Language intervention and disruptive behavior in preschool children with autism
Abstract
Disruptive behaviors are often exhibited by children with severe disabilities during difficult teaching tasks. Because learning verbal communication can be a difficult task for nonverbal children with autism, disruptive behaviors are common during such interventions. The purpose of this experiment was to assess whether the incorporation of parameters of natural language interactions and motivational techniques might reduce disruptive behavior during language teaching tasks. Within a repeated reversals design with order of conditions and number of sessions varied within and across children, treatment was conducted for two language teaching conditions. During one condition trials were presented serially in a traditional analog clinical format where the therapist presented instructions, prompts, and reinforcers for correct responses. The other condition incorporated parameters of natural language interactions and motivational techniques, such that stimulus items were functional and varied; natural reinforcers were employed; communicative attempts were reinforced; and trials were conducted within a natural interchange. Results showed that greater improvements in responding and considerably less (often negligible) disruptive behavior occurred during the natural language teaching conditions. Results are discussed with respect to their implications for improving language interventions, and with respect to reducing disruptive behavior without the need for specialized or severe interventions focused specifically on the disruptive behavior.
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Many autism studies using single subject designs have demonstrated positive effects of parent-delivered interventions for reducing problem behaviors, improving nonverbal and verbal communication, and increasing appropriate play and imitation.
“many autism studies using single subject designs have demonstrated the positive effects of parent-delivered interventions for reducing problem behaviors, improving children’s nonverbal and verbal communication skills, and increasing appropriate play and imitation skills.”
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- Authors
- Koegel, R. L., Koegel, L. K., & Surratt, A.
- Affiliations
- University of California, Santa Barbara (US)
- Venue
- Journal of Autism and Developmental Disorders
- Published
- 1992-06
- Volume
- 22
- Issue
- 2
- Pages
- 141-153
- ISSN
- 0162-3257 (ISSN-L)
- 1573-3432
- OpenAlex
- W1995285089
- Cited by
- 217
- References
- 25
- Citations by year
- 2026: 1 · 2025: 6 · 2024: 10 · 2023: 2 · 2022: 8 · 2021: 9 · 2020: 4 · 2019: 7 · 2018: 11 · 2017: 7 · 2016: 4 · 2015: 9 · 2014: 10 · 2013: 13 · 2012: 9
- FWCI
- 3.39
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Journal of Autism and Developmental Disorders (publishedVersion)
- PubMed (publishedVersion)
- Funders
- National Institute of Mental Health (MH 28210, MH 39434)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
- Health Sciences › Medicine › Psychiatry and Mental health › Child Nutrition and Feeding Issues
- Keywords
- autism spectrum disorder, disruptive behavior, language intervention, preschool children, natural language interaction, motivational techniques, natural reinforcers, nonverbal children, verbal communication, naturalistic teaching
- MeSH terms
- Autistic Disorder, Behavior Therapy, Child Behavior Disorders, Developmental Disabilities, Child, Preschool, Combined Modality Therapy, Education, Special, Female, Follow-Up Studies, Humans, Language Therapy, Male, Social Environment, Verbal Behavior
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