Applied Behavior Analysis (ABA)

Applied behavioral analysis (ABA) is the leading scientific method that helps patients with Autism to overcome their condition. In order to improve their condition, ABA specialists focus on a system of reward, which encourages positive actions like speech, social activity and life skill improvements. This works mostly with children as they are more likely to absorb and accept new challenges; this is commonly referred to as "positive reinforcement" in the literature and has become one of the leading directions for treatment. ABA therapy was devised and implemented by Dr. O. Ivar Lovaas at UCLA in 1987. Since then, ABA therapy has become a leading branch of psychology - behaviorism.

Autism is a disease that is being diagnosed today more than ever before. In fact, as of 2014 the statistics for diagnosis of autism are one in sixty-eight children, with diagnosis being much more common in boys (Autism Speaks, 2016a). While there are many theories about what causes autism, there is currently not any proven predictor of what will cause this disease to develop (Landrigan, 2010). Since prevention is not possible at this time, it is extremely beneficial and important to research understanding and treatment of those diagnosed with Autism Spectrum Disorder (ASD). There are many avenues of treatment for ASD, but one method that has received significant attention is applied behavior analysis (ABA). The goal of this research article is to explore the definition of applied behavior analysis, its development over time, and its application to real life. Some questions that will be explored are when and where did ABA originate, how has it developed over time, and what researchers contributed new findings to this intervention. Additionally, the methods that have been developed over time to implement ABA will be discussed, specifically with their application to autism and individuals diagnosed with ASD. Finally, there will be a discussion of how skills that individuals with ASD gain from applied behavioral analysis can be applied to a classroom setting.

Children with autism spectrum disorders life can be challenging. In the article “Practice Pathway Address Problems Behaviors for Children with ASD” (Haelle, Tara 2016). Practice Pathway “is to describe the expected practice in relation to children whose needs may fall within the autism spectrum disorder” (www.leics.gov.uk). It’s a program put in place for children with ASD. A treatment not a cure, but the right treatment for their problems. Two main issues for children with ASD is irritability and behavior. This study defined the behavior, assessed it, treated it and sees how effective treatment is.

Children with autism have difficulties understanding social models and so many of them have difficulties acquiring social skills while children with health development normally gain social and appropriate behavior by observing a model (Mash &Wolfe, 2010). If a child with autism is able to acquire social and adaptive skills they still need to learn how to generalize correct behaviors to different situations and tend to need consistent practice in maintaining those skills. To an autistic child generalization can be extremely difficult to break down and understand. Because of this ABA is

Furthermore, if a child with autism or any other related disabilities, is placed into a program that respects them it can be positive experience. As ABA, has been proven to be the most successful therapy for autism, I believe it is the best chance that child has to learn. Also, it is the best chance for parents to learn how to help them. It is extremely important to do thorough research on the programs out there, as they are all different, finding the most compatible one is imperative to each child’s success and

As the number of children with autism and other developmental disability diagnoses continue to rise across the nation, there is a greater need for comprehensive services and programs designed to address the needs of these individuals. At Advocate Illinois Masonic Pediatric Developmental Center, the behavioral psychology program is one of five programs aimed to assist children with disabilities to be able to function across environments. Behavioral issues are a common occurrence in children diagnosed with a developmental disability. Some behaviors can be easily redirected, while more aggressive, self-injurious and harmful behaviors can sometimes lead to hospitalization. The main objective of the behavioral psychology program is to provide parent-focused training to implement strategies and skills to reduce behaviors and the amount of hospitalizations of children with disabilities.

Autism Spectrum Disorder, more commonly referred to as Autism, affects one out of 68 chil-dren and young adults (Autism Science Foundation, 2016). The spectrum ranges from mild to severe. While there are set characteristic traits to determine whether or not a person is autistic, these traits vary tremendously among different people; no two autistic children are alike. The traits these individuals possess and the actions caused by the characteristic, influence how other family members and caregivers respond to the autistic individual. This paper will examine case studies and articles that illustrate the effectiveness of Applied Behavioral Analysis (ABA) in-tervention techniques for autistic individuals. Looking at ABA and the different tools and in-tervention methods that therapists have at their disposal, will demonstrate how early interven-tion and family education are the biggest keys to aiding an autistic client in adjusting to the world around them in a meaningful way. Two different case studies will be reviewed; one fo-cusing on how to identify and provide effective treatment plans based on a brief analysis, the other examines how involving the family can reduce the frequency of behavioral problems.

