Christina M. Vorndran

Choice as an Intervention to Improve Behavior: A Review of the Literature

In recent years, choice making has been evaluated as an intervention for people with disabilities. This review examines applied research during the past two decades using choice as a distinct intervention or as part of an intervention package. Fourteen studies published between 1975 and 1996 were identified that implemented choice as an intervention to increase or decrease a target behavior. These studies applied choice-making in the following three broad areas: (a) vocational or domestic activities; (b) academic activities; and (c) leisure, recreational, or social activities. All of the studies indicated that choice-making procedures resulted in behavioral improvements with some, if not all of the participants.

Choice of Task Sequence to Reduce Problem Behaviors

Choice making has proven to be an effective intervention for reducing problem behavior and increasing appropriate behavior. Some researchers have argued that providing opportunities for choice results in an option that the individual prefers. Thus, the efficacy of providing opportunities is related to the reinforcing value of the selection. Other researchers suggest that choice may have reinforcement value independent of, or in addition to, the selection made. This study sought to further examine the mechanism accounting for the influence of choice on behavior. Participants were three individuals with a variety of diagnoses and problem behaviors. Each individual engaged in problematic behavior during task situations. Intervention consisted of providing the individuals a choice of the sequence in which tasks were completed. The intervention resulted in improved behavior for each participant. In addition to supporting the notion that choice making itself may be reinforcing, this study illustrates a practical, effective approach for increasing desirable behavior and decreasing problematic behavior.

Functional Assessment and Intervention for Transition Difficulties

This study investigated the use of functional assessment for transition difficulties. The participant was an 11-year-old girl who engaged in “flopping” to the ground during transitions. Assessment information identified particular transitions that were problematic. Hypotheses were then developed which implicated access to preferred activities and access to social interaction as potential functions for flopping. An intervention linked to the interaction hypothesis, consisting of scheduling a brief period for interaction immediately following problematic transitions, resulted in reduced rates of flopping. This study extends the existing functional assessment literature by illustrating a feasible and practical approach for testing hypotheses and intervention selection pertaining to transition difficulties.

Classroom Interventions for Youth with Pervasive Developmental Disorders/Autism Spectrum Disorders

Classroom-based interventions for students on the Autism Spectrum vary widely in philosophy and evidence-based. This chapter describes the Developmental and Behavioral philosophies that inform intervention and dissemination researchers and how they understand the structural and functional differences in behavior: and subsequently, how interventions are then conceptualized and developed. We then describe be a convergence of developmental and behavioral intervention strategies and procedures that show great promise. For each of the classroom-based interventions selected for this chapter, we present the available and relevant research-base, and offer recommendations for follow-up research when warranted. Next, we discuss the importance of implementation fidelity in effectiveness trials thus allow clinical and research communities to make informed decisions about intervention selection. Finally, we discuss the use of IQ score as the primary student outcome measure, and question whether the interventions were designed to change IQ, or something else.