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Focus on Autism and Other Developmental Disabilities
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Environmental Fit

A Model for Assessing and Treating Problem Behavior Associated With Curricular Difficulties in Children With Autism Spectrum Disorders

Audrey Blakeley-Smith

University of Colorado, Denver, audrey.blakeleysmith{at}ucdenver.edu

Edward G. Carr

State University of New York at Stony Brook

Sanja I. Cale

Long Island University, Riverhead, New York

Jamie S. Owen-DeSchryver

Grand Valley State University, Allendale, Michigan

Theoretical considerations suggest that problem behavior should increase when a child’s competency does not match the curricular demands of the environment (i.e., when there is poor environmental fit). In the present study, environmental fit was examined for six children with autism spectrum disorders. Results indicated that the children exhibited high rates of problem behavior associated with poor motor or academic competency. Curricular modifications resulted in (a) a decrease in the level of problem behavior, (b) an increase in the percentage of task steps completed correctly, and (c) improved affect. Adults who worked with the children reported ease of intervention techniques. The concept of environmental fit and its usefulness in guiding both assessment of and intervention for problem behavior are discussed.

Key Words: environmental fit • problem behavior • autism • curricular modification • school based intervention

Focus on Autism and Other Developmental Disabilities, Vol. 24, No. 3, 131-145 (2009)
DOI: 10.1177/1088357609339032
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