RESEARCH ON SOCIAL WORK PRACTICE Gerdtz / EVALUATING BEHAVIORAL TREATMENT Evaluating Behavioral Treatment of Disruptive Classroom Behaviors of an Adolescent With Autism

Objective: The purpose of this study was to evaluate on-site, behavioral treatment of the disrup-tive classroom behaviors of a 16-year-old male high school student diagnosed as having autism. Method: A descriptive analysis of the problem behaviors was conducted. A number of behav-ioral treatments, including environmental modification, relaxation training, and self-monitoring, were introduced under the direction of a social worker. Results: Seriously disruptive behaviors were reduced to zero frequency, and the frequency of less severe disruptive behaviors was also reduced. Outcomes remained positive during 1 year of intervention. Conclusion: Descriptive assessment and on-site behavioral interventions are potentially effective interven-tions for social workers treating disruptive behaviors of clients with autism and related develop-mental disabilities. Dealing with disruptive classroom behaviors (physical aggression, destroy-ing objects, unauthorized departure from the classroom) is one of the most difficult professional responsibilities of teachers, social workers, and other staff employed in various special education programs. Studies estimate that 14 % to 38 % of students with mental retardation and other developmental dis