Cognitive Behavioral Therapy Vs. Theory Of Mind

Many treatment approaches have developed different ways of dealing with the challenges of autism. First, there is the theory of Applied Behavior Analysis (ABA), which consists of giving a child a specific task, which teaches skills from basic ones to more complex ones, such as social interaction. Children taking this approach, work 30-40 hours a week with a trained professional. (West 66) It may be emotionally difficult for the child, and his/her parents to dedicate so much time, yet it is worth it. However, it has been proven that ABA methods have shown consistent results in teaching new skills and behaviors to children with autism. (West 68)

These practices are not bribes of food and toys, but rather encouragement and support. In accordance with the Code of Ethics of the (BACB), rewards of a harmful nature in the long term are never in the best interests of a participant. Significant results in addressing problematic aggression have been documented by the application of the ABA model and positive reinforcement. Therapists have helped make advancements in behavior, academics, and more advanced life skill sets. The ABA's approach must be as wide as the autism spectrum to fit everyone in it and grow together. Experienced ABA professionals work together to bring customized treatment to every participant involved. Learning is constant for the entirety of everyone's lives. Living a quality life takes some practice, and the more practice, the better the results

The most recent data collected by the Centers for Disease Control and Prevention (CDC) shows that 1 in 68 children are diagnosed with Autism Spectrum Disorder (ASD) (CDC, 2014). Children diagnosed with ASD often have difficulty with functional performance in several key areas including; social participation, communication, school based activities, motor performance and play. These impairments in functional performance are not exclusive to the child alone as the caregiver often assumes a great deal of burden in managing the symptoms of a child with ASD. Furthermore, these difficulties along with the rising diagnosis rate has pushed ASD to the forefront of clinical research and has raised issues regarding which Ayres

Autism has become an increasingly important public health concern as the number of yearly diagnoses of the disorder has increased since the late 20th century. The National Institute of Health estimates that 1 in 88 children in the United States are classified as having an Autism Spectrum Disorder (ASD) (NINDS, 2009), a genetic neurodevelopmental disorder that impairs children 's ability to learn and causes issues with social interaction and communication. Symptoms of ASD include delays in speech and language, issues with social interaction, and unusual behaviors/routines.

When it comes to autism spectrum disorder (ASD), many people don't understand what the disability is or how children who suffer from ASD live their everyday lives. “Autism is a serious nuerodevelopmental disorder that impairs the ability to communicate and interact.” (Psychology Today, 2015). Usually, autism is diagnosed in children from as early as the age of 2 and symptoms can impact individuals throughout their lifespan. Common symptoms of autism include impaired social interactions, impaired verbal and nonverbal communication, problems processing information from the senses, and restricted and repetitive patterns of behavior. Anxiety is also common among children with ASD, and parents of children with ASD are more likely

Over the years, more people are becoming aware of Autism Spectrum Disorder, ASD. The growing number of individuals who are affected by ASD have been increasing over the years. This could be do to the new DSM development of what is considered ASD or simply more children are being born with ASD. Either way, ASD is more predominate in our society today. ASD is defined in the DSM 5 as having abnormal social aspects, lack of social skills, non-verbal communications skills, deficits in development, lack of understanding of relationships, and self-stimulation through repetitive behaviors (American Psychiatric Association, 2013). Although these are not all of the symptoms caused by ASD

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.

If students with ASD are not taught social emotional skills they will be greatly effected as adults. Research done has suggested that adults with ASD will often experience social isolation. Approximately one-half to two-thirds of these adults have no close friendships, and in the cases where friendships do occur they are often less close and less supportive than friendships had by adults in the general population (Orsmond, Shattuck, Cooper, Sterzing, and Anderson 2013). Studies have been done in Canadian and European populations and have found that fewer than half of adults with ASD participate in social events in the community such as attending church or special interest groups that would provide social opportunities (Orsmond, Shattuck,

