Dissertations / Theses: 'Applied Behavior Analysis (ABA)'

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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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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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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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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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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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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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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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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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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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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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Duffney, Kristen. "Effects of Online ABA Training on Stress Levels of Parents with a Child with Autism." UNF Digital Commons, 2019. https://digitalcommons.unf.edu/etd/887.

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This quantitative study investigated the effects of an online training program in applied behavior analysis (ABA) on stress levels of parents that have a child with autism spectrum disorder (ASD). The online ABA training program is comprised of 22 videos which take a total of 4½ hours to complete. Parenting stress levels were assessed using the Parenting Stress Inventory Short Form (PSI-SF, Abidin, 1995) and general stress levels were self-reported scores immediately before and after the training. The assessment and questionnaire were completed online immediately before the ABA training was made available and immediately after the ABA training was completed. The final PSI-SF was distributed one week after the ABA training was completed. This study confirmed that the ABA training decreased stress from the pretest to posttest but slightly increased after the delayed posttest, although delayed posttest scores remained below baseline levels. Results of the data analysis also found that general stress reduced significantly from baseline to posttests. In conclusion, the online ABA training program was an effective tool in decreasing parenting stress and general stress levels.

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Rampazo, Stéphanny Maria. "Estereotipias motoras em indivíduos com Transtorno do Espectro Autista: estudo de uma amostra." Universidade Presbiteriana Mackenzie, 2015. http://tede.mackenzie.br/jspui/handle/tede/1644.

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The diagnosis of Autism Spectrum Disorder (ASD) is oriented to people with losses in areas such as communication and social interaction and by the presence of repetitive stereotyped behaviors. It is a clinical diagnosis which follows standard protocols of indirect evaluation and clinical observation (direct evaluation) in order to track signals and symptoms within the 3 areas mentioned previously and having stereotyped behaviors as a clinical indicator of this evaluation. Amongst these indicators, motors stereotypes are usually observed in people with ASD, however, there are a few Brazilian researches that consider broad clinical diversity evaluation as well as its functions, once its tools and common scales explore partially this symptomatology. The objective of this study is to show the registered results of motors stereotypes of people with ASD and discuss about possible ways of stereotypes evaluation regarding its functions and presentation. The sample was built with 22 children (age varying from 3 to 12 years old) diagnosed by Unidade de Referência em Autismo Prof° Marcos Tomanik Mercadante Irmandade Santa Casa de Misericórdia de São Paulo with ASD. The stereotype´s evaluations were based on direct and indirect behavior and tracking of ADS from data base tools: a) Brazilian version of The Behavior Problems Inventory-BPI-01; b) Brazilian version of Autism Behavior Checklist - ABC; c) Video register of Stereotypes Evaluation (RAEV). d) Experimental Functional Evaluation of Stereotype. A descriptive analysis was conducted on a case by case basis with non parametric tests and correlation with the used tools. The main conclusions of this study were: 1) the three methods of assessment, recorded the stereotypies in different relative proportions: 12 behaviors that indicate motor stereotypes at ABC were recorded in varying number of subjects in the sample (only one individual did not score), and the record of percentage relative to the total possible was 43.8%. All subjects scored at BPI-01 at least one of the 24 behaviors recorded, and the record of percentage out of the total possible was 67.4%. The direct evaluation was able to register 79 behaviors considered motor stereotypes, and therefore it was considered more effective than other methods; 2) the comparison between ABC and BPI-01 shows similar behaviors, but with slightly different questions, which led to different answers. These two questionnaires are easy to apply, the use of both is recommended because they are complementary to the registration of stereotypies. No difference was found when six similar ABC and BPI-01 records were compared; 3) You can identify the function of stereotyping for each individual from an experimental functional analysis with only a 30 minute session, divided into three situations with 10 minutes each: on demand situation (the children are requested to perform a task); attention situation (the child is praised when showing stereotypes); alone situation (free observation); 4) stereotyping may have multiple functions, i.e., stereotyped behavior can begin with a self-stimulation function, maintained by automatic reinforcement, but it can vary and serve other functions, such as obtaining social attention; 5) evaluating the function of stereotyping rather than the simple topographical record enables different, more detailed and meticulous interventions.
O Diagnóstico de Transtorno do Espectro Autista (TEA) é designado às pessoas com prejuízos nas áreas de comunicação, interação social e pela presença de comportamentos repetitivos e estereotipados. Seu diagnóstico é clinico e a avaliação é realizada a partir de protocolos padronizados de avaliação indireta e de observação clínica (avaliação direta), a fim de rastrear sinais e sintomas dentro das três áreas citadas, sendo um dos indicadores clínicos nessa avaliação, os comportamentos estereotipados. Dentre eles, nas pessoas com TEA, as estereotipias motoras comumente são manifestadas, porém existem poucas pesquisas brasileiras que contemplam avaliações que abranjam sua diversidade clínica, bem como sua função, já que os instrumentos e escalas usuais exploram de maneira parcial essa sintomatologia. O objetivo desse estudo é demonstrar os resultados do registro de estereotipias motoras em pessoas com TEA e discutir sobre as possíveis formas de avaliação de estereotipias, em relação à sua topografia e à sua função. A amostra foi constituída por 22 crianças com diagnóstico de TEA pela Unidade de Referência em Autismo Prof° Marcos Tomanik Mercadante Irmandade Santa Casa de Misericórdia de São Paulo, com idade entre 3 e 12 anos. As formas de avaliação das estereotipias se deram por avaliação comportamental direta e indireta e de rastreamento de TEA, a partir de instrumentos de coleta de dados: a) Versão Brasileira do Inventário de Problemas de Comportamentais (The Behavior Problems Inventory-BPI-01); b) Autism Behavior Checklist - ABC; c) Registro de Avaliação de Estereotipias por Vídeo (RAEV). d) Análise Funcional de estereotipia. Foi realizada análise descritiva da casuística, com testes não paramétricos e correlação entre os instrumentos utilizados. As principais conclusões deste estudo foram: 1) os três métodos de avaliação, registraram as estereotipias em proporções relativas diferentes: os 12 comportamentos que indicam estereotipias motoras no ABC foram registrados em número variados de sujeitos da amostra (apenas um indivíduo não pontuou), sendo que o percentual de registro em relação ao total possível foi de 43,8%. No BPI-01 todos os sujeitos pontuaram em pelo menos um dos 24 comportamentos registrados, sendo o percentual de registro em relação ao total possível de 67,4%. Já a avaliação direta foi capaz de registrar 79 comportamentos considerados estereotipias motoras, sendo, portanto mais eficaz que os demais métodos; 2) a comparação entre o ABC e o BPI-01 mostra que comportamentos similares, mas com perguntas ligeiramente diferentes levam a respostas diversas. Como são dois questionários de fácil aplicação, recomenda-se a utilização de ambos, pois são complementares para o registro das estereotipias. A comparação entre o registro no ABC e BPI-01 entre seis comportamentos cuja redação é muito semelhante não mostrou diferença; 3) é possível obter a função da estereotipia para cada indivíduo a partir de uma análise funcional com apenas uma sessão de 30 minutos, dividida em 3 situações de 10 minutos: demanda (solicita-se que a crianças execute uma tarefa); atenção (elogia-se quando a criança exibe a estereotipia); sozinho (observação livre); 4) uma estereotipia pode ter múltiplas funções, ou seja, um comportamento estereotipado pode iniciar por uma função de auto-estimulação, mantida por reforçamento automático, mas pode variar de função e adquirir outras funções simultâneas, como a obtenção de atenção social; 5) avaliar a função da estereotipia ao invés do simples registro topográfico possibilita intervenções diferentes, mais detalhadas e minuciosas.

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Baltrukonytė, Laura. "Taikomosios elgesio terapijos taikymo veiksmingumas autistiškų vaikų komunikacijai ir kalbai ugdyti." Bachelor's thesis, Lithuanian Academic Libraries Network (LABT), 2010. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2010~D_20100906_184455-96395.

