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Demchak, MaryAnn, Chevonne Sutter, Brianna Grumstrup, Andrea Forsyth, Jill Grattan, Leslie Molina, and C. J. Fields. "Applied Behavior Analysis: Dispelling Associated Myths." Intervention in School and Clinic 55, no. 5 (December 9, 2019): 307–12. http://dx.doi.org/10.1177/1053451219881725.
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Applied behavior analysis (ABA) is a widely studied and often used approach to working with human behavior. However, there are numerous myths surrounding what ABA is, who is it for, and how it is implemented. The purpose of this article is to identify, explain origins of, and dispel seven common myths about ABA.
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Huskens, Bibi, and Annemiek Palmen. "Applied Behavior Analysis: het ABC van ABA." GZ - Psychologie 8, no. 1 (February 2016): 12–15. http://dx.doi.org/10.1007/s41480-016-0004-x.
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Ponticorvo, Michela, Angelo Rega, and Orazio Miglino. "Applied Behavior Analysis (ABA) as a Footprint for Tutoring Systems: A Model of ABA Approach Applied to Olfactory Learning." Social Sciences 9, no. 4 (April 9, 2020): 45. http://dx.doi.org/10.3390/socsci9040045.
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Applied Behavior Analysis (ABA) belongs to the analysis of behavior techniques introduced by the theorists of behaviorism in psychological fields. It deals with the application of behaviorism principles to guide the learning process. It can serve as a footprint to build artificial tutoring systems in environments for specific learning processes. In this paper, we delineate the pathway to build an artificial tutoring system following ABA footprints, named the ABA tutor. In implementing the ABA tutor, the techniques of ABA are reproduced. This paper also describes how to build a tutor based on ABA and how to use it to favor olfactory learning. In more detail, the ABA tutor is inserted in SNIFF, a system that combines a software and a hardware side to assess and practice the sense of smell exploiting gamification. A first experiment was run involving 90 participants, and the results indicated that the artificial tutoring system based on ABA principles can effectively promote olfactory learning. The implications of this approach are discussed.
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Metzger, Barbara, and Catherine M. Gayman. "Increasing Undergraduate Psychology Major’s Workforce Readiness Through Courses in Applied Behavior Analysis." Teaching of Psychology 46, no. 4 (September 8, 2019): 334–39. http://dx.doi.org/10.1177/0098628319872611.
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The American Psychological Association’s 2013 guidelines recommend that psychology undergraduate programs make workforce preparation a central feature in undergraduate psychology programs. The addition of courses in applied behavior analysis (ABA) is one method to provide students with the skills and credentials necessary to enter a psychology-related career immediately after graduation. The number of university programs offering coursework in ABA is increasing in tandem with the explosive growth in job opportunities for behavior analysts at both the master’s and bachelor’s level. We describe Troy University’s course sequence in ABA and present some possible challenges for adding coursework in ABA. It is our hope that this article will engender lively intradepartmental discussion about adding courses in ABA to a psychology undergraduate curriculum.
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Kupferstein, Henny. "Evidence of increased PTSD symptoms in autistics exposed to applied behavior analysis." Advances in Autism 4, no. 1 (January 2, 2018): 19–29. http://dx.doi.org/10.1108/aia-08-2017-0016.
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Purpose The purpose of this paper is to examine the prevalence of posttraumatic stress symptoms (PTSS) in adults and children who were exposed to applied behavior analysis (ABA) autism early childhood intervention. Using an online questionnaire to survey autistic adults and caregivers of autistic children, the author collected data from 460 respondents on demographics, intervention types, and current pathological behaviors with symptom severity scales. This study noted PTSS in nearly half of ABA-exposed participants, while non-exposed controls had a 72 percent chance of being asymptomatic. ABA satisfaction ratings for caregivers averaged neutral or mild satisfaction. In contrast, adult satisfaction with ABA was lower on average and also tended to take on either extremely low or extremely high ratings. Exposure to ABA predicted a higher rate and more severe PTSS in participants, but the duration of exposure did not affect satisfaction with the intervention in caregivers. Design/methodology/approach Participants were recruited for an online survey through social media networks, adult gatherings, social skills groups, and autism support groups nationwide. Adult inclusion criteria consisted of autism – diagnosed or self-diagnosed – and an age of 18 or older. A total of 460 respondents, consisting of autistic adults and caregivers of autistic children, completed an online survey. The caregiver entries (n=217) concerned 79 percent male children, 21 percent female children (male to female 3.80:1), and one MtF transgender child, ages 1-38, with an average age at diagnosis of 4.69 years. The adult entries (n=243) concerned 30 percent males, 55 percent females (male to female 0.55:1), and 14 percent other gender, ages 18-73, with an average age at diagnosis of 25.38 years. Findings Nearly half (46 percent) of the ABA-exposed respondents met the diagnostic threshold for PTSD, and extreme levels of severity were recorded in 47 percent of the affected subgroup. Respondents of all ages who were exposed to ABA were 86 percent more likely to meet the PTSD criteria than respondents who were not exposed to ABA. Adults and children both had increased chances (41 and 130 percent, respectively) of meeting the PTSD criteria if they were exposed to ABA. Both adults and children without ABA exposure had a 72 percent chance of reporting no PTSS (see Figure 1). At the time of the study, 41 percent of the caregivers reported using ABA-based interventions. Originality/value The majority of adult respondents were female, raising questions about the population of online autistic survey respondents. Further, the high numbers of reported gender other than male or female in the adult respondents, as well as at least on MtF child from the caregiver respondents indicates that future studies should consider these intersections. These accompanied significant discrepancies in reporting bias between caregivers and ABA-exposed individuals, which highlight the need for the inclusion of the adult autistic voice in future intervention design. Based on the findings, the author predicts that nearly half of ABA-exposed autistic children will be expected to meet the PTSD criteria four weeks after commencing the intervention; if ABA intervention persists, there will tend to be an increase in parent satisfaction despite no decrease in PTSS severity.
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Neil, Nicole, Ashley Amicarelli, Brianna M. Anderson, and Kailee Liesemer. "A Meta-Analysis of Single-Case Research on Applied Behavior Analytic Interventions for People With Down Syndrome." American Journal on Intellectual and Developmental Disabilities 126, no. 2 (March 1, 2021): 114–41. http://dx.doi.org/10.1352/1944-7558-126.2.114.
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Abstract This systematic review evaluates single-case research design studies investigating applied behavior analytic (ABA) interventions for people with Down syndrome (DS). One hundred twenty-five studies examining the efficacy of ABA interventions on increasing skills and/or decreasing challenging behaviors met inclusion criteria. The What Works Clearinghouse standards and Risk of Bias in N-of-1 Trials scale were used to analyze methodological characteristics, and Tau-U effect sizes were calculated. Results suggest the use of ABA-based interventions are promising for behavior change in people with DS. Thirty-six high-quality studies were identified and demonstrated a medium overall effect. A range of outcomes was targeted, primarily involving communication and challenging behavior. These outcomes will guide future research on ABA interventions and DS.
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Trevisan, Diogo Fernando, Lorraine Becerra, Priscila Benitez, Thomas S. Higbee, and João Paulo Gois. "A review of the use of computational technology in applied behavior analysis." Adaptive Behavior 27, no. 3 (April 8, 2019): 183–96. http://dx.doi.org/10.1177/1059712319839386.
