Applied Behavior Analysis Therapy Research Articles

The Speech Recognition Approaches for Emotion Regulation in Socially Assistive Robot

Socially Assistive Robot (SAR) can be created and used to assist children with special needs specifically those with autism, to manage their emotions through the therapy they need, which is then programmed into the robot. The therapy used on the robot is Applied Behavioral Analysis (ABA) therapy in the form of a guessing game with pictures. This therapy utilizes one of the methods in the robot's program, which is Speech Recognition, to provide feedback from the child using the robot. Speech recognition plays a role in facilitating the interaction between the child and the robot. When the picture-guessing game starts, the robot displays an image on the LCD screen and asks the child to guess the name of the object shown in the picture. At that moment, Speech Recognition works by recording the child's voice and converting it into text, then comparing the child's answer with the correct answer. When the child answers correctly, the robot provides praise, while if the child answers incorrectly, the robot encourages the child to try answering correctly again. This system allows the Socially Assistive Robot to support children with autism in managing their emotions by combining the ABA therapy method with the program's interactive feature enabled by Speech Recognition. Speech Recognition enhances communication and interaction between the child and the robot, creating a supportive and engaging therapeutic experience.

The effect of compression on repetitive behaviors and task participation in children with autism spectrum disorder.

Compression clothes are marketed to relieve anxiety and decrease hyperactivity in children with autism. However, few studies have examined the impact of compression for individuals with autism spectrum disorder (ASD). In this study, nine children with autism were observed during Applied Behavioral Analysis therapy sessions while wearing compression clothing. The participants were randomly assigned to wear compression clothing for either their first five sessions or their last five sessions. Videos of the therapy sessions were reviewed and each child's "off task" behavior was identified in the following domains: motor, verbal, and visual. In addition, frequency of the child's repetitive behaviors and external visual stimuli were recorded. The compression clothes failed to increase task participation or reduce the participants' repetitive behavior suggesting that the clothing may not contribute to professional practice of ABA therapy.

ICT Framework for Supporting Applied Behavior Analysis in the Social Inclusion of Children with Neurodevelopmental Disorders.

The applied behavior analysis (ABA) model emphasizes observable and measurable behaviors by carrying out decision making using experimental data (behavioral observation assessment strategies). In this framework, information and communication technology (ICT) becomes highly suitable for enhancing the efficiency and effectiveness of the methodology. This paper aims to delve into the potential of ICT in providing innovative solutions to support ABA applications. It focuses on how ICT can contribute to fostering social inclusion with respect to children with neurodevelopmental disorders. ICT offers advanced solutions for continuous and context-aware monitoring, as well as automatic real-time behavior assessments. Wireless sensor systems (wearable perceptual, biomedical, motion, location, and environmental sensors) facilitate real-time behavioral monitoring in various contexts, enabling the collection of behavior-related data that may not be readily evident in traditional observational studies. Moreover, the incorporation of artificial intelligence algorithms that are appropriately trained can further assist therapists throughout the different phases of ABA therapy. These algorithms can provide intervention guidelines and deliver an automatic behavioral analysis that is personalized to the child's unique profile. By leveraging the power of ICT, ABA practitioners can benefit from cutting-edge technological advancements to optimize their therapeutic interventions and outcomes for children with neurodevelopmental disorders, ultimately contributing to their social inclusion and overall wellbeing.

Considerations for practitioners using applied behavior analysis therapy with autistic deaf/hard of hearing clients

AbstractThere is scarce research on adapting evidence‐based practices, such as Applied Behavior Analysis (ABA)‐based therapy, for Deaf/Hard of Hearing (DHH) children diagnosed with autism spectrum disorder (ASD). The current case involved delivering intensive ABA‐based intervention for improving communication skills to a 5‐year‐old child, Lilly, with dual diagnoses of DHH and ASD. Teaching procedures were modified to include consideration of deaf cultural norms, incorporation of American Sign Language (ASL)‐specific instructional procedures, and consultation with an ASL interpreter within all intervention sessions. Outcome data measured by the Verbal Behavior Milestones Assessment and Placement Program (VB‐MAPP) reflected rapid skill acquisition across multiple verbal operants within a 7‐month admission. Recommendations on how to deliver intensive ABA‐based intervention services to children with dual diagnoses of DHH and ASD are provided for further research and discussion. Utilizing modified behavior analytic procedures can provide increased access to needed services for this population.

