Video Self-Modeling and Functional Behavior Assessment to Modify Aggressive Behaviors in Students with Autism Spectrum Disorder and Intellectual Disabilities

Abstract

This paper presents a study that evaluated the efficacy of a video self-modeling intervention derived from a functional behavior assessment intervention on the aggressive behavior of two students diagnosed with autism spectrum disorder and intellectual disabilities. A multiple baseline design across stimulus conditions with inter-subject replication was conducted to explore the effects of the intervention. Data were collected on both the rate of aggressive behaviors and the use of replacement behaviors which fostered socially appropriate self-management. The data indicate an immediate decrease in aggressive behavior following intervention across all stimulus conditions for both participants. Data collected on the replacement behavior indicated a change from baseline to intervention but results differed across participants.