A Case Study Of Positive Behavior Support To Address The Noncompliance Of Children With Autism

Noncompliance refers to the behavior of an individual who opposes or resists the requested task or instruction.Compared with other children,children with autism are more likely to be noncompliant.In school,frequent noncompliance not only influences the academic progress and physical and mental development of children with autism,but also brings pressure on teachers' classroom teaching management.This study applied positive behavior support intervention on noncompliance,applying a a multiple baseline across settings design with the subject of two children with autism from a special education school in Shanghai.This study aimed at exploring the implementation path and strategies of positive intervention for noncompliant children with autism and the effectiveness of intervention and the school contextual fit of intervention plans.Based on functional behavioral assessment,interventions were made and implemented at the individual and class levels from three perspectives of the antecedent and setting manipulations,training and consequences of the behaviors.At the individual level,interventions were implemented in three types of classes in two cases respectively.In Chinese Class,Math Class and Music Class,strategies such as adjusting classroom teaching,Functional Communication Training,and differential reinforcement were implemented for student A to reduce his noncompliance;in Chinese Class,Math Class and PE Class,strategies such as changing the ineffective instructions,self-control training,token reinforcement were adopted for student B to reduce the incidence of his problem behaviors.At the class level,interventions applicable to the entire class were jointly implemented for the two students.Combination of such strategies as adjusting physical and psychological environment of the class,setting class rlues and teaching students to abide by class rules and positive behaviors,aimed to create a positive class environment for two students to prevent the occurrence of noncompliance.The results showed that:(1)In school,behavioral functions of noncompliance in children with autism are diverse,including social positive reinforcement,social negative reinforcement and sensory positive reinforcement,and most of them are social negative reinforcement function.(2)Based on functional assessment,the positive intervention strategies implemented at the individual and class levels can effectively improve the noncompliance of children with autism in school.