poses a threat to the safety of the individual behaving aggressively, the safety of any staff or family member who is targeted or tries to manage the situation in attempts to prevent harm to others, and significantly impedes the ability of the individual behaving aggressively to engage in a significant number of learning opportunities related to all aspects of independent functioning. Previous studies have demonstrated the effectiveness of a variety of differential reinforcement programs for the treatment for a variety of socially inappropriate behaviors. However, few studies have looked specifically at the use of differential negative reinforcement (DNR) in the treatment of severe aggression in individuals with Autism Spectrum Disorders. In the present investigation a 11 year old boy with autism presented with severe aggressive behavior toward staff and peers when demands were placed upon him in such a manner that differential positive reinforcement was not practically feasible. A DNR program was put in place with results indicating that DNR can be an effective treatment procedure for the decrease of escape maintained aggressive behavior.