INTRODUCTION

Education of special needs

“The Education of people who differ socially, mentally, or physically from the typical to such

an extent that they require modifications of usual practices in the school. Training includes

children with emotional, behavioral or cognitive impairments or those with psychological,

hearing, vision, speech, voice or learning disabilities, gifted children with advanced academic

abilities and children with orthopedic or neurological impairments.” (Britannica, Gloria Lotha

2013)

According to Individuals with Disabilities Education Act, IDEA, special education is defined

as: "specially designed instruction, at no cost to parents, to meet the unique needs of a child

with a disability, including instruction conducted in the classroom, in the home, in hospitals

and institutions, and in other settings, and instruction in physical education."

American Association on Intellectual and Developmental Disabilities (AAIDD) defines special

education as "the education of students who have been identified as having high-incidence

disabilities (e.g., specific learning disabilities, speech or language impairments, mild

intellectual disabilities, emotional disturbance, or other health impairments)."

National Education Association (NEA) defines special education as "specially designed

instruction, support, and services provided to students with disabilities in order to meet their

unique needs and enable them to access the general education curriculum alongside their

peers."

American Psychological Association (APA) defines special education as "individualized

instruction and support services provided to students with disabilities, tailored to their unique

strengths and needs, to facilitate their academic and social development."

World Health Organization (WHO) defines special education as "education that is modified or

designed to meet the needs of students with disabilities, learning difficulties, or special needs,

in order to help them achieve their fullest potential."

The Right of Children to Free and Compulsory Education Act (RTE Act), 2009 mandates that

children with disabilities have the right to free and compulsory education until the age of 18. It

emphasizes the importance of inclusive education and the provision of support services to

ensure that children with disabilities can access and benefit from education on an equal basis

with others.

The National Curriculum Framework (NCF), 2005 recognizes the diverse learning needs of

students, including those with disabilities, and emphasizes the need for flexible and child-

centred approaches to education. It advocates for the development of inclusive classrooms and

the adaptation of curriculum, pedagogy, and assessment practices to meet the needs of all

learners.

The students who need specialised instructions and requires additional and modified teaching-

learning materials due to their diagnosed disability is known as special education. The special

education focus on the needs of the persons with disabilities specifically so that they reach their

full potential through adaptations in the regular school teaching. Children with special needs

requires special and extra attention because of their unique needs and abilities, providing

specialised instructions, adaptations, modifications and accommodations in a regular school et-

up to enhance their capabilities on equal basis with others.

Persons with special needs deserves equal participation in the society as any other so called

normal people in the society. Every student in the society has the right to education as their

fundamental right and children with special needs are also provided with the same right but yet

in many schools they are denied this right because of their disability. From the last decade, the

government, NGOs, foundations and organisations have put efforts for promoting inclusive
education in the society, but as a society we should make them feel included in every aspect of

their life and inclusion should not be restricted to education sector only.

Education of Autism Spectrum Disorder

Autism Spectrum Disorder is a Neurodevelopmental Disorder. As defined by DSM-5, “people

with autism spectrum disorder face difficulty in social communication and interaction, other

than this they show restricted and repetitive behavior, interests and activities. It is a lifelong

condition which impairs social skills and autonomy.” Some of the visible features of autism are

repetitive patterns of behavior, have restricted interests or activities, insistence on sameness,

strong attachment to unusual or inanimate objects, hyper- or hypoactivity to sensory stimulus.

As stated by WHO, “autism spectrum disorders (ASD) are a diverse group of conditions. They

are characterized by some degree of difficulty with social interaction and communication.

Other characteristics are atypical patterns of activities and behaviours, such as difficulty with

transition from one activity to another, a focus on details and unusual reactions to sensations.”

Autism Speaks, an autism advocacy organization founded in 2005, defines autism as "a

complex, lifelong developmental disability that typically appears during early childhood and

can impact a person's social skills, communication, relationships, and self-regulation."

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that influences social

interaction, communication, and behavior. It is called a "spectrum" disorder since it can

manifest in a wide range of symptoms and severity levels, shifting enormously from individual

to individual. A few people with ASD may have mild indications and lead relatively

independent lives, whereas others may have critical disabilities and require considerable

support.

Key characteristics of autism spectrum disorder include:

1. Social Communication Challenges: People with ASD often face difficulty

understanding and utilizing verbal and nonverbal communication prompts, such as

gestures, facial expressions, and tone of voice. They face difficulty with initiating and

keeping up with discussions, understanding social standards, and deciphering others'

feelings and intentions.

2. Repetitive Behaviors and Restricted Interests: Numerous people with ASD engage in

monotonous behaviors, such as hand-flapping, shaking/rocking body, or lining up

objects. They also have limited interests in particular objects, or activities, and face

difficulty in adjusting towards any change in their schedules or life.

3. Sensory Sensitivities: People with ASD may experience hypersensitivity or

hyposensitivity to sensory stimuli, such as lights, sounds, textures, or smells. These

sensory sensitivities can vary widely among individuals and may affect their ability to

function in different environments.

4. Difficulty in adjustment towards change: People with ASD often prefer consistency and

insists on sameness and struggle with change in their routine or environment. They may

feel anxious or become upset in new or unusual circumstances.

5. Strengths and challenges: While people with ASD face various challenges in certain

aspects of their life, they also have unique strengths and savant abilities.

Teaching methodologies for children with Autism Spectrum Disorder (ASD) are planned

to address their special learning needs and challenges. some of these are as follows: -

1. Structured Environment

It means to provide a predictable routine and structure to CwASD so that they feel

secure and understand what to expect. Structured teaching are set of teaching

techniques which are developed by Division TEACCH, which stands for

Training/Treatment and Education of Autistic and other related Communication

 Handicapped Children. Children with ASD flourish in organized/structured and

predictable settings. These could be done through: -

a) Consistent Routines: Keep a regular daily agenda that includes specific hours for play,

meals, schoolwork, and breaks. This consistency makes kids feel less anxious and

helps them comprehend what will happen next.

b) Visual Schedules: To depict the daily schedule, use visual cues like images, symbols,

or charts. Children with ASD may find it easier to follow along with this visual

schedule without requiring frequent verbal reminders.

c) Clear Transitions: Give clear indicators for moving between tasks. Use clocks, music,

or verbal warnings to signal when it is time to move on to the next activity.

2. Visual Supports

Visual aids are effective tools for children with ASD because they frequently

comprehend visual information better than spoken instructions. Some of the

techniques which can be used are as follows: -

a) Picture Exchange Communication System (PECS): This technique of

communication relies on photos. Children learn how to swap pictures for desired

goods or convey their wants and feelings.

b) Social Stories: Written or visual narratives that explain social events and

acceptable behaviours. They are excellent for explaining complicated ideas or

introducing new routines.

c) Visual Instructions: Provide step-by-step images to help children with ASD

complete activities, minimizing confusion and increasing independence.

3. Applied Behavior Analysis (ABA)

ABA is a type of therapeutic intervention to improve adaptive behaviors like social

skills, learning skills, communication, hygiene, grooming, etc through reinforcement

techniques. It is effective in variety of settings such as in schools, homes and clinics.

It is research backed approach that focuses on reinforcing positive behavior and

reducing undesirable ones. Techniques through which desirable behaviors are

improved are: -

a) Positive Reinforcement: It is a process in which the therapist encourages desirable

behaviors by offering rewards. In simple words the rewards are offered to the

child when he/she exhibits socially acceptable or desired behavior.

b) Negative Reinforcement: It simply means to take something away. It is the

removal of a stimulus that is designed to reinforce a desirable behavior. Skinner

argued that if the occurrence of the behavior leads to negative consequences, that

behavior is not repeated. For example: in Skinner’s operant conditioning, the rat

had to press a lever to stop receiving electric shock.

c) Using prompts and cues

Providing visual or verbal cues to encourage desirable behaviors. Verbal cues are

gentle reminders for the person. Visual cues are your gestures or a look of your

eyes. For example: Verbally cueing them to remind them to wash their hands

when coming from outside. The cues are faded away when they are not needed.

d) Task Analysis

Task analysis means to break down a task into further sub tasks. A single task can

be broken down into smaller and simpler sub-tasks for easy implementation of the

activity/task as a whole. For example: Brushing teeth can be broken down as:

i) Going to the washroom.

ii) Picking up the toothbrush.

iii) Opening the tap.

iv) Wet the toothbrush.

v) Close the tap.

vi) Picking toothpaste.

vii) Applying the paste on toothbrush.

viii) Opening the tap.

 ix) Wet the toothbrush.

x) Closing the tap.

xi) Brushing the front teeth.

xii) Brushing back teeth.

xiii) Spitting the paste.

xiv) Opening the tap.

xv) Washing the brush.

xvi) Keeping the toothbrush back into the stand.

xvii) Doing gargle.

xviii) Washing the mouth.

xix) Closing the tap.

xx) Drying hands with a towel.

