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JOURNAL OF APPLIED BEHAVIOR ANALYSIS

2002, 35, 95–98

NUMBER 1 (SPRING 2002)

FUNCTIONAL ANALYSIS OF STEREOTYPICAL EAR COVERING IN A CHILD WITH AUTISM

JUNG-CHANG TANG, CRAIG H. KENNEDY, AMY KOPPEKIN, AND MARY CARUSO

VANDERBILT UNIVERSITY

We studied stereotypical ear covering in a child with autism. Results of a descriptive analysis were inconclusive but revealed a correlation between ear covering and another child’s screaming. An analogue functional analysis showed that ear covering was emitted only when the screaming was present. DESCRIPTORS: stereotypy, descriptive analysis, analogue functional analysis, au- tism

Some instances of problem behavior have been linked to idiosyncratic environmental relations (e.g., Carr, Yarbrough, & Langdon, 1997; Van Camp et al., 2000). Such cases require a comprehensive functional assess- ment that often includes interviews, descrip- tive analyses, and experimental analyses. Al- though self-injury and aggression have been shown to be a function of idiosyncratic events, research is only beginning to emerge on the possible social and nonsocial rein- forcers maintaining stereotypy (e.g., Kenne- dy, Meyer, Knowles, & Shukla, 2000). In this paper, we present an analysis of stereo- typical ear covering that was reported by the child’s teachers to serve no identifiable func- tion. The purpose of the study was to iden- tify social or nonsocial stimuli that main- tained ear covering.

METHOD Jeb was a 5-year-old boy who had been diagnosed with autism and who was not tak-

This research was supported in part by Grant T32HD07226 from the National Institute of Child Health and Human Services. We thank Barbara Mar- tin, Jon Tapp, and Anne Marie Tharpe of the John F. Kennedy Center for their assistance in preparing the report. Address correspondence to Craig H. Kennedy, De- partment of Special Education, Box 328 Peabody, Vanderbilt University, Nashville, Tennessee 37203 (e- mail: craig.kennedy@vanderbilt.edu).

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ing psychotropic medication. He used facial expressions and gestures to communicate, had typical motor skills, and was estimated to have adaptive behavior in the 24-month age range. Jeb attended a special education classroom for children with autism and was referred by his teachers, who reported that he frequently engaged in stereotypical ear covering (placing one or two hands over his ears). Jeb’s teachers stated that they could not identify potential reasons for the behav- ior and that he engaged in ear covering throughout the day. Descriptive analysis. Forty-three 30-min observations were conducted across 4 days (four observations for each time of day). Ob- servers used a 30-s partial-interval paper- and-pencil system to record the occurrence of ear covering, the events present when it occurred (i.e., play, snack or lunch, instruc- tion, transition, or screaming), and any changes in adult behavior that occurred im- mediately after the behavior. These included initiate interaction (a person starting an in- teraction with Jeb), terminate interaction (a person stopping an interaction with Jeb), or no change in interaction (no alteration in the status of social interaction). A second observer independently recorded data during 33% of observations. Interobserver agree- ment, which averaged 97% across all events

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JUNG-CHANG TANG et al.

96 JUNG-CHANG TANG et al. The top left panel shows the temporal pattern of ear covering

The top left panel shows the temporal pattern of ear covering during the descriptive analysis.

The top right panel shows the presence of antecedents and consequences when ear covering occurred during the descriptive analysis. The bottom panel shows levels of ear covering across conditions during the analogue functional analysis.

Figure 1.

