Using antecedent aerobic exercise to decrease stereotypic behavior in children with autism PDF
Preview Using antecedent aerobic exercise to decrease stereotypic behavior in children with autism
Georgia State University ScholarWorks @ Georgia State University Educational Psychology, Special Education, and Department of Educational Psychology, Special Communication Disorders Dissertations Education, and Communication Disorders 1-10-2013 Using antecedent aerobic exercise to decrease stereotypic behavior in children with autism Melanie Nicole McGaha Mays Follow this and additional works at:https://scholarworks.gsu.edu/epse_diss Recommended Citation Mays, Melanie Nicole McGaha, "Using antecedent aerobic exercise to decrease stereotypic behavior in children with autism." Dissertation, Georgia State University, 2013. https://scholarworks.gsu.edu/epse_diss/91 This Dissertation is brought to you for free and open access by the Department of Educational Psychology, Special Education, and Communication Disorders at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Educational Psychology, Special Education, and Communication Disorders Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please [email protected]. ACCEPTANCE This dissertation, USING ANTECEDENT AEROBIC EXERCISE TO DECREASE STEREOTYPIC AND SELF-STIMULATORY BEHAVIOR IN CHILDREN WITH AUTISM, by MELANIE NICOLE MCGAHA MAYS, was prepared under the direction of the candidate's Dissertation Advisory Committee. It is accepted by the committee members in partial fulfillment of the requirements for the degree Doctor of Philosophy in the College of Education, Georgia State University. The Dissertation Advisory Committee and the student’s Department Chair, as representatives of the faculty, certify that this dissertation has met all standards of the excellence and scholarship as determined by the faculty. The Dean of the College of Education concurs. __________________________ __________________________ L. Juane Heflin, Ph.D. Susan Easterbrooks, Ph.D. Committee Chair Committee Member __________________________ __________________________ Paul A. Alberto, Ph.D. Debra Schober-Peterson, Ph.D. Committee Member Committee Member __________________________ Date __________________________ Laura Fredrick, Ph.D. Chair, Department of Educational Psychology and Special Education __________________________ Paul A. Alberto, Ph.D. Interim Dean College of Education AUTHOR’S STATEMENT By presenting this dissertation as a partial fulfillment of the requirements for the advanced degree from Georgia State University, I agree that the library of Georgia State University shall make it available for inspection and circulation in accordance with its regulations governing materials of this type. I agree that permission to quote, to copy from, or to publish this dissertation may be granted by the professor under whose direction it was written, by the College of Education’s director of graduate studies and research, or by me. Such quoting, copying or publishing must be solely for scholarly purposes and will not involve potential financial gain. It is understood that any copying from or publication of this dissertation which involves potential financial gain will not be allowed without my written permission. Melanie Nicole McGaha Mays NOTICE TO BORROWERS All dissertations deposited in the Georgia State University library must be used in accordance with the stipulations prescribed by the author in the preceding statement. The author of this dissertation is: Melanie Nicole McGaha Mays 1409 Shiloh Oak Drive Loganville, GA 30052 The director of this dissertation is: Dr. L. Juane Heflin Department of Educational Psychology and Special Education College of Education Georgia State University Atlanta, GA 30303-3979 CURRICULUM VITAE Melanie Nicole McGaha Mays ADDRESS 1409 Shiloh Oak Drive Loganville, GA 30052 EDUCATION Ph.D. Georgia State University Education of Students with Exceptionalities (Concentration: Autism and Communication) MAT Piedmont College EBD, SED and Autism B.S. North Georgia College and State University Music PROFESSIONAL EXPERIENCE 2002-Present Teacher, Self-Contained Classroom for Students with Moderate to Severe Intellectual Disabilities, Barrow County School System, Winder, GA REFEREED PUBLICATIONS Green, K. B., Mays, N. M., & Jolivette, K. (2011). Making choices: A proactive way to improve behaviors for young children with challenging behaviors. Beyond Behavior, 20, 25-31. Mays, N. M., Beal-Alvarez, J., & Jolivette, K. (2011). Using movement-based sensory interventions to address self-stimulatory