Applied Behavior Analysis as a Teaching Technology

Objective To compare and analyze the short-term effect of play-based communication and behavior intervention (PCBI) and applied behavioral analysis (ABA) on the treatment of toddlers with autism spectrum disorder (ASD). Methods Seventy-four ASD toddlers aged from 19 to 30 months were recruited in Nanjing Brain Hospital Affiliated to Nanjing Medical University from November 2017 to May 2018.The toddlers who participated in this study were randomly assigned into PCBI group and ABA group, then they were intervened weekly by PCBI or ABA for a total of 12 weeks.Portage Early Development Checklist and autism treatment evaluation checklist (ATEC) were used to estimate the toddlers′ developmental level and the treatment efficacy respectively.The t-test was used to reveal whether there was significant difference between the 2 groups before and after intervention. Results (1)Compared with the ABA group, there was a significant increase in cognitive scores (ΔPCBI=9.03 scores, ΔABA=4.27 scores, t=3.997) and a significant decrease in social behavior scores (ΔPCBI=8.87 scores, ΔABA=16.91 scores, t=-4.022) of the Portage Early Development Checklist after 12 weeks of intervention in the PCBI group, and there were statistically significant differences(all P 0.05). (2)Compared with the ABA group, after 12 weeks of PCBI intervention, the scores of social contact, perception, behavior of ATEC were decreased, but the difference was not significant (P>0.05); the total score of ATEC scale(ΔPCBI total=14.89 scores, ΔABA total=22.22 scores, t=2.209)and the scores of language subscale(ΔPCBI language=2.89 scores, ΔABA language=6.43 scores, t=2.515)were decreased significantly, and there were statistically significant differences (all P<0.05). Conclusions After 12 weeks of the very early intervention of PCBI, the ASD toddlers all improved in clinical symptoms and developmental level.Compared with ABA intervention, PCBI very early intervention with parental guidance was comparable in short term efficacy, and PCBI was not taking up as much medical rehabilitation resources as ABA. Key words: Autism spectrum disorder; Toddler; Very early intervention; Play-based communication behavior intervention; Efficacy evaluation

Scientific research data evidences that the number of children with autism spectrum disorder (ASD) is growing in Lithuania, as general global trend, however, Lithuanian educators are still unprepared to learn students with ASD (Diržytė, Mikulėnaitė ir Kalvaitis, 2016). One of the reasons of this issue – students’ behavior problems, which significantly disturbs the process of education. The education system in Lithuania has not yet found its unified model of education for effective intervention plans for students with problem behavior, while Functional behavior assessment (FBA) is already successfully used to reduce problem behavior of children with ASD in the United States and in part of Western European countries. The purpose of this article – to explore the practice of Western countries in the application of FBA procedures for the purposes of developing interventions for students with ASD. The meta-analysis of secondary data was performed for the purposes of this research. The article deals only with those studies’ results, which are directly related to the core problem of this article. The overview of the foreign studies has clearly shown that FBA methods may be effectively applied in both – group and individual learning – to reduce problem behaviours of children with ASD. FBA is a process when the variables influencing problem behavior are identified and this allows you to identify an effective treatment for severe problem behavior. The FBA provides the means to reduce challenging behavior sets for students with ASD and to use the outcomes of an FBA to develop function-based intervention plans. Data is essential in determining the effectiveness of an intervention and its durability. Behavior problems of students with ASD have been addressed successfully by using reinforcement of alternative behavior and extinction of inappropriate behavior. Additional research is necessary in order to find out and justify the effectiveness of the application of FBA in the Lithuanian realm.

Not being able to speak is one of the Autism Spectrum Disorder symptoms, which, if not treated properly, will remain unable to speak. Teaching them to speak and read is beneficial for cognitive development as well as its social and educational purpose. The aim of this study is to teach/train speaking and reading abilities in children with ASD (Autism Spectrum Disorder) who had been declared as non-verbal and should not expect to speak by clinics in the United States and Indonesia, using Smart ABA (Applied Behavior Analysis Rudy Sutadi’s Method). This study used an experimental method with a single-subject research design that focused on behavioral changes as a result of the treatment using Smart Applied Behavior Analysis on the subject. The participants were two nonverbal Autism Spectrum Disorder individuals, N (female, 12 years 6 months) and E (male, 9 years 8 months). This study showed that therapy with the Smart ABA resulted in the verbal abilities of both subjects. Both subjects eventually became verbal, and their verbal and nonverbal abilities continued to improve. The study was only on two children with non-verbal Autism Spectrum Disorder, using Indonesian with the Smart Applied Behavior Analysis method for autism that has been developed from the Applied Behavior Analysis Lovaas Method. It requires multi-center experimental research with large samples of various ages with multiple languages to further increase the validity and reliability. This novel Smart Applied Behavior Analysis method was developed by researchers based on the Lovaas Method's Discrete Trial Training/Applied Behavior Analysis.