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Bakalauro darbo tikslas buvo išsiaiškinti Taikomosios elgesio analizės (toliau – ABA) metodo taikymo veiksmingumą. Remiantis pedagoginės, psichologinės literatūros analize, atskleisti autizmo sindromo mokslinę sampratą; išnagrinėti vaikų, pasižyminčių autizmo sindromu, ugdymo(si) ypatumus. Pravedant vaikų, pasižyminčių autizmo sindromu, veiklos tyrimą, išanalizuoti komunikacijos ir kalbos įgūdžių įgijimo ypatumus, palyginti savarankiškumo lygmens kitimą, dirbant skirtingais metodais. Taip pat įrodyti naudojamų paskatinimų įtaką, dirbant ABA metodu, komunikacijos ir kalbos įgūdžių įgijimo spartai. Tyrime dalyvavo dvidešimt Kauno vaikų abilitacijos centro ugdytinių, pasižyminčių autizmo sindromu ar turinčių autizmo bruožų. Iš jų pagal lytį: keturios mergaitės ir šešiolika berniukų. Keturių tiriamųjų amžiaus vidurkis – 3,6 metai, šešių tiriamųjų – 4 metai, keturių tiriamųjų – 5 metai ir šešių tiriamųjų – 6 metai. Tyrimo rezultatai parodė, kad ikimokyklinio amžiaus vaikų, pasižyminčių autizmo sindromu ar turinčių autizmo bruožų, komunikacijos ir kalbos raida yra sudėtingas procesas, reikalaujantis nuodugnaus vaiko pažinimo, darbo pagal specialiąsias ugdymo programas, specialiųjų metodų ir priemonių taikymo. Rezultatų analizė leidžia teigti, kad, naudojant ABA metodą, komunikacijos ir kalbos įgūdžiai įgyjami sparčiau nei dirbant įprastiniais darbo metodais. ABA metodas lemia aukštesnį komunikacijos ir kalbos įgūdžių savarankiškumo lygmenį, paskatinimų įvairovė daro įtaką... [toliau žr. visą tekstą]
The aim of the paper is to find out the efficiency of the ABA method. Recently there have been more and more theories explaining autism, at the same time new ways and methods of intervention have been discussed and used. One of them – the ABA (Applied Behavioural Analysis) method, with the help of which specialists try to increase intelectual and academic capacity, social and emotional behaviour of children with autism. The teaching programme covers all areas of functioning, but is especially useful in developing speech and communication for autistic children. The tasks of the paper are to reveal the scientific meaning of an autism syndrom, referring to the analysis of pedagogical and psychological literature; also, to analyse the peculiarities of the development of autistic children. Another task is to analyse the peculiarities of acquiring speech and communication skills using the ABA method, to compare the change of independence level applying this method and usual methods working with autistic children. Moreover, we try to reveal the influence of different forms of stimulation on speech and communication.We propose the hypothesis that the application of the ABA method encourages more effective formation of speech and communication skills. 20 autistic children from Kaunas Abilitation Centre participated in the research: 4 girls and 16 boys – four children aged 3,5; six children - 4 years old, four participants aged 5 and six children - 6 years old. According to the age... [to full text]

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Theisen, Benjamin. "Predicting Turnover Cognition in Applied Behavior Analysis Supervisors." Thesis, The Chicago School of Professional Psychology, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10934198.

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The study looked for predictors of turnover cognition among program supervisors at various applied behavior analysis organizations. A hierarchical regression model (n = 248) tested whether burnout moderated effects of training hours on turnover cognition, and whether burnout moderated effects of training procedures on turnover cognition. The best model (R² = .719, delta F (2, 239) = 3.22, p = .042) did not detect burnout. Results were interpreted using the Conservation of Resources theory. Recommendations for researchers and organizations planning supervisor retention programs were provided.

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Pritchett, Malika Naomi. "Coloniality and the Science of Applied Behavior Analysis." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703416/.

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Human life is to be universally cherished and valued. Policies about how to value lives are often developed following gross human rights violations. Some of the most horrific violations have occurred under the guise of biomedical and behavioral research. As a result, policies have been developed to protect participants. Presumably, the primary responsibility of the researcher is their protection. There are, however, potential tensions between protections and research agendas, which set the occasion for over selection of participants with vulnerabilities. This dynamic may establish competing contingencies that devalue, and potentially harm, participants. Power imbalances inherent in the researcher-participant relationship establish the researcher as the dominant knowledge seeking authority and the participant as the subservient subject. Ideally, research in applied behavior analysis is driven by a steadfast orientation toward the enhancement of human life and the amelioration of suffering. The purpose of this paper is to present an analysis of human rights trends in the Journal of Applied Behavior Analysis. The dependent measures are based on ethical principles established for the protection of participants and recommendations concerning participatory research practices in applied behavior analysis. The results indicate that in some cases, protections have been minimally reported. Furthermore, power imbalances are highly likely given the processes and outcomes reported. The trends appear to be moving in an unfavorable direction in most cases. Findings are discussed on three levels: 1) a conceptual analysis of potential contingencies that influence applied behavior analytic research, 2) considerations around coloniality, and, 3) recommendations to neutralize and diffuse power imbalances to ensure the applied spirit of the science is actualized.

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Rein, Megan. "Applied Behavior Analysis training for after-school staff| A grant proposal." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1524151.

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The purpose of this project was to develop a grant and identify potential funding sources to fund a staff training program at the Young Men's Christian Association (YMCA) of South East Ventura County to increase staffs knowledge of Applied Behavior Analysis (ABA) techniques when working with children diagnosed with Autism Spectrum Disorders (ASD) in after-school settings. A comprehensive review of the literature was completed to build knowledge about the need for after-school programming, the benefits of participating in after-school programs, the benefits of inclusion for children diagnosed with ASD, and ABA interventions. The Amgen Foundation was selected as the ideal funding source for this project. This training program targets employees working in the after-school programs at the YMCA of South East Ventura County. Submission and/or funding were not a requirement for the successful completion of this project.

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Johnston, Sarah P. "A Cultural Comparison of Applied Behavior Analysis for Autism Spectrum Disorder." Scholarship @ Claremont, 2015. http://scholarship.claremont.edu/scripps_theses/540.

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Autism spectrum disorder (ASD) is a pervasive developmental disorder (PDD) with no cure (Hall, 2011). A variety of treatments exist to help with symptoms and one therapy is applied behavior analysis (ABA) (Virues-Ortega, 2010). ABA works by providing rewarding stimuli, specifically verbal praise, to encourage positive behavior. Most of the current research related to autism and ABA has been done in the US or other western countries (Hall, 2011), but studies show that verbal praise motivates people differently in different cultures (Henderlong & Lepper, 2002). One of these differences occurs between individualist and collectivist cultures. The current study will manipulate verbal praise administered in ABA therapy in two different countries, the United States, an individualist culture, and South Korea, a collectivist culture. There will be two types of ABA interventions: type A, with individualist-focused verbal praise and type B, with collectivist-focused verbal praise. Thirty children from each country will receive type A and 40 from each country will receive type B. The results would likely confirm the hypotheses which are: 1) that children with an individualist upbringing will have a greater improvement in symptoms with intervention type A than children with a collectivist upbringing, and 2) that children with a collectivist upbringing will have greater symptom improvement with intervention type B than children with an individualist upbringing. Further directions regarding the development of treatments for children with autism are discussed. This research will help to provide insight into the importance of considering culture when treating children with autism.

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Marmo, Aldaysa Vidigal de. "Publicações sobre educação no "Journal of Applied Behavior Analysis": uma revisão." Pontifícia Universidade Católica de São Paulo, 2002. https://tede2.pucsp.br/handle/handle/16784.

