Final Project 2

2

Decreasing escape maintain behaviors during paper-based homework in students diagnosed with ASD at elementary level.

Giselle D Calderon

Abstract

The students suffering from Autism Spectrum Disorders are also individuals that require to access the education that might be accessed by the other learners within the learning institutions. However, providing these students with this education is not as easy as it might sound because they require being assisted in certain ways and this is all that this assessment examines. The above category of learners is also the one that has been seen to be having or portraying certain behaviors such as escape-maintained behaviors during their paper-based homework. Therefore, it becomes important to examine the important way that ASD students might be supported so that they become successful since various ways exist for enabling them become successful.

Introduction

The learners with autism spectrum disorder are those that portray certain undesirable behaviors such as showing escape-maintained behaviors during their paper-based homework. The students were also experienced to be facing instances such as being unable to transit from one activity to the other and they are also associated with instances such as being unable to stay long in a given classroom activity. Therefore, it is important to claim that the students suffering from autism spectrum disorder are those that require a lot of support so that they might concentrate in their activities and ensure that they become successful in their learning just like their counterparts that are not suffering from such situations and those that are highly likely to be successful in their studies. Also, it is important to realize that different ways exist for supporting such students that are suffering from ASD and especially with the current situations where students are studying online due to the pandemic that is affecting the majority of the individuals. Therefore, the above discussion revolves around the issue of the strategy that is important for supporting such learners.

Identifying the problem statement

Escape maintain maladaptive behaviors is a problem for children with ASD, because this behavior limits the opportunities to learn and become independent performing academics activities such as homework. The majority of the learners suffering from Autism Spectrum Disorders at elementary level experience difficulties in attending to long and strenuous activities and might easily become overwhelmed when dealing with novel tasks. The challenging behaviors might also heighten whenever numerous demands are placed on ASD students. These learners also tend to escape from functions that are long and difficult whenever placed before them due to this challenging behavior.

Therefore, addressing this, is particularly meaningful to me because, as an educator, I would like my students to successfully engaged in academic learning activities at home, without exhibit maladaptive behaviors.

With the assessment implementation, my goal is to corroborate the function of the problem behaviors during paper-based homework and collect information that support the creation of an BIP to decrease maladaptive behaviors and increasing on-task behavior during homework.

Literature review

At the elementary level, students that have been diagnosed with Autism Spectrum Disorder (ASD) tend to show escape-maintained behaviors during paper-based homework and this is according to Sevin, (2000). The issue of diagnosing children with ASD and the frequency of ASD diagnoses began increasing in numbers from 1980’s. Since then, the issue started gaining popularity, which created the concern of further examining the issue. As an example, after engaging in increased research activities, it was realized that the condition was associated with escape-maintained behaviors whenever the students were exposed to paper-based homework. Additionally, according to the American Psychiatric Association (APA, 2013) ASD was defined as a series of disabilities associated with development of a child and impairment in social communication, as well as interaction skills. The disorder is also associated with repetitive behaviors like rocking movements and obsessively arranging personal items even if it is during class activities. Due to the adverse effects of escape-maintained behaviors that are present when completing paper-based homework, it becomes important to identify strategies and practices that teachers, parents and even interventionists need to embrace so that the above behavior might be decreased. When such behaviors have been reduced, then the performance of the students is likely to improve and the learners will benefit to a great extent. Therefore, decreasing this escape behavior is the major focus of this discussion and necessitates examining the prevailing literature findings concerning this topic of focus.

Most Impacted Group

According to Jacobsen (2013), the majority of the group that is impacted by the situation are the children that are at elementary level and those with ASD. The above group is a category of people that portray disruptive behaviors in the classroom and those that tend to escape from classroom activities, especially when they attend a lesson for a long time. The above category of learners is also the one that teachers, parents and interventionists find hard to work with since they show disruptive behaviors and the ones that are hard to deal with. Jacobsen (2013) also reveals that this disruptive behavior includes instances of lowering the performance of the learners and also preventing them from concentrating in class activities. Ryan (2011) found that ASD has a pervasive and persuasive narrative that tends to result to a dramatic impairment on the learners, not only in communication, but also in social behaviors. They also show restricted and repetitive behaviors and these are the primary cause of these learners failing to perform while in the classroom. Furthermore, they tend to escape from classroom activity, and the most insinuating thing is, that they escape from paper-based homework activities. Jacobsen (2013) has also revealed that the most common areas the learners tend to fail include communication, social areas, and problem areas; these are the sensitive places that the tutor needs to concentrate on so that the autistic learners might benefit. Jones (2015) found that students tend to find the learning environment as disruptive and restricted, and might not be favorable to them. Therefore, the autistic learners are at a high risk of failing to perform, since they find any situation not favorable to them.

