Using Contingency Mapping for Young Children With Autism Spectrum Disorder.
Contingency mapping, a visual representation of the contingencies for engaging in desired and undesired behaviors, has been found to improve student behavior in the classroom setting. This study examined the use of the contingency mapping intervention for young children with autism spectrum disorder...
| Publicado en: | Journal of Positive Behavior Interventions Vol. 28; no. 2; pp. 125 - 139 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Apr2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=192081170&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 192081170 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10983007 5LU jtl: Journal of Positive Behavior Interventions issn: 10983007 maglogo: N pubinfo: dt: Apr2026 vid: 28 iid: 2 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 192081170 189617235 192081170 192081170 10.1177/10983007251372620 192081170 ppf: 125 ppct: 14 formats: tig: atl: Using Contingency Mapping for Young Children With Autism Spectrum Disorder. aug: au: Cenatus, Marqueline Blair, Kwang-Sun Cho Risse, Madeline affil: University of South Florida, Tampa, USA sug: subj: Autism Spectrum Disorder Therapy Photography Utilization Education, Special Learning Environment Task Performance and Analysis Child Behavior Human Funding Source Male Female Child Schools, Elementary Teachers Interrater Reliability Scales Child: 6-12 years Male Female ab: Contingency mapping, a visual representation of the contingencies for engaging in desired and undesired behaviors, has been found to improve student behavior in the classroom setting. This study examined the use of the contingency mapping intervention for young children with autism spectrum disorder (ASD) who demonstrated difficulty engaging in classroom activities. Specifically, the study evaluated whether the contingency mapping intervention would increase on-task behavior during natural classroom activities. Three young children with ASD, ages 6 to 8 years old, were recruited from self-contained classrooms in a U.S. public school, along with three corresponding classroom teachers who also participated in the study. A multiple baseline design across participants was used to evaluate the intervention outcomes. The results indicate immediate increases in on-task behavior for all children during intervention, with high rates maintained during follow-up observations. The results of the social validity assessment confirmed that teachers and students found the contingency mapping intervention acceptable, effective, and useful. This study adds to previous findings of contingency mapping as an effective intervention in reducing target behaviors in a classroom environment. It also extends prior research by applying it to a special education classroom for students with ASD. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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