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Behavior analysts have constantly shown interest in analyzing the knowledge produced by its own community. The applied behavior analysis has gone through some evaluations where it has been noticed the preoccupation of that community of analysts in keeping their commitment to the principles of a Radical Behaviorism proposal and in promoting socially significant behavioral changes. This study aimed at reviewing the artic1es about education published in the "Journal of Applied Behavior Analysis"ITom1968to 2000. In order to achieve this objective,it were selectedartic1esthrough the web and, after reading it's abstracts, it were developed categories of analysis inc1udingvarious aspects, such as: number of artic1es about students in regular c1assrooms by year, number of authors, academic institutions, subjects, settings, research themes, procedures and designs, and general objectives of the research. Through this analysis it could be noticed that articles on education of individuals on regular classrooms have been decreasing over the years, that researches were designed accordingly to the principles of behavior analysis,that the majority of subjects were at the primary level of education, that the most recurrent theme regards academic abilities and finally that the most common procedures were used to strength academic behaviors
Os analistas do comportamento tem constantemente demonstrados interesse em analisar o conhecimento produzido pela sua comunidade. A Análise Aplicada do comportamento já passou por algumas avaliações onde se constatou a preocupação da própria comunidade de analistas do comportamento em manter seu compromisso com os princípios de uma proposta Behaviorista Radicale em promover mudanças comportamentais socialmente significativas.Por sua vez este trabalho teve como objetivo fazer uma revisão dos artigos sobre educação publicados na revista 'Journal DfApplied Behavior Analysis' entre os anos de 1968 a 2000 Para tanto foram selecionados artigos pela internet e através da leitura de seus resumos foram formadas categorias de análises que incluíram aspectos como: número de artigos sobre estudantes em classes regulares por ano,número de autores,filiações, sujeitos, settings,temas abordados nas pesquisas, procedimentos e delineamentos utilizados, e objetivos gerais das pesquisas. A partir desta análise pode se constatar que os artigos sobre educação de indivíduos em classes regulares tem diminuído ao longo dos anos, que as pesquisas apresentam delineamentos condizentes com os princípios da análise do comportamento,que a maioria dos sujeitos investigados pertencem ao nível primário de ensino, que o tema mais abordado trata de questões relativas a habilidades acadêmicas e finalmente que os procedimentos mais utilizados tem como objetivo fortalecer comportamentos acadêmicos

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Alegre, Sanahuja Juan. "Mathematical network models applied to the analysis of mobile applications behavior." Doctoral thesis, Universitat Politècnica de València, 2016. http://hdl.handle.net/10251/67389.

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[EN] The network topologies are present in different social, political, economic and technological phenomena. These network structures allow to share information, alliances generation, behavior influence, opinion spread and virus transmission, among other aspects. Online networks are a reflection of the offline world and they also show these kind of network structures, in such a way that they allow the information transmission, social circle or community detection, affinity prediction between individuals, generation of recommendations, detection of influence people and generation of viral phenomena. Although all of these networks exhibit heterogeneity, they have enough underlying structure to allow their modelization for the study and analysis of all the listed phenomena. Nowadays, the line between the offline world and the online world is becoming more diffuse and there are network structures where both natures are mixed: There are almost as many mobile phones as individuals and in developed societies, the pervasiveness of smartphones on day-to-day is unquestionable in such a way that almost everybody is almost always connected everywhere. This permanent connection means that the individual, simultaneously and in a continuous mode, is a node belonging to its social network and its social network online. A key aspect of smartphones are the mobile applications that can be downloaded to the device. There are many applications for a host of different uses and the user behavior with these applications is the factor that determines how these applications behave. Also, mobile applications are the main source of infection of viruses on smartphones and, in this case, also the user behavior is what determines the transmission of these viruses. That is, the number of downloads of the application, the retention time of the application without being uninstalled, weekly minutes of usage, the popularity of the application, the transmission of viruses between smartphones, etc., depend on user behavior and, since the user is part of a social "offline" network and a social online network, in which the information is shared, communities are generated, behavior is influenced, opinion is spread and viruses are transmitted, we can intuit that the application behaviors can be modeled considering the network structure which user belongs to, so it is possible to analyze and study issues such as predicting the retention and download of applications and/or the transmission of viruses between smartphones. The purpose of this thesis is to analyze the behavior of mobile applications through mathematical network models. The behavior of mobile applications will be defined by the network of the users, taking into account parameters such as user behavior and technical issues of the mobile devices, so for model the networks both factors will be taken into account.
[ES] Las estructuras de redes están presentes en multitud de fenómenos sociales, políticos, económicos y tecnológicos. Estas estructuras permiten compartir información, constituir alianzas, influir en comportamientos, generar corrientes de opinión, y transmitir virus, entre otros aspectos. Las redes online son un reflejo del mundo "analógico" y también presentan este tipo de estructura de red, de tal forma que permiten transmitir información, detectar comunidades, predecir afinidades entre individuos, generar recomendaciones, identificar individuos influyentes o producir fenómenos virales. Aunque todas estas redes son de naturaleza heterogénea, la estructura subyacente que presentan permiten su modelización para el estudio y análisis de los fenómenos indicados. Actualmente, la línea que divide el mundo "analógico" y el mundo online es cada vez más difusa produciéndose estructuras de redes donde se entremezclan ambas naturalezas: Existen casi tantos teléfonos móviles como individuos y, en las sociedades desarrolladas, la omnipresencia de los smartphones en el día día es incuestionable de tal forma que cualquier persona está conectada casi en todo momento y lugar. Esta conexión permanente conlleva que el individuo constituya simultáneamente y de un modo continuo un nodo de su estructura de red social y de su red social online. Una parte fundamental de los smartphones son las aplicaciones que se pueden descargar en el dispositivo. Existen multitud de aplicaciones para infinidad de utilidades distintas y el comportamiento del usuario frente a esas aplicaciones es el que determina cómo se comportan dichas aplicaciones. Asimismo, las aplicaciones móviles son la principal fuente de contagio de virus en los smartphones y en este caso, también el comportamiento del usuario es el que determina la transmisión de esos virus. Es decir, el número de descargas de la aplicación, el tiempo de retención de la aplicación sin ser desinstalada, los minutos semanales de uso, la popularidad de la aplicación, la transmisión de virus en smartphones, etc., dependen del comportamiento del usuario y, puesto que el usuario forma parte de una red social "offline" y una red social online, en las cuales se comparte y transmite información, se constituyen comunidades, se influye en los comportamientos, se generan corrientes de opinión y se transmiten virus, podemos intuir que los comportamientos de las aplicaciones pueden ser modelizados considerando la estructura de red de la que el usuario forma parte, de tal forma que sea posible analizar y estudiar aspectos tales como predecir la descarga y retención de aplicaciones y/o la transmisión de virus entre smartphones. El propósito de la presente tesis doctoral es modelizar y analizar el comportamiento de las aplicaciones móviles mediante estructuras de red. El comportamiento de las aplicaciones móviles vendrá definido por la red formada por los usuarios, teniendo en cuenta tanto parámetros de comportamiento de los usuarios como parámetros relacionados con aspectos técnicos de los dispositivos móviles, por lo que para la modelización de las redes se tendrán en cuenta ambos factores.
[CAT] Les estructures de xarxes estàn presents en multitud de fenòmens socials, pol'itics, econòmics i tecnològics. Estes estructures permeten compartir informació, constituir aliances, influir en comportaments, generar corrents d'opinió, i transmetre virus, entre altres aspectes. Les xarxes online són un reflex del món analògic i també presenten este tipus d'estructura de xarxa, de tal forma que permet transmetre informació, detectar comunitats, predir afinitats entre individus, generar recomanacions, identificar individus influents o produir fenòmens virals. Encara que totes estes xarxes són de naturalesa heterogènia, l'estructura subjacent que presenten permeten la seua modelització per a l'estudi i anàlisi dels fenòmens indicats. Actualment, la línia que dividix el món analògic i el món online és cada vegada més difusa produintse estructures de xarxes on s'entremesclen ambós naturaleses: Existixen quasi tants telèfons mòbils com individus i, en les societats desenvolupades, l'omnipresència dels smartphones en el dia a dia és inqüestionable de tal forma que qualsevol persona està connectada quasi en tot moment i lloc. Esta connexió permanent comporta que l'individu constituïsca simultàniament i d'una manera contínua un node de la seua estructura de xarxa social i de la seua xarxa social online. Una part fonamental dels smartphones són les aplicacions que es poden descarregar en el dispositiu. Hi ha multitud d'aplicacions per a infinitat d'utilitats distintes i el comportament de l'usuari enfront d'eixes aplicacions és el que determina com es comporten aquestes aplicacions. Així mateix, les aplicacions mòbils són la principal font de contagi de virus en els smartphones i en este cas, també el comportament de l'usuari és el que determina la transmissió d'eixos virus. És a dir, el nombre de descàrregues de l'aplicació, el temps de retenció de l'aplicació sense ser esborrada, els minuts setmanals d'ús, la popularitat de l'aplicació, la transmissió de virus entre smartphones, etc., depenen del comportament de l'usuari i, ja que l'usuari forma part d'una xarxa social "offline" i una xarxa social online, en les quals es compartix i es transmet informació, es constituïxen comunitats, s'influïx en els comportaments, es generen corrents d'opinió i es transmeten virus, podem intuir que els comportaments de les aplicacions poden ser modelitzats considerant l'estructura de xarxa de què l'usuari forma part, de tal forma que siga possible analitzar i estudiar aspectes com ara predir la descàrrega i retenció d'aplicacions i/o la transmissió de virus entre smartphones. El propòsit de la present tesi doctoral és modelitzar i analitzar el comportament de les aplicacions mòbils per mitjà d'estructures de xarxa. El comportament de les aplicacions mòbils vindrà definit per la xarxa formada pels usuaris, tenint en compte tant paràmetres de comportament dels usuaris com paràmetres relacionats amb aspectes tècnics dels dispositius mòbils, per la qual cosa per a la modelització de les xarxes es tindràn en compte ambdós factors.
Alegre Sanahuja, J. (2016). Mathematical network models applied to the analysis of mobile applications behavior [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/67389
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Espanola, Elaine. "A Randomized Comparison of Two Instructional Sequences for Imitation Intervention for Children with Autism Spectrum Disorders." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/2490.