4. Social Skills Training

CwASD struggle with establishing social interactions. Techniques which can be used

for social skill training are: -

a) Role-Playing: Through role-playing, children may experiment with varied reactions in

a safe atmosphere.

b) Group Activities: Encourage involvement in group activities, such as games or

cooperative projects, to improve social skills through interaction.

c) Peer Buddies: Match children with ASD with peers who can model acceptable

conduct and give instruction during social encounters.

5. Use of Technology

The use of technology can enhance the learning of CwASD.

a) Communication Apps: Apps like Proloquo2Go enable nonverbal CwASD to

communicate using symbols and text-to-speech.

b) Educational software: Interactive games and applications made specifically for

CwASD can help them learn in an engaging way.

 c) Assistive technology, such as speech-generating gadgets, can empower CwASD who

have difficulty communicating.

6. Differentiated Instruction

Differentiated instruction accommodates the varied learning styles and abilities of

children with ASD:

a) Flexible Learning Activities: Provide a variety of opportunities to learn and exhibit

understanding, such as through projects, writing assignments, or oral presentations.

b) Group-Based and solo Activities: To meet varied tastes, blend group-based activities

and solo duties.

c) Use adaptable teaching resources that enable students to study at their own speed and

level.

Behavior

John B. Watson, a pioneer of behaviorism, defined behavior as “the observable and measurable

actions of organisms, emphasizing that psychology should focus solely on observable behavior.

Watson believed that all behaviors were responses to environmental stimuli and that they could

be predicted and controlled through conditioning.”

B.F. Skinner, another prominent behaviorist, expanded on Watson's ideas by emphasizing the

role of reinforcement in shaping behavior. Skinner defined behavior as “any observable

response to environmental stimuli, driven by the consequences of reinforcement or

punishment.” He believed that behavior could be understood by examining the relationships

between stimuli, responses, and reinforcement.

Albert Bandura, the creator of social learning theory, viewed “behavior as a combination of

learned responses through observation and imitation. He suggested that behavior is shaped by

observing others' actions, the consequences of those actions, and the influence of social norms.”
Sigmund Freud, the founder of psychoanalysis, defined “behavior as the outward manifestation

of underlying unconscious processes. He believed that behavior was influenced by the

dynamics of the id, ego, and superego, and driven by repressed desires, conflicts, and

unresolved psychological issues.”

William James, a proponent of functionalism, defined behavior “as purposeful action that

serves to adapt an individual to their environment.” His focus was on how behavior functions

to meet needs and achieve goals, highlighting the adaptive aspects of behavior.

Lev Vygotsky, known for his sociocultural theory, defined behavior in terms of social and

cultural influences. He believed that behavior develops through social interaction and is shaped

by the cultural context, suggesting that learning and behavior are deeply interconnected with

social relationships and cultural practices.

Behavior refers to the actions, reactions, or responses of individuals or groups in response to

stimuli or situations. It encompasses a wide range of observable activities, including how

people interact with others, respond to their environment, or react to internal states like

emotions and thoughts. Behavior can be influenced by biological, psychological, social, and

environmental factors, and it plays a crucial role in fields such as psychology, sociology, and

biology.

The way in which we act or conducts ourselves, specially towards others is known as Behavior.

It also refers to the way in which a person response to a particular stimulus or situation.

Behavior a vital part of our personality. Behaviors are observable and measurable activities.

Behavior can be classified into two categories: i) Skill Behavior & ii) Problem Behavior. Skill

behaviors refers to the learned behaviors that are considered age appropriate and are socially

acceptable. Whereas Problem behaviors refers to those behaviors which hampers the learning

of skill behaviors and either are not age appropriate or socially accepted. Both Skill and

Problem behaviors are acquired. The learning of behavior is followed by a pleasant

consequence or/& to avoid an unpleasant consequence.

Behavior is an umbrella term that encompasses a variety of behaviors, emotions, and responses

to both internal and external stimuli. To have a better understanding of behavior, let us divide

it into many major areas. Behavior can be categorized in various ways, depending upon

different criteria:

▪ Overt vs. Covert: Overt behavior is observable and measurable, like speaking, walking, or

eating. Covert behavior is internal and not immediately observable, like thoughts, feelings,

or internal physiological responses.

▪ Innate vs. Learned: Innate behavior, also known as instinctive behavior, exists from birth

and is usually genetically determined. Examples include the sucking reflex in babies and

set behavior patterns in animals. Learned behavior is picked up from practice, observation,

or experience. It may be the product of training, social learning, or conditioning.

▪ Adaptive vs. Maladaptive: Adaptive behavior allows people to efficiently navigate their

surroundings and satisfy their requirements. It entails abilities such as problem-solving,

communication, and social engagement. Maladaptive behavior, on the other hand, can be

damaging or unproductive, potentially resulting in undesirable consequences. Aggression,

avoidance, and self-destructive behavior are among examples.

▪ Skill vs. Problem Behavior: Skill behavior refers to behaviors and activities that are

learned performed, and developed over time in an attempt to gain competency or mastery

in a certain field. Skills can be physical, cognitive, social, or emotional, and they play an

important role in many areas of life, including school, job, sports, and social relationships.

The behavior is considered problematic if the behaviors are dangerous to self or others

such as bits own hands, hits others, pushes others, bangs head, etc; when behaviors are

inappropriate for the age, such as a 12 year old sucking thumb, etc; when behaviors

interfere in learning such as a child throws books when she is being taught, etc; when

behaviors are socially not acceptable or deviant like stealing, telling lies, etc; when

behavior causes undesirable stress to others, for example pulls other hairs, shouts,

screams, etc.
 Behaviors can be influenced by variety of factors: -

➢ Biological Influences:

Genetics can play a role in determining certain behaviors, especially those related to instincts,

temperament, and predisposition to specific traits.

Neurobiology, involving the brain's structure and chemistry, can influence behavior through

processes like neurotransmitter activity, brain development, and hormonal changes.

➢ Psychological Influences:

Cognitive processes, such as thinking, memory, and decision-making, affect behavior.

Emotional states can drive behaviors, like anger, joy, or anxiety.

Personality traits, which develop over time, can also guide consistent patterns of behavior.

➢ Social and Environmental Influences:

Socialization and cultural norms shape behavior by providing guidelines for acceptable

conduct.

Environmental factors, such as physical surroundings, family dynamics, and peer

relationships, can encourage or discourage certain behaviors.

Social learning, through observation and modelling, plays a significant role in how people

learn and adopt behaviors.

Behaviors among children with autism spectrum disorder (ASD)

Children with Autism Spectrum Disorder (ASD) may exhibit a range of challenging behaviors

due to their unique sensory, communication, and social processing differences. Some of the

challenging behaviors usually observed in children with ASD includes violent and destructive

behaviors, temper tantrums, misbehaves with others, self-injurious behaviors, repetitive

behaviors, odd behaviors, hyperactivity, rebellious behaviors, antisocial behaviors, and fears.
Challenging behaviors in CwASD can have various underlining causes like difficulty in

communication which leads to frustration in expressing their needs; sensory sensitivity:

sensory overload from light, touch, noise and other stimuli can become a triggering factors for

challenging behaviors in CwASD; their difficulty to understand social cues and difficulty in

initiating interaction can lead to withdrawal or aggression; change in routine: CwASD prefer

consistency in their daily life and unexpected changes leads to stress and outbursts; seeking

sensory stimulation: repetitive behaviors might be a way to self-soothe or manage sensory

needs.

Children with autism spectrum disorder shows behavior patterns like: -

Stereotyped and repetitive motor manners: Individuals diagnosed with autism spectrum

disorder (ASD) may exhibit self-stimulatory behaviors such as hand or finger flapping, body

rocking, or using an item.

Show attachment to inanimate objects: Individuals with autism may develop strong

attachments to inanimate things such as thread, rock, pen, stick, toy, bottle, and so on.

Hyperactivity/Restlessness: Autism can cause someone to be too energetic and difficult to

regulate. Hyperactivity interferes with their ability to learn and complete activities.

Aggressive behaviour: Autism spectrum disorders can cause impulsively aggressive and

socially unacceptable behaviors such pinching, kicking, and punching.

