Helpful Behavior Analysis

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.

This paper focuses on applied behavior analysis (ABA). The concept of ABA in definition is the use of knowledge gained within science of behavior to improve behaviors that are socially crucial. The researchers of this paper focus not the importance of having parents use ABA training when working with their children who have autism spectrum disorder (ASD). There has been a large amount of research done on ABA techniques and it is something that has been used in many different fields of practice. Areas such as social work, education, medicine, etc have benefited from the ABA approach. Now it is important to distinguish what the views of parents using ABA are.

4. Why it is important to you to study this discipline in a school that emphasizes cultural awareness, competence, and understanding of diversity (see our Commitment to Diversity Statement).

Thank you for your considering my application to the Applied Behavior analysis program. For all of my life I have known that I was going to help people. It could be said that it is in my DNA. I just never suspected what the capacity would be. On December 15thI graduated from Albright college, I began working at Melmark on December 16th. My first thought, on that first day was “Oh no, I can’t do this, I need to quit” That was over two years ago, and I have gone to work every day, with a smile on my face. While working at my first position, out of college, I discovered my passion. My passion, I find, is working with children and adults with autism and with people who suffer from addiction. Watching the smiles on their faces, the determination when they work to complete a goal, and just the progress makes every hardship worth it, I love it. Each day, in my position as an ABA, I run behavior support plans, IEPs, teaching plans and other protocols, and each day I truly wish that I could have contributed to these plans, protocols, and IEPs. I ponder the recommendations that I could come up with, I wonder that if I had been able to participate in these conversations to create these plans could I have brought something else to the table, a different viewpoint. Affecting the way that the plans are written and in turn ran, I feel that I could make a big difference in the lives of the children and their families also. Every two weeks each child’s team meets to discuss his or her

Baer, D. M., Wofl, M. M., & Risley, T. R. (2015, 11 5). Some Current Dimensions of Applied Behavior Analysis. Retrieved from ncbi.nlm.nih.gov: www.ncbi.nlm.nih.gov/pmc/articles/PMC13109980/pdf/jaba00083-0089.pdf

I have been working in the Applied Behavior Analysis field since 2007. I have received my certification as a Board Certified Behavior Analyst (BCBA) in 2015. Prior to that, I held my BCaBA certification since September 2013. I obtained my Master 's degree in Curriculum and Instruction with an emphasis in Applied Behavior Analysis in 2015. I specialize in program development and implementation for in-home ABA services with children diagnosed with Autism Spectrum Disorder from ages 18 months to 12 years of age. In addition, I specialize in parent training and staff training in Applied Behavior Analysis principles.

Positive behavioral interventions and supports, also known as PBIS, has gone through several developments over the years. According to Sugai and Simonsen (2012), in the 1980's it was decided that there was a need for a system that would better implement and document behavioral interventions for students who have a variety of behavioral disorders (BD). In the 1990's it was added to the reauthorized Individuals with Disabilities Act.

Scientific researchers whom have collected possible factors fall into possible analytical factors. Leading to problems ad sociodemographic characteristics on the effects of disorganized behavior. Examples of possible risk factors are: formal and present history of illnesses, most recent and previous history of illnesses. The insights to a proceeding hospitalization that’s been extensively examined and closely reviewed through the four month process. Other examples that lead back to substance abuse and non-adherence to medication are factors to critical problems. According to the article Swartz, he created two tables that shows the predictors and characteristics of Serious Violence and Inpatients involuntarily admitted with Severe Mental Illness.

Facilitated Communication (FC) is a technique used by some caregivers in an attempt to help those with severe communication disabilities. Rosemary Crossley, the originator of FC, came up with this technique in the late 1970’s and it was originally used for individuals with cerebral palsy. A little over a decade later, FC made its way to the U.S. by way of Douglas Biklen and he extended it to autism. Biklen argued that we had it all wrong and that autism is primarily a motor, not mental, disorder. For that reason, many used FC, or supported typing as it is called today, as a means to communicate with autistic individuals who have severe communication disabilities. FC requires two people, the individual with autism and the facilitator.