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Purpose: The aim of this study was to determine differences in effectiveness and rate of skill acquisition between a recently developed and empirically validated instructional sequence, Motor and Vocal Imitation Assessment (MVIA), and a commonly used instructional sequence in a curriculum guide, Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP). Methods: Children with ASD were randomly assigned to two treatment groups to determine difference in imitation performance. The treatment group followed the instructional sequence proposed in the MVIA. The comparison group followed the instructional sequence proposed in the VB-MAPP. Initial levels of imitation were assessed via the MVIA. The intervention consisted of discrete trial training (DTT). A trained therapist presented a fixed number of stimuli in massed trial format. Prompted and unprompted imitative responses were reinforced using edibles. A most-to-least with a progressive time delay prompting strategy was used to help the learner engage in the target response. Results: Participants in the MVIA treatment group had significantly more skill acquisition than participants in the VB-MAPP comparison group. Participants in the MVIA treatment group also acquired these skills more efficiently, spent less time on skills that never reached mastery and demonstrated higher levels of responding. Additionally, pre-treatment imitation was found to predict autism severity and expressive language. Conclusions: These results indicate that the MVIA protocol provides an appropriate sequence ordered from simple to complex for selecting targets for intervention. These findings suggest that organizing and sequencing skills in increasing difficulty, as with the MVIA protocol, leads to more appropriate target selection. Targeting skills that are appropriate for the child’s current skill level, in turn leads to more effective and efficient intervention. Results also replicate previous findings that demonstrate that imitation performance plays a critical role in other areas of development.

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Stueber, Kathryn Joan. "PEAK Relational Training System for Individuals with Autism Spectrum Disorder: A Correlational Study in Comparison to ABLLS-R and TOLD-I:4 Linguistics Assessments." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/theses/1854.

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Behavioral and linguistic theoretical approaches to language development may have the most influence in terms of treating language deficits experienced with individuals with autism, and contemporary theories of language development provided by stimulus equivalence and Relational Frame Theory may bridge the gap between these two theoretical approaches. The present study evaluated the relationship between an assessment based off of these contemporary behavioral theories with the results gathered from widely used behavioral and linguistic assessments of language functioning with individuals with autism. These correlated assessments included: the Promoting the Emergence of Advanced Knowledge Equivalence Pre-Assessment (PEAK-E-PA), the Test of Language Development (TOLD-I:4), and The Assessment of Basic Language and Learning Skills-Revised (ABLLS-R). The results suggested that there was a strong correlation between the PEAK-E-PA and the TOLD-I:4 (r = 0.93, p < .01) and between the PEAK-E-PA and the ABLLS-R (r = 0.65, p < .01); however, there was only a moderate correlation between the ABLLS-R and the TOLD-I:4 (r = 0.43, p < .01). The results have implications for the assessment, and subsequent treatment of language deficits experienced by individuals with autism.

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Walsh, Caitlin Brianna. "Hike Your Own Hike: Cosmopolitanism and Applied Behavior Analysis Explored Through SPN." ScholarWorks @ UVM, 2017. http://scholarworks.uvm.edu/graddis/708.

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Ever since I started working with animals, I felt an intrinsic motivation to develop relationships based on trust and mutual admiration. Working in the horse world, I became dismayed at the coercive methods used to assure progress and achieve competition goals. I moved to Burlington to pursue a career helping children. Working as a behavior interventionist I felt peace and satisfaction as I utilized my previous skills and knowledge learned from my work with animals and my undergraduate education. After about a year of work, I started to become frustrated and dismayed at the treatment of some of our children. This SPN thesis is an exploration of those challenges and who I wish to become as I move forward in my career.

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Berman, Garrett L. "Effects of inconsistencies in eyewitness testimony on mock-juror decisionmaking." FIU Digital Commons, 1995. http://digitalcommons.fiu.edu/etd/1627.

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In attempting to impeach eyewitnesses, attorney's often highlight inconsistencies in the eyewitness's recall. This study examined the differential impact of types of inconsistent testimony on mock-juror decisions. Each of 100 community members and 200 undergraduates viewed one of four versions of a videotaped trial in which the primary evidence against the defendant was the testimony of the eyewitness. I manipulated the types of inconsistent statements given by the eyewitness in the four versions: (1) consistent testimony, (2) information given on-the-stand but not given during the pre-trial investigation, (3) contradictions between on-the-stand and pre-trial statements, and (4) contradictions made on the witness stand. Subjects exposed to any form of inconsistent testimony were less likely to convict and found the defendant less culpable and the eyewitness less effective. These effects were larger for contradictions than for information given on the stand but not during pre-trial investigations.

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MacKelvie, Erin. "A Comparison of Traditional Aggregated Data to a Comprehensive Second-by-Second Data Depiction in Functional Analysis Graphs." Scholarly Commons, 2021. https://scholarlycommons.pacific.edu/uop_etds/3730.

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Functional analyses (FAs) are an important component of treatment and the data gathered from FAs are often graphed in an aggregate or summary format, such as mean rate per session. Given the prevalence of undifferentiated analyses, it may be that this common method of data depiction is incomplete. In this paper, we compare the traditional aggregate method to a comprehensive second-by-second demonstration of the data including all appropriate and inappropriate responses emitted, as well as programmed and accidental antecedent and consequent variables, which may help further clarify the results of a functional analysis. We compared the functional analysis results of two participants when the data were depicted using the traditional rate aggregate method and depicted using a comprehensive second-by-second method. Although both rate and comprehensive second-by-second data depiction resulted in similar conclusions regarding the maintaining variables for the participants, comprehensive second-by-second data depiction allowed us to draw the conclusions in less time. Additional advantages and disadvantages of each method as it relates to efficiency, therapeutic risk and safety, and practicality are also discussed. Keywords: efficiency, functional analysis, problem behavior, safety, within-session second-by-second analysis.

