Journal
EDUCATION AND TRAINING IN AUTISM AND DEVELOPMENTAL DISABILITIES
Volume 58, Issue 4, Pages 470-479Publisher
COUNCIL EXCEPTIONAL CHILDREN
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This study suggests that individuals with FASD can improve their academic engagement through function-based behavior analytic interventions, highlighting the importance of such interventions.
Fetal alcohol spectrum disorder (FASD) is characterized by impulsivity and deficits in executive functioning. Given this, individuals with FASD might particularly benefit from interventions that teach them to manage their own behavior in a more adaptive manner. Using a reversal (ABAB) design, the current study investigated the effects of a function-based self-management intervention package on the academic engagement of a 12-year-old Hispanic female with FASD during her after-school routine. The intervention included implementing antecedent strategies, teaching the participant to self-monitor, and providing contingent reinforcement. Results revealed a functional relationship between the intervention package and the participant's academic engagement. This finding strengthens the small but growing evidence that individuals with FASD can benefit from function-based behavior analytic interventions. Implications for research, practice, and policy are discussed.
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