Throw temper tantrums: Temper tantrums in autism spectrum disorders can manifest as head

banging, shouting, yelling, and other behaviors. These kinds of actions come from frustration.

Self-injurious behaviour: Individuals with autism may engage in self-harming activities such

as biting, hitting or mutilating themselves. Such persons must be carefully monitored to avoid

harming themselves.
Insist on sameness: Individuals with autism may struggle with change and prefer sticking with

their current schedule. Any alteration in the timetable causes frustration and temper outbursts.

Autism can lead to strict adherence to routines and habits.

Behavior Modification

Some of the challenging behaviors usually observed in children with ASD includes violent and

destructive behaviors, temper tantrums, misbehaves with others, self-injurious behaviors,

repetitive behaviors, odd behaviors, hyperactivity, rebellious behaviors, antisocial behaviors,

and fears. To understand and categorise someone’s actions as well as why behavior occurs,

there are four functions of behavior, viz., attention, escape, access, and sensory needs.

Escape: A person engages in a behavior to end or avoid something they do not like. Example:

Showing tantrums because work is presented, taking different route home to avoid traffic.

Attention: A person engages in the behavior to receive attention. Example: Raising a hand in

the class to get called by a teacher, screaming so that someone comes over.

Tangible: A person engages in a behavior to get access to an item or activity. Example:

Completing work for cartoon time, hitting sibling to get them to give a toy.

Sensory: A person engages in a behavior because it physically feels good or relives something

that feels bad. Example: Scratching an itchy mosquito bite, Veronica engages in hand-flapping

in the absence of any specific antecedent or consequence stimulus. This behavior provides

automatic sensory stimulus.

These functions provide us the understanding of the occurrence of a behavior whether it is

positive or negative in nature. Not all behaviors come under problem behaviors. The behavior

can be termed as problematic when:

a) Behaviors are self-injurious for example: head banging, bit self, hits self, puts objects

in eyes/ear/nose, scratches self, etc.

b) Behaviors are dangerous to others for example: hits others, pinches others, pushes

others, throws objects at others, spits others, etc.

c) Behavior is not age appropriate for example: a 14-year-old boy sucking his thumb, etc.

d) Behaviors hampers self-daily life for example: a child cries asked to sit in the

classroom, the child throws books when he/she is being taught, etc.

e) Behaviors causes stress to others for example: screams, shouts, pull others hair, make

faces to tease others, takes other possession without their permission, pulls objects from

others, etc.

f) Behaviors are socially deviant for example: steals, lies, exposes body parts

inappropriately, touches own private part in public, touches others private parts in

public, cheats in games, etc.

Functional Analysis of the problem behavior

Any kind of behavior doesn’t occur without any reason, there will be some kind of reason

behind the behavior. Even when two individuals show same kind of problem behavior but

the reasons behind the problem behavior will differ for them. The model through which a

person can analyse is A-B-C Model. The A, B, & C of the model are explained below: -

A: What happens before the behavior?

It is called as Antecedent.

 When? Any particular times? (Eg: during morning, meal time, etc.)

 With whom? (Eg: sibling, mother, father, teacher, etc.)

 Where? (Eg: at home, at school’s assembly time, etc.)

 Why? (Finding out what lead to the behavior. Eg: the child was refusing to

eat lunch before he was asked to finish his lunch.)

B: What happens during the behavior?

It is called as Behavior.
  How many times? Or for how long?

C: What happens after the behavior?

It is called as Consequence.

 What people do to stop problem behavior?

 How does it benefit the child himself?

 What affects does it have on the child or others?

Occurrence of the problem behavior can be analyzed with the help of the A-B-C Model.

The problem behavior can be categorized into four functions viz, Escape, Attention seeking,

Tangible & sensory. The examples of problem behaviors with possible antecedents,

consequences and its functions are given below:

Antecedent (Before) Behavior Consequence (After) Function

(During)

In the evening, while Yuvraj flaps his No one bothers him and Sensory
Yuvraj is sitting alone at hands. he continues to flap his
home. hands.
Sakshi’s sibling is Sakshi snatches the Sakshi’s mother lets her Tangible
playing with toy car at toy from her play with the toy.
home. sibling’s hand.
Shikha’s mother asks Shikha throws her Shikha’s mother picks up Escape
her to complete her math notebook the notebook and keep it
math work which she away. aside.
doesn’t like.
At home Rohan’s Rohan keeps Rohan’s mother keeps Attention seeking
mother is on call. interrupting his giving him attention
mother while she every time he interrupts.
is on call.
Table no. 1

❖ Steps involved in behavior management programme

1. Identify the problem behaviors

2. Statement of the problem behaviors

 3. Selection of the problem behavior

4. Identification of rewards

5. Recording baseline of the problem behaviors

6. Functional analysis of the problem behaviors

7. Development & Implementation of behavior management programme

8. Evaluation of behavior management programme

1. Identification of Problem behavior

It is the first step for developing behavior management programme. There are many ways

of identifying problem behaviours in children, such as, by means of directly observing the

child, interviewing parents/caretakers of the child using a checklist, etc. The identification

of the problem behavior is done through BASIC-MR Part-b.

2. Statement of the problem behaviors

After recognizing a child's behavior problems, it's important to write them objectively. It is

not appropriate to write "the child is naughty" since the term "naughty" might have various

meanings for different individuals. The child may exhibit behaviors such as not sitting for

more than 15 seconds, pulling hair, or snatching items from others. It means to write the

behavior in observable and measurable terms. This could be done referring to BASIC-MR

Part-B. For example: Ankita hits others, Sonu throws object, Priyanka doesn’t sit at one

place for required time, Shivani pulls others hair, etc.

3. Selection of the problem behavior

After identifying and writing the problem behavior in observable and measurable terms, one

needs to then select a particular problem behavior which needs prior attention. This step is

also known as prioritising specific problem behaviors. It is preferred to select a maximum

of two behaviors to be modified at a time. There are some guidelines for selecting a problem

behavior, those are: -

i) Choose only 1 or 2 problem behavior at a time.

 ii) Behaviors which are of greater danger to either the child himself or to others.

iii) Behaviors which interfere the most in the child’s or other’s life.

iv) Take into consideration about the frequency, duration or severity of the problem

behaviors.

v) Consult with the parents when it comes to manage the problem behaviors in home

situation.

4. Identification of rewards

It is an important step in behavior modification. A reward for a child is something

he/she likes or feels good about. An event that occurs after a behavior that causes it to

repeat in the future is known as a "reward." There are various types of rewards, such

as:

Primary rewards: These are those rewards which are eatables liked by the child.

Example: Banana, toffee, chocolate, chips, popcorn, gems, coffee, tea, milk, juice,

fruity, etc.

Material rewards: These are those rewards which are things or objects liked by the

child. Example: Toy car, teddy bear, ball, marbles, bangles, flowers, ribbons, beads,

etc.

Social rewards: These are those rewards which are verbal praises or signs of

appreciation liked by the child. Example: Good, very good, nice, excellent, good job,

well done, shabash, smile, nod, pat, hug, kiss, etc.

Activity rewards: These are those rewards which are actions or behaviors liked by the

child. Example: Watching cartoon, playing with pets, playing with friends, listening to

music, riding bicycle, seeing picture books, etc.

Token rewards: These rewards are items which have although valueless but gain value

through association with other things. They are given to the child after occurrence of
 the desired behavior. Example: giving star, giving smiley, coins, points, special badge,

tick marks, etc.

Some guidelines to follow for selection/identifying the appropriate reward/s for the

child are: -

a. By observing the child’s behavior: behaviors in which he/she involves or

likes to do again and again or things he demands again and again.

b. Asking the child directly.

c. Asking the caretaker, parents.

d. Choosing the rewards which are easily available.

e. Choose a reward that motivates the child to work for it.

f. Use reward sampling technique: place about 7-8 varieties of rewards in

front of the child.

g. Change the rewards time to time, rewards are not fixed likes/dislikes of the

child.

5. Recording problem behavior

There are various recording techniques to record the occurrence of a problem

behavior. Recording which is done before the management of the behavior is called

baseline recording. The ways through which recording can be done are as follows: -

a) Event recording

It records how many times or number of times the specific behavior has occurred.

The number of times the behavior has occurred is recorded. It can also be termed

as frequency recording. The recording format is illustrated below:

 Name: Priya

Age: 6 years

What to record: Throws objects

Where to record: At home

When to record: From 9 am to 9 pm

How to record: Put a line whenever Priya throws an object.

