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An Examination of the Effects of a Classroom Activity Schedule on Levels of Self-Injury and Engagement for a Child with Severe Autism
Citation
O'Reilly, M and Sigafoos, J and Lancioni, G and Edrisinha, C and Andrews, A, An Examination of the Effects of a Classroom Activity Schedule on Levels of Self-Injury and Engagement for a Child with Severe Autism, Journal of Autism and Developmental Disorders, 35, (3) pp. 305-311. ISSN 0162-3257 (2005) [Refereed Article]
DOI: doi:10.1007/s10803-005-3294-1
Abstract
We examined the effects of an individualized schedule on levels of engagement and self-injury for a student with severe autism. We first conducted a series of functional analyses to identify contexts in which self-injury occurred in his classroom. Results of the functional analyses suggested that self-injury was associated with academic demands. Self-injury rarely occurred during the play and no interaction conditions (i.e., when the teacher was present but did not attend to him) of the functional analysis. Furthermore, when the functional analysis conditions were organized according to a specific schedule (no interaction-play-demand) self-injury did not occur. This schedule of activities was then evaluated within the context of his regular curriculum and produced substantial reductions in self-injury and increases in engagement. Positive results maintained for up to five months following the assessment. These findings seem to indicate that functional analysis methodologies might provide helpful information when developing individualized schedules for students who may not have the skills to comprehend and follow a schedule. © 2005 Springer Science+Business Media, Inc.
Item Details
Item Type: | Refereed Article |
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Research Division: | Education |
Research Group: | Specialist studies in education |
Research Field: | Special education and disability |
Objective Division: | Education and Training |
Objective Group: | Schools and learning environments |
Objective Field: | Inclusive education |
UTAS Author: | Sigafoos, J (Professor Jeffrey Sigafoos) |
ID Code: | 39255 |
Year Published: | 2005 |
Web of Science® Times Cited: | 46 |
Deposited By: | Education |
Deposited On: | 2006-04-05 |
Last Modified: | 2006-04-05 |
Downloads: | 0 |
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