In a recent study, CARD researcher Arthur Wilke and colleagues found stereotypy to be maintained by automatic reinforcement in the majority of children with ASD. Among the core features of autism spectrum disorders (ASDs) is the presence of repetitive and restricted behavior, also known as stereotypy. High rates of stereotypy can hinder social interaction and learning in children with ASD. As with any problem behavior, the function that is maintaining a stereotyped behavior must be identified before intervention can occur. Behaviors may be maintained by attention, escape, access to an object, or the behavior itself may be automatically reinforcing. For example, a child may repeatedly slap his hand against a flat surface because he likes the tingling feeling that results. While it is often assumed that the function of stereotypy in children with ASD is automatic, function should never be presumed based solely on the type of behavior. For this reason, CARD researchers investigated the function of stereotyped behavior in children with ASD.
CARD eLearning: An Effective Tool for Teaching Family Members the Principles of ABA
In a recent study, CARD researcher Jina Jang and colleagues found the CARD eLearning program to be effective in training family members of children with autism spectrum disorders (ASDs) in the principles and procedures of applied behavior analysis (ABA). CARD eLearning is a web-based training program that covers topics about ABA and the treatment of ASD. Caregiver training is a crucial component of ABA treatment. Some research has suggested that caregiver involvement may improve treatment outcomes for children with ASD.