Date Time Occurrence Total

01/06/2024 9 am – 9 pm 8

02/06/2024 9 am – 9 pm 9

03/06/2024 9 am – 9 pm 4

04/06/2024 9 am – 9 pm 5

05/06/2024 9 am – 9 pm 6

06/06/2024 9 am – 9 pm 4

On an average Priya throws 7 times per day.

Table no. 2

b) Duration recording

This recording technique records for how long (duration) of a given problem behavior

has occurred. The recording format is illustrated below:

 Name: Shikhar

Age: 9 years

What to record: Doesn’t sit at one place for required time

Where to record: At home

When to record: During the activity

How to record: Put a line whenever Shikhar gets up from the seat without completing the

work/activity given

Date Time Total time of Amount of time Shikhar

observation doesn’t sit at his seat

01/06/2024 11 am – 12 pm 60 minutes 46 minutes

02/06/2024 11 am – 12 pm 60 minutes 34 minutes

03/06/2024 11 am – 12 pm 60 minutes 22 minutes

04/06/2024 11 am – 12 pm 60 minutes 28 minutes

05/06/2024 11 am – 12 pm 60 minutes 13 minutes

06/06/2024 11 am – 12 pm 60 minutes 37 minutes

On an average, Shikhar doesn’t sit at one place for 36 minutes out

of 60 minutes during the activity.

Table no. 3

6. Functional analysis of the problem behaviors

During this step of the programme A-B-C model is used to analyze and understand the

problem behavior/s in terms of three components, viz Antecedent (what happens before

the behavior?), Behavior (what happens during the behavior?) & Consequences (what

happens after the behavior?). Every behavioral consequence of the child is linked with

some benefits for them. These are the functions or factors or benefits which the child
 seem to get after they indulge in problem behavior. Those functions include Attention

seeking, Escape, Tangible & Sensory.

7. Development & Implementation of behavior management programme

After the thorough understanding of the antecedent and consequences of the problem

behavior and its functions, behavioral management programme is developed. To develop

the plan means to identify, select, record & functional analysis of the problem is written

down and then implemented with the help of various Behavior Modification (BM)

techniques.

8. Evaluation of behavior management programme

For the evaluation of the behavioral management programme the baseline assessment,

i.e. BASIC-MR Part-B can be administered after every three months (end of every

quarter). The comparison between the baseline assessment and at the end of each quarter

will indicate whether the problem behavior in the child is at a rise or has decreased/

improved from the last quarter.

Techniques of Behavior Modification

Changing the
Extinction/Ignoring Time Out
Antecedents

Gradual
Physical
Response Cost Overcorrection Exposure to
Restraint
Fears
1. Changing the antecedent

There can be number of factors which can occur before the problem behavior.

Antecedent simply means before factors. The factors can include place, situation, person,

times, any specific demand asked from the child, settings, difficulty of the task assigned,

any change in the daily routine, the way instructions were given, etc. For example: A

child rocks his/her body when he/she is not engaged in any activity, a child is not

focusing on the class as he/she is sitting near the window seat in the classroom, asking

the child repeatedly to eat the lunch leads to throw the food without eating, the task given

to the child is not up to his/her difficulty level or is harder than the difficulty level of the

child then the child will not show interest in the task assigned.

Making changes in the antecedent like, adjusting the difficulty level of the task, making

him sit on the first desk, to decrease the rocking body behavior of the child engage the

child in the activity, etc.

2. Extinction/Ignoring

When the problem behavior occurs do not give any attention to the child or simply

ignore the child, like do not talk to the child, do not look at the child, do not give any

physical contact. For example: While doing his homework Jonny repeatedly asks from

the mother, when he can go and play, the mother answers only once and further ignore

his repeated questions and rewards him when he sits quietly and completes his task. In

the future he learns to sit quietly. Arguing, shouting or scolding them will provides them

with negative attention.

3. Time out

In simple words time out means to remove the child from the rewarding situation or

reward. It must be ensured that child is removed from the rewarding situation not from
 the situation they don’t enjoy. For example: If the child is repeatedly making noise and

the teacher sends her outside then it can be rewarding for the child as she found an

escape from the classwork, it may lead to increase in this problem behavior in future.

Give the child some break time (usually not more than 5-10 minutes) then ask them to

complete the task if they want to go home or wants play time.

4. Physical restraint

It means to limiting the physical movements of the child for some time for a problem

behavior. Some of the techniques that can be used for restraining the child are such as the

person can hold the child’s arms from the wrist tightly down his sides, the person can

hold the child’s arm behind his back, can tie the hands with soft cotton cloth on the back

of the child, hold him/her from the waist when the child is rolling on the floor showing

tantrums, if the child is indulging in self-injurious behavior then hold the child’s hand to

their side and keep the your legs on their toes softly to stop the kicking behavior if any.

All these restraints should be for short period of time only (30 seconds to 1 minute) and

should not be frequent in nature.

5. Response cost

It means to take away the reward given to the child for their good behavior. In simple

words it means the problem behavior cost them their reward or privileges. For example:

Himanshi throws the coloring book when asked to color by the mother, the mother then

can take away her favorite toy until she finishes the given task or can cancel the play

time for the day if she doesn’t stop throwing the coloring book and complete the task.

The Token Economy system can be used as a method to reduce the problem behavior of

the child. In this system the child is given tokens for desirable behavior and loose tokens

for problem behaviors.

 Behaviors that grant/earn Tokens Behavior that cost/loose Tokens

Rote counting 1-10 20 Throws objects 20

Greets good morning 10 Uses abusive words 10

Identifies 2 vegetable names 5 Bangs objects 5

Table no. 4

6. Overcorrection

This technique is applied after the problem behavior has occurred. The child has to make

the corrections to the disturbed situation caused by him/her to a significantly improved

state. For example: If the child spills water on the floor, then let him mop the wet area

and also make him mop the whole floor of the room as an over-correction.

7. Gradual exposure to fears

It is used to reduce fears in the children. In this technique the child is slowly or gradually

exposed to the feared person, object, animal or a situation. For example: a child has fear

of darkness, the parent can let the child sleep in open lights then let the child sleep in dim

light with a sibling/parent, then let the child sleep alone in the dim light, then let the child

be in dark with the parent holding hands, leave the child alone in a dark room while the

child's parents keep talking to him on the phone and then finally fading away the call and

leave the child alone in dark. Next step is taken only when the child becomes

comfortable in the previous step.

Need of the study:

After viewing many articles and research journals it was felt that, in the recent times,

there has been an increase in problem behaviors of children with autism spectrum

disorder. Moreover, it has also been seen that children do not get appropriate attention in

their developmental period as both their parents have busy professions. This in return,

has increased the problem behavior/s of the children.

Since, a child spends 23 hours at home and gives only an hour of his day to BM sessions,

this research will provide parents with appropriate Home Management plans so that they

can manage their child’s behavior at home as well. This research also been conducted

with the view that a child learns best in his natural environment/surrounding thus training

the parents of such children becomes the need of the hour. The research will further

provide the scope for the development of behavioral management manual for ASD.

Objective of the study

1. The present study aims to empower parents having children with ASD through parent

training module.

2. The present study aims to make parents independent in managing children with ASD

having problem behavior and improving their skill behavior.

3. It aims to develop parents as supporting resource.

4. Through the present research, the parents will be able to assess the problem behavior

of Children with Autism Spectrum Disorder (CwASD).

5. The researcher will gain insight into how parents regulate their child’s behavior.
 Hypothesis

The researcher will formulate and test the following hypothesis:

1. There will be significant difference between parent’s control and experimental group

of children with ASD having problem behavior (Destructive Behaviors &

Hyperactivity).

2. There will be significant impact of training module on the parents having CwASD.

3. There will be significant difference between parent’s control and experimental group

in terms of parents’ proficiency.

Review of Literature

Anderson R. Stephen, Avery L. Debra, et al (November 1987) conducted a study on,

“Intensive home-based early intervention with autistic children.” This research delineates a

homebased alternative to the preschool setting. It focused on: a) systematic use of behavior

teaching techniques and treatment procedures; b) intensive training conducted in each child’s

natural home; c) extensive parent training. 14 children (age less than 72 months) of

participated in the study. The research followed a one group, pretest-post-test experimental

design to evaluate the effectiveness of the intervention program on child behavior.

