Phillip S. Strain

Problem Behavior Interventions for Young Children with Autism: A Research Synthesis.

This paper provides a summary of research on behavioral interventions for children with autism 8 years of age or younger published between 1996 and 2000. The analysis is divided into four sections: (1) emerging themes in the technology of behavior support, (2) a review of existing research syntheses focusing on behavioral interventions, (3) a new literature review of current pertinent research, and (4) an evaluative discussion of the synthesis results and the fields future needs to develop effective behavioral interventions for young children with autism. The authors offer recommendations for strengthening the existing research base and advancing behavioral technology to meet the needs of the defined target population.

Evidence-Based Practices for Young Children With Autism: Contributions for Single-Subject Design Research

The purpose of this article Was to examine the scientific evidence provided by single-subject design studies that supported effective intervention and educational practices for young children With autism. A revieW of the literature from 1990 to 2002 revealed 37 studies that meet the inclusion criteria. Research studies primarily employed multiple-baseline experimental designs and provided strong evidence for effectiveness through multiple replications of treatment effects. Practices supported by this research Were classified into three groups. Practices With Well-established evidence of effectiveness Were adult-directed teaching and differential reinforcement. Emerging and effective practices included peer-mediated interventions, visual supports, self-monitoring, and family member involvement in the intervention. Practices that Were probably efficacious included positive behavior support, videotaped model, and childrens choices and/or preferences incorporated in learning tasks. For many of these practices, additional evidence may be provided by group design studies and single-subject design studies in Which older children With autism Were participants.

Peer Social Initiations: Effective Intervention for Social Skills Development of Exceptional Children

Deficits in the area of social skills represent one of the more pervasive disabilities exhibited by exceptional children. The social initiation intervention, in which nonhandicapped children are taught to direct social overtures to exceptional students, is one tactic that has been found repeatedly to result in positive social behavior change. This intervention technique derives primarily from the naturalistic study of peer interactions that show the predictable influence of social initiations on the behavior of interacting partners. Extensive evaluations of this technique have revealed no negative side effects on peer trainers and increases in the social responding, social initiations, and length of exchanges for target childen.

PEER-MEDIATED APPROACHES TO PROMOTING CHILDREN'S SOCIAL INTERACTION: A Review

The literature on peer-mediated treatment approaches is reviewed, and three types of peer-mediated treatment--proximity, prompt/reinforce, and peer initiation interventions--are identified. The relative efficacy of these interventions is examined, treatment issues are discussed, and directions for future research are considered.

Comprehensive Evidence-Based Social-Emotional Curricula for Young Children: An Analysis of Efficacious Adoption Potential

This article reviews eight comprehensive social—emotional curricula for children under 6 years of age and describes two promising curricula currently under investigation. These programs have been successful in the promotion of interpersonal skills and the reduction or prevention of challenging behavior for a wide range of children. Particular attention is paid to the level of evidence or scientific believability associated with criteria that reflect efficacious adoption of curricula. Areas for future research are discussed.

Randomized, Controlled Trial of the LEAP Model of Early Intervention for Young Children With Autism Spectrum Disorders

A clustered randomized design was used in which 28 inclusive preschool classrooms were randomly assigned to receive 2 years of training and coaching to fidelity in the LEAP (Learning Experiences and Alternative Program for Preschoolers and Their Parents) preschool model, and 28 inclusive classes were assigned to receive intervention manuals only. In total, 177 intervention classroom children and 117 comparison classroom children participated. Children were similar on all measures at start. After 2 years, experimental class children were found to have made significantly greater improvement than their comparison cohorts on measures of cognitive, language, social, and problem behavior, and autism symptoms. Behavior at entry did not predict outcome nor did family socioeconomic status. The fidelity with which teachers implemented LEAP strategies did predict outcomes. Finally, social validity measurement showed that procedures and outcomes were favorably viewed by intervention class teachers.

The Utilization of Classroom Peers as Behavior Change Agents

One Early Peer Relations.- Two Peer Influences on the Development of Communicative Competence.- Three Utilization of Peer Imitation in Therapeutic and Instructional Contexts.- Four The Use of Peer Social Initiations in the Treatment of Social Withdrawal.- Five Vicarious Reinforcement and Punishment Processes in the Classroom.- Six Peer Tutoring in Academic Settings.- Seven Group-Oriented Contingencies and Peer Behavior Change.- Eight RECESS: Research and Development of a Behavior Management Package for Remediating Social Aggression in the School Setting.- Nine Children as Instructional Agents for Handicapped Peers: A Review and Analysis.- Ten Peer-Oriented Behavioral Technology and Ethical Issues.

Social Interactions of Normal Preschool Children Using Normative Data for Subject and Target Behavior Selection

The purpose of this observational study on preschool childrens interactive behaviors was to produce a set of normative data that could be directly used for the identification of socially withdrawn children and the empirical selection of target behaviors for intervention. A total of 60 children, evenly distributed across three-, four-, and five-year-old subject groups, were observed for 10 six-minute sessions across a two-month period. A 14-item observational system was used to assess the frequency of specific social initiations by these children as well as the responses of peers. The results indicate that, in setting the occasion for positive peer responding: (a) specific social initiations varied considerably in frequency of occurrence and effectiveness; (b) frequency of occurrence for specific initiations was negatively correlated (r = -.36) with effectiveness; and (c) motor/gestural initiations were generally more effective than vocal/verbal initiations.

Individualized Group Instruction of Normally Developing and Autistic-like Children: The LEAP Curriculum Model

This paper focuses on a description of an approach to individualize group instruction and an evaluation of preacademic/academic program effects for normally developing and autistic-like children, Essential features of the individualized group instruction procedure include: individualized curriculum for each class participant; frequent assessment of intervention impact; opportunities to revise curricular objectives; planning lessons that include objectives for each child; management of behavior in a group; and daily review of goal plans, The results of program evaluation on 13 normally developing and 6 autistic-like children showed that: (a) normally developing children achieved, on the average, a twofold increase in their rate of development during program participation; (b) autistic-like children achieved, on the average, a twofold increase in their rate of development during program participation; and (c) autistic-like childrens intervention rate of performance was above that for normally developing children at program entry.

The Need for Longitudinal, Intensive Social Skill Intervention LEAP Follow-Up Outcomes for Children with Autism

In this article, we suggest the need to embed social skills intervention within the more general context of long-term early intervention efforts that promote all dimensions of developmental performance. Although the field has advanced on many fronts during the last 30 years, we believe that the limits of isolated social skills training over brief periods of time have been reached. To support the call for more comprehensive and intensive intervention efforts, we offer preliminary results from an 18-year study to address the social and related needs of young children with autism. Contrary to the usually gloomy picture of social skills intervention evaluated across time and contexts, the former clients of the LEAP program demonstrate evidence of sustained growth and development over nearly two decades.