Attachment Theory from a Behavioral Standpoint: Addressing Attachment Difficulties in the Behaviors of Children with Autism Spectrum Disorder in a School Setting.

摘要

Children with autism spectrum disorder (ASD) often have attachment difficulties with parents, peers, and educators, engaging in aggressive behaviors because relationships are frustrated by communication deficits related to ASD. Token economies with behavior contracts have successfully reduced aggressive behaviors in children with ASD. However, studies have rarely assessed or addressed attachment difficulties. Therefore, the present study utilized a token economy and behavior contract with two boys of similar sociodemographics and behavior problems, ages 8 and 9, one with ASD and one typically developing (TD), to compare differences in their responses. The token economy plus behavior contract reduced physical aggression equally in both children in their classroom. Yet the TD child responded to the interventions more rapidly, likely because of his ability to adapt more quickly to changes in his environment and less need for attention in learning the token system. The behavior plan improved the attachment style of the child with ASD, likely because he needed more human support to earn reinforcers and thus experienced the intervention as a community event, bonding with others. The typically developing child, who needed little support to earn reinforcers, showed no change in attachment. This study potentially expands the behaviors that can be assessed objectively and addressed through behavior interventions, and may help children with ASD to form more secure attachments. Because attachment styles become stable behavioral and relational repertoires as children mature, positive impacts on attachment in children with ASD may have long-term implications for their relationships and life satisfaction.