This study aims to evaluate parental knowledge, acceptability, and involvement in the use of Applied Behavior Analysis (ABA) for the treatment of children with autism spectrum disorder (ASD) in Jordan. A descriptive cross-sectional study was conducted with a sample of 157 parents of children with ASD who had been exposed to ABA. Data were collected using self-administered paper-based and online questionnaires, which included demographic characteristics and instruments measuring parental knowledge, involvement, and treatment acceptability. The majority of participants were mothers (73.5%). A significant proportion of participants' children exhibited problematic behaviors, with aggression being the most common issue (34.3%). Parental acceptability of ABA was generally high, with 96.4% reporting moderate to high acceptance. The study also found a positive correlation between ABA knowledge, acceptability, and parental involvement in ABA programs. Enhancing parents' knowledge of autism and ABA is crucial for effective treatment. To increase parental acceptance and involvement in their child's ABA, practitioners should implement educational programs that provide parents with a deeper understanding of ABA principles and their practical benefits.

Early education using the methods of applied behavioral analysis (ABA) has shown to produce important gains in many children with autism spectrum disorders (ASD) or at risk for ASD. This case report focuses on descriptive information about the first year of education given to a child who runs high risk of autism spectrum disorder is provided. The findings based on the data gathered throughout the process demonstrate that the child has achieved progress and improved performance in the skills targeted to be gained throughout the education. In addition, there are findings showing that the intensity of autism symptoms and the behavioral problems have lessened.

Introduction Autism spectrum disorder (ASD) is a set of heterogeneous neurodevelopmental conditions, characterised by difficulties in social communication and restricted, repetitive behaviours and interests. There are several rehabilitative interventions for individuals with ASD but the evidence of their effectiveness is low or moderate overall. The transition phase of ASD individuals from adolescence to adulthood represents an important challenge. Adults with ASD struggle to access employment or independent living. Methods In our study, we evaluated the effect of three different high-intensity interventions, namely Applied Behaviour Analysis (ABA), Treatment and Education of Autistic and Communication-Handicapped Children (TEACCH) and Behavioural Educational Intervention (BEI), in 93 ASD (levels 2 and 3) adolescents (age range 12–18 years). Results Our results showed that all adolescents with ASD reported an improvement of core symptoms, regardless of the type of treatment. Conclusions A high intensity intervention ameliorates the core symptoms of ASD, enriching evidence of effectiveness regarding adolescents with ASD. KEY POINTS Individuals with ASD need lifespan support and they struggle to access employment, independent living and community inclusion. There are several rehabilitative interventions for individuals with ASD but the evidence of their effectiveness in adolescents is insufficient. The main purpose of this study was to evaluate the possible enhancement produced by three intensive interventions (ABA, TEACCH, BEI) of symptom severity and adaptive functions. Results show that independently of the treatment, individuals with ASD decrease in ASD severity. Individuals who were treated with the BEI and TEACCH programmes reported improvements in the adaptive domains.

There is growing awareness of autism spectrum disorders (ASD) in the Czech Republic. As a result, there has been an increasing number of diagnoses, more services have become available, and legislation has been developed with regard to practices for children with ASD. In the past, families seeking services to support the needs of children with ASD had limited options. Teaching methodology based on applied behaviour analysis (ABA) for children with ASD was not available prior to 2016. Even though ABA has now reached the Czech Republic, the full extent of its prevalence in the region is unclear. There has been a lack of information regarding the accessibility of services, the details of practitioners, the characteristics of clients, facets of services, its integration with other practices, and challenges associated with its usage. Therefore, the aim of this study was to survey all self-identified ABA practitioners within the region (N = 40) in order to better understand the current state of ABA provision in the Czech Republic. The results show that although there has been a movement towards the increased availability of ABA support for children with ASD, more needs to be done in terms of training and support.