Effectiveness of Applied Behavior Analysis Therapy Against Decreased Distracted Behavior in Children Attention Deficit Hyperactive Disorder

Epidemiological data indicate that ADHD (Attention Deficit Hyperactive Disorder) affects the population of children and young adults worldwide by 3.4%. Difficulty in focusing attention is accompanied by an increase in excessive motor activity, one of which is overcome by using the ABA (Applied Behavior Analysis) method of therapy. The purpose of this study is to determine whether ABA therapy reduces distracted behavior in children with ADHD using an experimental design in one participant. Subjects have criteria, namely, children aged 5-6 years and experiencing ADHD problems. This exploration information assortment strategy as perception, meetings, and documentation. The aftereffects of the review expressed that ABA therapy was effective in reducing distracted behavior in children with ADHD. The subject experienced a decrease in distracted behavior withha significance value of 0,043 (p<0,05). Starting from the beginning before being given treatment or the pre-test stage, the frequency of distraction was 112 times, compared to the final stage after being given treatment, the frequency of distraction was 30 times. Data epidemiologi mengindikasikan bahwa ADHD (Attention Deficit Hyperactive Disorder) mempengaruhi populasi anak dan dewasa muda diseluruh dunia sebesar 3,4%. Kesulitan dalam memusatkan perhatian disertai dengan meningkatnya aktivitas motorik yang berlebihan salah satunya diatasi dengan terapi ABA (Applied Behavior Analysis). Tujuan penelitian ialah untuk mengetahui efektivitas terapi ABA terhadap penurunan perilaku terdistraksi pada anak ADHD dengan menggunakan experimental design pada satu partisipan. Subjek memiliki kriteria yaitu, anak berusia 5-6 tahun dan mengalami permasalahan ADHD. Metode pengumpulan data menggunakan observasi, wawancara dan dokumentasi. Hasil penelitian menyatakan bahwa terapi ABA efektif untuk mengurangi perilaku terdistraksi pada anak dengan gangguan ADHD. Subjek mengalami penurunan perilaku terdistraksi dengann nilai signifikansi 0,043 (p<0,05). Terhitung mulai dari awal sebelum diberikan perlakuan atau tahap pre-test frekuensi terdistraksi sebesar 112 kali, dibandingkan dengan tahap akhir setelah diberikan perlakuan frekuensi distraksinya sebanyak 30 kali.

The Impacts of the COVID-19 Pandemic on Therapy Utilization Among Racially/Ethnically and Socio-Economically Diverse Autistic Children

Purpose: The purpose of current study was to evaluate change in hours of Applied Behavior Analysis (ABA) therapy utilization for autistic children during the year prior to the COVID-19 pandemic, the first three months of the pandemic (crisis phase), and the following 9 months of the pandemic (mitigation phase). Additionally, this study aimed to evaluate if change in therapy utilization differed based on child race, ethnicity, and primary payer of services. Finally, we aimed to identify potential mechanisms of ABA therapy disruption by interpreting findings using an extended version of Donabedian’s structure-process-outcome model. Methods: Retrospective clinical data on client demographics and therapy utilization (n = 283) were collected from ABA clinics in California and analyzed with four piecewise growth multi-level models. Results: We found that therapy utilization dropped during the first three months of the pandemic (-10.65 h/month; p < .001) and increased during the following 9 months (2.39 h/month; p < .001). Moderator analyses revelated that Asian, Non-Latinx and school-district funded children had significantly different trajectories of change in therapy utilization compared to white, non-Latinx participants and private insurance funded participants, respectively. Conclusion: Findings suggest that utilization of ABA therapy was disrupted for a full year following the onset of the COVID-19 pandemic and that child race/ethnicity and primary payer influenced the degree to which autistic children were impacted by service disruption. These findings have implications for autistic children who lost therapy access during key developmental periods and for the ABA care delivery system.

