2025: Empowering the Future through Education, Diversity, and Hope

Evaluation, Parent Training, and Preference for Contigent and Time-based Schedules of Reinforcement on an Individual with Autism Spectrum Disorders

Presenter Information

Grace Nguyen, Gonzaga University

Location

Hemmingson Ballroom

Start Date

15-4-2025 11:15 AM

End Date

15-4-2025 12:15 AM

Description

Children with Autism Spectrum Disorder (ASD) require intensive interventions to form appropriate developmental skills. One area commonly observed as challenging is compliance with parents and/or caregivers’ requests. Children with ASD often present with interfering behaviors such as aggression or elopement. These interfering behaviors often result in delays to learning appropriate skills as well as a disruption to ongoing family practices and routines (e.g. a parent requesting a child to come sit down for dinner resulting in the child throwing toys). One potential method that may be effective to reduce these challenging behaviors and increase desirable behaviors, such as following requests, is to incorporate a parent-implemented time-based intervention to help autistic individuals increase skills. The purpose of this literature review is to evaluate research that has incorporated parent-implemented interventions to reduce problem behavior and increase compliance behaviors and evaluate the efficiency of those interventions.

Comments

Poster Session A

Publication Date

2025

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Apr 15th, 11:15 AM Apr 15th, 12:15 AM

Evaluation, Parent Training, and Preference for Contigent and Time-based Schedules of Reinforcement on an Individual with Autism Spectrum Disorders

Hemmingson Ballroom

Children with Autism Spectrum Disorder (ASD) require intensive interventions to form appropriate developmental skills. One area commonly observed as challenging is compliance with parents and/or caregivers’ requests. Children with ASD often present with interfering behaviors such as aggression or elopement. These interfering behaviors often result in delays to learning appropriate skills as well as a disruption to ongoing family practices and routines (e.g. a parent requesting a child to come sit down for dinner resulting in the child throwing toys). One potential method that may be effective to reduce these challenging behaviors and increase desirable behaviors, such as following requests, is to incorporate a parent-implemented time-based intervention to help autistic individuals increase skills. The purpose of this literature review is to evaluate research that has incorporated parent-implemented interventions to reduce problem behavior and increase compliance behaviors and evaluate the efficiency of those interventions.