Socially assistive robots (SAR) have the potential to impact therapies for Autism Spectrum Disorder (ASD) by supporting clinicians in increasing learning opportunities presented to individuals. Recent research on robot-mediated intervention (RMI) delivery has predominantly addressed social deficits in ASD with positive outcomes. Current literature has minimal focus on teaching children with ASD a skill not known apriori by the individual. Furthermore, it is unclear how to integrate robots in clinical settings because current RMIs do not adhere to Applied Behavior Analysis (ABA) protocols. In this work, we investigated whether a RMI could be utilized to teach children with ASD a completely new language and communication skill they could not exhibit at baseline. We utilized a standard ABA assessment tool to first identify appropriate skills to teach children with ASD. We then developed, implemented, and evaluated a RMI intervention that followed standard clinical operating procedures in ABA and targets participants’ unique skill deficits. We examined the effects of the RMI training on teaching wh-question answering. All sessions were conducted with the SAR as the primary therapist using evidenced-based ABA human teaching protocols. All participants acquired the wh-questions answering skill within seven sessions which is in line with their typical acquisitions rates.

Global Assessment Use and Practices in Applied Behavior Analysis: Surveying the Field

Applied behavior analysis is a widely used intervention for autistic youth, though its mental health impacts remain under-researched. This study aims to investigate the association between applied behavior analysis therapy and post-traumatic stress disorder, suicidality, mental health hospitalization rates, and length of mental health hospitalizations using a national database of privately insured youth under 18. We matched 17,120 autistic youth who received applied behavior analysis with a control group of autistic youth with no record of applied behavior analysis and clustered them into four applied behavior analysis dose groups using two-stage bisecting k-medians clustering. Then, we used negative binomial regression and logistic regression to compare outcomes for the applied behavior analysis and non-applied behavior analysis groups. Overall, applied behavior analysis receipt was associated with 30% higher odds of experiencing a mental health hospitalization (odds ratio = 1.30, p < 0.001) and a 32% higher incidence rate of these hospitalizations (incidence rate ratio = 1.32, p < 0.001). Our analysis found no relationship between applied behavior analysis dosing and the other tracked mental health outcomes. These results indicate the need for more quantitative analysis with more comprehensive records of applied behavior analysis receipt to fully investigate claims of ABA resulting in adverse adult mental health outcomes.Lay abstractAutistic youth often receive applied behavior analysis (ABA) therapy, but some autistic adults who had ABA as youth say it harmed their mental health as adults. We looked at the relationship between ABA and post-traumatic stress disorder (PTSD), suicidality, mental health hospitalization rates, and length of mental health hospitalizations among autistic youth. We used private health insurance claims data to look at how ABA receipt was related to those mental health outcomes. We divided autistic youth into groups based on how much ABA they received, so we could see if different amounts of ABA had different associations with mental health. There were 17,120 autistic youth in the group that did not receive ABA, and 17,120 autistic youth in the group that did receive ABA. In this sample, ABA therapy was associated with a greater use of acute mental health services; autistic youth in the ABA group had an overall risk that was 30% higher for mental health hospitalizations; and a 32% greater frequency of mental health hospitalizations. These results suggest that there may be a relationship between mental health hospitalizations and getting ABA. However, more work is needed to fully understand the impact of ABA therapy on mental health outcomes.

In Sri Lanka, the prevalence and detection of Autism Spectrum Disorders (ASDs) has increased in recent times. Applied Behaviour Analysis (ABA) is an evidence based intervention in ASDs. In Sri Lanka the principals and methods of ABA are used as part of generalized intervention rather than a stand-alone intervention. This paper discusses how an evidence based intervention such as ABA can be adapted, so that it is effective and accepted in a different culture. This is important as concepts that come in ABA such as reinforcement is influenced by culture. Cultural awareness allows the therapist to utilise aspects of culture such as appropriate reframes to increase the acceptability of an intervention. ABA can be a very useful intervention in less resourced and culturally different situations when adapted in an appropriate way.