behaviors in students with autism. TEACHING Exceptional Children, 43, 46-52. Mays, N. M., & Heflin, L. J. (2011). Increasing independence in self care tasks for children with autism using self-operated auditory prompts. Research in Autism Spectrum Disorders, 5, 1351-1357. Waller, R. J., & Mays, N. M. (2007). Spontaneous recovery of previously extinguished behavior as an alternative explanation for extinction-related side effects. Behavior Modification, 3, 569-572. INTERNATIONAL PRESENTATIONS "Increasing Independence in Self-Care Tasks Using Self Operated Auditory Prompts" (with J. L. Heflin), Poster Session at the Council for Children with Behavior Disorders International Conference, Denver, CO, September 2009 STATE/REGIONAL PRESENTATIONS "Choice Making as a Secondary Tiered Intervention in Preschool and Early Childhood Classrooms" (with K. B. Green), Presented at the Georgia Association for Positive Behavior Support Conference, December 2011 “Functional communication”. Presented at the Emory Autism Center conference: Helping Students with Autism Spectrum Disorders Succeed At School, Atlanta ,GA., July 2005. “Functional communication and visual strategies”. Presented at the Emory Autism Center, Piedmont College and North GLRS conference: Educating Students with Autism and Aspergers Syndrome, Demorest ,GA, July 2005 “Positive Behavior Interventions”. Presented at the Emory Autism Center, Piedmont College and North GLRS conference: Educating Students with Autism and Aspergers Syndrome, Demorest ,GA, July 2004 PROFESSIONAL SOCIETIES AND ORGANIZATIONS 2012 - present Association for Supervision and Curriculum Development 2005 - present Autism Society of America 2005 - present Council for Exceptional Children 2006 - present Council for Children with Behavioral Disorders (CEC) 2007 - present Division for Early Childhood (CEC) 2007 - present Division for Research (CEC) 2007 - present Division on Autism and Developmental Disabilities (CEC) 2006 - present National Association of Special Education Teachers 2007 - present Teacher Education Division (CEC) ABSTRACT USING ANTECEDENT AEROBIC EXERCISE TO DECREASE STEREOTYPIC AND SELF-STIMULATORY BEHAVIOR IN CHILDREN WITH AUTISM by Melanie Nicole McGaha Mays Stereotypy is one of the defining characteristics of autism spectrum disorders (ASD) and can significantly interfere with an individual's development and acquisition of knowledge and skills as well as distract from and disrupt educational environments. Numerous behavioral interventions have been implemented by researchers in an attempt to reduce or eliminate such behaviors, including antecedent aerobic exercise. Research studies conducted on using antecedent aerobic exercise as an effective intervention to decrease stereotypy have been spread out over several years, and many of the studies are methodologically weak according to today's standards and guidelines for evidence-based practices. This study was conducted to replicate and extend previous research by examining the effect of aerobic exercise in the form of vigorous jogging for 10 consecutive minutes on the percentage of time two elementary-school-aged children with autism engaged in stereotypic behaviors during instructional activities in the morning (immediately following the aerobic exercise), with a secondary analysis evaluating potential residual effects later in the school day. A six-phase reversal (ABABAB) design was used to determine the presence of a functional relation between jogging and stereotypy. Upon visual analysis of graphed data, functional relations were apparent for both participants. Allison spent 12% less time engaging in stereotypic behavior immediately following the jogging sessions as compared to baseline, and Boyd’s stereotypic behavior decreased by 10.7% overall. There was no significant carryover effect to the instructional sessions two hours after the intervention. Measures of social validity confirmed that the intervention was easy to implement and perceived as beneficial. Implications for future research and practice are discussed. USING ANTECEDENT AEROBIC EXERCISE TO DECREASE STEREOTYPIC AND SELF-STIMULATORY BEHAVIOR IN CHILDREN WITH AUTISM by Melanie Nicole McGaha Mays A Dissertation Presented in Partial Fulfillment of Requirements for the Degree of Doctor of Philosophy in Education of Students with Exceptionalities in the Department of Educational Psychology and Special Education in the College of Education Georgia State University Atlanta, GA 2013 Copyright by Melanie Nicole McGaha Mays 2013
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