It demonstrated significant gains in their language, self-care, social, and academic

development, and results also indicated change in the parents’ ability to teach their special

children. There were significant changes were seen in the children’s mental age after one

year of participation in the study. Forty-six percent of children exhibited at least a 13-month

gain in their mental age. Similar results were obtained for social age scores as measured by

the administration of the Vineland Social Maturity or Adaptive Behavior Scales with parent

as informant. Thirty-one percent demonstrated 12 or more months change in their social-age

development.
Bearss Karen, Johnson Cynthia, et al (1st September 2012) conducted a study on, “A Pilot

Study of Parent Training in Young Children with Autism Spectrum Disorders and Disruptive

Behavior.” This research delineates a structured parent training program for 16 children (ages

3–6) with ASD and disruptive behavior. It was a 6-month open trial of a PT program that

included 11 core sessions, up to 2 optional sessions, 2 home visits, and 3 booster sessions

(two by phone and one in person). Outcome measures were registered at baseline, week 8,

16 and 24.

The results suggest that the program produce reduction in disruptive and noncompliant

behaviors. It indicated that parents of these children will recommend the program to other

parents who have children with similar problem. There were significant changes from

baseline towards the end of 6 months intervention program, which showed a decrease in the

hyperactivity of these children.

Chou Chi Wan, Lee T. Gabrielle, Feng Hua (April 2015) conducted a study on, “Use of a

Behavioral Art Program to Improve Social Skills of Two Children with Autism Spectrum

Disorders.” This research delineates the impact of a behavioral art program on social skills in

two autistic children in group settings. A multi probe design across behaviors was used. The

training improved both children's spontaneous verbal communication, art presentation, and

eye contact. One of the youngsters showed a reduction in off-seat conduct. Three weeks

following therapy, both children maintained excellent levels of performance in their targeted

social skills. Sodal abilities were applied in several circumstances with a new instructor and

an unknown audience. The art program was considered as helpful by teachers and parents, as

evidenced by improved adaptive behavior ratings.

 Lory Catherine, Rispoli Mandy, Gregori Emily, Kim Yeon So, David Marie (31st March

2020) conducted a study on “Reducing Escape-Maintained Challenging Behavior in Children

with Autism Spectrum Disorder through Visual Activity Schedule and Instructional Choice.”

This study sought to address this need by (a) investigating the effects of a treatment package

that included a visual activity schedule and instructional choice on escape-maintained

challenging behavior in children with autism during less preferred tasks, and (b) contrasting

the effects of the treatment package with a visual activity schedule only treatment. The results

indicate that the treatment package significantly decreased challenging behavior during less

desired activities and had more consistent effects on difficult behavior reduction than the

visual schedule alone.

Tzanakaki Pagona, Grindle Corinna, Hastings P. Richard, Hughes Carl J., Kovshoff

Hanna, Remington Bob (March 2012) conducted research on “How and Why do Parents

Choose Early Intensive Behavioral Intervention for their Young Child with Autism?” Although

there is increasing evidence of the usefulness of Early Intensive Behavioral Intervention (EIBI)

for children with autism, little is known about the decision-making process that parents go

through when deciding to undertake such a program. The researchers contacted 30 moms

whose children had participated in an EIBI program to more thoroughly understand how and

why they selected EIBI. Typically, women learned about EIBI via other parents, literature, and

the internet. Their expectations for treatment results ranged from their child being cured of

autism to having no expectations. Some families received funds from their local educational

department, while others had to finance part or all of the program themselves, and some

obtained funding as a result of a disagreement with the department.

Wei Qi, Machalicek Wendy, Crowe Becky, Kunze Megan, Rispoli Mandy (June 2021),

conducted research on “Restricted and Repetitive Patterns of Behavior and Interests in Children

with Autism Spectrum Disorder: A Systematic Review of Behavioral Interventions”. This

paper examined the behavioral therapy of restricted and repetitive behavior and interests

(RRBIs) in children with autism spectrum disorder (ASD) aged 8 years and younger. Empirical

papers published in the last decade on the impact of behavioral therapies for RRBIs in young

children with ASD were reviewed. Electronic database and ancestor searches yielded 31 studies

that met the inclusion criteria (104 individuals). Antecedent-based therapies were the most

prevalent for lower-order RRBIs (L-RRBIs), whereas multicomponent treatment packages

were the most common for higher-order RRBIs. Consequence-based techniques were more

effective in reducing L-RRBIs. Few research investigated H-RRBIs, and natural change agents

were seldom used in RRBI treatments.

Crockett L Jennifer, Fleming K Richard, Doepke J Karla, Stevens S Jenny (Jan-Feb

2007), conducted a study on “Parent training: acquisition and generalization of discrete trials

teaching skills with parents of children with autism”. This study delineates at how an intense

parent training program affected the learning and generalization of discrete trial teaching

(DTT) techniques in two parents of autistic children. Throughout the program, parents used

DTT approaches to teach their children four distinct functional skills, allowing for an

assessment of both "free" and programmed generalization across stimuli exemplars. The

original author provided parent training through instructions, demonstrations, role-playing, and

feedback-based practice. The application of DTT skills by parents was measured, as well as

the accurate and incorrect responses of their children. A within-subject multiple-baseline across

stimulus exemplars (functional skills taught) design was used to demonstrate the training

program's control over parents' correct use of DTT, as well as to conduct a preliminary

investigation of the generalized effects of training across multiple stimulus exemplars. The

results show that the training program had initial control over parent responses, as well as how

far each parent extended her usage of DTT methods across untrained and topographically
varied kid skills. The possibility of developing more generalizable and hence cost-effective

parent training programs is highlighted.

Suppo Jennifer & Floyd Kim. (2012) conducted research on, “Parent Training for Families

who have Children with Autism: A Review of the Literature”. The goal of this research was to

examine the literature on parent training for parents of children with autism. Families with a

child diagnosed with autism sometimes experience a gap between their need for services and

their availability, either because they reside in remote places or because they are on a long wait

list for care. Researchers discovered that, if trained, parents may act as facilitators of good

development for their kid. There are several home- and facility-based parent training options.

However, research that explicitly address the requirements of families with limited access to

parent training (for example, rural families) are conspicuously lacking. In this paper, the

researchers highlight a gap in delivering parent training to individuals who do not have access

to such programs.

Ozcan Nihal, Cavkaytar Atilla (June 2009) conducted research on, “Parents as Teachers:

Teaching Parents How to Teach Toilet Skills to Their Children with Autism and Mental

Retardation.” The aim of this research was to evaluate the efficacy of a parental training

initiative in facilitating toilet training for children diagnosed with autism and intellectual

disabilities. The investigation involved three mothers and their respective children, employing

a multiple probe design with sessions conducted across subjects. The experimental process

encompassed two in-person sessions and a home visit. The outcomes revealed that the children

successfully acquired the desired skill autonomously and sustained its application during

subsequent monitoring. These findings collectively suggest that the parental training program

effectively facilitated toilet training for children diagnosed with autism and intellectual

disabilities.
Bearss Karen, Johnson Cynthia, Smith Tristram, et al (April 2015) conducted research on,

“Effect of Parent Training vs Parent Education on Behavioral Problems in Children With

Autism Spectrum Disorder.” To assess the effectiveness of parent training interventions for

children diagnosed with autism spectrum disorder (ASD) and exhibiting disruptive behavior, a

24-week randomized trial was conducted across six centres. A total of 267 children were

screened, and ultimately, 180 children aged 3 to 7 years with ASD and disruptive behaviors

were randomly assigned to either parent training (n=89) or parent education (n=91) groups.

The parent training intervention comprised 11 core sessions, 2 optional sessions, 2 telephone

boosters, and 2 home visits, offering tailored strategies for managing disruptive behaviors.

Conversely, the parent education intervention involved 12 core sessions and 1 home visit,

focusing on imparting information about ASD without specific behavior management

strategies. Results indicated that, for children with ASD, the 24-week parent training program

demonstrated superiority over parent education in reducing disruptive behavior as reported by

parents. However, the clinical significance of this improvement remains uncertain.

Additionally, a blinded clinician observed a higher rate of positive response in the parent

training group compared to the parent education group.

MSN Scahill Lawrence, Bearss Karen, Lecavalier Luc, et al (2016) conducted a study on.

