ERIC Number: EJ1109802
Record Type: Journal
Publication Date: 2016-Sep
Abstractor: As Provided
School-Based Interventions Targeting Challenging Behaviors Exhibited by Young Children with Autism Spectrum Disorder: A Systematic Literature Review
Martinez, Jose R.; Werch, Brittany L.; Conroy, Maureen A.
Education and Training in Autism and Developmental Disabilities, v51 n3 p265-280 Sep 2016
The purpose of this review was to critically examine and summarize the impact of school-based interventions designed to decrease challenging behaviors in young children with Autism Spectrum Disorder (ASD). Reviewed studies employed a single-case experimental design, targeted challenging behaviors, included children 3-8 years old with ASD, and took place in school settings. Interventions were categorized as antecedent-based, function-based, reinforcement, instructional, or multicomponent. In addition to analyzing articles descriptively, effect size estimates were calculated using the Non-overlap of All Pairs and Tau-U methods. A total of 26 studies including 44 children were reviewed. Individual effect size estimates ranged from weak to strong, but on average, the reviewed interventions were effective in decreasing the target behaviors exhibited by the participants. Findings suggest that interventions implemented in school settings can effectively decrease challenging behaviors exhibited by young children with ASD. Directions for future research and practice are also discussed.
Descriptors: Autism, Pervasive Developmental Disorders, Asperger Syndrome, Intervention, Child Behavior, Young Children, Literature Reviews, Research Design, Behavior Problems, Evidence Based Practice, Effect Size, Behavior Modification
Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A