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Applied behavior analysis (ABA) is a behavioral science that aims to teach specific and socially relevant behaviors to people with different repertoires. Technology can aid behavior analysis interventions supporting different educational agents (e.g. psychologists, parents, and teachers) as well as patients. In this article, we reviewed how researchers are using technology in ABA interventions with children with autism spectrum disorder (ASD). We present the results obtained from a systematic review of the literature. The purpose was to map the employment of the computational technology in ABA interventions, as well as to discuss the primary technologies used, their benefits, and their limitations. Based on our review, we noticed that technology-based interventions are in the early stages of development. We evidenced it by the methodological limitations in many of the studies we found, and the relatively simplistic nature of many of the technological applications (e.g. inability to customize the software to meet individual learner needs). We also provide suggestions, based on these findings, for how researchers may advance the studies in this area to improve the lives of children with ASD and their families.
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Yu, Qian, Enyao Li, Liguo Li, and Weiyi Liang. "Efficacy of Interventions Based on Applied Behavior Analysis for Autism Spectrum Disorder: A Meta-Analysis." Psychiatry Investigation 17, no. 5 (May 15, 2020): 432–43. http://dx.doi.org/10.30773/pi.2019.0229.
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Objective To systematically evaluate evidence for the use of interventions based on appied behavior analysis (ABA) to manage various symptoms of children with autism spectrum disorder (ASD).Methods Sensitivity analyses were conducted by removing any outlying studies and subgroup analyses were performed to compare the effectiveness of ABA and early start denver model (ESDM), picture exchange communication systems (PECS) and discrete trial training (DTT).Results 14 randomized control trials of 555 participants were included in this meta-analysis. The overall standardized mean difference was d=-0.36 (95% CI -1.31, 0.58; Z=0.75, p=0.45) for autism general symptoms, d=0.11 (95% CI -0.31, 0.54; Z=0.52, p=0.60) for socialization, d=0.30 (95% CI -0.02, 0.61; Z=1.84, p=0.07) for communication and d=-3.52 (95% CI -6.31, -0.72; Z=2.47, p=0.01) for expressive language, d=-0.04 (95% CI -0.44, 0.36; Z=0.20, p=0.84) for receptive language. Those results suggested outcomes of socialization, communication and expressive language may be promising targets for ABA-based interventions involving children with ASD. However, significant effects for the outcomes of autism general symptoms, receptive language, adaptive behavior, daily living skills, IQ, verbal IQ, nenverbal IQ, restricted and repetitive behavior, motor and cognition were not observed.Conclusion The small number of studies included in the present study limited the ability to make inferences when comparing ABA, ESDM, PECS and DTT interventions for children with ASD.
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Huskens, Bibi, and Annemiek Palmen. "Applied Behavior Analysis: het ABC van ABA in een notendop." Psychopraktijk 8, no. 4 (August 2016): 6–11. http://dx.doi.org/10.1007/s13170-016-0052-3.
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Antill, Kendra. "Family-Centered Applied Behavior Analysis for Children With Autism Spectrum Disorder." Intervention in School and Clinic 55, no. 3 (May 6, 2019): 185–91. http://dx.doi.org/10.1177/1053451219842240.
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Applied behavior analysis (ABA) services can improve the quality of life for individuals with autism spectrum disorder (ASD). However, not all children receive services based in ABA. The disconnect between available services and accessing services may be the result of families experiencing barriers. Online parent training addresses many of these barriers by connecting families with service providers that they otherwise would not have access to. Furthermore, this approach allows for a family centered approach that empowers parents. A combination of parent training modules and video conferencing sessions allow parents to learn techniques and try them out with the support of a service provider. This article provides service providers with guidelines and suggestions for developing and providing services online.
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Melati, Felicia, Ratna Indriyanti, and Arlette Suzy Setiawan. "Effectiveness of Applied Behavior Analysis (ABA) with regard to tooth brushing in autistic children." Dental Journal (Majalah Kedokteran Gigi) 52, no. 3 (September 30, 2019): 117. http://dx.doi.org/10.20473/j.djmkg.v52.i3.p117-121.
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Background: Children demonstrating autistic spectrum disorders tend to be uncooperative when receiving dental treatment. Actions as simple as brushing the teeth with a prophylactic brush can constitute complex processes for children with such conditions. Applied behavior analysis (ABA) can train children in new positive behavior and it is, therefore, anticipated that an ABA-based approach iscapable of influencing the behavior of individuals with autistic spectrum disorder. Purpose: This study aimed to assess the effectiveness of the ABA-based approach for autistic children during dental brushing procedures. Methods: The research constituted a quasiexperimental single subject investigation of children presenting autistic spectrum disorders who attended the Lembaga Pendidikan Autisma Prananda, Bandung. Potential changes in the behavior of subjects were monitored four times during treatment with a one-week interval between consultations. Those subjects satisfying the inclusion criteria consisted of 11 boys and 4 girls. The data analysis used in this study consisted of an ANOVA test and a non-parametric Kruskal-Wallis test with a p–value < 0.005. Results: Changes in scores between the initial and final consultations were statistically significant with a p-value (0.269) <0.05. Statistically significant differences existed between changes in the behavior of level 1 and level 2 autistic subjects. Conclusion: An ABA-based approach effectively changes the behavior of autistic children with regard to prophylactic brushing. Children with level 1 autistic spectrum disorder demonstrate greater capacity to follow instructions and consistently implement a prophylactic brushing technique.
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Sugiarto, Agung Joko, and Iva Milia Hani Rahmawati. "Pengaruh metode Applied Behaviour Analysis (ABA) terhadap kemampuan interaksi sosial anak autis." Jurnal Keperawatan 18, no. 2 (April 18, 2021): 55–62. http://dx.doi.org/10.35874/jkp.v18i2.819.
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Gangguan interaksi sosial membuat anak autis terasingkan dengan lingkungannya. Pemberian metode Applied Behaviouir Analysis (ABA) dapat membantu mereka mempelajari keterampilan sosial dasar seperti memperhatikan, mempertahankan kontak mata, dan dapat membantu mengontrol masalah perilaku. Tujuan penelitian ini untuk menganalisa pengaruh Metode Applied Behaviouir Analysis (ABA) terhadap kemampuan interaksi sosial anak autis.
Desain penelitian menggunakan pra eksperimental one group pretest-posttest design. Populasi dalam penelitian ini semua anak autis yang ada di SLB Autis Seribu Warna Kepanjen, dengan sampel berjumlah 33 anak. Teknik sampling menggunakan simple random sampling. Variable independen metode Applied Behaviouir Analysis (ABA) dan dependen kemampuan interaksi sosial. Instrumen penelitian menggunakan lembar observasi. Pengolahan data editing, coding, scoring dan tabulating dan analisa menggunakan uji Wilcoxon sign rank test.
Hasil Penelitian sebelum diberikan metode ABA menunjukkan sebagian besar responden memiliki kriteria kurang (66,7%) dengan jumlah 22, setelah diberikan metode ABA menunjukkan hampir seluruh responden dengan kategori cukup (81,8) dengan jumlah 27 responden. Hasil uji statistik dengan metode uji wilcoxon didapatkan hasil nilai p sebesar 0,000 < α=0,05 sehingga H1 diterima. Kemampuan interaksi sosial setelah dilakukan metode ABA menunjukkan.
Kesimpulan dari penelitian ini ada pengaruh metode Applied Behaviour Analysis (ABA) terhadap Kemampuan interaksi sosial anak autis di SLB Autis Seribu Warna Kepanjen Kabupaten Jombang. Metode Applied Behaviour Analysis (ABA) dapat dijadikan sebagai suatu stimulasi untuk meningkatkan kemampuan interaksi sosial anak autis yang dapat dijadikan sebagai pendidikan pendamping yang dapat diterapkan di sekolah.
