Relevant bibliographies by topics / Applied Behavior Analysis (ABA)

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  1. Dissertations / Theses

Academic literature on the topic 'Applied Behavior Analysis (ABA)'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Dissertations / Theses on the topic "Applied Behavior Analysis (ABA)"

1

Fox, James J., A. Little, K. Simcoe, M. Mahoney, S. Edwards, and B. Davis. "Evidence-based Practices in ABA: Overview, Applications, Implications." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/145.

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2

Vallinger, Tricia Marie. "Use of Checklists to Increase Staff Performance on Documentation of Session Notes in an ABA Facility." Youngstown State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu161795751381874.

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3

Cassell, Megan K. "Predictors of Stress in Parents of Children Receiving Applied Behavior Analysis for Autism Spectrum Disorder." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555016992247626.

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4

LaBrie, Monica. "The Experience of Parents of Children with Autism Participating in ABA Treatment." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7105.

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Having a child with autism results in a unique set of challenges for both parents and siblings. Applied behavior analysis (ABA) has significant empirical support demonstrating its effectiveness as a treatment for children with autism. However, effective behavioral interventions should also consider how the family is affected. The purpose of this phenomenological study was to explore the lived experiences of 8 parents of children with autism who have received ABA treatment and their perceptions of how the family system is impacted by ABA outcomes, specifically focusing on parental well-being and sibling relationship quality. A family systems theoretical framework and phenomenological research method were used. Data were analyzed using content analysis to find the common themes that emerged, which were: parents of children with autism face a high level of stress, but ABA treatment results in a decrease of some sources of stress. Having a child with autism produces strains in family relationships; however, ABA treatment outcomes can help with improved communication between spouses and interactions between siblings. Parents acknowledge challenges associated with ABA treatment but believe that the benefits are worth it. Insights gained from this study were meaningful and practical for professionals who provide ABA treatment to children with autism, as well as for parents of children with autism who may be interested in seeking ABA treatment. Positive social change resulted from the identification of perceived benefits of ABA treatment, such as reduced parental stress and improved relationships amongst all members of the family.
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5

Nyarambi, Arnold, Pamela Mims, and James Fox. "Using Applied Behavior Analysis to Effectively Address the Learning and Behavior Challenges of Young Children With Autism: An Effective Science-Based Approach." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/8273.

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6

Fox, James, Annette Little, Sally Barton-Arwood, and Samantha Edwards. "Evidence-based Practices in ABA: Overview, Applications, and Implications." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4177.

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This presentation will provide behavior analysts (BCBAs) and others with information about and skills in identifying, selecting and using evidence-based practices (EBP) in ABA. The definition and criteria for EBP, its conceptual similarities to and differences from the Baer, Wolf and Risley (1968, 1987) dimensions of ABA, resources for identifying EBPs, EBP examples relevant to BCBAs, and research, practical and ethical issues in EBPs for ABA will be presented and discussed. Two sources have outlined evidence-based practices for children with ASD. Prior to receiving information about EBPs, educators from around the state were asked to indicate whether they were familiar with several practices. If they were familiar, educators were asked about their perceptions of the evidence base. Results from a survey, suggestions for how BCBAs can effectively and efficiently stay abreast of advances/changes in EBPs, implications for BCBAs working with educators and making recommendations involving evidence-based practices are included.
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7

Booth, Victoria. "Evaluating the Impact of ACT-Based Exercises on Positive Interactions Among Therapists for Children with Autism Spectrum Disorder." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/theses/2286.

