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.
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