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Kirkham, Patrick. "‘The line between intervention and abuse’ – autism and applied behaviour analysis." History of the Human Sciences 30, no. 2 (April 2017): 107–26. http://dx.doi.org/10.1177/0952695117702571.
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This article outlines the emergence of ABA (Applied Behaviour Analysis) in the mid-20th century, and the current popularity of ABA in the anglophone world. I draw on the work of earlier historians to highlight the role of Ole Ivar Lovaas, the most influential practitioner of ABA. I argue that reception of his initial work was mainly positive, despite concerns regarding its efficacy and use of physical aversives. Lovaas’ work, however, was only cautiously accepted by medical practitioners until he published results in 1987. Many accepted the results as validation of Lovaas’ research, though both his methods and broader understanding of autism had shifted considerably since his early work in the 1960s. The article analyses the controversies surrounding ABA since the early 1990s, considering in particular criticisms made by autistic people in the ‘neurodiversity movement’. As with earlier critics, some condemn the use of painful aversives, exemplified in the campaign against the use of shock therapy at the Judge Rotenberg Center. Unlike earlier, non-autistic critics, however, many in this movement reject the ideological goals of ABA, considering autism a harmless neurological difference rather than a pathology. They argue that eliminating benign autistic behaviour through ABA is impermissible, owing to the individual psychological harm and the wider societal impact. Finally, I compare the claims made by the neurodiversity movement with those made by similar 20th- and 21st-century social movements.
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Smyth, Sinéad, Benjamin E. Reading, and Claire McDowell. "The impact of staff training on special educational needs professionals’ attitudes toward and understanding of applied behavior analysis." Journal of Intellectual Disabilities 23, no. 4 (November 9, 2017): 541–51. http://dx.doi.org/10.1177/1744629517739160.
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Background: Research-based evidence points to the efficacy and value of applied behavior analysis (ABA) in meeting the needs of individuals with learning disabilities and autism. Nonetheless, public, government, and professional perception of ABA can be negative. The current study was designed to measure the impact of a short intervention on professionals’ attitudes toward, and knowledge of, ABA. Method: Teachers and classroom assistants from two separate schools for children with severe learning difficulties completed a self-report survey on knowledge of and attitudes toward ABA. They were then presented with a 90-min training module designed to increase their knowledge of the history of ABA and their functional assessment skills. Following training, the self-report was readministered. Results: The mean scores for each group increased only after the training had been delivered. Discussion and conclusions: Further research is needed to address the impact of training on classroom practice.
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Bruni, Teryn P., and Blake M. Lancaster. "Applied behavior analysis in pediatric primary care: Bringing ABA to scale." Behavior Analysis: Research and Practice 19, no. 1 (February 2019): 5–13. http://dx.doi.org/10.1037/bar0000152.
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Almutlaq, Hajar. "Saudi Special Educators’ Perceptions of Applied Behavior Analysis for Students with Autism." World Journal of Education 11, no. 4 (August 14, 2021): 18. http://dx.doi.org/10.5430/wje.v11n4p18.
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Students with disabilities, especially those with Autism Spectrum Disorder, are more likely to display problem behaviors in the classroom for a variety of reasons. Applied Behavior Analysis is one of the most effective practices for managing such behaviors. This study aims to examine special education teachers’ perspectives of behavior management strategies such as those of ABA in Saudi Arabia. Five special education teachers teaching students with autism in Saudi Arabia were interviewed to ascertain their perspectives on behavior management strategies and Applied Behavior Analysis practices. This qualitative study investigated the challenges they faced coping with students with autism exhibiting problem behaviors and their understanding of the most common strategies used for behavior management. Finally, the study discusses the understanding of one of the most effective evidence-based practices—Applied Behavior Analysis—and the insight it provides into in-service teacher support programs from the teachers’ perspectives. Implications and directions for future research are provided as well.
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Prabowo, Donni, Ema Utami, and Hanif Al Fatta. "Implementasi Konsep Gamification pada Aplikasi Terapi Autis dengan Metode Applied Behavior Analysis." Creative Information Technology Journal 1, no. 3 (April 2, 2015): 204. http://dx.doi.org/10.24076/citec.2014v1i3.22.
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Autisme merupakan gangguan yang dialami sejak lahir ataupun saat balita. Gangguan ini merupakan kelainan perkembangan sistem saraf pada seseorang. Penderita autisme umumnya mengalami kesulitan dengan fungsi sosial, motorik, sensorik, dan kognitif. Salah satu penanganan autisme yaitu dengan melakukan terapi. Metode terapi autis yang paling sering digunakan sampai saat ini yaitu metode Applied Behavior Analisyst (ABA). Saat ini penerapan konsep permainan atau gamification merupakan salah satu cara untuk membuat penderita autism antusias untuk melakukan terapi, oleh karena itu penelitian ini akan membahas perancangan aplikasi game terapi autis pada empat bidang yang menjadi masalah bagi penderita autism yaitu bidang sosial, motorik, sensorik, dan kognitif. Rancangan aplikasi game terapi ini akan diterapkan pada sistem terapi autis yang menerapkan metode ABA yaitu sistem Ahada (ahada.info). Pendekatan yang digunakan dalam proses perancangan game terapi pada penelitian ini adalah model Game Design Document menurut Adams Ernest. Penelitian ini menghasilkan kesimpulan yang menyatakan bahwa implementasi konsep game pada sistem terapi autis Ahada dapat diterapkan dengan menggunakan pendekatan Game Design Document. Pendekatan ini dinyatakan sebagai pendekatan yang baik untuk digunakan dalam proses perancangan game. Selain itu, penelitian ini juga menyatakan bahwa penerapan konsep Natural User Interface (NUI) dapat diintegrasikan dengan sistem Ahada untuk memenuhi kebutuhan terapi motorik.Autism is disorder experienced since the time of birth or infancy. This disorder is developmental disorder of the nervous system in person. People with autism generally have difficulty with social, motor, sensory, and cognitive. One of autism treatment is therapy. Autism treatment methods are most commonly used to date are Applied Behavior Analisyst method (ABA). Now, game concept application is one way to create enthusiasm for autism therapy, therefore this research will discuss about design of autism therapy game on four areas that become problem for people with autism are social, motor, sensory, and cognitive. The design of the therapy game application will be applied to autism therapy system that implements the method ABA, that is Ahada system. The approach used in the game design process of therapy in this study is Game Design Document by Ernest Adams. This study resulted conclusion that the concept of gaming on Ahada autism therapy system can be implemented by using Game Design Document. This approach is expressed as good approach to use in game design process. In addition, this study also stated that the application of the Natural User Interface concept can be integrated with the system to meet the needs motor therapy.
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Kupferstein, Henny. "Why caregivers discontinue applied behavior analysis (ABA) and choose communication-based autism interventions." Advances in Autism 6, no. 1 (November 6, 2019): 72–80. http://dx.doi.org/10.1108/aia-02-2019-0004.
