Children with autism display a variety of unusual and repetitive activities, interests, and behaviors (RAIBS) that are viewed as """"""""essential"""""""" features of the disorder, such as preoccupations, rituals, compulsions, stereotypes, and strong reactions to minor environmental changes. Many children with autism also display severe destructive behaviors that are associated features of autism, such as aggression, pica, property destruction, and self-injurious behavior. Both the essential and associated features of autism markedly interfere with the child's development and cause intolerable hardship to family life. Functional analysis methods have been used to better understand and treat aberrant behavior because these methods permit precise identification of (a) the environmental contexts (i.e., antecedent conditions) in which aberrant behavior is likely and unlikely to occur, (b) the consequences that reinforce or maintain the behavior, and (c) effective treatments. We have begun to apply the functional analysis method to these essential and associated symptoms of autism. Our preliminary results suggest three operant patterns for these symptoms. In one pattern, the essential and associated symptoms have common functions (i.e., both maintained by sensory reinforcement automatically produced by the responses). In the second pattern they have independent functions (e.g., one maintained by sensory reinforcement, the other by escape from demands). In the third pattern they have interrelated functions, in which access to an essential symptom of autism (e.g., stereotypy) functions as reinforcement for the associated symptom (e.g., aggression). Each pattern leads to a distinct behavioral intervention that is differentially effective in reducing both the essential and associated symptoms of autism. The current project is designed to further examine the common, separate, and interrelated functions of the essential and associated symptoms of autism. We hypothesize that categorizing and analyzing these essential and associated symptoms in terms of both their structural and functional properties will enhance our understanding of autism and lead to more effective treatment.

Agency
National Institute of Health (NIH)
Institute
National Institute of Mental Health (NIMH)
Type
Research Project (R01)
Project #
1R01MH069739-01A1
Application #
6820877
Study Section
Child Psychopathology and Developmental Disabilities Study Section (CPDD)
Program Officer
Wagner, Ann
Project Start
2004-07-01
Project End
2009-03-31
Budget Start
2004-07-01
Budget End
2005-03-31
Support Year
1
Fiscal Year
2004
Total Cost
$361,163
Indirect Cost
Name
Hugo W. Moser Research Institute Kennedy Krieger
Department
Type
DUNS #
155342439
City
Baltimore
State
MD
Country
United States
Zip Code
21205
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Lomas, Joanna E; Fisher, Wayne W; Kelley, Michael E (2010) The effects of variable-time delivery of food items and praise on problem behavior reinforced by escape. J Appl Behav Anal 43:425-35
Shillingsburg, M Alice; Kelley, Michael E; Roane, Henry S et al. (2009) Evaluation and training of yes-no responding across verbal operants. J Appl Behav Anal 42:209-23
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Kodak, Tiffany; Fisher, Wayne W; Kelley, Michael E et al. (2009) Comparing preference assessments: selection- versus duration-based preference assessment procedures. Res Dev Disabil 30:1068-77
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Roane, Henry S; Kelley, Michael E (2008) Decreasing problem behavior associated with a walking program for an individual with developmental and physical disabilities. J Appl Behav Anal 41:423-8
Roane, Henry S (2008) On the applied use of progressive-ratio schedules of reinforcement. J Appl Behav Anal 41:155-61
Glover, Ashley C; Roane, Henry S; Kadey, Heather J et al. (2008) Preference for reinforcers under progressive- and fixed-ratio schedules: a comparison of single and concurrent arrangements. J Appl Behav Anal 41:163-76

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