Challenging Case: Leveraging Community Partnerships to Address Barriers to Care for Students with Autism.

Sam is an 11-year-old young boy with autism spectrum disorder (ASD), unspecified anxiety disorder, and attention-deficit/hyperactivity disorder, combined presentation. He was initially diagnosed with ASD at 6 years of age after evaluation by a developmental-behavioral (DB) pediatrician. He presents to the DB pediatrics clinic to reestablish care. He established care with psychiatry 5 months ago after his school referred him to a hospital-school-community telepartnership bridge program following statements of self-harm and numerous concerns with his behavior, including elopement.Sam currently receives special education support under the classifications of "Emotional Disturbance" and "Speech Impairment." His parents report significant challenges with having his medical diagnosis of autism recognized by the school, which has impeded him receiving educational support as a student with autism. This has resulted in Sam being penalized for challenging behaviors related to his neurodevelopmental disorder. He is not currently making meaningful progress in the school setting. Sam currently demonstrates avoidance, physical and verbal aggression, and difficulty adapting to change across settings. In addition to difficulties advocating for more individualized support at school, Sam has never received applied behavior analysis (ABA) therapy because of challenges obtaining insurance approval. There are no additional barriers to accessing care, such as language, geographic, or socioeconomic factors.Sam's visit to reestablish care with DB pediatrics consisted of an individual clinician evaluation model. The Childhood Autism Rating Scale, Second Edition, (CARS-2) and Vineland Adaptive Behavior Scales, Third Edition (Vineland-3), were administered, and Sam continued to meet DSM-5 criteria for ASD following re-evaluation. A new referral for ABA therapy was submitted. Shortly afterward, his family received an insurance denial letter specifying that additional developmental testing was needed before ABA therapy would be approved. His clinician called the insurance company to appeal this decision but was unsuccessful. Sam was then seen by the DB pediatrics embedded psychologist, who completed additional testing, including assessment of cognitive functioning, administration of the Autism Diagnostic Observation Schedule, Second Edition (ADOS-2), and autism-specific rating scales. This process led to further delays in access to ABA services. Throughout this process, the parents reported feeling helpless and frustrated given the barriers faced in receiving appropriate services. What are your next steps to advocate for supports through the school and insurance company?

Data-driven, client-centric applied behavior analysis treatment-dose optimization improves functional outcomes

BackgroundWith increasing numbers of individuals diagnosed with autism spectrum disorder (ASD) and with affirmation of applied behavior analysis (ABA) as an evidence-based standard of care for ASD, there has been a proliferation of agencies offering ABA services over the last several decades. Disagreement exists among ABA providers and health plans that reimburse those providers on the optimal number of hours of ABA services that should be reimbursed. This study aims to understand whether children who receive more hours of ABA therapy achieve better outcomes and to evaluate the impact of the COVID-19-induced shift to telehealth clinical supervision on outcomes.MethodsA retrospective cohort analysis was performed using data from the Vineland 3 Comprehensive Interview Form to assess function throughout ABA treatment. Paired sample t tests, independent sample t tests, Cohen’s D, and Pearson correlations were used to determine relationships between Vineland scores and input variables including hours of service and modality of supervision (in-person vs. telehealth).ResultsWhile statistically and clinically significant improvements in function were observed, children appear to have improved outcomes independent of the number of hours of service received. There were also no significant associations between modality of supervision and Vineland standard scores.ConclusionsThese findings challenge prior research that demonstrated a linear dose–response relationship. By tailoring treatment dosage to the individual client’s needs, providers may be able to better maximize functional progress of the client, to preserve family time, and to utilize health plan dollars more efficiently.

The Neurology and Psychopathology of Pica.