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Purpose The purpose of this paper is to explore why autistic people and their caregivers choose interventions other than applied behavior analysis (ABA), and how their decision impacts them over their lifespan. The focus group was divided into those who pursued augmentative and alternative communication (AAC)-based supports, received ABA, selected other interventions or received no intervention at all. The reported posttraumatic stress symptoms (PTSS) of ABA recipients were compared to non-ABA recipients in order to evaluate the long-term impacts of all intervention types. Using a mixed-method thematic analysis, optional comments submitted alongside a quantitative online survey were reviewed for emergent themes. These comments augmented the survey Likert scores with a qualitative impression of the diverse intervention-related attitudes among participants. Investigating the lived experiences of autism intervention recipients illuminated the scope of the long-term impacts of each intervention that was chosen. Overall, autistics who received no intervention fared best, based on the lowest reported PTSS. These findings may inform the potential redesign of autism interventions based on the firsthand reported experiences and opinions of autistics. Design/methodology/approach The aim of this study was to conduct research that is both question-driven and data-driven to aid in the analysis of existing data (Van Helden, 2013). In the research question-driven approach, the independent variables were the intervention type and duration of exposure relative to lifespan; the dependent variables were the PTSS severity score and binary indicator of meeting PTSS criteria. The analyses that were conducted included linear regression analyses of severity score on intervention type and duration, and χ2 tests for independence of the probabilities of PTSS criterion satisfaction and intervention type. This experiment was designed to test the data-driven hypothesis that the prevalence and severity of PTSS are dependent on the type of autism intervention and duration of exposure. After reviewing the primary data set, the data-driven inquiry determined that the sample for secondary analysis should be categorized by communication-based vs non-communication-based intervention type in order to best complement the limitations and strengths of the published findings from the primary analysis. Findings Autistics who received no intervention had a 59 percent lower likelihood of meeting the PTSS criteria when compared to their ABA peers, and they remained 99.6 percent stable in their reported symptoms throughout their lifespan (R2=0.004). ABA recipients were 1.74 times more likely to meet the PTSS criteria when compared to their AAC peers. Within the 23 percent who selected an intervention other than ABA, consisting of psychotherapy, mental health, son-rise and other varying interventions, 63 percent were asymptomatic. This suggests that the combined benefits of communication-based interventions over behaviorism-influenced ABA practices may contribute to enhanced quality of life. Although not generalizable beyond the scope of this study, it is indicated from the data that autistics who received no intervention at all fared best over their lifetimes. Research limitations/implications The obvious advantage of a secondary analysis is to uncover key findings that may have been overlooked in the preliminary study. Omitted variables in the preliminary data leave the researcher naive to crucially significant findings, which may be mitigated by subsequent testing in follow-up studies (Cheng and Phillips, 2014, p. 374). Frequency tables and cross-tabulations of all variables included in the primary analysis were reproduced. The secondary analysis of existing data was conducted from the design variables used in the original study and applied in the secondary analyses to generate less biased estimates (Lohr, 2010; Graubard and Korn, 1996). Inclusion criteria for each intervention group, PTSS scores and exposure duration, were inherited from the primary analysis, to allow for strategic judgment about the coding of the core variables pertaining to AAC and PTSS. The data sample from 460 respondents was reduced to a non-ABA group of n=330. An external statistician scored each respondent, and interrater reliability was assessed using Cohen’s κ coefficient (κ=1). Practical implications Including the autistic voice in the long-term planning of childhood interventions is essential to those attempting to meet the needs of the individuals, their families and communities. Both parents and autistic participant quotes were obtained directly from the optional comments to reveal why parents quit or persisted with an autism intervention. Social implications Practitioners and intervention service providers must consider this feedback from those who are directly impacted by the intervention style, frequency or intensity. The need for such work is confirmed in the recent literature as well, such as community-based participatory research (Raymaker, 2016). Autistics should be recognized as experts in their own experience (Milton, 2014). Community–academic partnerships are necessary to investigate the needs of the autistic population (Meza et al., 2016). Originality/value Most autistic people do not consider autism to be a mental illness nor a behavior disorder. It is imperative to recognize that when injurious behavior persists, and disturbance in mood, cognition, sleep pattern and focus are exacerbated, the symptoms are unrelated to autism and closely align to the diagnostic criteria for posttraumatic stress disorder (PTSD). When PTSD is underdiagnosed and untreated, the autistic individual may experience hyperarousal and become triggered by otherwise agreeable stimuli. Since autism interventions are typically structured around high contact, prolonged hours and 1:1 engagement, the nature of the intervention must be re-evaluated as a potentially traumatic event for an autistic person in the hyperarousal state. Any interventions which trigger more than it helps should be avoided and discontinued when PTSS emerge.
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Badi’ah, Atik, Ni Ketut Mendri, Bondan Palestin, and Heru Santoso Wahito Nugroho. "The Effect of Applied Behavior Analysis on the Gross Motor Development of Autistic Children." Open Access Macedonian Journal of Medical Sciences 9, T4 (February 27, 2021): 55–59. http://dx.doi.org/10.3889/oamjms.2021.5754.
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BACKGROUND: Autistic children have abilities and characteristics that are different from each other, so different ways of interacting the environment autistic children individuals. The development of autistic children both physically, emotionally, intellectually, and psychosocially has a problem that results in the inhibition of children reaching a level of gross motor development that is appropriate to their age. Stimulation applied behavior analysis (ABA) in children with autism includes gross motor, fine motor, emotional, social, language, informational, and practical supports. An autistic child will feel that he is loved and wanted if more and more people in the family environment love and care for him. Based on this preliminary study, interviewing eight autistic schools in the provinces of DIY and Ponorogo, East Java, to 16 parents who have autistic children, the majority of parents (93%) think that by entering autistic children into a special school (SLB) in accordance with its limitations mean that their efforts can be said to be enough. Not all parents realize that stimulating and accompanying children with special needs can maximize gross motor development. AIM: This study aims to assess the effect of stimulation ABA on the gross motor development of children with autism. METHODS: Quasi-experiment “Pre-Post Control Group Design” was used in this study. The first observation is to determine the gross motor development of an autistic child before being given stimulation ABA and the second observation after being given the ABA stimulation. Samples were recruited using a purposive sampling technique with the criteria of parents and autistic children aged 6–12 years in the autistic schools of the provinces of Yogyakarta and Ponorogo, East Java. T-test and Wilcoxon applied in this study with significance level was <0.05. The significance level was set at p < 0.05. RESULTS: Result of data analysis showed in the experiment group before intervention, the category of the gross motor is enough category and after intervention, the category was high. Meanwhile, in the control group, there is no differences category between pre test and post test. there is a difference of the gross motor development of autistic children in intervention group and control group with p value 0.001 and 0.004 respectively. CONCLUSION: There is an effect of stimulation ABA on the gross motor development of autistic children in autistic schools with p (sig.) <0.05 means that Ha is accepted and Ho is rejected.
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Haegele, Justin A., and Samuel Russell Hodge. "The Applied Behavior Analysis Research Paradigm and Single-Subject Designs in Adapted Physical Activity Research." Adapted Physical Activity Quarterly 32, no. 4 (October 2015): 285–301. http://dx.doi.org/10.1123/apaq.2014-0211.
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There are basic philosophical and paradigmatic assumptions that guide scholarly research endeavors, including the methods used and the types of questions asked. Through this article, kinesiology faculty and students with interests in adapted physical activity are encouraged to understand the basic assumptions of applied behavior analysis (ABA) methodology for conducting, analyzing, and presenting research of high quality in this paradigm. The purposes of this viewpoint paper are to present information fundamental to understanding the assumptions undergirding research methodology in ABA, describe key aspects of single-subject research designs, and discuss common research designs and data-analysis strategies used in single-subject studies.
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Hildawati. "PENERAPAN METODE ABA (APPLIED BEHAVIOR ANALYSIS) DALAM MENINGKATKAN KEMAMPUAN PERILAKU, INTERKASI SOSIAL, BAHASA DAN KOMUNIKASI ANAK AUTIS." Paedagogia: Jurnal Pendidikan 7, no. 2 (November 30, 2019): 39–60. http://dx.doi.org/10.24239/pdg.vol7.iss2.18.