Prevalence

According to Luke (2017), approximately one child in every 68 children, and those that are aged eight years old tend to show or portray the behavior of escaping from class activities especially when they have ASD. The above author of the article has also revealed that children suffering from ASD tend to have co-morbid developmental problems and disabilities. The notable association of this problem is that the learners are hard to monitor when in the classroom and requires the intervention of the tutors to ensure that these children are assisted by all means. According to Sevin (2015), the above category of individuals tends to show repetitive and also restricted behaviors, which is also a major aspect of ASD. The students tend to restrict the tutors on sameness, rigid adherence to situations and routines, as well as resisting changes. They also tend to show related symptoms that might be highly disruptive and the one that might stop the students from performing. The other important thing to realize, as per this situation, is that the learners need to be taken from one step to the other systematically and with steps so that they might progress; this is important for dealing with the major barriers that the learners tend to portray.

Effects and Social Issues

ASD has notable effects and social issues that tend to be associated with the problem of escaping in the classrooms, and this tends to call for assistance, treatment and even care so that they might be assisted. A notable effect is that learners tend to find every learning environment as not conducive, and needs to be improved at all costs (Boyd, 2012; Jones, 2015). McComas (2000), found that the social issues that tend to exist because of this situation entail associating the problem with family history and also the presence or the absence of idiosyncratic stimuli that have been found to alter the occurrence of a given problem in the behavior of a person. The author also revealed that the stimuli are highly known for negatively reinforcing the behavior of the students when it comes to academic activities and also alters the mode of delivering instructions that is highly likely to lead to the occurrence of repetitive behaviors. Therefore, McComas (2000) has revealed that ASD negatively impairs learners.

Gearity (2009) realized that children were portraying disruptive behaviors because of developmental impairments and it was the main cause of their behavior. In the process of development, certain impairments arise and make children have disabilities that influence undesirable behaviors. The studies were highly applicable in this topic of focus since ASD is a developmental disorder that make learners show escape behaviors and these need to be dealt with so that the behaviors might be decreased.

Interventions

According to Luke (2017), reducing the complexity of the task requirements is an essential strategy of decreasing the escape behavior for these learners with ASD. Whenever a task is complex, the learners tend to escape from such tasks and due to this case, a high need for reducing the complexity of the task is an important way that might aid in decreasing the escape behaviors. The research has shown that children with this problem tend to show developmental disabilities and this is among the reasons that make them portray such behaviors; this brings about the need for reducing the complexity of the task that they will be required to do while completing paper-based homework. Luke (2017) has also revealed that decreasing instruction time is also an important way of helping these children overcome the problem they are suffering from and also help them to achieve their tasks, especially paper-based homework. Instructions need to be given within a short time and they should be simple, not complex, so that the learners might understand them easily and will decrease possibilities of reverting to escaping.

Moreover, according to Luke (2017), the other essential intervention is that the instructions given to the student be given in form of visual aids so that the students might enjoy the learning and this will also aid in decreasing the escape behaviors shown by the learners. The visual aids and cues make use of graphic cues that include the images and pictures when combined and when they are in print, (Luke, 2017). Whenever visual cues are used, the learners feel entertained and enjoy the lesson, and in such a practice, they are not likely to escape from their tasks. The other intervention that has been applied and the one that aided in decreasing behaviors includes giving the children multiple choices; these will motivate students in their learning and also enable them to become successful in their studies. As a result, they decrease the behavior of escaping from such tasks, as they are highly motivated by the exercise.

Methodology

Participant

The population that participated in the study is a 7-year-old second grader student diagnosed with ASD from Elementary school. Student is currently attending a public school. He is in second grade and is placed in a self-contained autism classroom. Caregiver also reported that student had difficulties to concentrate at home, follow direction and complete activities, the student engage in non-compliance after a demand is presented, often during academic’s activities.

