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J Autism Dev Disord. 2019 Aug;49(8):3047-3059. doi: 10.1007/s10803-019-04023-y.

Interventions for Repetitive Behavior in Young Children with Autism: A Survey of Behavioral Practices.

Author information

1
Department of Educational Psychology, Counseling, and Special Education, The Pennsylvania State University, 125 CEDAR Building, University Park, PA, 16802, USA. tjr61@psu.edu.
2
Department of Special Education and Clinical Sciences, University of Oregon, HEDCO Education Building, Eugene, OR, 97403, USA. tjr61@psu.edu.
3
Department of Learning Sciences, Georgia State University, 30 Pryor Street South West, Atlanta, GA, 30306, USA.
4
Department of Special Education and Clinical Sciences, University of Oregon, HEDCO Education Building, Eugene, OR, 97403, USA.
5
Department of Educational Psychology, University of Texas at San Antonio, 501 West Cesar East Chavez Boulevard, San Antonio, TX, 78207, USA.

Abstract

Children with autism spectrum disorder (ASD) display social-communication deficits and present with rigid and repetitive patterns of behavior and/or interests (RRBIs). Compared to interventions for social-communication skills, less attention has been given to RRBIs, especially with regard to interventions for young children. We surveyed 128 behavior analysts who implemented interventions for young children with ASD on their use of 16 practices and one assessment for the treatment of RRBIs. The majority of our sample perceived the practices to be effective in producing sustainable behavior change. Behavior analysts generally responded in the same way to items about reinforcement-based practices, punishment-based practices, and a group of commonly packaged antecedent and consequence-based package components. Implications and future directions are discussed.

KEYWORDS:

Autism spectrum disorder; Behavioral treatment; Repetitive behavior; Restricted interests; Stereotypy; Young children

PMID:
31030312
DOI:
10.1007/s10803-019-04023-y

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