Effects of Presession Satiation on Challenging Behavior and Academic Engagement for Children with Autism during Classroom Instruction

Abstract

We evaluated the effects of presession satiation on challenging behavior and academic engagement during subsequent classroom activities for three 5-6 year-old children with autism. The percentage of 10-s intervals with challenging behavior and academic engagement during 20-min classroom activity sessions was observed under two conditions. One condition involved presession satiation, in which participants were given unrestricted access to tangible items that maintained their challenging behavior prior to the classroom sessions. This presession satiation continued until the children rejected the tangible item three times. The second condition did not entail presession satiation prior to the beginning of classroom sessions. Effects of the two conditions on challenging behavior and academic engagement were evaluated using individual participant alternating treatments designs. Results demonstrated that the presession satiation condition was associated with consistently lower percentages of intervals with challenging behavior and consistently higher percentages of intervals with academic engagement.

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