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Functional Communication Training, commonly known as FCT, was developed by Carr and Durand in the mid-1980s, has been proven to be effective in numerous studies and is one of the 27 focus interventions identified by the National Professional Development Center on Autism Spectrum Disorders (Carr & Durand, 1985). An intervention that has been widely used to reduce SIB is Functional Communication Training (Durand & Moskowitz, 2016). By being aware of the possible functions that may reinforce SIB, we can prevent reinforcing these behaviors and also teach the child an appropriate way to gain access or avoid stimuli within their environment.Ĭonsidering SIB can be viewed as a communicative act the person uses to express their wants and needs from the environment, the logical replacement behavior to teach is communication. The other three functions are escape or avoidance of difficult tasks or undesirable stimuli, access to desirable items or activities (also known as access to tangibles), and access or avoidance of sensory stimulation. This example of the child engaging in head hitting for attention is one of the four functions that can reinforce SIB. Although this seems like a caring thing to do, it is inadvertently reinforcing the behavior and making it more resistant to change. This becomes a serious issue when the child continues to engage in SIB and those around him will hug and tell him not to hurt himself. Whereas a typical child may never use SIB again to gain attention, a child with ASD who has limited verbal or social skills, may find that SIB is the best way to gain attention. While these parents were doing something very natural, this child may now make the connection that hitting his head on the wall brings about high amounts of attention. Mom and dad rush over to see if he is okay and they provide a lot of hugs and reassurance. For example, a child with autism may be sitting at the dinner table when he tips over and hits his head on the wall behind him. In some cases, SIB has been shown to be the result of a response to the interactions of other people (Durand & Moskowitz, 2016). In the current article, we will explore how the social environment can impact a child’s SIB as well as treatment for socially-maintained SIB.
There are many reasons why an individual may engage in SIB, ranging from physiological to social causes. Although SIB is not present in all individuals with autism spectrum disorder (ASD), SIB is significantly more present in those with ASD than the general population and even more common in individuals with ASD and an intellectual disability (Matson & LoVullo, 2008). Common forms of SIB include face-slapping, head-banging, self-biting, severe scratching or rubbing. Self-injurious behavior (SIB) is a serious problem behavior that can have a negative impact on both a child’s health and overall quality of life (Symons, Thompson, & Rodriquez, 2004).
#ACTIVITY TO TEST PROLOQUO TO GO COMPETENFE SERIES#
Comprehensive Programming for Students Across the Autism Spectrum Training Series.Working With the Adults in the Classroom - Tailoring Your Support to Their Needs.Applied Behavior Analysis: Working Within Schools.Schedules: Examples from TEACCH® Training.Structured Tasks: Examples from TEACCH® Training.Work Systems: Examples from TEACCH® Training.Indiana Autism Spectrum Disorder Needs Assessment.Diagnostic Criteria for Social (Pragmatic) Communication Disorder.