Pica is defined by the American Psychiatric Association's Diagnostic and Statistical Manual, 5th edition (DSM 5) as the ongoing ingestion of materials with no nutritive or food value. More specifically such ingestions must be unremitting for at least 1month and occur at a developmentally inconsistent age for such behavior. This article reviews the association of pica with pregnancy, micronutrient deficiencies, psychiatric disorders, dementia, and developmental disorders with emphasis on autism spectrum disorders (ASD). Some variants of non-nutritive consumption are prevalent behavioral norms in non-western cultures, so not all picas should be considered pathological. However, the strong association of pica with iron deficiency anemia (IDA) lends credence to the hypothesis that dopamine transmission may be disrupted in this disorder. Picas associated with ASD are resistant to medications but can be treated with applied behavioral analysis therapy (ABA). Etiological hypotheses for pica are explored with a focus on neurobiological, neuroimaging, and psychiatric correlations. Pharmacological management and behavior modification strategies are also discussed. The possibility that pica is a form of addiction analogous to food cravings is introduced and suggested as an area for further research pursuits.

Effectiveness of the ABA Method and Individual Education Programs for the Treatment of Autistic Children: A Case Study

Applied Behavior Analysis (ABA) is a therapy based in the scientific study of learning and behavior. ABA applies the principles of learning and motivation from the analysis of behavior, for solving problems of everyday life. The goal of ABA program is the implementation and evaluation of systematic modifications of the environment to produce socially significant improvements for human beings. The main purpose of this study was to examine and to highlight the effectiveness of the ABA program in children with autism. For the realization of this study a single case designed is used. The subject of the study was a 3 years old male, diagnosed with Autism at 2 years old. Implementation of the intervention lasted 3 years. The ABA program and an Individual Education Plan is developed each year according to the child needs for the period 2018 -2021. The progress in achieving therapy goals was assessed using a Likert scale. At the end of each year the collected data are analyzed. After receiving for three years ABA therapy the subject made improvements in all goal areas. At the end of the program the subject of the study showed improvement of cognitive, language and social skills.&#x0D; &#x0D; Received: 8 February 2022 / Accepted: 16 April 2022 / Published: 5 May 2022

Development of Discrete Trial Training (DTT) Procedure in Smart Applied Behavior Analysis (Smart ABA) for Autism

Lovaas was the first professional to use the principle of behavior modification for autism with a technique he called DTT (Discrete Trial Training), which later to be known as ABA (Applied Behavior Analysis). Through his study, Lovaas found that 47% of subjects had excellent results. While 42% with varying degrees, and the other 11% of subjects very little progress. In DTT, there are 2 possible responses, but the researchers' observations do not seem to be just 2 possibilities. This study's goal is to improve discrete trial training (DTT) procedures to increase the effectiveness of Smart Applied Behavior Analysis therapy for autism spectrum disorder. This study uses quantitative methods with a literature review research design. Research data is obtained through interviews, document studies, and literature reviews (journals and websites). The study focused on the researchers' findings that were adapted to earlier theories. The study was conducted at the researchers' autism clinic. During the implementation of therapy using DTT, the researchers observed that the child's response is not only 2, namely correct and incorrect. Based on the study conducted, it was obtained that there were 5 possible responses: Correct, incorrect, partial-correct, off-task, and no-response. Each of which required different feedback and its subsequent sequences, as well as the possibility of different causative factors which require different interventions. Further research with large and multi-center samples will further increase the effectiveness of DTT applications in Smart ABA for autism. This study was based on the researchers' findings while observing, mentoring, and supervising autism therapists.

They have a Voice; are we Listening?

The field of applied behavior analysis (ABA) has produced powerful changes and improvements to the lives of many. However, the field is not immune from criticism. One criticism from those outside the field is that the goal of ABA therapy is to make Autistic people appear "indistinguishable" from their peers. This paper examines "indistinguishability" and its implications by defining "indistinguishable" in behavior analytic terms, exploring how the term was used in two notable studies in the field (Lovaas, 1987, Journal of Consulting and Clinical Psychology, 55[1], 3-9; Rekers & Lovaas, 1974, Journal of Applied Behavior Analysis, 7[2], 173-190), and providing a review of the social validity and ethical implications of having "indistinguishability" as an explicit or implied goal. This is partially accomplished by incorporating concerns from the Autistic self-advocate community. We argue that the Autistic self-advocate community's concerns surrounding "indistinguishability" as a goal have a degree of legitimacy and need to be given due consideration. Suggestions for addressing these concerns in ABA degree programs and research are discussed, emphasizing the importance of considering stakeholder values, taking criticisms seriously, and making changes when necessary.