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Therapist burnout is of primary concern for individuals who provide ABA therapy for those with autism or related disabilities. Prolonged high levels of work-related stress increase the risk of negative interactions and emotional exhaustion among workers. Acceptance and Commitment Therapy (ACT) may alleviate this problem. ACT has been found to decrease levels of perceived work-related stress among direct care staff. The primary purpose of the study was to evaluate whether ACT would improve positive interactions among therapists for children with autism spectrum disorder. The results indicated that the percentage of positive interactions had improved an average of 23.1% and procedural fidelity improved an average of 7% across all three participants. This study extends that of previous research by supporting the efficacy of ACT in work environments. One implication of the current study is that it could benefit the psychological well-being of ABA therapists. Future studies should examine whether ACT-exercises influence the way therapists address challenging behavior as it pertains to the quality of services delivered.
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8

Calle, Ortiz Eduardo R. "Robot-Enhanced ABA Therapy: Exploring Emerging Artificial Intelligence Embedded Systems in Socially Assistive Robots for the Treatment of Autism." Digital WPI, 2019. https://digitalcommons.wpi.edu/etd-theses/1349.

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In the last decade, socially assistive robots have been used in therapeutic treatments for individuals diagnosed with Autism Spectrum Disorders (ASDs). Preliminary studies have demonstrated positive results using the Penguin for Autism Behavioral Intervention (PABI) developed by the AIM Lab at WPI to assist individuals diagnosed with ASDs in Applied Behavioral Analysis (ABA) therapy treatments. In recent years, power-efficient embedded AI computing devices have emerged as a powerful technology by reducing the complexity of the hardware platforms while providing support for parallel models of computation. This new hardware architecture seems to be an important step in the improvement of socially assistive robots in ABA therapy. In this thesis, we explore the use of a power-efficient embedded AI computing device and pre-trained deep learning models to improve PABI’s performance. Five main contributions are made in this work. First, a robot-enhanced ABA therapy framework is designed. Second, a multilayer pattern software architecture for a robot-enhanced ABA therapy framework is explored. Third, a multifactorial experiment is completed in order to benchmark the performance of three popular deep learning frameworks over the AI computing device. Experimental results demonstrate that some deep learning frameworks utilize the resources of GPU power while others utilize the multicore ARM-CPU system of the device for its parallel model of computation. Fourth, the robustness of state-of-the-art pre-trained deep learning models for feature extraction is analyzed and contrasted with the previous approach used by PABI. Experimental results indicate that pre-trained deep learning models overcome the traditional approaches in some fields; however, combining different pre-trained models in a process reduces its accuracy. Fifth, a patient-tracking algorithm based on an identity verification approach is developed to improve the autonomy, usability, and interactions of patients with the robot. Experimental results show that the developed algorithm has the potential to perform as well as the previous algorithm used by PABI based on a deep learning classifier approach.
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9

Blevins, Leia Dowdy. "The Use of School-Wide Positive Behavior Support at a Rural High School to Decrease Disruptive Behavior for Both Typical Students and Students Identified with Special Needs." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2063.

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There is ever-increasing pressure on school officials to provide a safe school environment that is conducive to learning. There is also a growing concern from teachers and administrators that many students are unrecognized for their continual appropriate behavior(s), in part, because of the attention consumed by both challenging students and students with exceptional talents and abilities. In response, a School-Wide Positive Behavior Support (SWPBS) approach is growing in popularity to address both of these issues. SWPBS is implemented across an entire school population and involves all individuals whether they are challenging, exceptional, or typical. The initial research shows encouraging results and supports the effectiveness of a School-Wide Positive Behavior Support program. This study focused on the development, implementation, and results of a SWPBS program at a rural high school. Data collected included office daily referrals, suspensions, expulsions, attendance, and the number of reinforcers (Mo-Bucks) distributed by staff. Outcome data indicated that compared to the year prior to the SWPBS program's implementation, there was a reduction in office daily referrals, a reduction in expulsions, and an increase in attendance. The results of this 3-year study supported the effectiveness of SWPBS as an intervention for reducing disruptive behaviors at the high school level for typical students as well as for students with special needs.
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10

Hinz, Michaela. "Verhaltenstherapeutisch orientierte Förderprogramme und ihr Beitrag zur Unterstützung der Kommunikationsfähigkeit von Kindern mit Autismus : eine kritische Betrachtung von applied behavior analysis (ABA nach Lovaas) und natural environment teaching /." Aachen : Shaker, 2007. http://d-nb.info/987778064/04.

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