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Using Parent Ratings of Mood and Mood Induction in Assessment and Intervention of Severe Problem Behavior at School in Students with ASD
Core Function: Research and Evaluation
One of the greatest challenges for teachers trying to educate the unprecedented numbers of children with Autism Spectrum Disorder (ASD) in our public schools is the problem behaviors some of these children exhibit. Most challenging of all are the children whose severe behaviors seem random and unpredictable. This project is exploring a mechanism to show that problem behaviors are not random and unpredictable, but can be predicted and prevented or reduced with a simple intervention. In particular, our project is investigating the relationship between parental ratings of a child's "mood" immediately before leaving for school and the child’s challenging behaviors during task demands at school.
The first phase of the project will evaluate the relationship between parent ratings of child mood and child problem behaviors at school. The second phase will evaluate the effectiveness of a "mood induction" routine designed to reduce the likelihood of severe behavior problems on those days that a child comes to school in a "bad mood". The final phase will investigate a practical application of the theoretical knowledge gained in the first two phases, applying the knowledge to home-school collaboration around severe problem behavior.
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