Bike Riding
This peer‑style case study describes how Michael J. Cameron, Robert L. Shapiro, and Susan A. Ainsleigh used Positive Behavior Support (PBS) and a person‑centered, task‑analysis approach to teach a 9‑year‑old boy with Asperger syndrome (Ellis) to ride a bicycle. After an initial failed attempt, the authors conducted interviews and observations with Ellis and his family to identify bicycle riding as a socially valuable skill. An eight‑step task analysis was created, refined through iterative assessment, and implemented using a changing‑criterion single‑subject design across 64 sessions over 105 days. Key procedural adaptations included the use of a Kurt Kinetic Trainer to eliminate balance demands, removal of pedals for a glide phase, and gradual re‑introduction of full riding. Data were collected on pedaling duration, step mastery percentages, and binary correctness of braking/dismounting, with inter‑observer reliability averaging 85 %. The program cost $970 (equipment and 27.5 h of educator time) and resulted in Ellis mastering all steps, riding 0.4 km without falling, and maintaining the skill at a 1‑year follow‑up. The authors discuss how the intervention aligned with Sugai et al.’s PBS recommendations (recipient involvement, value‑driven goals, resource planning, and sustainability) and illustrate how person‑centered planning, ecological validity, and natural reinforcers (e.g., riding to a relative’s house) produced durable, socially valuable outcomes. The study concludes that low‑cost, evidence‑based PBS interventions can effectively teach complex functional skills and improve quality of life for individuals with developmental disabilities.
Topics
Person‑Centered Task Analysis: Designing an Eight‑Step Bicycle Riding Program for Ellis
Development of a customized, eight‑step instructional sequence based on interviews, observations, and family values, outlining specific component behaviors (mounting, pedaling, braking, dismounting, gliding, riding).