“Effect of Parent Training on Adaptive Behavior in Children With Autism Spectrum Disorder

and Disruptive Behavior: Results of a Randomized Trial”. This study was conducted over 24

weeks across six sites and involved 180 children diagnosed with Autism Spectrum Disorder

(ASD), aged between 3 and 7 years, consisting of 158 boys and 22 girls, all exhibiting moderate

or severe behavioral issues. The trial compared the effectiveness of parent training versus

parent education. Previously, it was demonstrated that parent training outperformed parent

education in reducing disruptive behavior in young ASD children. This subsequent analysis

examines whether parent training is also superior in enhancing daily living skills, as evaluated

through the parent-rated Vineland Adaptive Behavior Scales II. Additionally, the study explores

the long-term impact of parent training on adaptive functioning. By week 24, the group
undergoing parent training displayed improvements in the Daily Living domain compared to

the parent education group, which showed no significant change. These findings suggest a

correlation between the reduction of disruptive behavior and improvements in daily living

activities. Notably, within the parent training group, children with higher levels of functioning

exhibited significant enhancements in daily living skills, while those with intellectual

disabilities-maintained progress over time.

O’Donovan, K.L., Armitage, S., Featherstone, J. et al (2019) conducted a review on “Group-

Based Parent Training Interventions for Parents of Children with Autism Spectrum Disorders:

a Literature Review”. This literature review explores the current evidence on group-based

parent training programs designed to support parents of children with autism. From the review,

the key processes and outcomes are identified, focusing on parenting skills and behavior, parent

health, child behavior, and peer/social support. The results indicate a generally positive trend

in intervention effectiveness; however, the findings are limited by low-quality studies and

varying intervention content, outcomes, and measurement methods. Future research should aim

to identify specific effective elements and delivery methods, establish consistent and reliable

outcome measures, and enhance methodological quality to strengthen the evidence base.

Strain S. Phillip, Wilson Kelly, Wilson Kelley and Dunlap Glen (2011), conducted a study

on “Prevent-Teach-Reinforce: Addressing Problem Behaviors of Students with Autism in

General Education Classrooms.” This study assessed a standardized approach, Prevent-Teach-

Reinforce (PTR), for customizing behavior support interventions in general education settings,

focusing on three elementary school students with autism spectrum disorders who exhibited

severe problem behaviors. The researchers used a multiple baseline design across students to

evaluate the impact of PTR on problem behaviors and academic engagement. The results

showed a decrease in problem behaviors and an increase in academic engagement for all three

participants. The study discusses these outcomes in the context of implementation fidelity and
the need for effective behavior support in general education settings, highlighting both the

benefits and challenges of these interventions.

Leaf B. Justin, Oppenheim-Leaf L. Misty, Dotson H. Wesley, et al (2011) conducted

research on, “Effects of No-No Prompting on Teaching Expressive Labeling of Facial

Expressions to Children with and without a Pervasive Developmental Disorder.” This study

examined the effectiveness of a "no-no" prompting procedure implemented within a group

instructional setting to teach five children, four of whom had an autism spectrum disorder, to

accurately label facial expressions. Additionally, the study explored whether these children

could learn to label facial expressions that were not explicitly taught to them, but were instead

taught to their peers, by observation. Using a multiple baseline design, the results demonstrated

that all participants successfully learned to label facial expressions taught directly to them with

the "no-no" prompting technique. Moreover, they also acquired expressive labelling skills by

observing their peers who were taught using the same procedure.

Karen Bearss, Luc Lecavalier, Noha Minshawi, Cynthia Johnson (April 2013) conducted

a study on “Toward an exportable parent training program for disruptive behaviors in autism

spectrum disorders.” In this study, researchers conducted trials to enhance the existing

knowledge and inform clinical interventions. Researchers affiliated with the Research Units in

Pediatric Psychopharmacology (RUPP) at various universities (Indiana University, Ohio State

University, University of Pittsburgh, Yale University) followed a treatment development model

recommended by an NIMH ad hoc committee. They developed and tested a manual for parent

training (PT) aimed at addressing disruptive behavior issues in children with Autism Spectrum

Disorder (ASD). This article outlines the process of manual development, therapist training

across different sites, ensuring treatment fidelity, assessing parental acceptance, and presenting

the primary outcomes of three trials. The findings indicate that the structured PT program can
be consistently implemented by therapists, well-received by parents, and result in significant

reductions in disruptive behaviors among children with ASD.

Bearss Karen, Burrell Lindsey T., Challa A. Saankari, et al (2018) conducted a study on

“Feasibility of Parent Training via Telehealth for Children with Autism Spectrum Disorder and

Disruptive Behavior: A Demonstration Pilot.” The researchers mentioned that telehealth might

offer a solution to the limited access to specialized services for children with autism spectrum

disorder (ASD) in rural areas. They reported conducting a feasibility trial of parent training for

children aged 3–8 with ASD and disruptive behavior in rural communities. Fourteen children

from four telehealth sites were enrolled. The study found that 13 families (92.9%) completed

the treatment, with 91.6% of core sessions attended. Therapists were able to maintain 98%

fidelity to the manual, and 93% of expected outcome measures were collected by week 24. The

study noted that 11 out of 14 participants (78.6%) were rated as much/very much improved. It

was observed that parent training via telehealth was acceptable to parents, and the treatment

could be delivered reliably by therapists. The researchers stated that these preliminary efficacy

findings suggest that further study is justified.

Crone M. Regina, Mehta Shukla Smita (February 2016) conducted a study on Parent

“Training on Generalized Use of Behavior Analytic Strategies for Decreasing the Problem

Behavior of Children with Autism Spectrum Disorder: A Data-Based Case Study.” The

purpose of the study was stated to be the evaluation of the effectiveness of home-based

versus clinic-based training in increasing parents' utilization of discrete applied behavior

analytic strategies to mitigate the problem behavior of their children with autism spectrum

disorders (ASD) during meal-times. A partially non-concurrent multiple baseline design

across dyads was utilized to record the impacts of training procedures. The results indicated

that training various parent-child dyads to implement a function-based behavior intervention

plan showed clinical effectiveness in enhancing parents' adoption of trained strategies,

fostering generalization to actual meal-time routines, and reducing child problem behavior.

The observed effect size was deemed substantial. The study's implications for bridging the

gap between research and practice were discussed.

Sellinger Jones Virginia, Elder H.Jennifer (2016) conducted a study on “Parent Training

Intervention to Manage Externalizing Behaviors in Children With Autism.” Children diagnosed

with autism spectrum disorder (ASD) often display externalizing behaviors more frequently than

their typically developing peers. However, the underlying causes in children with ASD may differ

and be linked to the core characteristics of the disorder. While parent training interventions have

proven effective in reducing externalizing behaviors in typically developing children, their

effectiveness in children with ASD remains uncertain. A detailed examination of the child's

behavior may serve as the basis for tailoring a personalized parent training program. The case

study illustrated the use of a functional assessment interview to gather comprehensive information

regarding externalizing behaviors exhibited by a high-functioning child with ASD. Subsequently,

this information was utilized to formulate an individualized parent training intervention.

Black E. Marie & Therrien J. William (2018) conducted a study on “Parent Training

Programs for School-Age Children With Autism: A Systematic Review.” The authors noted

that Parent Training (PT) is commonly utilized with families of children diagnosed with

autism spectrum disorder (ASD), and its advantages for both young children and their parents

have been well-documented. However, they highlighted that no previous reviews have

specifically investigated the utilization of PT within interventions targeted at older children

with ASD, nor have they explored the additional benefits of incorporating a PT component

into these interventions. Consequently, the aim of this review was to assess the existing

research concerning the integration of PT in interventions designed for school-age children

with ASD and to evaluate the enhanced value provided by including a PT element. Fifteen

studies on PT involving 622 child participants with ASD were examined, detailing the

participants, interventions, and intervention outcomes. Overall, the studies demonstrated

moderately positive effects for interventions incorporating PT. Notably, three studies that

isolated the added benefit of PT revealed an effect size (ES) of 0.33, with a 95% confidence

interval (CI), suggesting the augmented value of including parents in interventions.

McClannahan E. Lynn, Krantz J. Patricia, McGee G. Gail (1982) conducted a study on

“Parents as therapists for autistic children: A model for effective parent training.” The paper

discusses a well-established parent-training model designed to empower parents to act as

educators and therapists for their autistic children at home. It outlines the training provided to

home programmers and offers detailed insights into their methods of delivering services to

parents. The training process commences with the home programmer fostering relationships

with assigned parents. This forms a continuous cycle of home programming activities,

wherein each achievement of a treatment goal initiates a new home program. The model

incorporates established procedures for encouraging ongoing parental involvement, assessing

the effectiveness and suitability of intervention programs administered by parents, and

gathering parental feedback on the training services received. Central to the entire process is

an emphasis on personalized training for parents and tailored programming for children. This

model is applicable in special education and day treatment programs for autistic children,

demonstrating success in fostering sustained parental engagement and thereby expanding the

overall scope of treatment programming available to children.