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Lasley, Julianne. "Remediation of Prompt Dependence to Promote Independent Skill Acquisition for Children Clinically Diagnosed With Autism Spectrum Disorder." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/29.

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Prompt dependence can be a serious problem for individuals diagnosed with autism spectrum disorder or intellectual disabilities. The ability to perform skills independently is important for a high-quality life and assimilation in the community among many other things. Assessments of instructional strategies may be an effective tool for identifying instructional strategies that decrease one’s reliance on prompts. An alternating treatment design was used to evaluate the effectiveness of an assessment of instructional strategies on independent responses during auditory-visual discrimination tasks. Assessment conditions included positional prompt, gestural prompt, physical prompt, and identity matching to sample. The most effective instructional strategy was identified as the strategy that corresponded to quickest acquisition of independent responses. Results of the assessment demonstrated differences in individual learning patterns for each of the 3 participants. However, the differences observed in the assessment among instructional strategies were not significant. Implications of these results do suggest to educators that conducting an assessment of instructional strategies may be a useful strategy for identifying differences in learning patterns. Limitations and directions for future research are also discussed.

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Williams, Hailey Elizabeth. "Teaching Equivalence Relations through Drawing using the PEAK-E Curriculum." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/theses/1962.

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AN ABSTRACT OF THE THESIS OF Hailey Williams, for the Master’s Degree in Behavior Analysis, presented on 7/8/16, at Southern Illinois University Carbondale. TITLE: TEACHING EQUIVALENCE RELATIONS THROUGH DRAWING USING THE PEAK-E CURRICULUM MAJOR PROFESSOR: Dr. Mark R. Dixon The purpose of this study was to observe the formation of equivalence response classes using drawing to demonstrate the transformation of stimulus function from arbitrary textual words to simple drawings. Two children with Autism were taught directly trained relations, which paired together three stimuli from three separate class formations. The children were taught to relate A-B and B-C relations in trial blocks, and then tested with B-A and C-A relations. This train-test method was used to see if derived relations had emerged. Both participants demonstrated adequate learning in achieve mastery criteria in all the directly trained and derived relations from this study. The data is represented in a multiple baseline graph with an embedded multiple probe design. The outcome of this study indicates that the use of drawing and other creative behaviors have value in both relation frame theory and PEAK. There are also several implications of the study addressed here, including drawing as a verbal behavior and the role of internal events and covert behaviors in learning.

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Faggiani, Robson Brino. "Análise de componentes de um tutorial computadorizado para ensinar a realização de tentativas discretas." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/47/47132/tde-27032015-124725/.

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A Terapia ABA é a forma de tratar indivíduos autistas que tem apresentado melhores resultados. O arranjo de ensino mais utilizado é a tentativa discreta, que tem sido ensinada a profissionais por meio do Behavioral Skills Training, um pacote de ensino presencial. O ensino computadorizado tem sido estudado como uma alternativa por ser mais econômico. O objetivo do presente estudo foi investigar o efeito de diferentes componentes de um tutorial computadorizado, ECoTed, sobre o desempenho dos participantes na realização de tentativas discretas de emparelhamento de identidade e imitação motora. Foram realizados três experimentos. No Experimento I, seis estudantes de Psicologia foram submetidos a um tutorial com quatro condições experimentais, ou tipos de ensino: ensino teórico, vídeo-modelação, observação de correção, identificação de erros. Após a Linha de Base, os participantes passaram por ensino teórico. Depois, foram divididos em três Grupos; cada Grupo passou pelas condições experimentais restantes em ordens diferentes. Se no teste realizado após cada condição o participante atingisse o critério de 100% de acertos, ia para o follow up; caso não cumprisse o critério após o tutorial, era ensinado presencialmente. Os dados foram coletados com o participante realizando tentativas discretas com um ator. Foi realizado um delineamento de linha de base múltipla em cada Grupo. A imitação motora não era ensinada; no entanto, antes de cada teste os participantes estudavam folhas-resumo que listavam os passos de realização dos dois tipos de tentativas discretas. Cinco participantes obtiveram mais de 90% de acertos após ensino teórico e 100% de acertos nos dois tipos de tentativa discreta após as outras condições. Os resultados foram mantidos no follow up. Na literatura, os participantes atingiam 90% de acertos após vídeo-modelação; no presente experimento alcançaram esses resultados apenas com ensino teórico. Para verificar se a escolaridade foi relevante nos resultados, o Experimento II foi realizado. Um participante não universitário e não formado passou pelas condições experimentais na mesma ordem do Grupo 1 do Experimento I. Seus resultados foram semelhantes aos dos participantes do primeiro experimento. O Experimento III foi realizado para investigar a efetividade das animações do ensino teórico. Dois participantes foram submetidos às seguintes condições: ensino teórico sem animações, ensino teórico e vídeo-modelação. Ambos os participantes obtiveram 80% de acertos em emparelhamento de identidade após o ensino sem animações, indicando que esta variável não foi relevante. Oito dos nove participantes dos três experimentos aprenderam a realizar os dois tipos de tentativas discretas após o ECoTed, sugerindo sua efetividade. Sendo que esses participantes obtiveram mais de 80% de acertos após ensino teórico, não foi possível avaliar a efetividade dos outros tipos de ensino. Os resultados após ensino teórico podem estar ligados a uma possível menor exigência ao comportamento dos participantes neste experimento em relação aos demais. A organização do ensino teórico, em que os conceitos eram definidos simultaneamente à demonstração de sua aplicação, pode ter produzido os resultados obtidos. Novos estudos podem investigar a efetividade do ECoTed com pais de crianças autistas e o desempenho dos participantes ao ensinarem diretamente crianças autistas
ABA Therapy is the treatment for autistic people that has been presenting the best results. The most commonly used teaching arrangement is the discrete trial, which has been taught to professionals through the Behavioral Skills Training, a teacher-dependent package. Computer-based teaching has been studied as an alternative because it is more affordable. The goal of the present study was to investigate the effect of different components of a computer-based tutorial, ECoTed, on the performance of participants in the implementation of discrete trials of identity matching and motor imitation. Three experiments were conducted. In Experiment I, six Psychology students were exposed to a tutorial with four experimental conditions, or kinds of teaching: theoretical teaching, video-modeling, observation of corrections and error identification. After the baseline, the participants went through theoretical teaching. Then, they were divided in three groups; each of them went through the remaining conditions in different orders. If the participant fulfilled the 100% correct responses criterion in any of the tests that took place after each condition, s/he was conducted to the follow up phase; if the criterion was not reached after the tutorial, the participant was directly taught by the experimenter. All the data were collected in a setting in which the participant implemented discrete trials with an actor. A multiple baseline design was used in each group. Motor imitation was not taught; however, before each test the participants were allowed to study a summary sheet, which listed all the steps for the implementation of both kinds of the discrete trials. Five participants had more than 90% correct responses after theoretical teaching and 100% correct responses after the other experimental conditions. Results were similar in the follow up. In other studies, participants reached 90% of correct responses after having been through video-modeling; in the present study, participants reached that result after theoretical teaching only. In order to verify if the education level was relevant, Experiment II was conducted. A non-university and non-graduate participant went through the same conditions as the participants from Group 1 of Experiment I. His results were similar to the performance of the participants of the first experiment. Experiment III was conducted to investigate the effectiveness of of theoretical teaching animations. Two participants were exposed to the following conditions: theoretical teaching without animation, theoretical teaching and video-modeling. Both participants had more than 80% correct responses in the identity matching task after theoretical teaching without animation; which suggests that such variable was not relevant. Eight of nine participants of the three experiments learned how to implement both kinds of discrete trials after the ECoTed, which suggests its effectiveness. Given that these participants had more than 80% correct responses after the theoretical teaching, it was not possible to evaluate the effectiveness of the other kinds of teaching. The results after theoretical teaching can be linked to a lower demand on the behavior of participants in comparison to other studies. Theoretical teaching organization, in which the concepts were defined while its application was shown, might have produced the results. New studies might investigate the effectiveness of ECoTed with parents of autistic children and the performance of participants when teaching autistic children

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Skinner, Michael E. "Design and evaluation of a computer-assisted instructional program on concepts in applied behavior analysis /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487267546983119.

