Chaturi Edrisinha

Evaluation of video Feedback and Self-Management to Decrease Schoolyard Aggression and Increase pro-Social Behaviour in Two Students with Behavioural Disorders

Deficiencies in social competence constitute a significant problem for aggressive children. As a result, these children often experience difficulty interacting with peers in socially acceptable ways. Such problems are particularly exacerbated in the schoolyard, where rules are less defined and low levels of supervision prevail. The present study aimed to address this problem by evaluating the effectiveness of video‐feedback and self‐management interventions on the aggressive and pro‐social behaviour of two primary school children, in a schoolyard context. A multiple baseline design across participants, with a reversal embedded for the second participant, was used to evaluate the effects of the interventions. Positive outcomes were achieved for both students. The study suggests that video feedback and self‐management interventions may be a viable option for enhancing the social interaction of aggressive children in the schoolyard. The findings are discussed in the context of previous research and specific directions for further research.

Effects of embedded instruction versus discrete‐trial training on self‐injury, correct responding, and mood in a child with autism

Abstract Background Embedded instruction and discrete‐trial training are both recommended for teaching children with autism, but there is little research available comparing the two. The present study compared embedded instruction with discrete‐trial training for a 12‐year‐old boy with autism. Method An initial functional analysis indicated that the boys self‐injury was maintained by escape from task demands. Instructional sessions to teach adaptive behaviours were conducted under two conditions: (i) during embedded instruction, learning trials were inserted into ongoing activities at a rate of approximately 1.5 per minute; (ii) during discrete‐trial training, instructional opportunities were incorporated into structured sessions at a rate of 4 per minute. In both conditions, the system of least prompts was used to teach relevant target responses. Effects of the two teaching formats were evaluated using an ABABA design. Results Higher rates of self‐injury and fewer correct responses occurred during discrete‐trial training. Mood ratings were also lower during discrete‐trial training. Conclusions The results suggest that self‐injury, correct responding, and mood may be sensitive to the type of instructional format. Although discrete‐trial training can be highly effective, it may be preferable to start with embedded instruction when the child presents with self‐injurious escape behaviour.

Flashback to the 1960s: LSD in the treatment of autism

Between 1959 and 1974, several groups of researchers issued reports on the use of d-Lysergic Acid Diethylamide (LSD) in the treatment of children with autism. This paper reviews that literature to consider how the authors justified these studies, as well as their methods, results, and conclusions. The justification for using LSD was often based on the default logic that other treatment efforts had failed. Several positive outcomes were reported with the use of LSD, but most of these studies lacked proper experimental controls and presented largely narrative/descriptive data. Today there is renewed interest in the use of psychedelic drugs for therapeutic purposes. While this resurgence of research has not yet included children with autism, this review of the LSD studies from the 1960s and 1970s offers important lessons for future efforts to evaluate new or controversial treatments for children with autism.

Noncontingent Reinforcement for the Standpoint of an Applied Behavior Analyst

Noncontingent reinforcement (NCR) is an empirically validated procedure effective in the treatment of challenging behavior among individuals with developmental disabilities. In this paper, we review some of the practical issues that arise in using NCR in applied settings. We conclude that NCR should be used after a functional assessment has identified the consequence maintaining challenging behavior so that the reinforcer delivered in NCR matches the reinforcer that maintains challenging behavior. Initially, reinforcement may need to be given on an almost continuous basis, which may be logistically difficult in some applied settings. Over time, the schedule of reinforcement must be thinned to increase the feasibility of NCR for use in applied settings. NCR is viewed as a temporary and short-term solution that is relatively easy for parents and teachers to use. In addition, NCR can be combined with skills-building treatments to promote development of the individual’s adaptive behaviors.