Melanie's frequency of inappropriate behavior was not consistent; she experienced unpredictable increases and decreases in hair pulling, screaming, scratching, and tantrum behavior.

The study occurred in a self-contained classroom for children and youth with autism, which was housed within the special education department of a large state medical center. The classroom included four students, one certified classroom teacher, and three paraprofessionals. Students received one-on-one instruction; group instruction; speech-language, music, art, and adaptive physical education; and occupational therapy

An ABAB design was used to evaluate the effectiveness of rhythmic entrainment as a calming technique. The first and third phases of the study were baseline conditions during which Melanie interacted in her structured classroom environment as was typical for her schedule. This included walking into the classroom, hang'rag up her backpack, reviewing her daily schedule, eating breakfast, checking her schedule, going to the rest-room, rechecking her schedule, and participating in calendar time....
[ View Full Essay]