Abstract
Study Objectives: Effectiveness of differential reinforcement of alternative behaviors for severe self-injurious behavior was evaluated, using precursor behavior and curricular modification. Design: Multiple-baseline design across settings in the first 2 of 4 experimental phases. Setting: Treatment was conducted in a special class in an elementary school and in a consultation room at a university. Participant: A 9-year-old boy with autistic disorder. Intervention: In phase 1, the content of tasks, including his favorite things, was rearranged, and he could choose the order of his tasks. In phase 2, his teacher informed him when the precursor behavior occurred, and gave him a break. In phase 3, the teacher gave the boy a break if he said, "I need a break." In phase 4, the teacher instructed the boy to knock softly on his desk when he wanted a break. Measures: Occurrences of the problem behavior and the alternative behavior. Results: Occurrences of severe self-injurious behavior decreased, and requests for breaks increased. Conclusion: The results indicate that the treatment using precursor behavior reduced the occurrence of severe self-injurious behavior and promoted alternative behavior.
