Concurrent use of customized behavioral interventions in skill enhancement and problem behavior reduction on children with autism

This study examines simultaneous reduction of problem behavior and enhancement of skill behaviors in eight children on autism spectrum, who underwent a randomly blinded baseline assessment on indigenously standardized scales before being subjected to behaviourally based interventions. Despite overall change in behavior, test scores failed to show significant differences. Domain analysis showed gains for sensory items under skill behaviors and reduction of temper tantrums, hyperactivity and rebellious behavior under problem behaviors. Skill behavior scores appear to be inversely correlated to problem behavior. The results are discussed in the light of their utility to optimise benefits for children with autism