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Method in improving behavioral abilities, social interactions, communication and language of autistic children in Taman Pelatihan Harapan Makassar. This type of research is qualitative descriptive which is factually and systematically describes the description of the ABA method (Applied Behavior -Analysis applied to the learning process of autistic children in Taman Pelatihan Harapan).The study uses psychological, sociological, and pedagogical approach. The source of data in this study is the therapist of the Taman Pelatihan Makassar, and parents of autistic children. The results of the study show that the ABA method is a method applied to autistic children through behavioral habituation that can increase the personality capacity of autistic children, especially ability in behavior, social interaction, communication and language. This is caused by several supporting factors such as therapists who master the application of the ABA method, the infrastructure that supports it, and good collaboration between parents and therapists.
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Stevenson, Bradley S., and Vivian I. Correa. "Applied Behavior Analysis, Students With Autism, and the Requirement to Provide a Free Appropriate Public Education." Journal of Disability Policy Studies 29, no. 4 (October 29, 2018): 206–15. http://dx.doi.org/10.1177/1044207318799644.
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The prevalence of autism has been steadily rising over the previous decades. The diverse ways in which the disorder manifests in students and the free and appropriate public education (FAPE) mandate of the Individuals With Disabilities Education Act (IDEA) requires that a student’s individualized education program (IEP) team tailor interventions to meet the unique educational needs of that student. Deciding on the most appropriate evidence-based intervention programs for students with autism can be complex. In fact, a frequent source of litigation is when families and school personnel disagree on the particular programming to be provided to students with autism. Often this litigation involves disagreement over the extent to which services should be based on the principles of applied behavior analysis (ABA). The purpose of this article is to review select case law to analyze how courts have ruled on whether schools must provide ABA services to meet FAPE requirement when families request those services, and to extrapolate implications for practice, including guidance to families and school personnel on how to work collaboratively to resolve conflicts surrounding ABA services.
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Carr, James E., and Melissa R. Nosik. "Professional Credentialing of Practicing Behavior Analysts." Policy Insights from the Behavioral and Brain Sciences 4, no. 1 (December 28, 2016): 3–8. http://dx.doi.org/10.1177/2372732216685861.
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Treatments based on applied behavior analysis (ABA)—an applied science of human behavior—have been increasingly recognized in public policy, both at the federal and state levels. Despite this recognition, however, the relative newness of the science often raises questions about the nature of the treatment approach and the qualifications and regulation of its practitioners. Thus, the present article is a primer on the features of ABA most relevant to public policy stakeholders, including professional certification, licensure, and workforce expansion.
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Leif, Erin, Hannah Jennings, Brett Furlonger, and Russell Fox. "A Survey of Applied Behaviour Analysis Practitioners in Australia: Education, Training, and Barriers to Professional Practice." Societies 10, no. 4 (December 14, 2020): 99. http://dx.doi.org/10.3390/soc10040099.
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In Australia, the prevalence of autism has increased over the past decade. This has resulted in increased demand for safe and effective interventions and supports. Many evidence-based interventions for individuals with autism have been derived from the scientific discipline of Applied Behaviour Analysis (ABA). However, the professional practice of ABA is not yet formally regulated in Australia, and there are no national practice standards or qualification requirements for practitioners providing ABA-based interventions. In addition, very little is known about the qualifications and experiences of those in Australia who currently design and implement ABA intervention programs, information that would assist in developing practice standards and regulations for the profession. These regulatory and knowledge gaps have the potential to impact the safety of both consumers and practitioners. The aim of the current study, therefore, was to survey those who categorised themselves as ABA practitioners and, based on the analysis of the data, answer relevant questions about the status of the profession and provide recommendations for the development of ABA as a profession in Australia.
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Louie, Wing-Yue Geoffrey, Jessica Korneder, Ibrahim Abbas, and Cristyn Pawluk. "A study on an applied behavior analysis-based robot-mediated listening comprehension intervention for ASD." Paladyn, Journal of Behavioral Robotics 12, no. 1 (October 20, 2020): 31–46. http://dx.doi.org/10.1515/pjbr-2021-0005.
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AbstractAutism spectrum disorder (ASD) is a lifelong developmental condition that affects an individual’s ability to communicate and relate to others. Despite such challenges, early intervention during childhood development has shown to have positive long-term benefits for individuals with ASD. Namely, early childhood development of communicative speech skills has shown to improve future literacy and academic achievement. However, the delivery of such interventions is often time-consuming. Socially assistive robots (SARs) are a potential strategic technology that could help support intervention delivery for children with ASD and increase the number of individuals that healthcare professionals can positively affect. For SARs to be effectively integrated in real-world treatment for individuals with ASD, they should follow current evidence-based practices used by therapists such as Applied Behavior Analysis (ABA). In this work, we present a study that investigates the efficacy of applying well-known ABA techniques to a robot-mediated listening comprehension intervention delivered to children with ASD at a university-based ABA clinic. The interventions were delivered in place of human therapists to teach study participants a new skill as a part of their overall treatment plan. All the children participating in the intervention improved in the skill being taught by the robot and enjoyed interacting with the robot, as evident by high occurrences of positive affect as well as engagement during the sessions. One of the three participants has also reached mastery of the skill via the robot-mediated interventions.
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Hidayatullah, Taufiqi, Hendriati Agustiani, and Arlette Suzy Setiawan. "Behavior management-based applied behaviour analysis within dental examination of children with autism spectrum disorder." Dental Journal (Majalah Kedokteran Gigi) 51, no. 2 (June 30, 2018): 71. http://dx.doi.org/10.20473/j.djmkg.v51.i2.p71-75.
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Background: Autism spectrum disorder (ASD) is a developmental disorder with three main characteristics: communication disorders, social interaction disorders and repetitive behavior. The main problem faced when treating child patients with this disorder is the difficulty of establishing communication with the result that they are unable to understand instructions. One form of therapy frequently applied in cases of autism is that of applied behavior analysis (ABA). It is easier for children with ASD to absorb information visually. Purpose: The purpose of this study was to evaluate the effectiveness of ABA-based behavior management using visual media in the form of picture cards for oral examination of children with ASD. Methods: The study design was observational descriptive in nature and the sample selection was based on purposive sampling. The study was conducted by observing changes in childrens’ behavior during treatment administered four times a month. The subjects were 13 children with ASD who met the study criteria and were receiving treatment for autism at Prananda special school in Bandung. The collated data related to changes in subjects’ behavior observed during four meetings assessed on the basis of score 1 confirming compliance with instructions and 0 indicating non-compliance. A Kruskal-Wallis statistical analisysis test was used to analyze the data. Results: The results showed a general increase in the former over the latter initial behavior during treatment. Statistical analysis showed that the coefficient of Kruskal-Wallis was meaningful in terms of statistical significance with a p-value of 26.947 (<0.05). The multiple comparison value for average ranks was 15.68 (SD 18.69). Conclusion: The conclusion of this study is that the application of a behavior management-based analytical methodology is effective in supporting the oral examination of children with ASD.
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Santamaria, Luke. "ABA Visualized: A Visual Guidebook for Parents and Teachers." Beyond Behavior 30, no. 2 (June 16, 2021): 116–18. http://dx.doi.org/10.1177/10742956211021377.
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This professional resource review examines how van Diepen and van Diepen’s ABA Visualized: A Visual Guidebook for Parents and Teachers (2019) serves as a useful resource for parents and practitioners in managing the behavior issues of children with disabilities, including those with emotional and behavioral disorders. Information about applied behavior analysis (ABA) and the presentation of ABA strategies are appraised.
