Self-Management for Young Children with Autism

Previous research has indicated that self-management interventions may play a crucial role in helping children reduce off-task behaviors within learning environments (Briesch & Chafouleas, 2009). The self-management process allows participants to set personal goals and self-monitor such goals (Briesch & Chafouleas, 2009). The present study implemented a self-management intervention with two young boys diagnosed with Autism. Specifically, the intervention aimed to decrease out of seat behaviors in a clinical setting with the use of a pre-service practitioner. An ABAB design was implemented to establish experimental control. During baseline, no consequences were provided for either in or out of seat behavior. The intervention consisted of the participants self-recording their individual behaviors at the onset of an auditory timer. The participants received a small edible reinforcement if they achieved the predetermined in seat goal. The results showed the intervention decreased out of seat behaviors for both participants as their baseline and intervention data were compared. Future research should seek to generalize such behaviors in a variety of settings.