&lt;p&gt;Autism Spectrum Disorder (ASD) is characterized by marked impairments in social and communication skills, as well as restricted and/or repetitive patterns of behaviour or interests. Approximately 25-30% of children with ASD do not develop speech. As a result they may require augmentative and alternative communication (AAC) interventions. However, most interventions discussed in our present body of research focuses on basic communication skills like requesting. As such, it is important to investigate systematic teaching strategies for more complex requesting (i.e., manding) skills like requesting actions or requesting information. This research aims to extend previous manding literature by investigating effective methods for teaching advanced manding skills to children with ASD who communicate using an SGD. Three empirical intervention studies that a presented in this thesis evaluated the use of behaviour chain interruption strategy (BCIS) and systematic teaching procedures based on the principals of applied behaviour analysis (ABA), to teach advanced manding skills (i.e., manding for actions, manding for “where” questions, and persistence of “where questions”) for individuals with ASD who use speech-generating devices (SGD). Single-case research methodology was used via variations of the multiple baseline design (i.e., multiple probe multiple baseline design across participants and multiple probe multiple baseline across participants and behaviour chains) to evaluate the effectiveness of the interventions. A total of three participants (2 boys and 1 girl, ages 13, 10, and 5) participated in the interventions that were designed to teach the targeted mand. Results of each study yielded positive results, in that each participant acquired the targeted skill. Generalisation (i.e., across stimuli, over time, and across communication partners) results were mixed, however with additional teaching with the use of systematic instruction they were also acquired. Although these results are preliminary, they indicated that advanced manding skills should be taught to children with ASD who communicate using SGDs and can be acquired with the use of systematic instruction.&lt;/p&gt;

Autism is a group of neurodevelopment disorders characterized by impaired communication, impaired social interaction and restricted, repetitive and stereotyped patterns of behaviours or interests in the first 3 years of life. It shows a strong male bias and found four times more in males than in females. According to a study in the US, in 2014, overall 1.68% of victims were reported to have Autism Spectrum Disorder (ASD), whereas the percentage was increased by 15% and 150% respectively over the year 2012 and 2000. Numerous genes have been discovered that have roles in ASD but still a good understanding of the pathophysiological process of ASD is not established. ASD costs are estimated to be approximately $250 billion annually in the U.S. Moreover, it is suggested that by 2025, ASD costs will rise to over $450 billion. Thus, the financial burden on families is increasing. There is no effective screening tool for proper diagnosis is available. Based on Infant Toddler Checklist (ITC) and Diagnostic and Statistical Manual of Mental Disorders, fifth edition (DSM-5) some tests like ADOS-G, ADI-R, CARS etc. are used for diagnosis. There are medications to cure symptoms but no single medication for ASD. However, some therapies (like ABA- Applied Behavioural Analysis, DTT- Discrete Trial Training, and Symptomatic treatments, etc.) are there that show positive responses towards improvement from a disease state. Some crucial advancement has been achieved in the last decades. Here in the work we have focused on the diagnostic methods and treatment available for the symptoms of Autism. So, it can be said that the day is not too far away when the remedy to cut the curse of autism will be in our hands.

This article reviews recent evidence on effective training models for Applied Behavior Analysis (ABA) specialists, comparing traditional, blended, and telehealth-based approaches. The analysis highlights that competency-based training with structured supervision ensures high-quality professional preparation. Traditional in-person training remains the gold standard for skill acquisition, while blended and telehealth models increase accessibility and sustainability—particularly relevant for Kazakhstan, where a shortage of qualified specialists persists. Implementing blended learning and tele-supervision could enhance the national capacity to deliver evidence-based behavioral interventions and promote inclusive education. The studyunderscores the importance of establishing national standards, certification systems, and academic collaboration to develop a sustainable ABA training framework in Kazakhstan.Key words:аpplied behavior analysis (ABA),professional training,blended learning,telehealth supervision,competency-based education,inclusive education,Kazakhstan,autism spectrum disorder (ASD).

Autism spectrum disorders (ASD) are commonly occurring group of neurodevelopmental conditions and applied behaviour analysis (ABA) is used to treat a range of their core symptoms as well as psychopathology and challenging behaviours.Present study is a systematic analysis that synthesizes present literature about use and efficacy of ABA to treat ASD, trends in use of ABA, and variables that may affect the treatment.For these 18 studies were selected and analysed it is extracted that as an early childhood intervention ABA is effective treatment of ASD.Systematic review shows that efficacy remains unquestionable even if it is implemented in some later stage of childhood.It is also suggested that ABA improves social, cognitive, language, adaptive and independent living skills as well as functional, cognitive domain and developmental delays.Parental training, professional education, and individual factors impact efficacy of ABA, however, conclusions regarding intervention's intensity and duration on efficacy of intervention need further research.