Using Contingency Mapping for Young Children with Autism Spectrum Disorder
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| Title: | Using Contingency Mapping for Young Children with Autism Spectrum Disorder |
|---|---|
| Language: | English |
| Authors: | Marqueline Cenatus (ORCID |
| Source: | Journal of Positive Behavior Interventions. 2026 28(2):125-138. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Sponsoring Agency: | Office of Special Education Programs (OSEP) (ED/OSERS) |
| Contract Number: | H325K170085 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Visual Aids, Young Children, Autism Spectrum Disorders, Behavior Problems, Time on Task, Behavior Modification, Self Contained Classrooms, Program Effectiveness, Cues, Elementary School Students |
| DOI: | 10.1177/10983007251372620 |
| ISSN: | 1098-3007 1538-4772 |
| Abstract: | Contingency mapping, a visual representation of the contingencies for engaging in desired and undesired behaviors, has been found to improve student behavior in the classroom setting. This study examined the use of the contingency mapping intervention for young children with autism spectrum disorder (ASD) who demonstrated difficulty engaging in classroom activities. Specifically, the study evaluated whether the contingency mapping intervention would increase on-task behavior during natural classroom activities. Three young children with ASD, ages 6 to 8 years old, were recruited from self-contained classrooms in a U.S. public school, along with three corresponding classroom teachers who also participated in the study. A multiple baseline design across participants was used to evaluate the intervention outcomes. The results indicate immediate increases in on-task behavior for all children during intervention, with high rates maintained during follow-up observations. The results of the social validity assessment confirmed that teachers and students found the contingency mapping intervention acceptable, effective, and useful. This study adds to previous findings of contingency mapping as an effective intervention in reducing target behaviors in a classroom environment. It also extends prior research by applying it to a special education classroom for students with ASD. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500355 |
| Database: | ERIC |
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