Hostname: page-component-76fb5796d-vvkck Total loading time: 0 Render date: 2024-04-30T00:53:50.093Z Has data issue: false hasContentIssue false
  • English
  • Français

Reducing Inappropriate Questioning Behaviour in an Adolescent with Autism: A Case Study

Published online by Cambridge University Press:  06 October 2014

R.S. Dixon ,
D.W. Moore ,
N. Hartnett ,
R. Howard  and
K. Petrie
R.S. Dixon*
Affiliation:
University of Auckland
D.W. Moore
Affiliation:
University of Auckland
N. Hartnett
Affiliation:
University of Auckland
R. Howard
Affiliation:
University of Auckland
K. Petrie
Affiliation:
University of Auckland
*
Education Department, University of Auckland, PO Box 92019, Auckland, New Zealand
Get access

Abstract

Self-management techniques have been shown to be less labour intensive than other intervention procedures and to produce changes in behaviour that endure. Autistic children have been successfully taught to use self-management techniques across a variety of settings. The present study used an AB design with a follow-up to assess whether self-monitoring could be successfully employed to reduce inappropriate questioning behaviour in a high-functioning autistic adolescent. Results show that self-monitoring was associated with a reduction in questioning behaviour and a qualitative change in the questions asked. These findings are discussed in relation to their possible implications for the successful integration of autistic children into the mainstream.

Type
Research Article
Information
Behaviour Change , Volume 12 , Issue 3 , September 1995 , pp. 163 - 166
Copyright
Copyright © The Author(s) 1995

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Baer, D.M., Stokes, T.F., Holman, J., Fowler, S.A., & Rowbury, T.G. (1981). Uses of self-control techniques in programming generalization. In Bijou, S.W. & Ruiz, R. (Eds.), Behavior modification: Contributions to education. Hillsdale, NJ: Erlbaum.Google Scholar
Boucher, J., & Lewis, V. (1989). Memory impairments and communication in relatively able autistic children. Journal of Child Psychology and Psychiatry, 30, 99–122.Google Scholar
Drabman, R., Spitalnik, R., & O'Leary, K.D. (1973). Teaching self-control to disruptive children. Journal of Abnormal Psychology, 82, 10–16.Google Scholar
Hundert, J., & Bucher, B. (1978). Pupils' self-scored arithmetic performance: A practical procedure for maintaining accuracy. Journal of Applied Behavior Analysis, 11, 304.Google Scholar
Hurtig, R., Ensrud, S., & Tomblin, J.B. (1982). The communicative function of question production in autistic children. Journal of Autism and Developmental Disorders, 12, 57–69.CrossRefGoogle ScholarPubMed
Kneedler, R.D., & Hallahan, D.P. (1981). Self-monitoring of on-task behavior with learning disabled children: Current studies and directions. Exceptional Education Quarterly, 2(3), 73–82.Google Scholar
Koegel, R.L., & Koegel, L.K. (1990). Extended reductions in stereotypic behavior of students through a self-management treatment package. Journal of Applied Behavior Analysis, 23, 119–127.CrossRefGoogle ScholarPubMed
Koegel, L.K., Koegel, R.L., Hurley, C., & Frea, W.D. (1992). Improving social skills and disruptive behavior in children with autism through self-management. Journal of Applied Behavior Analysis, 25, 341–353.Google Scholar
O'Leary, S.G., & Dubey, D.R. (1979). Applications of self-control procedures by children: A review. Journal of Applied Behavior Analysis, 12, 449–465.CrossRefGoogle ScholarPubMed
Rosenbaum, M.S., & Drabman, R.S. (1979). Self-control training in the classroom: A review and critique. Journal of Applied Behavior Analysis, 12, 467–485.Google Scholar
Tager-Flusberg, H., & Anderson, M. (1991). The development of contingent discourse ability in autistic children. Journal of Child Psychology and Psychiatry, 32, 1123–1134.Google Scholar