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Carotti, Corrina. "The Relationship between Self-Reported Job Performance of Applied Behavior Analysis Therapists and Client Performance." Thesis, Capella University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10689628.

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This quantitative research study examined the relationship between self-reported job performance and child performance among applied behavior analysis (ABA) therapists. Though several studies have demonstrated the benefits of staff training on improving job performance, there remains a gap in research in the field of ABA focusing on training as it relates to child performance. This study included three research questions: Will the implementation of incidental teaching when completing skill acquisition programs improve in applied behavior analysis (ABA) therapists after undergoing a brief training package consisting of modeling, rehearsal, and feedback? Will the reported job performance of applied behavior analysis (ABA) therapists improve after undergoing competency-based training for implementing skill acquisition programs? Will applied behavior analysis (ABA) therapists assess child performance differently after undergoing an intervention to increase job performance? The population addressed in this study was therapists providing ABA services. Purposeful sampling was utilized to recruit 16 participants who were ABA therapists working in the United States. Each was asked to complete both the Task-Based Job Performance Scale and the Academic Performance Rating Scale. The first three with moderate to low scores in both job performance and child performance were selected to undergo an intervention involving training on job-specific skills utilizing a single-subject design. All participants were female. No additional demographic data were collected. Using visual inspection and trend analysis, it was determined the implementation of the incidental teaching of each participant improved after receiving training. When training was complete, each participant was asked to complete the job and child performance scales a second time. Using descriptive statistics, it was determined each participant who received training reported higher job performance post-intervention, but only one participant reported higher child performance. Future research on job performance and its possible effects on child performance is recommended.

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McLean, Alexander Brown. "Using an Acceptance and Commitment Training Protocol to Decrease Drug Use." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5375.

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Behavior analysts have had much success in affecting behavior change with individuals diagnosed with intellectual disabilities as well as those who would be considered typically developing with a variety of intervention strategies; most of which involve affecting direct acting contingencies. However, the realm of language-based psychopathology has just begun to be addressed within the field through language based, or indirect acting strategies. Acceptance and Commitment Therapy (ACT) is based on the concept of derived stimulus relations and allows for a behavior analytic treatment of language-based psychopathology. The current study was intended to test the efficacy of a brief protocol-delivered ACT intervention with individuals who smoke marijuana. Oral swab drug screens were the primary dependent variable, along with the Acceptance and Action Questionnaire II (AAQ-II). All six ACT components were taught to each subject using a set list of metaphors and exercises and was assessed using a concurrent/non-concurrent multiple baseline across participants design. Results indicate that the brief protocol impacted levels of marijuana consumption with all three participants and that their self-reported levels of struggle (via the AAQ-II) lessened over the course of the training.

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Ho, Wai-chun. "The effects of applied behavior analysis on on-task behaviour and quality of work in a local primary school." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21183697.

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Fox, James J., Mary Annette Little, and Seth King. "Preliminary Analysis of a Survey Evaluating Applied Behavior Analysts' Knowledge and Use of Evidence-Based Practices." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/158.

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This poster presents development and pilot-testing of an electronic survey evaluating behavior analysts perceptions and use of Evidence-Based Practices (EBPs). Demographic information, ratings of quality indicators (Horner et al 2005) in evaluating and choosing behavior interventions, and resources identifying EBPs were assessed. Fourteen graduate trainees in a behavior analysis certification program were participants. Test-retest intra-rater agreement was assessed approximately 2 weeks apart and varied considerably across survey items. Overall exact agreement was 71 % while agreement within 1 rating point was 91 %. The most highly rated quality indicators were clear descriptions of baseline and intervention conditions, measures of inter-observer agreement, and repeated measures of target behaviors. Lowest rated were group experimental designs, statistical analyses, and numbers of participants. Surprisingly, multiple studies with 20+ participants, integrated intervention packages, and written intervention manuals were not as highly rated. Most frequently reported EBP sources were professional society websites, university courses, practitioner journals, and professional peer-reviewed journals. Least frequently reported were webinars by private entities, non-peer-reviewed journals, and government websites (e.g., What Works Clearing House). Participants identified time constraints, difficulty finding research relevant to their current situation and technical rather than practical nature of research as impediments to keeping current with EBPs

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Isbill, Alex P. "Evaluating Current Practices in Brief Experimental Analysis." TopSCHOLAR®, 2016. http://digitalcommons.wku.edu/theses/1632.

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Brief experimental analysis (BEA) has shown to be an effective method of rapidly testing the relative effects of two or more interventions in order to determine interventions that best supports a student’s learning. Little research has been found in regards to the consistency of methods across studies. A meta-analysis in 2008 by Burns and Wagner looked at BEAs that assessed oral reading fluency and provided recommendations for future practice. This study investigates the methods, procedures, and outcomes in BEA studies from 1994 to 2016. The findings of this study are compared to Burns and Wagner’s (2008) recommendations from their meta-analysis, as well as used to discuss the shifts and consistencies found in BEA methodology over the past 23 years. There is not sufficient evidence that Burns and Wagner’s (2008) recommendations have greatly impacted the process of BEA, but there have been changes in predominant methodological components of BEA such as the explicit use of conceptual models, methods of assessing interventions, and the emergence of a problem solving model to inform intervention selection. A general increase in the publication rate and a shift to publication in school psychology journals over behavioral journals was also noted. BEA outcomes continue to support its utility for informing instruction.

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VanSetten, Michelle. "Exposure and Response Prevention Applied to Rituals of Obsessive Compulsive Disorder." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/789.

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An individual who had been diagnosed with Obsessive Compulsive Disorder (OCD) and Schizoaffective Disorder requested assistance with improving his ability to manage symptoms. He had a history of long-term hospitalizations that impacted his placements in residential facilities. He was treated using exposure and response prevention procedures applied to specific rituals pertaining to compulsive bed making, organization, excessive emptying of vacuum canister, excessive hand washing and excessive laundering of clothing. A baseline was established for each ritual by the experimenter exposing the subject to the conditions that "triggered" the rituals. The latency was measured between the presentation of those conditions and the onset of the ritual. During treatment, the subject initiated the same conditions and then refrained from engaging in his rituals for a specific amount of time. Initially, the requested time was the average amount of time he was able to refrain from ritualizing in the baseline sessions. Then, the subject initiated exposure and refrained from the ritual for an increasing amount of time until he was able to refrain for 15 minutes or longer for three ritualistic behaviors. A multiple baseline analysis across rituals indicated that during the course of treatment, over a period of about 4 months, his ability to tolerate the triggers for his rituals was increased to the point that he did not engage in the rituals during the sessions.

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Boydston, Paige Solana. "DISSEMINATION OF APPLIED BEHAVIOR ANALYSIS TO FAMILIES IMPACTED BY AUTISM IN RURAL AND REMOTE AREAS VIA A TELEHEALTH-BASED PARENT TRAINING PROGRAM." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/dissertations/1819.

