ABA therapy

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Tarbox, Madrid, Aguilar, Jacobo, and Schiff (2009) researched this behavioral technique in a study involving three children with Autism who had echoic language deficits. Each of these students (ages 3, 5, and 7) could only produce single-syllable approximations of words prior to this study (Tarbox et al., p. 902). Three child-relevant, di- and tri-syllabic words were selected as targets of mastery for each student. A chaining procedure was then utilized by in-home ABA therapists to allow gradual, yet effective mastery of the words. Each word was broken down into sounds, and each sound was a step in the chaining process. The therapist would then verbally model a component of the word. Once that step was mastered, immediate reinforcement was provided and the next step would begin. The final step linked all of the components together in order to form the entire echoic. Out of the nine words total between the three participants, eight were mastered within only nine sessions. One word took a participant 35 sessions to master; however, all of the words reached mastery level and eight were maintained long-term (p. 903). These findings suggest that chaining procedures can be effective methods of increasing word-lengths in children with Autism who struggle with echoic language. Since language-production is a common deficit for those with ASD, this method of chaining is often utilized in ABA for language acquisition and is many times deemed effective (Tarbox et al., p. 904). Another behavioral technique used in ABA is known as shaping. Shaping is the process of modifying behavior by reinforcing approximations of the behavior that is desired. Gradually, closer approximations are reinforced until the target behavior is acquired (Brams, 7). T... ... middle of paper ... ...c Observation Schedule, Vineland Adaptive Behavior Scale, and McArthur Communication Development Inventory to measure the communication and aversive behavior frequency of the participants. After the procedures were complete, results demonstrated that advances were made in both of the dependent measures that utilized ABA with NET and DTT combined (Matson & Konst, 2013, p. 476). Comparable results were also found by Zachor and Ben-Itzchak (2010) who conducted a similar study with more dependent measures including communication, language, comprehension, daily living skills, motor skills, visual perception, and social behaviors (as cited in Matson & Konst, 2013). Thus, this research demonstrates that comprehensive ABA programs can be an ideal method of treatment not only for school-aged children and adults with ASD, but for EI individuals as well (Matson & Konst, 2013).

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