Teaching an Adolescent With Autism and Intellectual Disability to Tolerate Routine Medical Examination: Effects of a Behavioral Compliance Training Package

The present study evaluated graduated exposure and positive reinforcement in a compliance training intervention package with an adolescent female who had autistic disorder, intellectual disability, and long-standing avoidance of routine medical examination. Intervention consisted of slowly introducing her to a 12-step examination hierarchy and reinforcing compliant responding within a changing criterion experimental design. Reinforcement for appropriate alternative behavior and modeling were also components of intervention. A behavioral clinician first implemented procedures that were subsequently generalized to nurses. The participant learned to comfortably tolerate a medical examination that she had resisted for nearly 2 years. We discuss clinical and research implications of the case

The Influence of Therapist Attention on Self-Injury During a Tangible Condition

This study investigated the effects of therapist attention on the self-injurious behavior (SIB) of a 6-year-old girl with developmental disabilities. After results of a functional analysis indicated that SIB was maintained by attention and tangible reinforcement, tangible conditions with and without contingent verbal attention were compared. Results suggested that the inclusion of verbal attention in a tangible condition may confound functional analysis outcomes for behavior that is maintained by attention

Teacher acquisition of functional analysis methodology.

The current study examined methods for training teachers to use functional analysis methods. Teachers first received written and verbal instructions detailing attention and demand conditions. They then received training that included modeling, rehearsal, and performance feedback. Finally, probes were taken during ongoing class instruction. Results indicate that teachers acquired the skills and used them in classroom settings