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Improving Compliance in Primary School Students with Autism Spectrum Disorder

  • Tsuyoshi Imasaka
  • Pei Ling Lee
  • Angelika AndersonEmail author
  • Chernyse W. R. Wong
  • Dennis W. Moore
  • Brett Furlonger
  • Margherita Bussaca
Original Paper
  • 200 Downloads

Abstract

Complying with common instructions is considered an important skill, critical to school success; however, students with autism spectrum disorder (ASD) often exhibit low levels of compliance creating barriers to their inclusion in regular general education school settings. While self-management interventions have the potential to address compliance issues, there has been little research investigating their effectiveness in regular education school settings that include young children with ASD. Accordingly, the present study examined the effects of a self-management intervention for two 8-year-old boys with ASD and attention-deficit hyperactivity disorder. A multiple-baseline across settings design was used. Results indicated that the intervention was associated with increased rates of compliance and concomitant increases in on-task behavior for both participants within their respective classroom. Effects were maintained at follow-up, and social validity ratings suggested that the intervention was highly acceptable for both the students and their teachers. This study contributes to the knowledge base on effective and feasible interventions to support the inclusion of children with ASD in general education settings.

Keywords

Compliance Self-management Autism Multiple-baseline experimental design On-task behavior 

Notes

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Copyright information

© Springer Science+Business Media, LLC, part of Springer Nature 2019

Authors and Affiliations

  1. 1.Krongold Center, Faculty of EducationMonash UniversityMelbourneAustralia
  2. 2.School of Psychology, Faculty of Arts and Social SciencesThe University of WaikatoHamiltonNew Zealand

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