(range, 88% to 100%) was determined by dividing occurrence agreements by occur- rence agreements plus disagreements. Audiological exam. Following the descrip- tive analysis, an audiological exam was con- ducted at the Wilkerson Center at Vander- bilt University to assess Jeb’s sensitivity to

certain stimuli. The exam assessed whether Jeb would cover his ears when stimuli were presented under controlled conditions. No unusual threshold sensitivity to auditory stimuli presented at 60 dB was identified, but frequent ear covering occurred in the presence of 1-kHz to 15-kHz auditory stim-

STEREOTYPY

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uli at or above 80 dB (Anne Marie Tharpe, personal communication, July 10, 2000). Analogue functional analysis. An analogue functional analysis of ear covering was con- ducted in an empty classroom using meth- ods described by Iwata, Dorsey, Slifer, Bau- man, and Richman (1982/1994) and Ken- nedy et al. (2000). The conditions, which lasted 5 min and were spaced 5 min apart, included alone, attention, control, and de- mand (see Kennedy et al.). Each condition was presented once per day. In addition, an- other student’s screaming (which occurred frequently during the descriptive analysis) was audiotaped. The noise was digitized via computer and found to have a peak decibel level in the 1-kHz to 5-kHz range (Jon Tapp, personal communication, December 10, 2000). The audio recording (80 dB) was continually presented 1 m from the partici- pant on the basis of findings from the de- scriptive analysis and audiological exam. During sessions when the noise was present- ed, if Jeb covered his ears, the noise was turned off for 15 s. During the attention- plus-noise and demand-plus-noise condi- tions, ear covering produced either attention or escape from demands and 15 s of noise termination. All conditions were videotaped for subsequent scoring using 15-s partial-in- terval recording. A second observer indepen- dently recorded ear covering during 27% of observations, and the mean occurrence agreement was 93% (range, 85% to 100%).

RESULTS AND DISCUSSION Figure 1 shows that ear covering occurred at similar levels throughout the school day (greater than 60% of intervals). The top right panel shows the proportion of intervals in which specific antecedent and consequent events were present when ear covering oc- curred. No antecedent or social consequence was consistently associated with ear covering except the presence of the classmate’s scream.

These data suggested that social reinforce- ment contingencies were not relevant to ear covering and that the behavior may have been associated with loud noises. The audi- ological exam replicated the correlation be- tween the presence of noise and ear covering observed in the classroom and identified the stimulus parameters under which this cor- relation was likely to occur. Ear covering occurred most often when noise (i.e., screaming) was added to the alone, attention, or demand conditions of the analogue functional analysis (Figure 1). These data indicate that ear covering was not sensitive to social reinforcement because the availability of social consequences in the noise condition did not elevate levels of the behavior above those recorded in the alone- plus-noise condition. These findings suggest that ear covering was maintained by negative sensory rein- forcement (noise attenuation) and illustrate the importance of linking descriptive and analogue functional analyses when idiosyn- cratic events are implicated in behavioral maintenance. Whether a similar relation be- tween ear covering and noise occurs for oth- er children with autism awaits further inves- tigation. However, the current data set im- plicates a previously unidentified source of reinforcement as one possible cause of ste- reotypical behavior.

REFERENCES

Carr, E. G., Yarbrough, S. C., & Langdon, N. A. (1997). Effects of idiosyncratic stimulus variables on functional analysis outcomes. Journal of Ap- plied Behavior Analysis, 30, 673–686. Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K.

E., & Richman, G. S. (1994). Toward a func-

tional analysis of self-injury. Journal of Applied Be- havior Analysis, 27, 197–209. (Reprinted from Analysis and Intervention in Developmental Dis- abilities, 2, 3–20, 1982) Kennedy, C. H., Meyer, K. A., Knowles, T., & Shukla,

S. (2000). Analyzing the multiple functions of

stereotypical behavior for students with autism:

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Implications for assessment and treatment. Journal of Applied Behavior Analysis, 33, 559–572. Van Camp, C. M., Lerman, D. C., Kelley, M. E., Roane, H. S., Contrucci, S. A., & Vorndran, C. M. (2000). Further analysis of idiosyncratic an- tecedent influences during the assessment and

treatment of problem behavior. Journal of Applied Behavior Analysis, 33, 207–221.

Received December 22, 2000 Final acceptance November 6, 2001 Action Editor, Dorothea Lerman