Iterative Development of Caregiver-Implemented Behavioral Intervention via Telehealth: A Focus on Feasibility

Purpose:Applied behavior analysis (ABA) interventions are considered an evidence-based practice for individuals with autism spectrum disorder. With the recent COVID-19 pandemic, behavior analytic professionals quickly pivoted ABA therapy to the telehealth modality to ensure continuity of services. In particular, this modality has been reported to be particularly effective for caregiver training. As the world transitions from the pandemic, sustainability of the telehealth modality is now in question, with consumer perceptions regarding the feasibility of telehealth identified as crucial to long-term adoption.Method:The article presents two studies conducted over 2 years within a larger host study. Therefore, the goal of the current study was to develop an acceptable and feasible telehealth model by focusing on three aspects of behavioral intervention via telehealth: (a) usability and feasibility of the program as rated by caregivers and coaches, (b) effect of the program on caregiver stress, and (c) choice of telehealth dosage.Results:Results from Study 1 indicate the telehealth modality was usable and feasible for the caregivers and trainers but that they had difficulty scheduling sessions into their daily schedule. Results from Study 1 also suggest that caregiver-led intervention via telehealth led to increased caregiver sense of competency including increased sense of efficacy and satisfaction. Results from Study 2 indicate that caregivers prefer limited or focused services via telehealth as compared to more comprehensive services.Conclusion:Overall, these findings confirm previous research identifying the telehealth modality as feasible but highlight the need to account for impact of the dosage on caregivers.

Meta analisis: Efektivitas terapi Applied Behavior Analysis terhadap kemampuan komunikasi anak dengan Autism Spectrum Disorder

Many children with Autism Spectrum Disorder (ASD) become frustrated in their attempts to make their feelings, thoughts, and needs known. They may act out their frustrations through inappropriate behaviors. This lack of communication skill needs to be treated early to prevent future developmental delays. Applied Behavior Analysis (ABA) is the most frequently used intervention for children with Autism Spectrum Disorder (ASD). However, many studies have found inconsistent results regarding its effectiveness. This study aims to determine the effectiveness of ABA on the communication skills of children with ASD assessed by Vineland Adaptive Behavior Scales (VABS). Meta analysis method is used in this study. Data is processed through statdirect trial version 3.0 application. This study involved 14 experiments using ABA therapy for children with ASD (total n experiment groups = 304 and total n control groups = 244). Based M, SD, and N on data analysis, the effect size value obtained from the fixed effect (I² = 55.7%) was 0.210 (95% CI = 0.035 to 0.384; small effect size). These results do not support the effectiveness of ABA in improving communication skills in ASD children. We suggests that ABA therapy should be carried out with other interventions that target specific communication skills. Future researchers should conduct research replication to increase references on the effectiveness of ABA therapy.

Internet of Things (IoT)-Enhanced Applied Behavior Analysis (ABA) for Special Education Needs.

Applied behavior analysis (ABA) has become a popular behavioral therapy in the special education needs (SEN) community. ABA is used to manage SEN students’ behaviors by solving problems in socially important settings, and puts emphasis on having precise measurements on physical and observable events. In this work, we present how Internet of Things (IoT) technologies can be applied to enhance ABA therapy in normal SEN classroom settings. We measured (1) learning performance data, (2) learners’ physiological data, and (3) learning environment sensors’ data. Upon preliminary analysis, we have found that learners’ physiological data is highly diverse, while learner performance seems to be related to learners’ electrodermal activity. Our preliminary findings suggest the possibility of enhancing ABA for SEN with IoT technologies.

