Applied Behavior Analysis Research Articles

Evaluating Experts' Consensus on Behavioral Principles.

Over the history of our field, scholars have emphasized the critical importance that behavioral principles play in applied behavior analysis, underlining their central position as the foundation on which the field is built. Therefore, behavior analysts must have a robust comprehension of behavioral principles to be conceptually systematic, starting with understanding what constitutes a behavioral principle. Although one might assume that the behavior analytical literature clearly identifies a set of basic principles that define our field, there is no generally agreed-upon list. This study aimed to get consensus from doctoral-level behavior analysts on what they viewed as the basic principles of behavior analysis. To do so, we created a list of terms from behavior analysis texts and surveyed participants to identify whether each term constituted a basic principle or a behavioral procedure. The results suggest that there is not good consensus on what constitutes behavioral principles among doctoral-level behavior analysts who completed the survey and that there may be differences in the views of faculty and nonfaculty behavior analysts. Potential contributing factors to these results are discussed. This survey study constitutes a first step in focusing behavior analysts on this important topic and starting a discussion that could further clarify the principles that define our field.

Training In-service Teachers in Functional Behavior Assessment and Function-Based Interventions: A Scoping Review

Training In-service Teachers in Functional Behavior Assessment and Function-Based Interventions: A Scoping Review

Approaches and Strategies in Applied Behavior Analysis for Children with Autism Spectrum Disorder

The main goal of applied behaviour analysis is to increase behaviours that are positive and helpful and decrease behaviours that affect learning negatively or are harmful. Behaviour analysis has been studied and used for decades and it has been shown that its methods can help many kinds of learners gain different skills. Therapists have been using applied behaviour analysis to help children with autism spectrum disorder and other related developmental disorders for a long time. Applied behaviour analysis can be adapted to meet the needs of each child and also be provided in different environments like school, home, and community. It can involve one-to-one teaching or group instruction and is effective at teaching skills useful in everyday life. In this paper, firstly approaches and strategies used to implement applied behaviour analysis on children with autism spectrum disorder are presented. Then, challenges related to these and emerging opportunities and software applications serving for applied behaviour analysis are reviewed. Finally, future research directions are presented.

Unlocking Social Growth: The Impact of Applied Behavior Analysis on Children with Autism Spectrum Disorder

Autism spectrum disorder (ASD) is significantly known as social interaction impairment that can be reduced through early school-age intervention. The quasi-experimental research design was used to examine the effect of applied behavior analysis treatment on ASD children's interpersonal skills. The researchers used a purposive sampling technique to select 30 participants who have symptoms of ASD, which were divided into two groups (control and experimental) without gender discrimination. The assessment of basic language and learning skills (ABLLS-R) protocol and portage guide of early education was used to develop a questionnaire comprising four factors. The results indicate a statistically significant difference between the experimental and control groups in terms of students' interpersonal skills and the pretest and post-test scores of the experimental group. It is suggested that parents and therapists should develop a sharing ability among children with autism symptoms so they can understand social reinforcement.

Mental and Behavioral Health, and Crisis Services for People with Intellectual and Developmental Disabilities in Medicaid Home- and Community-Based Services.

People with intellectual and developmental disabilities (IDD) often have higher rates of comorbid mental health conditions compared to the general population. Yet, many people with IDD also have unmet needs for mental and behavioral health services. The aim of this study was to examine how states provided mental and behavior health, and crisis services to people with IDD in their Home- and Community-Based Services (HCBS) programs, the largest funding mechanism for Long-Term Services and Supports (LTSS) for people with IDD in the United States. We analyzed fiscal year (2021) Medicaid HCBS waivers for people with IDD from across the United States to examine if and how they provided mental and behavior health, and crisis services. States projected spending $968.9million for mental and behavior health, and crisis services for 190,299 people with IDD. Applied behavior analysis services were provided at greater rates than positive behavior supports and other forms of behavior interventions. While most states provided mental and behavior health, and crisis services in their waivers, there were vast inconsistencies in how they did so, across states, waivers, and services. HCBS are a crucial safety net to ensure people with IDD, especially those who also have mental health disabilities, can live and thrive in their communities.

A Systematic Review and Comprehensive Discussion of Social Validity Measurement in Behavioural Intervention for Paediatric Feeding Disorders

Abstract Background Social validity in the field of applied behaviour analysis is the measurement of the social significance of goals, the social appropriateness of procedures, and the social importance of the effects of a treatment. There is a paucity of rigorous research on social validity measurement as it relates to feeding treatment. Objective To our knowledge, this is the first systematic review aiming to identify the gaps in and assess the current state of the science regarding comprehensive social validity measurement of paediatric feeding treatment. Method We conducted a systematic review following PRISMA guidelines using four ProQuest databases. Results The systematic review resulted in the identification of 26 eligible articles reporting findings related to social validity post-intensive treatment or describing new measurement systems that could be used to assess social validity more comprehensively. Collectively, caregivers rated behaviour-analytic treatments high in social validity and treatments were highly effective. Caregivers reported increased broader quality of life and lasting positive impacts, decreased stress, and lack of negative effects. Conclusion In the context of these results, we discuss behaviour-analytic feeding treatment within social validity’s comprehensive definition. We identify additional data-based research needs in this area and provide recommendations to spur new investigations. Social validity measurement requires refinement to further inform the standard of care. Paediatric feeding expertise and competency are crucial in navigating social validity considerations. Accurate dissemination is needed to increase earlier access to effective feeding treatment for families and specialised training for professionals to promote data-based and individualised decision-making in this vital area.

