We evaluated the effects of presession satiation on challenging behavior and academic engagement during subsequent classroom activities for three 5-6 year-old children with autism. The percentage of 10-s intervals with challenging behavior and academic engagement during 20-min classroom activity sessions was observed under two conditions. One condition involved presession satiation, in which participants were given unrestricted access to tangible items that maintained their challenging behavior prior to the classroom sessions. This presession satiation continued until the children rejected the tangible item three times. The second condition did not entail presession satiation prior to the beginning of classroom sessions. Effects of the two conditions on challenging behavior and academic engagement were evaluated using individual participant alternating treatments designs. Results demonstrated that the presession satiation condition was associated with consistently lower percentages of intervals with challenging behavior and consistently higher percentages of intervals with academic engagement.
Get full access to this article
View all access options for this article.
References
1.
AbramsonJ. H.GahlingerP. M.Computer Programs for Epidemiologists: PEPI v.4.0. Salt Lake CitySagebrush PressUT2001
American Psychiatric AssociationDiagnostic and statistical manual of mental disordersAuthorWashington, DC19944th ed.
4.
BarlowD. H.NockM. K.HersenM.Single case experimental designs: Strategies for studying behavior changeAllyn & BaconNew York2009rd ed.
5.
CarrE. G.SmithC. E.Biological setting events for self-injuryMental Retardation and Developmental Disabilities194–981995
6.
FisherW.PiazzaC.BowmanL. G.HagopianL. P.OwensJ. C.SlevinI.A comparison of two approaches for identifying reinforcers for persons with severe and profound disabilitiesJournal of Applied Behavior Analysis25491–4981992
7.
HintzeJ.NCSS and PASS: Number Cruncher Statistical Systems [Computer software]NCSSKaysville, UT2006
8.
HornerR. H.AlbinR. W.SpragueJ. R.ToddA. W.SnellM.BrownF.Positive behavior supportInstruction of students with severe disabilitiesMerrillNJ207–2432000th ed.
9.
IwataB. A.DorseyM. F.SliferK. J.BaumanK. E.RichmanG. S.Toward a functional analysis of self-injuryJournal of Applied Behavior Analysis27197–2091994Reprinted from Analysis and Intervention in Developmental Disabilities, 2, 1982, 3-20
10.
KennedyC. H.MeyerK. A.Sleep deprivation, allergy symptoms, and negatively reinforced problem behaviorJournal of Applied Behavior Analysis29133–1351996
11.
KernL.ChoutkaC. M.SokolN. G.Assessment-based antecedent interventions used in natural settings to reduce challenging behavior: An analysis of the literatureEducation and Treatment of Children25113–1302002
12.
LangR.O'reillyM.SigafoosJ.LancioniG. E.MachalicekW.RispoliM.WhiteP.Enhancing the effectiveness of a play intervention by abolishing the reinforcing value of stereotypy for a child with autism: A pilot studyJournal of Applied Behavior Analysis42889–8942009
13.
LangR.O'reillyM.SigafoosJ.MachalicekW.RispoliM.LancioniG.AguilarJ.FragaleC.The effects of an abolishing operation intervention component on play skills, challenging behavior and stereotypy. Behavior Modificationin press
14.
LarawayS.SnycerskiS.MichaelJ.PolingA.Motivating operations and terms to describe them: Some further refinementsJournal of Applied Behavior Analysis36407–4142003
15.
LuiselliJ.MccomasJ. J.ThompsonA.JohnsonL.Antecedent assessment and intervention: Supporting children and adults with developmental disabilities in community settingsJournal of Applied Behavior AnalysisPaul H. Brookes Publishing CoBaltimore, MD36297–3072003The effects of presession attention on problem behavior maintained by different reinforcers
16.
O'reillyM. F.Functional analysis and treatment of escape-maintained aggression correlated with sleep deprivationJournal of Applied Behavior Analysis28225–2261995
17.
O'reillyM. F.Functional analysis of episodic self-injury correlated with recurrent otitis mediaJournal of Applied Behavior Analysis30165–1671997
18.
O'reillyM. F.LangR.DavisT.RispoliM.MachalicekW.SigafoosJ.A systematic examination of different parameters of presession exposure to tangible stimuli that maintain challenging behaviorJournal of Applied Behavior Analysis42773–7832009
19.
O'reillyM.SigafoosJ.LancioniG.EdrisinhaC.AndrewsA.An examination of the effects of a classroom activity schedule on levels of self-injury and engagement for a child with severe autismJournal of Autism and Developmental Disabilities35305–3112005
20.
O'reillyM. F.SigafoosJ.LancioniG.RispoliM.LangR.ChanJ.Manipulating the behavior-altering effect of the motivating operation: Examination of the influence on challenging behavior during leisure activitiesResearch in Developmental Disabilities29333–3402008
21.
ParkerR.VannestK.An improved effect size for single-case research: Nonoverlap of all pairsBehavior Therapy40357–3672009
22.
ReeseR. M.RichmanD. M.ZarconeJ.ZarconeT.Individualizing functional assessments for children with autism: The contribution of perseverative behavior and sensory disturbances to disruptive behaviorFocus on Autism and Other Developmental Disabilities1887–922003
23.
RispoliM.O'reillyM.LangR.MachalicekW.DavisT.LancioniG.Effects of motivating operations on aberrant behavior and academic engagement during classroom instruction for two students with autismJournal of Applied Behavior Analysisin press
