The Effectiveness of Accept. Identify. Move (AIM) in Reducing Disruptive Behaviors and Increasing Psychological Flexibility in the Classroom
The Effectiveness of Accept. Identify. Move (AIM) in Reducing Disruptive Behaviors and Increasing Psychological Flexibility in the Classroom
Date
2021
Authors
Curry, Sharlene Elizabeth
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Royer, David
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Special Education
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Abstract
The purpose of this study was to determine the effects of the Accept. Identify. Move. (AIM) curriculum with and without the token economy on the problem behaviors of an 18-year-old male student with autism. By targeting the function of rigid rule-governed behaviors of a high school student with Autism, I aimed to reduce the number of disruptive behaviors displayed during class time and increase the student’s psychological flexibility. A multielement A-B-BC-B’-BC’ design was used to compare AIM without token economy to AIM with the token economy and found they were both successful in reducing disruptive behaviors compared to baseline. AIM lessons with token economy appeared to have the greatest effect, though further investigation is needed and with different experimental design. Psychological flexibility increased across sessions as indicated by the Children’s Psychological Flexibility Questionnaire (CPFQ). This preliminary work suggests the AIM curriculum with the token economy is most effective in reducing disruptive behaviors and increasing psychological flexibility. Educational implications and future directions are discussed.
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Special education,
Behavioral psychology,
Accept. Identify. Move,
Acceptance and Commitment Therapy,
autism,
psychological flexibility,
token economy
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67 pages
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