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Григоренко, Е. Л., Torres Stephanie, Е. И. Лебедева, and Е. А. Бондарь. "Evidence-Based Interventions for ASD: A Focus on Applied Behavior Analysis (ABA) Interventions." Психология Журнал Высшей школы экономики 15, no. 4 (December 30, 2018): 711–27. http://dx.doi.org/10.17323/1813-8918-2018-4-711-727.
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Suryani, Irma, and Nurul Fitria Kumala Dewi. "Aplikasi Terapi Untuk Anak Autisme Dengan Metode ABA (Applied Behavior Analysis) Berbasis Media kartu Bergambar dan Benda Tiruan." Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini 6, no. 1 (January 22, 2018): 16. http://dx.doi.org/10.31000/ceria.v6i1.554.
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Permasalahan pertumbuhan dan perkembangan anak sangat beragam, salah satunya adalah sindroma autism yang memiliki karakteristik perilaku antara lain; tidak mampu bersosialisasi, mengalami kesulitan menggunakan bahasa, berperilaku berulang-ulang, serta bertindak seperti biasanya terhadap rangsangan sekitarnya ini sebagai gejala adanya gangguan pada anak autisme dapat mempengaruhi aspek dalam belajar dan berperilaku sehingga diperlukan penggunaan metode ABA (Applied Behavior Analysis) yang efektif memiliki pengaruh yang baik dalam membangun pemahaman anak autisme melalui terapi, salah satunya melalui metode ABA diaplikasikan berbasis media kartu bergambar dan benda tiruan. Subyek penelitian ini adalah kepala sekolah/kepala klinik tumbuh kembang anak, terapis maupun asisten terapis, serta orangtua dari anak dengan berkebutuhan khusus autisme. Penelitian ini dilakukan di Yayasan Putra Mufti Tangerang. Kesimpulan penelitian ini diperoleh bahwa melalui terapi metode ABA anak autisme dapat belajar dan mampu mengarahkan adanya perubahan perilaku yang lebih terkondisi atau terarah, namun dalam penelitian ini penerimaan yang diterima oleh 2 anak autisme mengalami perbedaan yang signifikan seperti tidak ada pengulangan program dirumah, persyaratan diet yang mengalami kebocoran, pembawaan anak autisme yang pasif/hiperaktif/aktif, kerjasama orang tua, intensitas waktu belajar kurang, adaptasi terhadap kondisi lingkungan sekitar, dukungan antara rumah dan sekolah terapinya.
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Nikopoulos, Christos K. "Understanding Applied Behavior Analysis: An Introduction to ABA for Parents, Teachers and Other Professionals." Child and Adolescent Mental Health 13, no. 3 (September 2008): 154. http://dx.doi.org/10.1111/j.1475-3588.2008.00500_4.x.
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Khaleel, Yasser F. "Assessing the Knowledge Level of Teachers of Children with Autism Spectrum Disorder about the Importance of Applied Behavior Analysis (ABA) Strategies in Zarka City." International Education Studies 12, no. 5 (April 29, 2019): 120. http://dx.doi.org/10.5539/ies.v12n5p120.
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The current study aimed at assessing the knowledge level of teachers of children with Autism Spectrum Disorder about the Importance of Applied Behavior Analysis (ABA) strategies in Zarka City. Furthermore, the study attempted to explore whether teachers’ knowledge level differ according to their gender, years of experience, level of education, or specialized training. The sample of this study comprised of (60) teachers (25 male and 35 female). In order to achieve the goals of this study, the researcher constructed a questionnaire. The final version of it consisted of (27) items. The results showed that teachers of children with Autism Spectrum Disorder were given a high degree of importance on the whole scale. The mean was (2.95). The results also indicated no statistically significant differences in total degrees of importance of (ABA) strategies can be attributed to gender or level of education, while there were statistically significant differences in total degrees of importance of (ABA) strategies can be attributed to training. Finally, the results indicated statistically significant differences in total degrees of importance and no statistically significant differences in total degrees of use of (ABA) strategies can be attributed to years of experience.
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Donaldson, Amy L., and Aubyn C. Stahmer. "Team Collaboration: The Use of Behavior Principles for Serving Students With ASD." Language, Speech, and Hearing Services in Schools 45, no. 4 (October 2014): 261–76. http://dx.doi.org/10.1044/2014_lshss-14-0038.
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PurposeSpeech-language pathologists (SLPs) and behavior analysts are key members of school-based teams that serve children with autism spectrum disorders (ASD). Behavior analysts approach assessment and intervention through the lens of applied behavior analysis (ABA). ABA-based interventions have been found effective for targeting skills across multiple domains for children with ASD. However, some SLPs may be unfamiliar with the breadth of ABA-based interventions. The intent of this tutorial is to briefly introduce key ABA principles, provide examples of ABA-based interventions used within schools, and identify strategies for successful collaboration between behavior analysts and SLPs.MethodThis tutorial draws from empirical studies of ABA-based interventions for children with ASD within school settings, as well as discussions in the extant literature about the use of behavior principles by SLPs and strategies for interdisciplinary collaboration.ConclusionGiven the prevalence of ASD at 1 in 68 children (Centers for Disease Control and Prevention, 2014) and the high cost of serving these children within schools (an average cost of 286% over regular education; Chambers, Shkolnik, & Perez, 2003), the need for effective, comprehensive service provision and efficiency within interdisciplinary teams is paramount. Communication, mutual understanding, and recognition of common ground between SLPs and behavior analysts can lead to successful collaboration.
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Schwartz, Ilene S., and Elizabeth M. Kelly. "Quality of Life for People with Disabilities: Why Applied Behavior Analysts Should Consider This a Primary Dependent Variable." Research and Practice for Persons with Severe Disabilities 46, no. 3 (July 26, 2021): 159–72. http://dx.doi.org/10.1177/15407969211033629.
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Applied behavior analysis (ABA) is a natural science dedicated to using behavioral principles to address socially important problems. One area in which behavior analysts have made compelling gains in the last 50 years is in developing, evaluating, and disseminating effective interventions for people with significant intellectual and developmental disabilities. As the science of ABA has matured, many practitioners, researchers, and consumers have questioned how our field should define appropriate outcomes of behavioral interventions. In this article, we propose that improved quality of life should be the ultimate outcome for consumers receiving behavioral interventions. We explore definitions of quality of life and suggest some strategies that behavior analysts can apply to modify practices to more clearly center quality of life as an outcome variable.
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Agronin, Marc E., Barbara Sparacino, and Leilani Feliciano. "Intensive Behavioral Management in Long-Term Care Settings Using an Applied Behavior Analysis (ABA) Approach." American Journal of Geriatric Psychiatry 22, no. 3 (March 2014): S21. http://dx.doi.org/10.1016/j.jagp.2013.12.030.
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Huskens, B., and M. Verburg. "FC05-02 - An applied behavior analysis training package in the treatment of autism. The use of principles of pivotal response treatment in a child psychiatric clinic." European Psychiatry 26, S2 (March 2011): 1835. http://dx.doi.org/10.1016/s0924-9338(11)73539-8.