The comparison of Positive Behavior System and Applied Behavior Analyst have some professional questioning about the damage that PBS can create within the ABA discipline. Matt Tincani, (2007) seek to bring some understanding to the emerging disconnected in the article, “Moving Forward: Positive Behavior Support and Applied Behavior Analysis.” he submitted to The Behavior Analyst Today. The author, highlighted the varied disconnect and the impact that both discipline have on the field and also reference the opinion of others, such as (Johnson, Foxx, Jacobson, Green, & Mulick, (2006) stating that positive behavior support is harmful to applied behavior analysis. Some other researchers saw it differently, for example, (Carr & Sidner, (2002) stated that the

Autism Spectrum Disorder is characterized by persistent deficits in social communication and social interaction along with a tendency to engage in repetitive behaviors. (Adak & Halder 2017) (Fletcher-Watson & McConachie 2017) Research has indicated that the earlier that the child receives a diagnoses and an early intervention plan the better their communication skills are leading into school age. (Beaudet 2012) Early intervention therapies target specific goals such as overall function, reducing particular behavioral difficulties, and facilitating communication for a child with Autism Spectrum Disorder. (Fletcher-Watson & McConachie 2017) (Rose et al., 2016) Applied Behavior Analysis (ABA) is currently most acknowledged form of early

One in sixty eight children meets the criteria for an Autism Spectrum Diagnosis (CDC, 2014). When a child receives an Autism diagnosis, the parent takes on the role of advocate who must determine how their child will get the support or therapies necessary to help him or her live a life to the fullest potential. For many parents and children Early Intensive Behavioral Therapy provides one of the most empirically effective treatment strategies. Applied Behavior Analysis (ABA), based on the Lovaas Model first developed by Dr. Ivaar Lovaas, is a form of Early Intensive Intervention Therapy for children who have been diagnosed with ASD. The original studies of Dr. Lovaas show half of children who receive an average of 40 hours of ABA for at

Applied Behavior Analysis is the study of the student’s behaviors and making behavior modifications based on intensive interventions put in place to change the behavior. ABA is used primarily with students who have autism. Parents are looking to eliminate or decrease as many of the autistic symptoms as possible. ABA has statistically proven that any child who receives early ABA interventions (prior to age 4) has a fifty percent chance of becoming unidentifiable in comparison to their peers. There have many studies done on groups of students with Autism Spectrum Disorder(ASD) and we are going to look at some of those groups to make comparisons to several other practices for higher learning, communication,

As the counselor this non-helpful behavior was difficult at times because I didn’t not want to insert my own psychological process and believes into the therapy session and tell the client what I felt they should do rather than allowing them to reflect and come up with their own plan. The behavior I felt I was non-helpful or could improved on reading missed non-verbal cues from the client. Missing these subtle cues from the client could have lead to my misunderstanding the client both verbally and non-verbally. Missing these nonverbal cues was a communication error that could have helped identify and explain some of the clients feelings and issues. I felt at times I could has miss interpreted the clients nonverbal communication because I didn’t want to create a confrontational session. Its easy to understand the importance of how and why a counselor should observer the clients verbal and non-verbal cues to identify discepanices or incongruities in the clients communication and behavior but for me addressing it once I saw It could have been addressed in order to demonsrate a more helpful behavior and

Applied Behavior Analysis (ABA) is one of the most misunderstood methods of reinforcement. ABA also is referred to as ‘behavior modification’, which is the main contributor of the negative connotation with this method. ABA is the application of behavioral learning principles to change behavior (Woolfolk 256). Applied Behavior Analysis can be very successful in the classroom if done correctly. However, to begin this, one must study a student to decide what reinforcers will best work to modify the behavior.