Independent Contingency and Token Economy at Recess to Reduce Aggression.

School-wide behavior problems can vary significantly from structured to unstructured settings. Often problem behaviors can spike during unstructured times such as lunch and recess and the use of Tier 1 positive behavior interventions and supports (PBIS) can be used to reduce student behavior problems in these settings. Using a token economy as an independent group contingency, this study aimed to reduce student aggression in an elementary school during lunch/recess periods of the day. Students had the opportunity to earn school "dollars" during recess for demonstrating prosocial behaviors in which they were told could be exchanged for incentives at a student store (backup reinforcers). Across all grade levels, student levels of aggression were reduced between 50 and 100% from baseline levels in a 3-month period. However, as effect sizes indicated, only some intervention groups showed significant reduction of aggression. Despite the limitation of access to backup reinforcers, we theorized that the effectiveness of the present intervention was due to socially mediated contingencies among student group members as a result of receiving dollars.

Stability of bullying and internalizing problems among adolescents with ASD, ID, or typical development.

BACKGROUND: It is known that children with disabilities, especially adolescents with autism spectrum disorder (ASD), are at increased risk for victimization. However, little is known about the impact of victimization over time. AIMS: Primary aims included identifying to what extent risk factors (i.e., internalizing behavior problems and conflict in friendship) related to bullying victimization over time. METHODS AND PROCEDURES: In-depth interviews conducted separately with 15-year-olds with autism spectrum disorder (ASD), intellectual disability (ID), or typical development (TD) and their mothers investigated the experiences of victimization in a two-year follow up to an earlier study at adolescent age 13. OUTCOMES AND RESULTS: Findings at age 15 demonstrated that the highest rates of bullying continued to be endorsed by youth with ASD. However, youth with ID were found to experience and report the most severe bullying. Longitudinal examination revealed that internalizing behaviors at age 13 predicted victimization experiences at age 15. CONCLUSIONS AND IMPLICATIONS: During middle adolescence, youth with ASD continue to experience more frequent victimization. Thus, shifting the focus of interventions that not only target the salient social deficits of ASD, but also address comorbid conditions such as internalizing symptoms, may further contribute to reduction of social isolation and peer difficulties.