Procedures

To facilitate the research on “decreasing escape maintain behaviors during paper-based homework in students diagnosed with ASD at elementary level”; first I used an Antecedent- Behavior -Consequence chart, also known as ABC recording model for my periods of direct observation with the student to corroborate that the function of problem behavior is 100% escape maintain, and also using an ABC recording is an important part of creating an effective intervention to increase appropriate skills and decreasing maladaptive behaviors.

The other instrument I implemented was the Question About Behavior Function (QABF) this scale is a caregiver report form designed to identify behavioral functions important in maintaining aberrant behavior. QABF is a widely used indirect assessment tool designed to assist mental health practitioners in assessing the function of maladaptive behaviors in individuals diagnosed with a developmental disability. Since one of the main parts this research project is focus on decreasing escape maintain behaviors, this assessment also allowed me to acquire a more precise and reliable information from the caregivers.

After using qualitative methods (ABC recording, QABF assessment), the following maladaptive behaviors were identified when student were working on paper-based homework.

Non – Compliance: Defined as refusing to engage in assigned non-preferred activities when asked. These activities include but are not limited to (writing, reading, all academics activities)

Repetitive Behavior: Defined as engaging in same behaviors such as (playing with the pencil, manipulating them the same way over and over again) and/or making frequent sounds, saying the same phrases repeatedly This occurs when he does not want to switch activity when someone requests it during homework.

Critical Research Questions

My critical research questions were: What maladaptive behaviors exhibit the participant during paper-based homework? How topography of maladaptive behavior is presented? What are the effects of using Preventive Strategies & Reactive Strategies based on functions to reduce maladaptive behaviors escape motivated? what is the effect of implemented replacement goals for maladaptive behaviors presented.?

The study was completed in approximately 10 weeks; I collect the baseline data and proctored the Needs Assessment during the first week. Data was collected and graphed weekly. Along with the implementation of interventions and replacement programs. The data sheets for maladaptive behaviors and replacement programs, and charts analyzing the resulting data for student have been completed. (for data sheets refer to Appendix A).

Intervention

The assessment was conducted on the week of September 8th to September 11, 2020. It took place at the home of the student during time that student needed to do homework. I decided to divide the week according to the instruments that I was to use to proctor my assessment

· Tuesday 8th: Applying QABF to caregivers

· Wednesday 9th: Doing ABC recording and taking Baseline

· Thursday 10th: Doing ABC recording and taking Baseline

· Friday 11th: Doing ABC recording and taking Baseline.

The remaining weeks available I collect data during session in-home (no more than two hours).

After completing the first part, and analyzing data collected, these strategies and interventions were implemented during session when student was working in academics activities (homework).

Preventive Strategies & Reactive Strategies based on functions of the maladaptive behaviors. Interventions to reduce maladaptive behaviors escape motivated.

Preventive Strategies:

· Simplify, shorten, or clarify tasks, activities, or demands

· Embed preferred items or activities, in unpleasant or difficult tasks

· Begin demands with tasks that are relatively easy to complete to create behavioral momentum

· Break complex activities into smallest steps

· Provide help before presenting the activity if it is one of those difficult for Luis

· Clearly differentiate choices from directives

Interventions:

Premack Principle: “a principle that states that making the opportunity to engage in a high probability behavior contingent on the occurrence of a low frequency behavior will function as reinforcement for the low frequency behavior” (e.g., if you finish this assignment, then you can play in your iPad) (Cooper et al., 2014, p. 13).

Escape Extinction: Behaviors maintained with negative reinforcement are placed on escape extinction when those behaviors are not followed by termination of the aversive stimulus; emitting the target behavior does not enable the person to escape the aversive situation (Cooper et al., 2014, p. 6).

DRA: “(…) reinforcement is delivered for a behavior that serves as a desired alternative to the behavior targeted for reduction and withheld following instances of the problem behavior (e.g., reinforcing completion of academic worship items when the behavior targeted for reduction is talk-outs)” (Cooper et al., 2014, p. 5). As an alternative behavior, the students were taught to escape appropriately by verbally requesting a break.

Redirection During Student daily activity schedule, he will be assisted providing the least intrusive prompt. If he exhibits precursors of non-compliance; redirect student to practice relaxation techniques (breathing or blowing) and when he calms down encourage him to ask for help and continue with the interrupted activity providing the necessary level of assistance.