Parents, caregivers and educators have the challenge of giving a child with Autism the best caregiving and strategies that they need, which can be very stressful and tasking. So, this is where evidence based practices come in. Evidence based practices are practices brought about through quality and reliable research to be effective, which is so valuable in the field of Autism. This research can be experimental, replicated several times and published by credited peer reviewed journals. According to Simpson 2005, he provides us with categorization of practice for those diagnosed with ASD including: scientifically based practices (Applied Behavioral Analysis), promising practices, limited support practices and finally recommended practices. Common

The goals of ABA are to increase desired behaviors (social interaction, playing appropriately), to teach new skills (self-help, communication), to maintain these behaviors (exercising self-control and guiding oneself through tasks), to understand how to move from one behavior to another (working form task to task in a classroom, transferring from one social interaction to another), and to reduce behaviors that interfere with dial life (self-injurious behavior or stimming). Hundreds of everyday communication skills, self-help skills, and educational milestones can be taught one at a time through ABA. It can take any hours each day for several years, but gradually the child is taught how to do everything a child should do in day-to-day life. And the child can be taught to want to do it.

Facing a difficult challenge for caregivers of young children with autism spectrum disorder (ASD) isn 't easy, yet it 's hard due to the fact of deciding on the proper treatment plan for the child. Programs emphasizing usage of structured settings, tight stimulus control, and adult-directed instruction are labeled as current evidence that supports the early educational interventions which is based on the developmental and applied behavioral-analytic principles leading to the models that focus on opportunities of naturalistic delivery of learning within child-led routines. Nevertheless, calibration with intervention gains of treatment approaches from substantial to modest and resulting in treatment approaches to be variable. Limitation is

Overall, I thought that the information provided in this article was informative and it helped me to understand more about ABA. It is shocking to me than many educators are not taught about ABA when it can be so useful to not only teach students with autism but also special education students in general. I am very glad that I have the opportunity to learn about using ABA in the classroom because it will be very beneficial to me in my future career because I want to teach students with learning behavior disorders and moderate-severe disabilities at the elementary

Autism Spectrum Disorder is not curable but it can be controlled using a certain type of treatments. There are various types of treatments used by parental, caregiver and clinical. The treatments can be separated into behavior and communication approaches, medication and complementary and alternative medicine. Applied behavioral analysis is a treatment approach that is used in many schools and treatment clinics (Foxx, 2008). There are different types of ABA and one of it is early intensive behavioral intervention (EIBI). EIBI is the most effective treatment used for young children from birth to 3 years old as the services consist of treatments to assist the child to talk, walk and interact with others (Matson & Goldin, 2014). Discrete trials teaching (DTT) is one of the key teaching methods in EIBI. An efficient approach for teaching children with ASD has been shown by DTT and it plays an important role in language, social and academic skills. DTT has a sequence of discrete learning units that allows the skills to broken down into smaller units when teaching a new skill. DTT consist of three-term possibilities,

Intensive Behavioural Intervention (IBI) is an evidenced based and effective approach to understanding and changing behavior, and teaching new skills for children with Autism Spectrum Disorder. IBI uses Applied Behavioural Analysis (ABA) techniques to improve behaviour where there are impairments in socialization and communication. IBI can be used to teach academic and life skills, to change behavior, and to improve social functioning and independence. “IBI’s ability to produce a desired result has been documented, and among professionals it is accepted as the most successful therapy for autism (Chaban, Learning and Educations Column 2010)”.

In Lovaas’ (1987) seminal article on early intensive behavioral interventions (EIBI), nineteen children (46 months or younger) with Autism Spectrum Disorder (ASD) received 40 hours of intensive ABA treatment delivered in a one-on-one format. The basic elements of EIBI include: 1:1 adult-to-child ratio in early treatment, the teaching technique known as discrete trial training, and the administration of treatments consistently for 20-40 hours weekly, over the course of one to four years (Eikeseth, 2009; National Autism Center, 2015). Significant gains were found in the areas of cognitive functioning and nearly half of children were capable

With an increase in autism diagnosis 's there is a need for more specialized services in the area of ABA therapy. According to the Community Report on Autism (2016) 1 in 68 children nationwide are diagnosed with Autism. Creating opportunities for Autism awareness and more initiatives in research and outreach programs would build a larger clientele base for the CSH.