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Behavioral Sciences
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Assessment and Treatment of Challenging Behavior in Autism Spectrum Disorder
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Assessment and Treatment of Challenging Behavior in Autism Spectrum Disorder

A special issue of Behavioral Sciences (ISSN 2076-328X). This special issue belongs to the section "Psychiatric, Emotional and Behavioral Disorders".

Deadline for manuscript submissions: 31 July 2025 | Viewed by 5676

Special Issue Editors

Prof. Dr. Kwang-Sun Cho Blair

E-Mail Website
Guest Editor
Applied Behavior Analysis Program, Department of Child and Family Studies, College of Behavioral and Community Sciences, University of South Florida, Tampa, FL 33612, USA
Interests: assessment and treatment of problem behavior; school-based intervention; teacher and caregiver training; family-centered intervention; manualized intervention
Dr. Cynthia Livingston

E-Mail Website
Guest Editor
Severe Behavior Department, Munroe-Meyer Institute, University of Nebraska Medical Center, Omaha, NE 68106, USA
Interests: assessment and treatment of problem behavior

Special Issue Information

Dear Colleagues,

Researchers and professionals in the field of autism spectrum disorder (ASD) are cordially invited to contribute to a Special Issue of Behavioural Sciences dedicated to the assessment and treatment of challenging behavior in ASD. This critical area of research has significant implications for improving the lives of individuals on the autism spectrum. Challenging behaviors, such as aggression, self-injury, and stereotypy, can severely impact the well-being, development, and social participation of individuals with ASD. By addressing these behaviors effectively, we can enhance their quality of life and promote positive outcomes.

This Special Issue will present cutting-edge research, innovative interventions, and evidence-based practices that advance our knowledge and practice in the assessment and treatment of challenging behavior in ASD. We welcome original research articles, systematic reviews and meta-analyses, and theoretical papers that address challenging behavior in a range of contexts across the continuum of support systems (e.g., clinic, home, school, community). Topics of interest include (but are not limited to) assessment methods, function-based interventions, generalization and long-term outcomes of the interventions, technological advancements, parent and caregiver training, school-based strategies, and multi-disciplinary approaches. We also encourage submissions that discuss ethical considerations and best practices in the assessment and treatment of challenging behavior in individuals with ASD.

We look forward to receiving your submissions.

Prof. Dr. Kwang-Sun Cho Blair
Dr. Cynthia Livingston
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Behavioral Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2200 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • functional behavior assessment
  • functional analysis
  • function-based intervention
  • challenging behavior
  • problem behavior
  • ASD
  • positive behavioral interventions and supports

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Further information on MDPI's Special Issue polices can be found here.

Published Papers (4 papers)