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The increasing prevalence of autism in the United States is a growing concern, with access to evidence-based services failing to keep pace with the demand. Families located in rural or remote areas are further hindered in attempts to access services due to both location and general lack of medical and behavioral healthcare providers. A major advancement in spreading the reach of interventions, such as applied behavior analysis, has been the development and refinement of telehealth. With growing interest in using technology to reach a wider client base, research on telehealth-based parent training for families impacted by autism has begun to increase. Despite the increase in research, many areas remain underdeveloped; therefore, this project sought to contribute to the literature by investigating the effectiveness of and expanding upon a manualized, behaviorally based parent-training program designed specifically for telehealth delivery. Procedures in Study 1 examined the relationship between standardized, parent-report measures of child problem behavior and an observational measure delivered via telehealth using Pearson Correlation Coefficients. Results of this study suggested using a combination of standardized measures and comprehensive observation-based data collection methods may enhance remote monitoring of child problem behavior. Procedures in Study 2 replicated and extended previous research to evaluate the Online and Applied System for Intervention Skills (OASIS-D) parent-training program as a method for increasing parent knowledge and skill in delivering applied behavior analytic (ABA) services to their child with autism. Effectiveness of the training program was evaluated in a multiple baseline across family dyad design. The results indicated that telehealth delivery of the OASIS-D program increases parent skill and knowledge in delivering ABA services, with four of four participants showing similar effects. Furthermore, the results indicated that telehealth-based training programs could benefit individuals in rural and remote areas. These studies provide needed information and support for increasing the availability and continued access of telehealth-delivered interventions when providing treatments to families impacted by autism.

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Hanna, Jessica V. "The effectiveness of applied behavior analysis on task completion amongst children with autism/pervasive developmental disorders /." Staten Island, N.Y. : [s.n.], 2005. http://library.wagner.edu/theses/education/2005/thesis_edu_2005_hanna_effec.pdf.

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Thornton, Corinne. "DIRECT SUPPORT STAFF RETENTION AND TURNOVER IN THE FIELD OF APPLIED BEHAVIOR ANALYSIS: A NATIONAL SURVEY." Master's thesis, Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/531037.

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Applied Behavioral Analysis
Ed.M.
This paper explores the current rates and correlates of turnover among direct support staff working with individuals with developmental disabilities. While the United State Department of Labor, Bureau of Labor Statistics collects data on annual separation rates by a variety of industry sectors, there is not a recognized sector for the field of Applied Behavior Analysis. Other data sources similarly do not include Applied Behavior Analysis as its own industry sector, which produces a gap in knowledge. This study uses data obtained from providers of services for individuals with developmental disabilities in a national online survey to obtain rates of turnover for the field of Applied Behavior Analysis. Results indicate a lower rate of turnover than what is reported in the fields of education, and social services in general. The results also indicate that pay rate and amount of supervision offered increase retention while training offered pre and post hire has little correlation to rate of turnover.
Temple University--Theses

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Spieler, Claire. "Using Awareness Training to Decrease Nervous Habits in Public Speaking." Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5577.

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Research on components of habit reversal suggests that awareness training alone may be an effective and efficient intervention for reducing nervous habits. This study evaluated the effectiveness of awareness training for the reduction of three nervous habits that manifest in public speaking: filled pauses, tongue clicks, and inappropriate use of the word "like." Four university students delivered short speeches during baseline and assessment sessions. Awareness training consisted of response description and response detection. Awareness training resulted in meaningful reductions in target behaviors for all participants. Booster awareness training sessions were necessary for all participants to achieve further reductions in target behaviors. Generalization probes conducted in front of a small audience indicated that treatment effects generally maintained at low levels. Social validity scores indicated that the treatment was acceptable, and participants indicated not only decreased use of verbal fillers, but also improved overall public speaking ability post-treatment. Although awareness training was effective, it was not more efficient than simplified habit reversal.

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Sizemore, Patrick. "Further Evaluating the Effect of Behavioral Observability and Overall Impressions on Rater Agreement: A Replication Study." TopSCHOLAR®, 2015. http://digitalcommons.wku.edu/theses/1498.

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This replication study sought to analyze the effects of behavioral observability and overall impressions on rater agreement, as recently examined by Roch, Paquin, & Littlejohn (2009) and Scott (2012). Results from the study performed by Roch et al. indicated that raters are more likely to agree when items are either more difficult to rate or less observable. In the replication study conducted by Scott, the results did not support the relationship which Roch et al. found between observability and rater agreement, but did support the relationship previously found between item difficulty and rater agreement. The four objectives of this replication study were to determine whether rater agreement is negatively related to item observability (Hypothesis 1) and positively related to difficulty (Hypothesis 2), as well as to determine whether item performance ratings are closer to overall impressions when items are less observable (Hypothesis 3) and more difficult to rate (Hypothesis 4). The sample was comprised of 152 undergraduate students tasked with providing performance ratings on an individual depicted in a video of a discussion group. Results indicated that agreement was negatively correlated with both observability (supporting Hypothesis 1) and difficulty (not supporting Hypothesis 2), and that ratings were closer to overall impressions when items were less observable (supporting Hypothesis 3), but not when items were more difficult to rate (not supporting Hypothesis 4).

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McDowell, Logan S. "Video Modeling for Teaching Imitation to Young Children With Autism: A Treatment Comparison and Analysis of Potential Predictors of Success." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/2178.

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Imitation is a prerequisite for the development of several important abilities. Children with Autism Spectrum Disorder (ASD) exhibit a distinct deficit in imitation. There has been a considerable amount of research into the most effective ways to teach this crucial skill. Unfortunately, there are drawbacks to many prevalent teaching strategies including difficulty with implementation and lack of generalization. The present study sought to determine whether video modeling (VM) might function as a successful alternative for teaching imitation to young children with ASD. The literature on VM has demonstrated that it can be a highly effective technique for teaching a variety of skills to individuals with ASD. Additionally, VM has been identified as easy to implement and has lead to improved generalization when compared to other treatments. However, there are still a number of questions about when, and for whom, VM is most effective. The current study begins to answer some of these questions by analyzing a treatment comparison between VM and live modeling (LM). Eight children were taught to imitate two equivalent behaviors each, one using VM and the other using LM. The trials to criterion required to learn the behaviors were then compared. Results indicated that there was a significant difference between the two treatment types, and that six of the participants were more successful with VM. Neither social skills nor technological literacy were significant predictors of treatment success. However, pre-treatment imitative abilities were shown to significantly predict success. Those children with the fewest imitative abilities were shown to be more successful with the VM technique, while those children with more imitative abilities were more successful with LM. An additional analysis was conducted to evaluate the predictive relationship between social skills and imitation. Results indicated that social skills significantly predict imitative abilities. These results could have widespread implications for imitation training, as they verify the relationship between social skills and imitation, demonstrate that VM can be an effective treatment for teaching young children with ASD to imitate, and further indicate that a pre-treatment imitation assessment may help to identify the most effective and efficient treatment for each child.

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Broderick, Alicia A. Biklen Douglas P. "'Recovery, ' 'science, ' and the politics of hope a critical discourse analysis of applied behavior analysis for young children labeled with autism /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2004. http://wwwlib.umi.com/cr/syr/main.

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Coburn, Grace V. "A Psychological Analysis of Behavioral Consumerism: Advertising, Decision-Making, and its Implications for Retailers." Scholarship @ Claremont, 2015. http://scholarship.claremont.edu/cmc_theses/1014.

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Advertising is a ubiquitous and substantial influence in consumerism, prompting psychological decision-making processes and behavioral consumerism. Selective marketing, advertising, and merchandising can only be successful when the processes within populations are identified and modified to fit the consumer. This paper examines psychological concepts surrounding the complex variables of decision-making. It will discuss relevant literature and empirical evidence that are imperative to further studies of behavioral consumerism. Such concepts that will be examined include: the elaboration likelihood model, regulatory focus theory, paradox of choice, as well as consumer variables such as influences of personality and maximizers versus satisficers. It then addresses these concepts through the lens of advertising and merchandising, and explores effective applications for behavioral persuasion and the implications for retailers.

