Improving Compliance in Primary School Students with Autism Spectrum Disorder
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Improving Compliance in Primary School Students with Autism Spectrum Disorder Tsuyoshi Imasaka1 · Pei Ling Lee1 · Angelika Anderson2 · Chernyse W. R. Wong1 · Dennis W. Moore1 · Brett Furlonger1 · Margherita Bussaca1
© Springer Science+Business Media, LLC, part of Springer Nature 2019
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
* Angelika Anderson [email protected] 1
Krongold Center, Faculty of Education, Monash University, Melbourne, VIC, Australia
2
School of Psychology, Faculty of Arts and Social Sciences, The University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand
13
Vol.:(0123456789)
Journal of Behavioral Education
Introduction Compliance can be thought of as a skill that develops throughout childhood and for the purposes of this study is defined as “acting in accordance with a directive to engage in or to stop engaging in a behaviour” (Owen et al. 2012, p. 364). Low levels of compliance can be accompanied by behaviors of concern often referred to in the literature as non-compliant behaviors (such as refusal or defiance; Kochanska and Aksan 1995). This can be confusing as the prefix suggests an absence of a behavior or skill, yet often the term non-compliance is used to indicate behavioral excesses. In this report, we will refer to compliance as a skill and non-compliance as its absence. Of significance, non-compliance is a problem commonly reported by those who work with children with autism spectrum disorder (ASD; Soto-Chodiman et al. 2012; Van Bourgondien 1993). Interestingly, some of the defining characteristics of ASD, such as deficits in social and communication skills, may make it difficult for such children to comply with common instructions. Within school environments, persistent low lev
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