Ugdytinio, turinčio autizmo spektro sutrikimą, probleminio elgesio keitimas pritaikant funkcinio elgesio vertinimo metodiką

Abstract

The article analyzes the possibilities of the application of the Functional Behavior Assessment methodology in changing the problem behavior of a child with an autism spectrum disorder. The participant of the study is a 4-year-old child diagnosed autism who has intense problem behavior. In the course of the study: 1. Semi-standardized interview was conducted to collect primary extended data on problem behavior. Interview questionnaire consisted of 35 questions out of 9 blocks; 2. Two direct observation protocols were created in order to collect data on problem behavior; 3. The plan for the problem behavior correction was elaborated, as well as a monitoring protocol, which is designed to track the number of episodes of problem behavior and determine the change in behavior. The in-house Behavioral Intervention Plan includes methods such as manipulating antecedent events that reduce the likelihood of problem behavior and increase the probability of desired and alternative replacement behaviors); DRA (Differential Reinforcement of Alternative Behavior); DRI (Differential Reinforcement of Incompatible Behaviors); punishment. The individual in-class Behavioral Intervention Plan includes methods such as manipulating antecedent events that decrease the likelihood of problem behavior and increase the probability of desired and alternative replacement behaviors; DRI (Differential Reinforcement of Incompatible Behaviors); DRA (Differential Reinforcement of Alternative Behavior). Summarizing the results of the research, it can be stated that: 1. Functional Behavior Assessment can be used in Lithuanian conditions when choosing educational methods for changing the problem behavior of a child with autism spectrum disorder. However, the application of this method requires additional knowledge, time and energy costs; 2. Behavioral intervention plan, which includes educational methods aimed at changing the problem behavior of a child with autism spectrum disorders, allows an effective and rapid reduction in the number of episodes of problem behavior. In order to improve the effectiveness of education, methods aiming at development alternative acceptable behavior and complementary skills should be included in the curriculum.