Abstract
Although evidenced-based practices, delivered with procedural integrity are increasingly common in the field of autism, generalizing those practices to less traditional settings is not. The present study, conducted at a summer therapeutic camp used a single subject multiple baseline across participants research design to evaluate the effects of contingent reinforcement utilizing both a variable-interval (VI) 5-minute variable-interval Differential Reinforcement of Other behaviors (VDRO) schedule of reinforcement and a VI 5-minute momentary DRO (MDRO) schedule of reinforcement, combined with token delivery and response cost procedure on increasing compliance and decreasing disruptive behaviors for three, 8-year old males with developmental disabilities. Results are discussed in light of the positive role summer therapeutic camps may play for students with autism spectrum disorder (ASD), and the critical role teachers and staff play in precisely delivering evidenced-based practices, especially in more non-traditional, community-centered educational settings.
Highlights
1.1 Introduction of the ProblemIncreased awareness of individuals diagnosed with Autism Spectrum Disorder has been accompanied by a corresponding growth in the number of professionals packaging and marketing interventions
Joe primarily engaged in disruptive behavior, aggression, tantrum, and noncompliance
From baseline to intervention phase, there was an increase in the average percentage compliance to adult directives, and a decrease in the average frequency in disruptive behaviors
Summary
1.1 Introduction of the ProblemIncreased awareness of individuals diagnosed with Autism Spectrum Disorder has been accompanied by a corresponding growth in the number of professionals packaging and marketing interventions. Researchers (e.g., Belfiore, Fritts, & Herman, 2008; Kitchen, Belfiore, & Kitchen, 2010; Van Buskirk & Simpson, 2013) suggest the scientific community’s lack of a single, definitive causal theory for Autism Spectrum Disorder (ASD) may be a contributing factor to this plethora of intervention types and variations This variability in treatment approaches may be attributed to other factors, including philosophical/theoretical differences amongst professionals in the fields of education, psychology, psychiatry, and medicine (Kitchen et al, 2010; Scheuermann, Webber, Boutot, & Goodwin, 2003; Simpson, 2005). Discrete trial instruction (DTI) (Belfiore et al, 2008; Leblanc, Ricciardi, & Luiselli, 2005; Ryan, Hughes, Katsiyannis, McDaniel, & Sprinkle, 2011; Simpson, 2005) and applied behavior analysis (Simpson, 2005; Zane, Davis, & Rosswurm, 2008) have established a similar record of effectiveness with ASD, as well as a sound research base
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