Integrating Best Practices in Positive Behavior Support and Clinical Psychology for a Child With Autism and Anxiety-Related Problem Behavior: A Clinical Case Study

This clinical case study investigated the effectiveness of a multicomponent intervention for a child with autism and anxiety-related problem behavior that integrated components of cognitive behavior therapy (CBT) with positive behavior support (PBS). One child with autism and his family participated...

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Bibliographic Details
Published in:Canadian journal of school psychology 2014-09, Vol.29 (3), p.258-276
Main Authors: Neufeld, Vanessa, Law, Kimberley C. Y., Lucyshyn, Joseph M.
Format: Article
Language:English
Subjects:
Anxiety
Anxiety Disorders
Autism
Autism Spectrum Disorders
Behavior Change
Behavior Modification
Behavior Problems
Beliefs
Best practice
Best Practices
Case Studies
Child Behavior
Clinical psychology
Cognitive Restructuring
Coping
Educational psychology
Effectiveness studies
Family (Sociological Unit)
Family Environment
Family Involvement
Followup Studies
Generalization
Intervention
Maintenance
Mental Disorders
Observation
Parent Attitudes
Parent Participation
Parent School Relationship
Positive Behavior Supports
Program Effectiveness
Program Implementation
Public Speaking
Resistance (Psychology)
Teaching Methods
Young Children
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Summary:This clinical case study investigated the effectiveness of a multicomponent intervention for a child with autism and anxiety-related problem behavior that integrated components of cognitive behavior therapy (CBT) with positive behavior support (PBS). One child with autism and his family participated. The dependent variable was the number of steps that the child completed in an anxiety hierarchy during exposure sessions in one or more shopping malls. A changing criterion design evaluated improvements in child behavior. The design had three phases: implementation with interventionists, maintenance and generalization with family, and follow-up. Direct observation results during implementation with interventionists documented stepwise improvement in child behavior consistent with the steps in the anxiety hierarchy. Parent verbal report during the maintenance and generalization phase indicated that the child’s ability to ride on escalators maintained and generalized. Follow-up data collected 24 months post intervention indicated continued success. Results are discussed in terms of limitations, implications, and future research.
ISSN:0829-5735
2154-3984
DOI:10.1177/0829573514540603