Besides applying interventions, it is necessary and very important to teach the student an appropriate alternative behavior (i.e., replacement behavior). The following replacement work were created to implement along the interventions.

Goal #1 Cooperation and Reinforcement effectiveness

STO1 (A6) Student will work for instructor-controlled reinforcement for 2 consecutive sessions

STO2 (A7) Student is going to be able to demonstrate and use skill learned with one instructor, when working with other instructors for 2 consecutive sessions.

STO3 (A8) When an instructor is attempting to engage Student in learning activities (at a table, while seated on the floor, or standing near materials for an activity student will wait calmly, remain generally oriented towards the instructor and materials, and will keep his hands away from the instructional materials until an instruction is presented, for 2 consecutive sessions

Goal #2 Time on Task (no favorites activities)

(To decrease incidents of Non-compliance)

Procedures: Present demands to the child that require work focused on the task during the time described in the current STO. Use a timer to indicate the required time. Use different prompts (physical, gestural, verbal) to perform the responses and reinforce. Fade prompts over subsequent trials. Differentially reinforce responses that are demonstrated with the lowest level of prompting. Eventually, only reinforce correct, unprompted responses. (The activities that the instructor will present to train this goal will be count the number of items, Writing instructions, Spelling instructions, school assignments, etc.)

STO1: Student will engage in on-task behavior for a duration of 5 minutes with needed prompts, at 80 % of opportunities, for 2 consecutive weeks.

STO2: student will independently engage in on-task behavior for a duration of 15 minutes with needed prompts at 80 % of opportunities, for 2 consecutive weeks.

STO3: student will independently engage in on-task behavior for a duration of 30 minutes with needed prompts at 80 % of opportunities, for 2 consecutive weeks.

Goal #3 Ask for break

STO1: Student will request a break to average 30% mastered per session for 1 week.

STO2 Student will request a break to average 40% mastered per session for 1 week

STO3: Student will request a break to average 50% mastered per session for 1 week.

STO4: Student will request a break to average 60% mastered per session for 1 week

STO5: Student will request a break to average 70% mastered per session for 1 week

Findings

Through the data collection process and analyzing all component of this research, I was able to find answer to the critical questions. Probes were found, that is 100% escape maintain behaviors what student exhibit during paper-based homework. The results of the Question About Behavior Function (QABF) scale, determined that the primary function of this behaviors was escape. Antecedent- Behavior -Consequence chart, (ABC recording model), backed up the results obtained in the QABF.

. During the firsts sessions I also observe that the main escaping maladaptive behaviors was non-compliance, so goals were focus on increasing time on task and response to reinforcers, to decrease escaping behaviors. The function for Repetitive behaviors was not only escape but also sequin attention from caregiver, and although, baseline was collected and interventions implemented, this wasn’t the main concern. Because this behavior not only decrease after intervention, but also caregiver report that was occurring outside of homework period. I only collect data while student was working on academic’s activities.

Figure 1. Line Graph. This figure demonstrates the occurrence repetitive behavior per session.

Non-compliance was the maladaptive behavior with more incident, this behavior had a baseline of 13 incident. During the first week I implement intervention planed and we can observe a steady decreasing of non-compliance incident, between week 5 and 8.

Figure 2. Line Graph. This figure demonstrates the occurrence Non-compliance per session.

Replacement goals were also graphed, in this case all baseline was in 0, skill was taught and trained during session. During the first week student show progress on Goal #1 & #2, and respond in a positive way to replacement and interventions, after week 5 student had more difficulties mastering the STO for Goals presented. This could because the sto’s that are due to accomplish has a highest level of difficulty.

Figure 3. Line Graph. This figure demonstrates the progress and positive evaluations on sto’s from replacement goal #1

Figure 4. Line Graph. This figure demonstrates the progress and positive evaluations on sto’s from replacement goal #2

Replacement goal #3 showed a different progress on the graph weekly, this was steadier and consistence, in comparison with the goals graphed above. Every week student made progress. The importance of teaching “Ask for a break”, is that provide an appropriate escape the goal is to prevent emotional or physical outbursts, that can lead to an escaping situation from homework or academics activities.

Figure 5. Line Graph. This figure demonstrates the progress and positive evaluations on sto’s from replacement goal #3.

Further Reflection and Continuing Questions about My Action Research Journey

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Conclusion

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