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Link to original content: https://dx.doi.org/10.1007/s10803-009-0693-8
The Use of Structural Analysis to Develop Antecedent-based Interventions for Students with Autism | Journal of Autism and Developmental Disorders Skip to main content
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The Use of Structural Analysis to Develop Antecedent-based Interventions for Students with Autism

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Abstract

Evidence continues to maintain that the use of antecedent variables (i.e., instructional practices, and environmental characteristics) increase prosocial and adaptive behaviors of students with disabilities (e.g., Kern et al. in J Appl Behav Anal 27(1):7–19, 1994; Stichter et al. in Behav Disord 30:401–418, 2005). This study extends the literature by systematically utilizing practitioner-implemented structural analyzes within school settings to determine antecedent variables affecting the prosocial behavior of students with autism. Optimal antecedents were combined into intervention packages and assessed utilizing a multiple baseline design across settings. All three students demonstrated improvement across all three settings. Rates of engagement and social interaction were obtained from classroom peers to serve as benchmark data. Findings indicate that practitioners can implement structural analyzes and design corresponding interventions for students with ASD within educational settings.

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Authors and Affiliations

  1. Thompson Center for Autism and Neurodevelopmental Disorders, University of Missouri, Columbia, MO, USA

    Janine P. Stichter

  2. Department of Special Education, University of Missouri, 303 Townsend Hall, Columbia, MO, 65211-2400, USA

    Janine P. Stichter, Jena K. Randolph & Nicholas Gage

  3. Department of Educational Studies, University of Central Florida, Orlando, FL, USA

    Denise Kay

Authors
  1. Janine P. Stichter
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  2. Jena K. Randolph
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  3. Denise Kay
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  4. Nicholas Gage
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Correspondence to Janine P. Stichter.

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Stichter, J.P., Randolph, J.K., Kay, D. et al. The Use of Structural Analysis to Develop Antecedent-based Interventions for Students with Autism. J Autism Dev Disord 39, 883–896 (2009). https://doi.org/10.1007/s10803-009-0693-8

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  • DOI: https://doi.org/10.1007/s10803-009-0693-8

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