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Research

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9 pages, 193 KiB  
Article
Emergency Department Utilization Due to Challenging Behavior in Children and Adolescents Diagnosed with Autism Spectrum Disorder
by Sara R. Jeglum, Alexandra Cicero, Jordan DeBrine and Cynthia P. Livingston
Behav. Sci. 2024, 14(8), 669; https://doi.org/10.3390/bs14080669 - 2 Aug 2024
Viewed by 948
Abstract
Children and adolescents with autism spectrum disorder (ASD) are at a greater risk of seeking emergency department (ED) services during behavioral crises, such as acute aggression, suicidal or homicidal ideation, self-injury, or other types of challenging behavior (e.g., pica, dangerous behaviors). Research demonstrates [...] Read more.
Children and adolescents with autism spectrum disorder (ASD) are at a greater risk of seeking emergency department (ED) services during behavioral crises, such as acute aggression, suicidal or homicidal ideation, self-injury, or other types of challenging behavior (e.g., pica, dangerous behaviors). Research demonstrates children and adolescents with ASD often return to the ED due to challenging behavior, suggesting that gaps in care exist (e.g., follow-up appointments, referrals). However, the current knowledge basis is largely based on data from other countries. Given the unique landscape of healthcare in the United States, it is prudent to elucidate characteristics of children and adolescents with ASD who are seeking emergency care due to challenging behavior, as well as systems-level factors that both contribute to our understanding of challenging behavior and ASD in ED settings. In this study, we focus on frequency and characteristics of children and adolescents with ASD presenting to the ED with challenging behavior over the course of a 6-year period in the Midwest region of the United States. Clinical implications for ED staff are discussed. Full article
(This article belongs to the Special Issue Assessment and Treatment of Challenging Behavior in Autism Spectrum Disorder)
17 pages, 747 KiB  
Article
Evaluating the Effects of Self-Monitoring of Performance with a Peer Component on Disruptive Behavior and Task Completion of Children with Autism Spectrum Disorder
by Isabella Gural, Catia Cividini-Motta, Marissa L. Del Vecchio and Madeline R. Risse
Behav. Sci. 2024, 14(7), 547; https://doi.org/10.3390/bs14070547 - 28 Jun 2024
Viewed by 1191
Abstract
Self-monitoring (SM) is a widely used intervention to address a myriad of problem behaviors exhibited by individuals with autism spectrum disorder (ASD) and other disabilities (e.g., specific learning disability). SM of performance (SMP) interventions have been effective in increasing task completion and on-task [...] Read more.
Self-monitoring (SM) is a widely used intervention to address a myriad of problem behaviors exhibited by individuals with autism spectrum disorder (ASD) and other disabilities (e.g., specific learning disability). SM of performance (SMP) interventions have been effective in increasing task completion and on-task behaviors in the general education setting. However, most of the research on SM interventions has been completed in a school setting, and few have evaluated the inclusion of a peer mediator component within a SM treatment package. Therefore, the purpose of this study was to evaluate the effects of a SMP intervention on disruptive behavior and task completion in three children with ASD. This study extends previous research by incorporating a peer mediator component, including children with ASD, and implementing the intervention in a clinic setting. The results show that the SM treatment package was effective, as the level of disruptive behavior and task completion improved for all three participants compared to baseline levels. Full article
(This article belongs to the Special Issue Assessment and Treatment of Challenging Behavior in Autism Spectrum Disorder)
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16 pages, 1876 KiB  
Article
Differential Reinforcement without Extinction: An Assessment of Sensitivity to and Effects of Reinforcer Parameter Manipulations
by Hannah MacNaul, Catia Cividini-Motta and Kayla Randall
Behav. Sci. 2024, 14(7), 546; https://doi.org/10.3390/bs14070546 - 28 Jun 2024
Viewed by 1423
Abstract
Although functional communication training (FCT) usually includes extinction, withholding reinforcement is not possible or ethical with certain individuals, for some topographies of problem behavior, or in certain contexts. The current study evaluates the effects of two variations of FCT, both without extinction, on [...] Read more.
Although functional communication training (FCT) usually includes extinction, withholding reinforcement is not possible or ethical with certain individuals, for some topographies of problem behavior, or in certain contexts. The current study evaluates the effects of two variations of FCT, both without extinction, on problem behavior and communication. Further, the intervention procedures were designed to evaluate participant reactivity to reinforcer parameters (e.g., magnitude, delay, and quality) in the context of the FCT variations. The parameter sensitivity assessments were effective at identifying relevant reinforcer parameters for each participant and both FCT interventions were effective in decreasing problem behavior and increasing communication for all participants. The results demonstrated that FCT was effective regardless of which reinforcer parameter was manipulated. Moreover, all sessions were conducted in participants’ homes and caregivers reported high degrees of social validity for the intervention procedures and outcomes. Full article
(This article belongs to the Special Issue Assessment and Treatment of Challenging Behavior in Autism Spectrum Disorder)
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Other

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14 pages, 983 KiB  
Brief Report
Toward Maximizing Assessment Efficiency: A Synthesized Trial-Based Functional Analysis and Competing Stimulus Assessment
by Lesley A. Shawler, Gabriella Castaneda-Velazquez and Grace Lafo
Behav. Sci. 2024, 14(5), 372; https://doi.org/10.3390/bs14050372 - 28 Apr 2024
Viewed by 1353
Abstract
Despite the success of the standard functional analysis (FA), some limitations to conducting an FA in practice include time, resources, ecological relevance, and safety, which have led to the development of procedural adaptations such as trial-based and synthesized FA formats. The purpose of [...] Read more.
Despite the success of the standard functional analysis (FA), some limitations to conducting an FA in practice include time, resources, ecological relevance, and safety, which have led to the development of procedural adaptations such as trial-based and synthesized FA formats. The purpose of this case study was to identify the function(s) of self-injurious behavior (SIB) for a 3-year-old female with developmental disabilities using a brief trial-based FA with ecologically relevant synthesized contingencies, based on caregiver input, to minimize opportunities for SIB. We identified that positive physical attention likely functioned, at least in part, as a reinforcer for SIB, in less than 42 min. Overall harm to the child as a result of the synthesized trial-based FA was minimal, and the caregiver viewed the modified conditions favorably. We then assessed the role of competing stimuli on SIB rates with the child’s mother and identified two potential items that may compete with attention as a reinforcer for SIB. Our findings highlight the utility and importance of individualized assessment as the first step in the safe treatment of severely challenging behavior. Full article
(This article belongs to the Special Issue Assessment and Treatment of Challenging Behavior in Autism Spectrum Disorder)
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