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Blondin, Sandra Nicole. "TEACHING OLFACTORY RELATIONS TO ADOLESCENTS WITH AUTISM." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/theses/2675.

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The current study utilized a multiple baseline design to teach olfactory discrimination skills to adolescent participants with autism spectrum disorders. Relational abilities among smells and causal relations were initially probed and an intervention was implemented via training and reversal testing probes using frames of distinction between stimulus depicting clean clothing (A) and worn clothing (B), causal framing to relate those odors with specific actions stimulus depicting clean clothing (A) with wearing or hanging the clothing (C) and stimulus depicting worn clothing (B) and placing the clothing in the laundry or hamper (D). Finally, these skills were tested in an applied setting when comparing clothing items that may or may not need to be laundered through the demonstrate of transformation of stimulus function in a novel setting by testing relations between clean clothing (Y) and wearing or hanging the clothing (C) and previously worn clothing( Z) and putting them in the laundry or hamper (D). The intervention was effective at establishing these relational responses for all 4 participants throughout each phase leading to the application of these responses in an applied setting with 80%-100%. Limitations and future application are discussed involving the use of cross modal stimuli in when teaching relations and broader implications of the science.

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Patz, Mariah. "Act-Based Statements Effect on Bartending Tips." OpenSIUC, 2019. https://opensiuc.lib.siu.edu/theses/2523.

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Acceptance and Commitment Therapy (ACT) is a behaviorally-based intervention that emphasizes psychological processes related to mindfulness, values, committed actions towards values, defusion from troubling thoughts, and acceptance. ACT is often used with populations who experience psychological inflexibility or stress, but not much research has been done understanding how ACT processes may affect everyday tasks within the common public or within business practices. The present study used a randomized controlled trial to determine the effect that statements related to ACT processes given while receiving a bar tending service altered the outcome tipping percentage from guests. The current research also discussed how each statement used relates back to the various components of ACT. The current study suggests a potential way to increase tips that a bartender or server can receive by providing a simple ACT-based statement to their customers while still maintaining an inviting and friendly environment for entertainment. Results of this study indicated that the use of mindfulness statements was statistically significant, t(53) = 1.68, p < .098. While one of the six prepared and randomized mindfulness statements, “It’s it a nice night for a drink?” used was statistically significant in increasing tip revenue when compared to all other mindfulness statements used and the low-quality control statements used in a one-way ANOVA analysis, F(6, 48) = 1.799, p = .11. Results of this study were not significant for a t-test comparing statements and total tip value received compared to total bill amount t(5) = 0.887, p < .378. Additionally, results of a two-way ANOVA comparing male and female and tip value also displayed no statistical significance F(1, 51) = 0.051, p = .82, F(1, 51) = 1.106, p = .29, with no significant interaction, F(1, 51) = 2.467, p = .12. Lastly, a two-way ANOVA comparing male and female and total tip value received compared to total bill amount displayed no significance as well F(1, 51) = 0.448, p = .50, F(1, 51) = 1.439, p = .23, with no significant interaction F(1, 51) = 0.693, p = .40. Organizational behavior management (OBM) is an area of behavior intervention ripe for ACT research. Future OBM research could extend upon by incorporating the use of ACT, or ACT related processes into everyday business models and behaviors.

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Tvedt, Valerie Maria. "Some factors that effect [sic] statistical power in ANCOVA: a population study." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1764.

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A study into the factors that affect power in an analysis of covariance (ANCOVA) design were examined. Four factors - sample size, significance level, dependent variable-covariate correlations and homogeneity of regression - were varied in a population study. Results indicate that power increased when the dependent variable-covariate correlations increased and when sample size increased. Power also increased when a less stringent alpha level was used. Homogeneity of regression did not effect power. Implications and recommendations for the applied researcher are discussed.

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LOTLIKAR, HARSHAD SURESH. "A BEHAVIOR-BASED SAFETY APPROACH FOR CONSTRUCTION COMPANIES." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1116210023.

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Amiruzzaman, Md. "ASSESSING THE PSYCHOMETRIC PROPERTIES OF NEWLY DEVELOPED BEHAVIOR AND ATTITUDE TWITTER SCALES: A VALIDITY AND RELIABILITY STUDY." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1572861573752847.

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Scharklet, Jennifer D. "Agreement between Evaluation Methods Used in Brief Experimental Analysis." TopSCHOLAR®, 2017. https://digitalcommons.wku.edu/theses/2042.

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Brief experimental analysis (BEA) is a well-documented analysis strategy that rapidly manipulates instructional variables to identify the most effective intervention to support a student’s academic needs. However, consensus on how BEA data should be evaluated is not evident in published BEA articles. This study investigated the agreement between evaluation methods (i.e., visual analysis, no assumptions effect size, percentage of nonoverlapping data, nonoverlap of all pairs) used in BEA. Overall, the measures of effect size resulted in a higher percentage of positive agreement with other measures of effect size, in comparison to visual analysis paired with effect size measures. Use of effect size measures also resulted in less equivalency between intervention outcomes within a BEA. These data suggest that using a measure of effect size can be a beneficial component to visual analysis; however, each measure of effect size has its own strengths and limitations and should be used cautiously when interpreting results of a BEA.

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Nicklow, Katelyn E. "EFFICIENT IDENTIFICATION OF FUNCTION: A COMPARISON OF DIFFERENT IMPLEMENTERS DURING FUNCTIONAL ANALYSES." UKnowledge, 2019. https://uknowledge.uky.edu/edsrc_etds/76.

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Functional analyses (FAs) are a common tool used in the assessment and treatment of severe problem behaviors and often occur in the context of clinical settings with unfamiliar, trained staff. Previous research suggests that inconsistent outcomes can emerge when caregivers with an existing history of seeing their child’s challenging behavior are trained to implement the assessment in place of clinical staff. The purpose of the current study was to expand on existing literature by comparing FA implemented by clinical staff and caregivers in the context of a clinical setting. Results demonstrate that efficient identification of function and differentiated rates of problem behavior given the inclusion of caregivers during assessment may vary based on the child’s existing history of responding with those caregivers. Implications of results for researchers and practitioners are discussed.

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Garcia, Yors Alexander. "Effect of training structures on the establishment of equivalence classes in college students and individuals with intellectual disabilities." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/dissertations/355.

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The present studies evaluated the effect of training structures on the development of equivalence classes in college students and individuals with intellectual disabilities. Experiment 1 evaluated the effects of two types of training structures, One-To-Many (OTM) (AB, AC, AD), and Many-To-One (MTO) (BA, CA, DA), on the establishment of equivalence classes in college students. A between group comparison was used in Experiment 1. Forty-two participants were randomly assigned to two different groups. Twenty-one were assigned to the OTM group and twenty-one to the MTO group. Participants in both groups were taught 3 four-member stimulus classes. Participants in both groups were exposed to conditional discrimination training, mixed training, symmetry and equivalence test. Response accuracy and response latency were measured in both groups. The results showed that the MTO training structure was slightly more effective in establishing equivalence classes in college students. In the Experiment 2, six young adults with intellectual disabilities were taught mathematical relations using the MTO training structure which was the most effective training structure in Experiment 1. All participants were taught three 3-member stimulus equivalence classes using the MTO training structure. The experimental sequence consisted of a generalization probe and pretest followed by conditional discrimination training, symmetry test, equivalence test, and posttest. Upon the completion of the training and testing phases a generalization probe was evaluated. Five participants demonstrated equivalence relations. The results show that the MTO training was superior to the OTM in the Experiment 1. Response latencies were faster in the MTO group during the training phases and slower in the testing conditions. Experiment 2 showed that only five participants demonstrated equivalence relations and transferred untaught relations to new setting. Results and implications are discussed in light of the research on equivalence and training structures in both adults and individual with intellectual disabilities.

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

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