Nowadays, about 50% of our children have autism spectrum disorders (ASD), which neurologically limit their ability to, “socialize and/or communicate deficits and restrictive/repetitive behavior, experience clinically significant anxiety (Ung, Selles, Small, & Storch, 2015). These individuals are more prone to anxiety as to many other things, and it is believed that cognitive-behavioral therapy targets anxiety. This study consisted of 119 youth and the treatments were administered by group therapy, individually with family, or both (Ung, 2015). Their results of effectiveness came from the children, parent, and clinician the input varied because all saw different improvements. The interventions used involved having sixty to a hundred and twenty minute trials that lasted from 6 to 32 weeks (Ung, 2015). They also included, “These protocols included Cool Kids , Facing Your Fears, Behavioral Interventions for Anxiety in Children with Autism, Coping Cat, Multimodal Anxiety and Social Skill Intervention for Adolescents with Autism Spectrum Disorder, Exploring Feelings, and Building Confidence” (Ung, 2015). After much time and

In addition, this case allows for readers to see how psychosocial treatment programs can be modified to account for social and behavioral deficits associated with autism. The downside to this case study, like all case studies, is the lack of generalization. As a single case study, it is important to note that Jerry’s initial presentation and subsequent treatment response cannot be generalized to all youth with ASD and comorbid anxiety. It is possible that Jerry and his family presented factors contributing to successful treatment that other families do not

Children with autism express anxiety or nervousness in many of the same ways as typically developing children do. However, social anxiety – or a fear of new people and social situations – is especially common among children and adults with autism.

The ability for families to remain strong and thrive during difficult, emotional experiences in raising a child with ASD is new to ASD literature (Whitehead, et al. 2015). Families show individual coping responses such as avoidance, disengagement, self-blame, denial, and emotional venting (Whitehead, et al. 2015). In comparison, action oriented strategies include planning, acceptance, and positive transformations (Whitehead, et al. 2015). The combination of behavior and emotional problems exhibited by children with ASD are major contributors to family and caregiver stress (Whitehead, et al.

ABA uses proven behavioral techniques to teach new positive behaviors and decrease maladaptive behaviors. As are the principles of Behavior Therapies, the treatment plan, goals, and objectives of ABA are constantly evaluated and reevaluated to provide meaningful and individualized treatment to each client; therefore it is a progressive scientific approach (Leaf, Leaf and McEachin). Additionally, ABA is based on behavior therapy models which can be applied to any observable behavior. ABA is a valid treatment method for many symptoms of the most common comorbid disorders to Autism such as ADHD. The effectiveness of ABA across a diversity of clients even extends across race and ethnicity as ABA is practiced in more than fifty-seven countries of the world (Hughes Fong and Tanaka). The way that Early Intensive ABA is able to provide this to each client is by assigning an individualized team of trained professionals to each child receiving services to develop treatment strategies that are contingent upon the child’s success and responsiveness (Leaf, Leaf and

There is a wide range and much controversy surrounding the study and overall effectiveness of different interventions for children and adolescents possessing a diagnosis of an autism spectrum disorder (ASD). However, regardless of the method of intervention, every intervention shares the common goal which focuses on improving functioning in one or a combination of the following areas: social, communication, behavior, and academic. Social functioning includes interaction with peers and others, engagement and appropriate participation in activities, while communication refers to goals of “effectively signaling information to a social partner” i.e. utilizing and recognizing aspects of communication such as requesting, labeling, expressive language, speech, pragmatics, etc. (Missouri Autism Guidelines Initiative, 2012). With respect to the behavioral domain of treatment, effective intervention seeks to result in an increase of individuals engaging in the positive, adaptive skills to respond to a situation, person, or environment. Finally academic refers to skills that are required for success with school activities (Missouri Autism Guidelines Initiative, 2012). Focus in these areas of functioning assists in guiding treatment goals and provides a guideline of what to measure in order to gauge the effectiveness of treatment.

The hallmarks of autism spectrum disorder (ASD) involve marked deficits in social interaction as well as engagement in repetitive behaviors and language difficulties (Leblanc, Richardson, & Warnie, 2005). Although autism can have a profound impact on the capabilities and functioning of the individual, emerging research indicates that applied behavioral analysis (ABA) can be an effective tool for addressing many of the deficits that children with ASD face (Boutot & Myles, 2016). In fact, emerging research indicates that when ABA is utilized for the treatment of young children with ASD many of the challenges faced by this group can be ameliorated (Boutot & Myles, 2016). With these issues in mind the current investigation considers the seven elements of ABA identified by Baer, Wolf, and Risley (1968) in their seminal article on applied behavioral analysis and their application to individuals with ASD. Through a critical review of the seven elements of ABA in relation to ASD it will be possible to illustrate how this approach can be effective for improving outcomes for individuals diagnosed with autism.