Terapi Applied Behavior Analysis Meningkatkan Kemampuan Interaksi Sosial pada Anak Autisme Umur 7-12 Tahun

This study aims to determine the effect of applied behavior analysis therapy on social interaction in children with autism aged 7-12 years at SDLB SLB Negeri 2 Buleleng. The type of this research is pre-experimental research with one group pre-post test design. The results of the univariate analysis, most of the respondents were male 53 respondents (85.5%), the level of moderate social interaction was 46 respondents (74.2%) autistic children before being given treatment, and the high level of social interaction was 40 respondents (64, 5%) autistic children after being given treatment. The results of this study indicate an effect of Applied Behavior Analysis therapy with a high level of social interaction totaling 40 respondents (64.5%) of autistic children after being given treatment. The results of data analysis with the Wilcoxon test get a value of 0.000 or p &lt;α (0.05). In conclusion, Applied Behavior Analysis therapy has an effect on social interaction in children with autism aged 7-12 years at SDLB SLB Negeri 2 Buleleng.&#x0D; &#x0D; Keywords: Applied Behavior Analysis, Autism, Social Interaction

Keeping up with the evidence base: Survey of behavior professionals about Naturalistic Developmental Behavioral Interventions.

Primary service providers for young children on the autism spectrum and developmentally delayed children use many strategies under the umbrella of applied behavior analysis therapy. The evidence supporting interventions for children on the autism spectrum has changed last decade, and powerful research supports the relative effectiveness of Naturalistic Developmental Behavior Interventions, yet a few professionals serving young children on the autism spectrum receive training in this category of interventions. Board Certified Behavior Analysts and related professionals are the primary service providers for this population. The purpose of this survey study is to describe and understand the knowledge and beliefs that Behavior Analyst Certification Board certificants have around Naturalistic Developmental Behavior Interventions. The survey was completed by 901 respondents. Respondents indicated, on average, little to no knowledge of Naturalistic Developmental Behavior Intervention practices and few believe that these practices are effective or appropriate for the field. Recommendations include increasing training opportunities for related professionals, and changing certification requirements to match the current evidence.

An intensive telehealth assessment and treatment model for an adult with developmental disabilities

Over the last decade, the provision of applied behavior analysis (ABA) services within a telehealth delivery format has had a flourishing literature base. Research has demonstrated that caregivers can successfully conduct functional analyses and functional communication training to treat challenging behavior with coaching from practitioners via telehealth. Previous limitations include research that has only been conducted with children, typically in 1hr, weekly meetings, so the utility of providing ABA therapy via telehealth across the lifespan is unknown. Additionally, the effects of a more intensive treatment format delivered via telehealth has not been evaluated. The purpose of the current study was to coach caregivers to conduct the assessment and treatment process for a young man with developmental disabilities using an intensive-outpatient model in a telehealth format. Functional analysis procedures led to the development of a function-based treatment to reduce challenging behavior and increase functional communication. Caregivers demonstrated high procedural integrity across all phases of the study and found the intervention highly acceptable and effective. Areas for future research and directions are discussed.

Intervention Approaches Used for Children With Autism Spectrum Disorder—Autism Toolkit

Intervention Approaches Used for Children With Autism Spectrum Disorder—Autism Toolkit

Improving the Effectiveness of Individual ABA Therapy of Autistic Children Through Addition Foldable Table Top