Thompson K Cynthia & Jenkins Theodore (2016) conducted a study on “Training Parents

to Promote Communication and Social Behavior in Children with Autism: The Son-Rise

Program.” The Son-Rise Program is a comprehensive, child-centered approach aimed at

treating autism by fostering child-initiated social interactions. Parent training plays a crucial
role in this treatment, which is designed for long-term implementation in home-based

programs. In this study, parents of children with autism attended two five-day parent-training

sessions in the Son-Rise Program intervention, spaced several months apart. Before each

session, parents completed questionnaires and the Autism Treatment Evaluation Checklist.

Changes in scores were analysed for parents who reported implementing (1) no treatment, (2)

low-intensity treatment, or (3) high-intensity treatment at home between sessions. Parents

who administered the Son-Rise Program intervention reported improvements in their

children's communication, sociability, and sensory and cognitive awareness. The degree of

improvement correlated with the number of hours of treatment per week. This study marks an

initial exploration into the effects of home-based Son-Rise Programs for children with

autism.

Beaudoin Jeanne Audrée, Sébire Guillaume & Couture Mélanie (May 2014) conducted a

study on “Parent Training Interventions for Toddlers with Autism Spectrum Disorder.” The

review aimed to systematically examine the utilization of parent training interventions for

children diagnosed with or suspected of autism spectrum disorder (ASD) under three years of

age, and their impacts on children’s development, parents’ well-being, and parent-child

interactions. It was reported that systematic searches were conducted to retrieve studies

where at least one parent underwent training to apply ASD-specific techniques with their

toddlers aged 0–36 months. The review included fifteen studies, encompassing 484 children

(with a mean age of 23.26 months). However, it was noted that only two studies met the

criteria for providing conclusive evidence. The results indicated that parents were able to

implement newly acquired strategies and generally expressed high satisfaction with the

parent training programs. Nevertheless, findings concerning the children’s communication

and socioemotional skills, parent-child interactions, and parental well-being were reported to

be inconclusive.
Rao VS, Srikanth N, Santosh S, et al (2024) conducted a study on “Parent Mediated

Interventions for Children with Autism across India: A Qualitative Study.” The purpose of

the qualitative study was reported to be an exploration of the state of Parent Mediated

Interventions across India. The study was conducted in two phases. Initially, interviews were

conducted with professionals from various centers across India to gain insight into the

methods practiced in their respective centers. Subsequently, focus group discussions were

organized with parents of children on the autism spectrum to comprehend their needs and

challenges encountered while working with their children. It was observed that parent-

mediated interventions were found to be limited and predominantly relied on manuals

originating from Western countries. Parents of children aged six and above were noted to

continue experiencing difficulties in teaching communication skills and managing

challenging behaviors.

Divan Gauri, Vajaratkar Vivek, Desai U. Miraj, Lievers Strik- Luisa, Patel Vikram
(March 2012) conducted a study on “Challenges, Coping Strategies, and Unmet Needs of

Families with a Child with Autism Spectrum Disorder in Goa, India.” This study aimed to

explore the challenges faced by families in Goa, India, raising a child with Autism Spectrum

Disorder (ASD) and identify their unmet needs. Through twenty in-depth interviews and nine

focus group discussions involving families of ASD children and various community

stakeholders, including educators and parents of typically developing children, the qualitative

data highlighted several key findings. Firstly, raising a child with ASD imposes significant

strain on families, initially leading to social withdrawal followed by attempts to reintegrate

into social networks. Secondly, the impact extends beyond the personal sphere to encompass

negative experiences of discrimination within the wider community. Thirdly, parents employ

various coping strategies with support from both existing and new social networks and

healthcare providers. However, professionals from health, education, and religious sectors

display low awareness of ASD-specific needs, contributing to the economic and emotional
burden on families. Consequently, there are identified unmet needs, particularly regarding

support for isolated families and limited access to evidence-based ASD services.

Manohar Harshini, Kandasamy Preeti, Chandrasekaran Venkatesh & Rajkumar Philip

Ravi (2019) conducted a study on “Brief Parent-Mediated Intervention for Children with

Autism Spectrum Disorder: A Feasibility Study from South India.” The study aimed to

evaluate the acceptability and feasibility of a concise, parent-mediated home-based

intervention for children diagnosed with autism spectrum disorder (ASD), designed for

implementation in resource-limited settings, with particular attention to addressing parental

stress from a socio-cultural standpoint. Fifty children aged 2 to 6 years, diagnosed with ASD

according to DSM 5 criteria, were randomly assigned to either the intervention group (n = 26)

or the active control group (n = 24). The intervention, rooted in the naturalistic developmental

behavioral approach, focused on enhancing joint attention, imitation, social, and adaptive

skills, and was structured to be delivered over five outpatient sessions spanning 12 weeks. All

children were monitored at 4, 8, and 12 weeks post-intervention. Parents of children in the

intervention group reported greater improvements across measures of parental stress and

child outcomes compared to those in the control group. The intervention demonstrated

acceptability and feasibility, as evidenced by high fidelity measures and retention rates.

Kanagaraj Sagayaraj, Kancharla Kinjari, Sridhar Sabari O. T., Lakshmi Vani R.,

Karthikeyan Sundaravadivel, Gopal Ram C. N. & Ramdoss Sathiyaprakash (2023)

conducted a study on “A Randomized Control Trial of Cognitive Behavior and Emotional

Enhancement Intervention for Children with Autism Spectrum Disorder.” The study aimed to

compare the effects of cognitive behavioral intervention (CBI) alone versus cognitive

behavioral intervention combined with emotional enhancement intervention (EEI) on

adaptive behavior, social interaction, and emotional reciprocity in a cohort of children with

autism spectrum disorder (ASD). Thirty-four children aged 4 to 10 years were randomly
assigned to either an experimental group receiving CBI plus EEI or a control group receiving

CBI alone. Both groups underwent 24 one-hour sessions of intervention over a period of 6

months. Evaluations were conducted before intervention and at 3 and 6 months using the

Indian Scale for Assessment of Autism (ISAA) and the Gilliam Autism Rating Scale, third

edition (GARS-3). Results indicated that children in the experimental group exhibited

significantly greater improvements in adaptive behavior, social interaction, and emotional

reciprocity compared to those in the CBI-only control group. These findings suggest that

adding EEI enhances the effectiveness of CBI in enhancing adaptive behavior, social

interaction, and emotional reciprocity in children with ASD.

Nair M. K. C., Russell Sudhakar Swamidhas Paul, George Babu, Prasanna L. G., et al

(August 2014) conducted a study on “CDC Kerala 9: Effectiveness of Low Intensity Home

Based Early Intervention for Autism Spectrum Disorder in India.” The study aimed to assess

the effectiveness of low-intensity, home-based early intervention (EI) for autism in resource-

limited countries like India. Fifty-two toddlers and young children underwent evaluation

before and after intervention using standardized scales. Developmental and speech therapists

assisted mothers in assembling low-cost training kits and provided initial training in basic

behavioral techniques. Follow-up support was offered regularly, with many children

attending play-schools. Following intervention, there was statistical and clinical improvement

in autism severity, along with gains in social and language skills among children with mild to

severe autism. Gender exhibited a trend towards becoming a significant predictor of

intervention response. The findings suggest that low-intensity, home-based EI can effectively

address the needs of children with autism in resource-limited countries, particularly in

primary-care and community settings.

Sivaraman Maithri & Fahmie A. Tara (October 202) conducted a study on “Evaluating the

Efficacy and Social Validity of a Culturally Adapted Training Program for Parents and

Service Providers in India.” The purpose of the study was to assess the effectiveness of a

culturally adapted training program provided in an under-resourced area of India, where one-

to-one behavior-analytic intervention is not readily available, aiming to equip parents and

service providers with foundational training in behavioral approaches to addressing problem

behavior in children with disabilities. Ten parents and professionals from Chennai

participated in the training, and its effects were evaluated using a multiple-baseline design.

The participants demonstrated improvements in accurate responses on a structured form

designed to assess skills related to function-based assessment and intervention, as well as in

the fidelity of implementing extinction and functional communication training. Additionally,

participants rated the training's acceptability highly based on measures of social validity.

Suma Suswaram, Nancy C. Brady, Brian Boyd (2024) conducted a study on “The impact

of parenting stress and cultural orientation on communication skills in minimally verbal

children with autism spectrum disorders: A comparative study in India and the US.”

