Maintaining On-Task Behavior of Adolescents with Autism Spectrum Disorder in the Absence of an Instructor

• Published in: Behavior analysis in practice Vol. 16; no. 1; pp. 210 - 221
• Main Authors: El-Boghdedy, Amira, Sidener, Tina M., Reeve, Sharon A., White, Erin Richard, Quiroz, Leslie
• Format: Journal Article
• Language: English
• Published: Cham Springer International Publishing 01.03.2023; Springer Nature B.V
• Subjects: Accuracy; Autism; Behavior; Behavioral Science and Psychology; Employment; Psychology; Reinforcement schedules; Research Article; Skills; Supervision; Teaching; Teenagers; Fading; On-task; Maintenance; Delay; Independence
• ISSN: 1998-1929; 2196-8934
• DOI: 10.1007/s40617-022-00712-w

Despite the vast amount of research on increasing independence for individuals with autism spectrum disorder, there is a lack of research on techniques for fostering independent on-task behavior and accuracy in the absence of an instructor. Though increasing distance of the instructor and altering reinforcer delivery have been shown in a few studies to produce independence in the absence of an instructor, no study to date has compared the effects of systematic fading and complete removal of an instructor. In the current study, we evaluated the effects of three conditions on the on-task behavior and accuracy of adolescents with autism spectrum disorder: instructor present (instructor with participant and conditioned reinforcers delivered within session ), instructor absent (instructor not with the participant and no within-session conditioned reinforcers), and instructor fading (gradual, systematic fading of instructor and thinning of within-session conditioned reinforcers). Across all three participants, the intervention was effective in maintaining criterion levels of on-task behavior and accuracy. Responding generalized to novel instructors and remained high during maintenance evaluations for all participants. Clinicians rated the procedures as having high social validity.