&lt;span lang="IN"&gt;Children with autism&lt;/span&gt;&lt;span lang="EN-US"&gt; tend to have difficulty &lt;/span&gt;&lt;span lang="IN"&gt;to sit &lt;/span&gt;&lt;span lang="EN-US"&gt;still during therapy. This causes &lt;/span&gt;&lt;span lang="IN"&gt;hindrance&lt;/span&gt;&lt;span lang="IN"&gt;in&lt;/span&gt;&lt;span lang="IN"&gt;the &lt;/span&gt;&lt;span lang="EN-US"&gt;therapy process. Applied Behavioral Analysis (ABA) is one of the best proven ways to treat children with autism. ABA method usually uses a special table called ABA table. However, the ABA table still has some problems &lt;/span&gt;&lt;span lang="IN"&gt;in its use&lt;/span&gt;&lt;span lang="EN-US"&gt;. When autistic children throw a tantrum, they often push the t&lt;/span&gt;&lt;span lang="IN"&gt;herapy&lt;/span&gt;&lt;span lang="EN-US"&gt; table. This &lt;/span&gt;&lt;span lang="IN"&gt;makes &lt;/span&gt;&lt;span lang="EN-US"&gt;the therapist&lt;/span&gt;&lt;span lang="IN"&gt;s have to&lt;/span&gt;&lt;span lang="EN-US"&gt; hold the table with their feet and &lt;/span&gt;&lt;span lang="IN"&gt;hurts &lt;/span&gt;&lt;span lang="EN-US"&gt;the therapists feet makes therapy ineffective. This study aims to investigate the effect of oval curvature,&lt;/span&gt;&lt;span lang="EN-US"&gt;base&lt;/span&gt;&lt;span lang="IN"&gt; mat addition&lt;/span&gt;&lt;span lang="EN-US"&gt; and alternative designs of a &lt;/span&gt;&lt;span lang="IN"&gt;foldable&lt;/span&gt;&lt;span lang="EN-US"&gt; table top &lt;/span&gt;&lt;span lang="IN"&gt;addition &lt;/span&gt;&lt;span lang="EN-US"&gt;on the ABA table. The results of this evaluation are expected to &lt;/span&gt;&lt;span lang="IN"&gt;improve&lt;/span&gt;&lt;span lang="EN-US"&gt; the effectiveness of ABA table as a therapeutic tool. Research method used &lt;/span&gt;&lt;span lang="IN"&gt;observations&lt;/span&gt;&lt;span lang="EN-US"&gt; were carried out using three types of tables. Namely Table A, which is commonly used in ABA therapy, with oval &lt;/span&gt;&lt;span lang="IN"&gt;curvature&lt;/span&gt;&lt;span lang="IN"&gt;on its&lt;/span&gt;&lt;span lang="EN-US"&gt; edge and without a permanent base&lt;/span&gt;&lt;span lang="IN"&gt; mat&lt;/span&gt;&lt;span lang="EN-US"&gt;, and Table B, which is a table without oval &lt;/span&gt;&lt;span lang="IN"&gt;curvature&lt;/span&gt;&lt;span lang="EN-US"&gt; on &lt;/span&gt;&lt;span lang="IN"&gt;its&lt;/span&gt;&lt;span lang="EN-US"&gt; edge&lt;/span&gt;&lt;span lang="IN"&gt; but&lt;/span&gt;&lt;span lang="EN-US"&gt; with a permanent base&lt;/span&gt;&lt;span lang="IN"&gt; mat&lt;/span&gt;&lt;span lang="EN-US"&gt; and table C is equipped with a foldable table top and permanent &lt;/span&gt;&lt;span lang="IN"&gt;base mat&lt;/span&gt;&lt;span lang="EN-US"&gt;.&lt;/span&gt;&lt;span lang="IN"&gt; O&lt;/span&gt;&lt;span lang="EN-US"&gt;bservation&lt;/span&gt;&lt;span lang="IN"&gt;s&lt;/span&gt;&lt;span lang="IN"&gt;were&lt;/span&gt;&lt;span lang="EN-US"&gt; carried out &lt;/span&gt;&lt;span lang="IN"&gt;on&lt;/span&gt;&lt;span lang="EN-US"&gt; therapy session&lt;/span&gt;&lt;span lang="IN"&gt;s&lt;/span&gt;&lt;span lang="EN-US"&gt; of 15 children with autism (12 boys, 3 girls) The results of the second stage testing show that table C&lt;/span&gt;&lt;span lang="EN-US"&gt;is the best recommendation for use in&lt;/span&gt;&lt;span lang="IN"&gt; ABA&lt;/span&gt;&lt;span lang="EN-US"&gt; therapy because it can help increase attention, overcome aggressive behavior and help train&lt;/span&gt;&lt;span lang="EN-US"&gt;self-development&lt;/span&gt;&lt;span lang="EN-US"&gt;in children with autism.&lt;/span&gt;