Teaching Self-Management Strategies to a Child with Fetal Alcohol Spectrum Disorder to Increase Independent Task Completion within Typical Home Routines

Abstract

Self-management has been found to be favorable for improving a wide variety of skills as well as decreasing problematic behaviors in individuals with a range of disabilities. We used a single case withdrawal design to investigate the use of a self-management intervention on problem behaviors of a nine-year-old Native American child with fetal alcohol spectrum disorder (FASD) during routines within the home setting. Specifically, we examined the effect of self-monitoring paired with contingent reinforcement on independent task completion of home routines. Introduction of the intervention resulted in an increase in the number of independently completed chores and homework tasks; withdrawal of the intervention resulted in a return to baseline levels of performance. These findings extend the examination of self-management interventions within home-based routines to children with FASD. Limitations and implications for research and practice are discussed.