Behavior Modification strategizes to reduce varieties of unwanted or unexpected behavior by utilizing reinforcement and punishment. In hopes to changing a specific behavior, the individual will learn that good behavior will result in good consequences. In a 1:1 setting, Discrete Teaching or DTT is a method part of ABA that involves the use of “three-term contingency” or simply known as antecedent, behavior and consequence. For example, in a 1:1 setting, a teacher asks a student to clap hands (antecedent), the student claps hands (behavior) the teacher gives student a piece of candy (consequence).
4)Overview of Autism by Stephen Edelson, Ph. D., at the Center for the Study of Autism
The topic of today’s reading was the ABCs of Behavior. For one of the assigned readings, Starting with ABA, Dr. Lovaas studied a group of 59 children with autism and examined the best ways for them to learn. He discovered that 19 of the children who received 40 hours a week of ABA therapy had the best outcomes, and within that group, a 47% became indistinguishable from their typical peers by first grade. Therefore, if ABA teaching techniques were used intensively during the formative years, fewer children required services after the first grade, through adulthood. Also this reading mentioned another form of ABA, the Verbal Behavior (VB) approach, this builds on all the ABA research but also enhances a child’s ability to learn functional language. VB adds an Applied Behavior Analysis approach to teach all skills, it is a fairly new and popular approach that has actually emerged from the basic teachings of ABA. But, it was not until 1998 that parents of children with autism got interested in the VB approach, and the Assessment of Basic Language and Learning Skills (ABLLS). The ABLLS is a great tool for a consultant trained in the VB approach, but for a parent without any background in ABA, it can be very overwhelming. Nonetheless, the popularity of this book among parents led to a significant shift to the discrete-trial teaching (DTT) or Lovaas approach towards VB. In DTT, the therapist presents a demand, gets a response, and then gives a consequence (a reward or punishment). The VB works on the same principles of demands, responses and consequences, but the approach is different. As appeared on the second reading, The ABCs of ABA, every behavior contains three parts: the antecedent (A), which is what happens just...
Social interaction is considered a core deficit in children with autism spectrum disorder (ASD). Due to impairments in social interactions, children with ASD fail to develop peer relationships and share enjoyment and interests (Ashbaugh, Bradshaw, K.Koegel, & L. Koegel, 2014). Difficulty engaging with others may persist throughout the lifespan; therefore it is crucial to identify these underdeveloped social behaviors and to target early intervention. In regard to intervention strategies, Pivotal Response Treatment (PRT) has been proved to be an effective, efficacious and naturalistic intervention for communication and social functioning of children with ASD derived from applied behavioral analysis (ABA). An important component of PRT is motivational strategies which emphasizes natural reinforcement. Reinforcers that are logically related to the outcome of a behavior have been shown to be more effective than unrelated reinforcers in teaching tasks. For example, a child opening the lid of a container with an edible reinforcer inside (i.e. cookie) is more effective than a child opening the lid of a container then receiving an edible reinforcer after. By implementing PRT, children with autism will strengthen the response-reinforcer relationship thus encourages their social communication.
Case-Smith, J., & Arbesman, M. (2008). Evidence-Based Review of Interventions for Autism Used in or of Relevance to Occupational Therapy. American Journal of Occupational Therapy,62(4), 416-429. doi:10.5014/ajot.62.4.416
Rudy, L. J. (2007, August 18). Is Early Intervention Important for Children with Autism? Retrieved September 04, 2011, from About.com: http://autism.about.com/od/childrenandautism/a/EIImportant.htm
In J. L. Matson (Ed.), Applied behavior analysis for children with autism spectrum disorders (pp.109-127). New York: Springer.
Baer, Wolf, and Risley wrote a great informative article. It taught much about the seven dimensions of applied behavior analysis, which are applied, behavioral, analytic, technological, conceptually systematic, effective, and generality. They went in depth and explained each dimension allowing the reader to really understand applied behavior analysis. The breakdown of these seven dimensions will allow readers to be informed and know what applied behavior analysis consist of.
In conclusion, I am convinced of how the Skinner’s analysis of verbal behavior as a basis for assessment and intervention programs in children with autism provides a better technique resulting in better outcomes. The relationship between the tester and the kid is better and therefore the tester gets to know better the child and to efficiently work with the deficit on its language development.
“Your child has autism spectrum disorder” are words no parent wants to hear. They are words that will instill fear, worry, and sadness. When parents hear this for the first time, they will have many questions. “Is there anything I can do to help my child? If so, what can be done?” Early intervention services; such as applied behavior analysis therapy, occupational therapy, sensory integration therapy, and speech therapy before the age of three; can help improve the development of children with autism spectrum disorder. As an educator, early intervention is a subject teachers should be well educated in. It would be beneficial to the educator and the student, for a teacher to know and understand early intervention strategies.
Winerman, Lea. "Effective Education for Autism." Http://www.apa.org. American Psychological Association, Dec. 2004. Web. 10 Dec. 2013. .
Learning is a part of an individual’s everyday life. As a typically developing individual learns new skill sets, he or she is constantly applying their knowledge in various ways across their childhood, adolescence and adulthood independently. Individuals diagnosed with a developmental delay such as Autism Spectrum Disorder (ASD) need additional assistance to acquire new skill sets. ASD is a neurological disorder that affects multiple areas of an individual’s development such as communication, cognitive, motor, and adaptive skills (Donaldson & Stahmer, 2014). Individuals diagnosed with ASD often face challenges when learning essential self-help skills such as eating, toileting, dressing and personal hygiene skills. Applied Behavior Analysis
as an Intervention Strategy for Individuals with Autism Spectrum Disorders. Psychology In The Schools, 49(1), 15-22.
The field of Autism continues to be an evolving and dynamic theme of exploration and research for professionals in the medical, educational, behavioral, and social science disciplines. The research around evidenced based therapies in these realms guides professional practice, interventions, programs, and long-term care for individuals with Autism. A review of the research studies published within the past five years on the use of positive behavioral interventions and supports in the management of behaviors for students with Autism within the educational setting will occur within this paper. The review of each research study will address the focus of the study, the questions the research study aims to answer, the sample the research study investigates, the experimental or research design used in the study, and finally the statistical tests used to derive the research results.
Sulzer-Azaroff, B., Drabman, R. M., Greer, R. D., Hall, R.V., Iwata, B. A., & O'Leary, S. G. (Eds.). (1988).Behavior analysis in education from the Journal ofApplied Behavior Analysis. Society for the Experimental Analysis of Behavior.