부산대학교 도서관

This article presents an individual intervention combining cognitive-behavioral and behavior-analytic approaches to target severe emotion dysregulation in verbal youth with autism spectrum disorder (ASD) concurrent with intellectual disability (ID). The article focuses on two specific individuals who received the treatment within a therapeutic school setting. Single-subject methodology utilizing a nonconcurrent multiple-baseline design across behaviors and participants was used to evaluate the intervention. The two participants presented with severe behavioral challenges, including physical aggression and verbal threats to harm others. Results suggest positive outcomes, including a reduction in the frequency and intensity of severe aggressive behavior and an increase in the use of coping skills, self-advocacy, and social participation. The planning and implementation of specific skills-generalization strategies was one innovative element of the intervention that proved to be pivotal to its successful application. Assessment and treatment techniques for different intervention phases are detailed along with two case examples. Intervention challenges, treatment outcomes, and future directions for clinical research are discussed. [ABSTRACT FROM PUBLISHER]