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IntroductionIn a child psychiatric clinic for Autism Spectrum Disorders (ASD) a long waiting list and outplacement difficulties were a substantial problem in the past years. This problem has been tackled by going back to the main focus of our treatment, ensuring that children are able to go back home to their parents after clinical treatment.By redefining the main goal of clinical treatment in return to the family this problem has been overcome. In the search of tools to empower child and parents we adjusted the principles of Pivotal Response Treatment to our clinical setting.ObjectiveTo empower child and parents in order to make a return to the family possible.AimThe aim was to improve the learning environment in the clinical treatment groups and at home in order to increase child initiatives.MethodsAn Applied Behavior Analysis (ABA) training package was developed for the staff in order to increase learning situations in the clinic. Elements within the package are a two-day training workshop in ABA techniques, live feedback and video feedback during three months after training. For parents an ABA parent group training was developed in order to increase learning situations at home. In the training parents were introduced with ABA techniques and received video feedback. Parents participated in eight group sessions and two individual sessions.Results and conclusionsAt the time of writing this study is still in progress. At the Congress the first preliminary results will be discussed and the first conclusions will be drawn.
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Cox, David J., Andrea Villegas, and Molly A. Barlow. "Lost in Translation: A Reply to Shyman (2016)." Intellectual and Developmental Disabilities 56, no. 4 (August 1, 2018): 278–86. http://dx.doi.org/10.1352/1934-9556-56.5.278.
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Abstract A recently published article sought to determine the extent to which behaviorism and humanism can be reconciled (Shyman, 2016). However, the “current” conceptions of behaviorism and applied behavior analysis (ABA) used for the analysis were based on mischaracterizations, rendering moot many of the points made. Nevertheless, Shyman (2016) highlighted a very important question we believe all helping professionals should attend to: Should normalization be the focus of therapeutic goals? This response article was written to provide readers of this journal an accurate representation of behaviorism and ABA. We have also offered an alternative approach to answering the question of normalization that uses a behavior-by-behavior approach and individual client values as the deciding factors.
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Lee, Jeong Hae, and Jin Hyeok Choi. "Perception of Parents and Special Education Teachers Analyst on Intervention of Applied Behavior Analysis on Children with ASD." Journal of Emotional & Behavioral Disorders 36, no. 3 (September 30, 2020): 395–419. http://dx.doi.org/10.33770/jebd.36.3.18.
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Kuo, Nai-Cheng. "Informing Instruction of Students with Autism in Public School Settings." Journal of Educational Issues 2, no. 2 (June 9, 2016): 31. http://dx.doi.org/10.5296/jei.v2i2.9456.
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<p>The number of applied behavior analysis (ABA) classrooms for students with autism is increasing in K-12 public schools. To inform instruction of students with autism in public school settings, this study examined the relation between performance on mastery learning assessments and standardized achievement tests for students with autism spectrum disorders (ASD) in an applied behavior analysis (ABA) classroom. The measures included ABLLS-R, DIBELS-R, and DIBELS-M. Results of the study indicate that all students acquired new skills across domains and met their IEP goals measured by the mastery learning assessment, but they scored low on reading and math for their grade level according to standardized achievement tests. Suggestions for prompting good autism practice in public school settings are discussed.</p>
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Lotfizadeh, Amin D., Ellie Kazemi, Paula Pompa-Craven, and Sigmund Eldevik. "Moderate Effects of Low-Intensity Behavioral Intervention." Behavior Modification 44, no. 1 (August 23, 2018): 92–113. http://dx.doi.org/10.1177/0145445518796204.
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We compared clinical outcomes in a treatment group of 98 individuals who received between 8 and 15 weekly hours ( M = 10.6; SD = 1.7) of applied behavior analysis (ABA) intervention with a comparison group of 73 individuals who received another provision, including some ABA, (between 1.4-8 weekly hours, M = 5.7; SD = 1.6). After 2 years, the treatment group made greater gains than the comparison group on language and social skills, and other areas assessed by the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP). We evaluated the outcome on adaptive skills for a smaller sample of participants using the Vineland Adaptive Behavior Scales II (VABS), but found no significant differences between the treatment ( n = 17) and comparison groups ( n = 11). Although the treatment group made important and clinically meaningful gains, the gains were moderate. These findings underline the importance of intervention intensity and provide further support for a dose–response relationship between ABA intervention hours and outcomes.
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Hayward, Brent A., Shiralee Poed, and Lisa McKay-Brown. "Improving the adoption of PBS and ABA using diffusion of innovations theory." Tizard Learning Disability Review 23, no. 4 (October 1, 2018): 178–86. http://dx.doi.org/10.1108/tldr-02-2018-0005.
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Purpose The purpose of this paper is to describe and discuss the variables which have contributed to the adoption of positive behaviour support (PBS) and applied behaviour analysis (ABA). Differences and similarities are highlighted, applications to contemporary issues in the UK and Australia are emphasised, and considerations posed for their improved adoption. Design/methodology/approach A conceptual framework for diffusion of innovations theory is used to guide the analysis of three sets of articles, and application of the framework is guided by narrative analysis. Findings Eight variables from the conceptual framework were identified, and the communication networks for PBS and ABA are argued to be distinct. There has been a positive change in the perception of PBS by the ABA field, but PBS has leveraged diffusion more successfully. ABA appears to have been separated from PBS in the UK while Australia is yet to fully benefit from the contributions of ABA. Those working in the fields of PBS and ABA should further collaborate for their mutual benefit. Practical implications Greater attention to the factors which promote diffusion can assist PBS and ABA to improve their adoption. Originality/value This is the first paper to use diffusion of innovations theory to analyse the adoption of PBS and ABA.
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Stichter, Janine P., Shawna Hudson, and Gary M. Sasso. "The Use of Structural Analysis to Identify Setting Events in Applied Settings for Students with Emotional/Behavioral Disorders." Behavioral Disorders 30, no. 4 (August 2005): 403–20. http://dx.doi.org/10.1177/019874290503000410.
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This study investigated the use of practitioner-implemented structural analyses to determine setting events affecting the disruptive behavior of two male students with EBD in a self-contained classroom. Descriptive measures (PBQ, SEII, and direct observation) and analogue probes were employed and contrasted. An ABA reversal design was used to compare intervention packages; maintenance and social validity data were also obtained. Findings indicate that structural analyses can be implemented by a practitioner and can lead to the development of successful interventions within educational settings. Implications for broad implementation and future research are also discussed.
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Aisyah, Aisyah, Asmika Asmika, and Nanik Setijowati. "FAKTOR-FAKTOR YANG MELATARBELAKANGI INTENSITAS TERAPI PERILAKU AUTISME METODE ABA (APPLIED BEHAVIOR ANALYSIS) PADA ANAK AUTIS DI RUMAH." Jurnal Kedokteran Brawijaya 19, no. 2 (March 23, 2003): 2–2003. http://dx.doi.org/10.21776/ub.jkb.2003.019.02.6.
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Matos, Daniel Carvalho de, Flor de Maria Araújo Mendonça Silva, Wellyson da Cunha Araújo Firmo, and Pollianna Galvão Soares de Matos. "Training psychology interns to teach verbal and non-verbal repertoires in children with autism spectrum disorder." Research, Society and Development 9, no. 7 (May 2, 2020): e116973928. http://dx.doi.org/10.33448/rsd-v9i7.3928.
