The Japanese Association of School Health

Research Report

ISSN ONLINE : 1880-2400

[School Health Vol.12, 9-20, 2016]

The Effects of Behavior Support Targeting Self-injurious Behavior through Promotion of Task Engagement on Problem Behavior in ASD Children

Koichi Tani*,**, Saeko Sakai*, Hiroko Okuno*, Sachiko Takagi**
and Yoshihiro Fujiwara***

  • *United Graduate School of Child Development, Osaka University
  • 2-2 Yamadaoka, Suita, Osaka 565-0871, Japan
  • u375861b@ecs.osaka-u.ac.jp
  • **Kyoto Nishisogo Municipal Special Needs School
  • 1-21-21 Oekitakutsukakecho, Nishikyo-ku, Kyoto 610-1101, Japan
  • ***Soka University
  • 1-236 Tangi-machi, Hachioji, Tokyo 192-8577, Japan

Received May 7, 2015 ; Accepted December 19, 2015

Keywords:
Autism spectrum disorder, applied behavior analysis, self-injurious behavior, task engagement, positive behavior support

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Abstracts

Background: Problem behavior is a factor that can make everyday life and studying in educational settings difficult for children with developmental disorders, resulting in reduced quality of life. Problem behavior is one of the difficulties presented by children with autism spectrum disorder (ASD) and developmental disorders; and self-injurious behavior (SIB) is one such behavior that clearly negatively impacts the child’s quality of school life. Recent studies have indicated the effectiveness of initiatives to reduce problem behaviors through promoting and supporting task engagement behavior.

Purpose: The present study is an interventional study carried out on three children with ASD enrolled in special needs schools. Behavior support plan that promoted task engagement behavior was carried out with the objectives of (a) confirming whether task engagement behavior is effective in reducing SIB in targeted settings and (b) verifying the effects of task engagement behavior on problem behaviors other than SIB in everyday school life.

Methods: For each child, an examination was carried out to determine the setting within school life in which SIB occurred most readily; this setting was specified as the target setting. Functional assessments of the children within these settings were carried out and behavior support plans drawn up on the basis of the results were carried out. In the target settings, instruction from homeroom teachers took place in both intervention and baseline periods.

Results: As the result of above procedure, all three children showed greater task engagement behavior during the intervention period than during the baseline period, and there was a reduction in SIB from the start of the intervention period. In addition, the results of the Aberrant Behavior Checklist Japanese Version (ABC-J), which evaluate behaviors in everyday life, completed by the same teacher showed that in everyday school life outside the specified target setting, there were improvements in three subscales of ABC-J(1.Irritability/Agitation, 2.Lethargy/Social Withdrawal,4.Hyperactivity/Noncompliance).

Conclusions: The results indicate that carrying out a behavior support plan that promotes task engagement behavior based on a functional assessment not only reduces SIB in the intervention setting, but also brings about improvement in other problem behaviors shown by the child in everyday school life.

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