Implementing skill‐based treatment within a classroom setting for an adolescent with autism

Abstract

AbstractResearch exists to support the efficacy of the Interview‐Informed Synthesized Contingency Analysis (IISCA) and skill‐based treatment (SBT) to address problem behavior within a clinical setting. However, limited research is available to support their use in a classroom setting and especially as a tool to avoid the display of problem behavior altogether. In the current study, the IISCA, informed by an open‐ended interview, was conducted with a single participant in the classroom after a prolonged absence from school due to COVID‐19. Results of the IISCA were used to determine the multiple contingencies that were likely to evoke problem behavior upon re‐introduction of academic task demands. A skill‐based treatment was then developed based on these contingencies, which involved teaching the participant functional communication, delay tolerance, and following academic instruction in relevant contexts. After 25 treatment sessions, the participant had acquired and maintained all of these skills, including the ability to functionally communicate, tolerate removal of preferred items, and follow educational instructions within the typical classroom routine. This study shows the applicability of the IISCA and SBT when implemented within the classroom setting and when used to reintroduce educational instruction to an individual with autism after a prolonged break from school.