| dc.description.abstract |
Concurrency is simultaneous occurrence of two or more events at the same time or in the same location. Most behavior change programs attempted on children with autism have been carried out separately for reducing problem behavior followed by enhancement of skill behavior or vice versa. Even as there are admitted challenges in identifying problem behaviours as distinct from skill behaviours, this study examines the feasibility, efficacy and benefits of a customised, time-bound and synchronized intervention in ameliorating the behavioural repertoire in eight children on autism spectrum. The targeted sample underwent a randomly blinded baseline assessment on two standardized behavior assessment scales, viz., Problem Behavior Survey Schedule and Activity Checklist for Preschool Children with Developmental Disabilities before being subjected to the 8-week long interventions spread over 12-one hour one-to-one and small group based sessions in home as well as therapy settings. The interventions used procedures derived from applied behavior analysis, environmental manipulation, direct instruction on identified individual skill deficits, structured teaching and parent guidance covering play, receptive-expressive communication, sensory-motor, pre-academics and self help activities. Even though there was observable-measurable changes in skill and problem behaviours as reflected by their test scores following the behavior interventions, the overall results were statistically insignificant (p: >0.05). Anext level domain analysis showed that only sensory'items under skill behaviours were maximally gained as under problem behaviours, temper tantrums, hyperactivity and rebellious behavior reduced most (p: <0.01) over all other behavioural domains in children with autism. There are indications to show that greater skill behavior scores are inversely correlated to their problem behavior scores, both, in terms of intensity as well as frequency. The results are presented and discussed in the light of a growing need or value for concurrent use of customised behavioural interventions in skill enhancement and problem behaviour reduction to optimise benefits for children with autism. |
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