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Behavioral Skills Training (BST) represents an effective and efficient approach to train staff in implementing Applied Behavior Analysis (ABA) interventions to learners with Autism Spectrum Disorder (ASD), with the purpose of reducing undesirable behaviors and establishing more appropriate ones. It comprises the following components: (1) instructions on ABA basic principles, regarding the teaching of behavior targets; (2) modeling, with demonstration of behaviors to be emitted during the teaching; (3) behavioral rehearsal with a confederate; and (4) performance feedback. The goal of the current research was to evaluate the effects of BST training on the establishment of repertoires, in four undergraduate Psychology interns, to teach nonverbal (audiovisual pairing and motor imitation) and verbal (labeling and answering questions) skills to a confederate, who pretended to act like a child with ASD. Thereafter, it was also a goal to assess generalization of the teaching to a real child with ASD. The participants were unfamiliar with ASD and ABA, but the results of the study suggested that BST improved accuracy during the teaching of targets to the confederate. In baseline, the percentage of accuracy per participant were the following: P1 (4.55%); P2 (9.73%); P3 (13.76%); P4 (22.29%). All participants reached criterion when BST, with both immediate and delayed feedback, was implemented. Performance accuracy was above 90% for all. In the end, generalization probes were conducted during the teaching of targets to a real child with ASD, and performance accuracy was also above 90%.
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Fageeh, Hytham N., Manawar A. Mansour, Hatim Y. Thubab, Mohammed B. Jarab, Ahmed Y. Juraybi, Hassan H. Zakri, and Abdullah M. Bahri. "The Role of Applied Behavior Analysis to Improve Knowledge on Oral Hygiene Practices among Cooperative Autistic Children: A Cross-Sectional Study from Jazan, Saudi Arabia." International Journal of Dentistry 2021 (July 20, 2021): 1–10. http://dx.doi.org/10.1155/2021/9491496.
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Objective. To assess the effectiveness of Applied Behavior Analysis (ABA) to improve knowledge regarding oral hygiene practices among cooperative autistic children. Materials and Methods. A cross-sectional study was conducted among 15 children between the age group of 6–12 years and their parents who were randomly chosen from a special care autistic school in Jazan, Saudi Arabia. A mobile application was custom designed and programmed with videos on oral hygiene. A close-ended questionnaire comprising 14 questions for the cooperative autistic children and 21 questions for their parents was designed to assess their knowledge in relation to oral health and hygiene. After four weeks, a questionnaire-based knowledge assessment was conducted. The mean knowledge score was then calculated for children and their parents and compared using paired sample t-test. Results. Poor knowledge regarding oral hygiene practices was revealed among the study participants. The estimated mean score among the children was 4.73 before the intervention, which significantly increased to 9.0. The estimated mean score for the parents was 9.3 before intervention and 14.6 after four weeks’ period ( P < 0.0001 ). Conclusion. The application of ABA using avatars and delivered through videos can significantly improve knowledge regarding oral health hygiene among cooperative autistic children.
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Soltanifar, A., M. Hojati, A. Mashhadi, and P. Reebye. "A comparative efficacy of holistic multidimensional treatment model (HMTM) and applied behavioral analysis (ABA) in the treatment of children with autism spectrum disorder (ASD)." European Psychiatry 26, S2 (March 2011): 355. http://dx.doi.org/10.1016/s0924-9338(11)72064-8.
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IntroductionSeveral approaches have been presented for treatment of children with ASD. The aim of the present study was to compare the efficacy of Holistic Multidimensional Treatment Model (HMTM) with Applied Behavioral Analysis (ABA) in the improvement of clinical symptoms of children with ASD.MethodThe present study was an experimental pre and post test research. The statistical population included the 3 to 8 year old children with ASD who were referred to the child psychiatry clinics in two academic Hospitals- Mashhad,Iran. The sample included 20 children who were selected with convenience sampling and randomly divided to 2 groups of ABA (8 boys and 2 girls) and HMTM (7 boys and 3 girls).The diagnosis was made by a child psychiatrist based on DSM-IV-TR criteria and using Autism Diagnostic Interview-Revised (ADIR) and Autism Diagnostic Observation Schedule (ADOS).Then the children were referred to Noore Hedayat center for the treatment. Childhood Autism Rating Scale (CARS), Bender Gestalt Test, Draw-A-Man Test Good enough, Raven's Colored Progressive Matrices Test for children, Vineland Social Maturity Scale (VSMS) and performance charts of children based on their videotaped behaviors. Data analysis was done using ANCOVA test.ResultsFindings showed that in spite of more efficacy of HMTM compared to ABA, the differences of standard tests except Bender Gestalt Test and performance charts did not reach to the significant level(p > 0.05).ConclusionIn conclusion, HMTM at least had the equal efficacy to ABA in the treatment of children with Autism Spectrum Disorder. Further researches are needed to compare the efficacy of these 2 methods.
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Reed, Phil, Lisa A. Osborne, and Mark Corness. "The Real-World Effectiveness of Early Teaching Interventions for Children with Autism Spectrum Disorder." Exceptional Children 73, no. 4 (July 2007): 417–33. http://dx.doi.org/10.1177/001440290707300402.
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The effectiveness of 3 early teaching interventions (applied behavior analysis [ABA], special nursery placement, and portage) for children with autism spectrum disorder was studied in a community-based sample over 10 months. Measures of autism severity as well as intellectual, educational, and adaptive behavioral function were administered. In contrast to reports in some previous research (Lovaas, 1987), there was no evidence of recovery from autism. Children in the ABA condition made greater intellectual and educational gains than children in the portage program. They also made greater educational gains than students in the nursery program. Furthermore, the nursery program produced larger gains than the portage program in adaptive functioning.
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Luiselli, James K., CarrieAnne St. Amand, Christine MaGee, and James M. Sperry. "Group training of applied behavior analysis (ABA) knowledge competencies to community-based service providers for adults with developmental disabilities." International Journal of Behavioral Consultation and Therapy 4, no. 1 (2007): 41–47. http://dx.doi.org/10.1037/h0100830.
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Thị Thảo, Đỗ. "Some studies of aba approach in intervention to children with autism spectrum disorders." Journal of Science, Educational Science 60, no. 8C (2015): 125–32. http://dx.doi.org/10.18173/2354-1075.2015-0232.
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Sergi, Luana, Emanuele Mingione, Maria Carla Ricci, Antonella Cavallaro, Ferdinando Russo, Giulio Corrivetti, Francesca Felicia Operto, and Alessandro Frolli. "Autism, Therapy and COVID-19." Pediatric Reports 13, no. 1 (January 5, 2021): 35–44. http://dx.doi.org/10.3390/pediatric13010005.
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While numerous treatments for ASD are available, intervention based on the principles and procedures of Applied Behavior Analysis (ABA) has garnered substantial scientific support. In this study we evaluated the effects of the lockdown during the COVID-19 pandemic outbreak, followed by quarantine provisions and during the three months after the resumption of activities. The study was conducted on a group of children taking part on a ABA-based intervention funded by the Local Health Authority (ASL) of the province of Caserta. In this study we considered a sample of 88 children who had been diagnosed with Autism Spectrum Disorder, aged between 18 and 30 months. The following inclusion criteria were observed: age at the time of diagnosis less than 30 months, absence of other neurological, genetic, or sensorineural pathologies, and severity level 1 measured by symptoms evaluation based on the ADOS 2 module T (used for diagnosis). During the lockdown children experienced improvements in communication, socialization, and personal autonomy. During the three months after the ABA treatment, the acquired skills were maintained but no significant improvement was demonstrated. In this study, we describe how parent training was significant in avoiding delays in the generalization of socially significant behaviors, following the drastic interruption of the treatment in this group of children.
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McPhilemy, Catherine, and Karola Dillenburger. "Parents' experiences of applied behaviour analysis (ABA)-based interventions for children diagnosed with autistic spectrum disorder." British Journal of Special Education 40, no. 4 (December 2013): 154–61. http://dx.doi.org/10.1111/1467-8578.12038.
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