Assessing the impact of intrinsic and extrinsic factors on communication skill development in

minimally verbal children with Autism Spectrum Disorders (MV-ASD) is vital, but limited

research examines cultural variations of these factors. This study investigated the associations

between parenting stress, cultural orientation, and communication skills in MV-ASD children

from India and the US. Data were collected through parent-report questionnaires and

standardized assessments. Participants included parents of MV-ASD children from both

countries. The study examined the relationship between parenting stress, cultural orientation,

and communication skills within these cultural contexts. Parenting stress negatively

correlated with communication skills in both the Indian and US MV-ASD groups. Cultural

orientation acted as a moderator in this relationship, influencing how the child's

communication skills predicted variations in parenting stress. The study underscores the

influence of parenting stress and cultural orientation on communication skill development in

MV-ASD children across different cultural backgrounds, informing interventions tailored to

address their unique challenges in culturally sensitive ways.

Desai U. Miraj, Divan Gauri, Wertz J. Frederick, and Patel Vikram (June 2012)

conducted a study on “The discovery of autism: Indian parents’ experiences of caring for

their child with an autism spectrum disorder.” The study aimed to explore the everyday

cultural experiences of 12 parents raising children with Autism Spectrum Disorder (ASD) in

Goa, India. Narratives collected from these parents between 2009 and 2010 were analyzed

using phenomenological psychology procedures. From the data emerged four temporal

phases illustrating shifts in parental experiences over time. Initially, the child's early life

phase was described as relatively normal and socially cohesive. Subsequently, parents noticed

the child's behaviors disrupting social norms, although they perceived these behaviors as

temporary. In the third phase, parents recognized a persistent problem affecting their child's

social and practical activities, influenced by public observations and external assessments.

The fourth phase saw parents grappling with nurturing their child's abilities while advocating

for societal accommodations. Key concerns included adapting to new parenting challenges,

meeting their child's needs, and integrating their child into society. The study highlighted

both culture-specific and potentially universal aspects of parental experiences, with

implications for culturally sensitive research and practices not only in India but also in other

low- and middle-income countries.

 METHODOLOGY

Objective of the study

6. The present study aims to empower parents having children with ASD through parent

training module.

7. The present study aims to make parents independent in managing children with ASD

having problem behavior and improving their skill behavior.

8. It aims to develop parents as supporting resource.

9. Through the present research, the parents will be able to assess the problem behavior of

Children with Autism Spectrum Disorder (CwASD).

10. The researcher will gain insight into how parents regulate their child’s behavior.

Hypothesis
The researcher will formulate and test the following hypothesis:

1. There will be significant difference between parent’s control and experimental group

of children with ASD having problem behavior (Destructive Behaviors &

Hyperactivity).

2. There will be significant impact of training module on the parents having CwASD.

3. There will be significant difference between parent’s control and experimental group

in terms of parents’ proficiency.

Variables:

Independent variable: Training Module

Dependent variable: Behavior of the child

 Research Design: Two group pretest-post-test experimental research. Two groups: -

o Group A: Experimental group

o Group B: Control group

Sample:

Sampling technique: Purposive sampling

Sample population: Parents having children with Autism Spectrum Disorder. The sample

will be drawn from General Services (OPD) of NIEPID RC, Noida.

Sample size: 20 Parents having children with ASD (They will be divided into 2 groups

with 10 parents in each group)

Age group: 4-9 Years

Sessions: 1+8+10+1 = 20

o 1 session: Assessment (Pre-test)

o 8 Sessions: Training Module

o 10 sessions: Home-management follow ups

o 1 session: Assessment (Post-test)

o Counselling of the parent

➢ A brief about the research

➢ Consent will be taken

➢ Training module:

o Autism Spectrum Disorder

➢ Symptoms.

➢ Challenges of ASD.

➢ Myths and facts about ASD.

o Behavior modification/Applied Behavior Analysis

 ➢ What is behavior?

➢ Types/functions of behavior.

▪ Escape

▪ Attention seeking

▪ Tangible

▪ Sensory needs

➢ When there is a need to apply Behavior Modification.

➢ Techniques of behavior modification.

▪ Changing the Antecedents

▪ Extinction/Ignoring

▪ Time Out

▪ Physical Restraint

▪ Response Cost

▪ Overcorrection

▪ Conveying Displeasure

▪ Gradual Exposure for Fears

▪ Differential Rewards

➢ Inclusion Criteria:

o Parents having children with mild or moderate ASD

o Parents having children with ASD and associated condition mild Intellectual Disability.

o Children with ASD having problem behavior:

❖ Destructive Behavior

o Throws objects

❖ Hyperactivity

o Doesn’t sit at one place for required time.

➢ Exclusion Criteria:

× Parents having children with ASD below 4 years of age.

× Parents having children with ASD above 9 years of age.

× Parents having children with severe ASD.

× Parents having children with ASD having sensory issues.

× Parents having children with ASD and associated condition

ADHD, epilepsy and Fragile X Syndrome.

× Children with ASD not having the hyperactive and destructive behaviors.

Procedure:

The target sample will be approached. The researcher will converse with the target sample

to build a rapport. The researcher will explain the significance of the sample and written

consent will be taken from every parent.

1. The researcher will seek the permission from the institute for the data collection.

2. The researcher will take signature on consent form from the parents who will fulfil the

inclusion criteria.

3. The researcher will counsel the parents for the training.

4. The researcher will administer pre-test assessment on parents and their child having

ASD (Parental proficiency questionnaire and BASIC-MR part A & B respectively).

5. The researcher will provide the training to the parents through the training module

that will be developed by the researcher. The training will be given by dividing the

group-a parents into two groups of 5 each.

6. The training module will be completed in 8 sessions.

7. After the completion of the training module, the researcher will analyse the results of

pre-test of CwASD and provide home management plans to each individual parent.

8. The researcher along with home management plan will provide recording sheets to

record the behavior of the children with ASD at home on a daily basis.

9. The researcher will analyse the home management plan of every parent weekly and

make the required amendments for a new plan.

10. After the completion of 10 sessions of home management plan follow ups, the

researcher will administer BASIC-MR tool Part-B on CwASD and parental

proficiency questionnaire on the parents of both the groups (group-a and group-b) for

the post-test.

11. The researchers will analyse the post-test results.

12. The pre and post-test results will be compared.

Tool to be used

Behavioural Assessment Scale for Indian Children- Mental Retardation

In Part-A, the researcher will administer Language, Reading-Writing, Number-Time and

Domestic-Social.

All domains of Part-B will be administered.

Pre and post-test of the parents through a parental proficiency questionnaire.

VALIDITY

The researcher has presented a tool for validation to various experts working in the field

of disabilities. During the validation, the researcher noted all the suggestions given by the

expert. The researcher considered all the suggestions and after consulting with the guide

researcher incorporated the following suggestions. The research tool was prepared by the

researcher and shown to know the content validity to concerned members of the
department, faculty in-charge, and various experts from this field. Moreover, the validity

of the tool reveals its reliability as well.

LIMITATIONS:

The research was started after taking the consent of the targeted parents and briefing them

about the research. Parents were informed about what role they will have once they give

consent to join the research. First and foremost, limitation of the research conducted was to

find the sample population as the research had a precise inclusion criterion. Another

limitation of the research was to convince the parents to join the research after explaining

them about the role to be played in the research. After convincing making them matching the

time for all the parents together was another hindrance before the conduction of the training

session for the sample population. The were informed by the researcher in advance to be

consistent to attend the training sessions, yet some of them missed the training session in

between. For the parents who missed the training sessions were given backlog classes at

mutually decided time within the working hours. Further during the research, the parents

were provided home management plans, every parent were given individualised home plans

based on the scoring of BASIC-MR Part-A & B for their CwASD. During the follow-ups of

the home management plans, a few parents were not be able to follow it during the initial

stages of the plan at home as they miss placed the printed home plans along with the

recording sheet for the problem behaviors which was provided by the researcher. To resolve

this issue the researcher started providing the soft copies of the home management plans to

the parents through WhatsApp after discussing with the research guide and parents. This

eliminated the chances of misplacement of the plans from parents’ end. Initially parents faced

difficulty in filling the data in the recording sheet, the researcher had to explain the procedure

to fill the recording sheet again individually who faced difficulty. While handing over ‘The

At-Home Training Module for Behavior Modification’ to the parents, the researcher faced

difficulty in collecting all the parents at once, hence the training module was handed over

individually to the parents when they came to the centre.