A video self modeling intervention to modify aggressive behaviors in students with autism spectrum disorder and intellectual disabilities
This study evaluated the efficacy of a video self-modeling and functional behavior assessment intervention on a traditionally under-represented population. Students diagnosed with Autism Spectrum Disorder (ASD) and Intellectual Disabilities (ID) are prone to higher rates of aggressive behavior that can be resistant to treatment. Under the frameworks of Behaviorism and Social Cognitive Theory an intervention was developed to decrease aggressive behaviors and increase self-regulated behavior. A multiple baseline design across stimulus conditions with inter-subject replication was conducted to explore the effects of the intervention. Data was collected on both the rate of aggressive behaviors and the use of a replacement behavior which fostered socially appropriate self-regulation. The data indicate that both participants demonstrated a decrease in aggressive behavior immediately following intervention across all stimulus conditions. Data collected on the replacement behavior indicated a change from baseline to intervention but results differed across participants.
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