Cross‐cultural adaptation and validation of the Chinese version of Skills and Needs Inventories in Functional Behavior Assessments and Interventions (SNI‐FBAI‐CN)

Cross‐cultural adaptation and validation of the Chinese version of Skills and Needs Inventories in Functional Behavior Assessments and Interventions (SNI‐FBAI‐CN)

Compassionate Care, Cultural Humility, and Psychological Flexibility: Examining the Potential for Consilience in Applied Behavior Analysis

Compassionate Care, Cultural Humility, and Psychological Flexibility: Examining the Potential for Consilience in Applied Behavior Analysis

Psychological behavioral therapies to improve autistic children’s behaviors during dental visits: A systematic review and meta-analysis

This systematic review aimed to evaluate the effectiveness of psychological behavioral therapies to improve behaviors of autistic children during dental visits. Screening, data extraction, risk-of-bias assessment, and evaluation of certainty of evidence were performed by two independent reviewers. Eighteen studies were ultimately included. On average 56% (95% confidence interval, 33.95–78.29) and 64% (95% confidence interval 47.24–81.80) of autistic children can cooperate with dental examination with an oral mirror in the first and second visits, respectively. Visual pedagogy did not improve the proportion of autistic children who can accept dental examinations. Inconsistent results were also identified for Treatment and Education of Autistic and related Communication-handicapped CHildren, Picture Exchange Communication System, Applied Behavior Analysis, video modeling, distractions, and other conventional behavioral management techniques. Many studies were of small sample size, lacked a control group, did not account for autism spectrum disorder severity, comorbidities, previous dental experience or other confounders, and had a high risk of bias. The evidence supporting the use of psychoeducation techniques to improve the dental experience of autistic children is limited and of very low certainty. Further research with larger scale studies and appropriate control groups is needed to enhance the certainty of evidence in this field. Lay abstract This research review looked at how well different psychological behavioral therapies help improve the behavior of autistic children during dental visits. The researchers studied 18 different studies and found that, on average, about 56% of autistic children were able to cooperate with a dental exam using an oral mirror during their first visit. The number increased to about 64% during their second visit. However, using visual pedagogies or teaching aids did not seem to make a big difference in how many children could accept the dental exams. The results for other psychological behavioral techniques were also inconsistent, including Treatment and Education of Autistic and related Communication-handicapped CHildren, Picture Exchange Communication System, Applied Behavior Analysis, video modeling, and distractions. Many of the studies were small and did not include a comparison group. They also did not consider factors like how severe the autism was, other conditions the children had, or their previous dental experiences. Because of these limitations, the evidence supporting the use of psychological behavioral techniques to improve dental visits for autistic children is limited and uncertain. More research with larger studies and proper control groups is needed to better understand this topic.

RABA (Rifka's Applied Behaviour Analysis) Model To Improve Tooth Brushing Skills of Autistic Children

Autistic children experience barriers to social interaction, communication, behavior, language, emotion and imagination. Autistic children have different characteristics from children in general. Children are not yet able to brush their teeth properly and there is no special dental health program for children with autism. The RABA (Rifka's Applied Behavior Analysis) is arranged according to their characteristics.This study aimed to develop RABA (Rifka's Applied Behavior Analysis) to improve brushing skills and decrease debris index in children with autistic children.This type of research is uses RD method and model trial (Quasi-Experiment Pretest and Posttest with Control Group Design). The research subjects of autistic children were divided into 2 groups. The results of the model design are validated by experts. Data were tested using intraclass correlation coefficient, Chi Square, Shapiro wilk, repeated measure annova, independent sample t-test.Expert validation of RABA (Rifka's Applied Behaviour Analysis) model averaged 85.46 (very feasible) to improve brushing skills and decrease debris index of autistic children with a p-value of 0.000. This model effectively to improve the brushing skills of autistic children with a p-value (0.033) and decrease the debris index of autistic children with p-value (0.004) compared to the control group. The application of the RABA (Rifka's Applied Behavior Analysis) model was effective to improve brushing of autistic children compared to the control group.

Cognitive Serious Games Dynamically Modulated as a Therapeutic Tool for Applied Behavior Analysis Therapy in Children with Autism Spectrum Disorder

Cognitive Serious Games Dynamically Modulated as a Therapeutic Tool for Applied Behavior Analysis Therapy in Children with Autism Spectrum Disorder

The Challenges Ahead: Concepts, Analytics, and Ethics of Value-Based Care in Applied Behavior Analysis

The Challenges Ahead: Concepts, Analytics, and Ethics of Value-Based Care in Applied Behavior Analysis

Family-Centric Applied Behavior Analysis Promotes Sustained Treatment Utilization and Attainment of Patient Goals.

Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by social communication difficulties and restricted repetitive behaviors or interests. Applied behavior analysis (ABA) has been shown to significantly improve outcomes for individuals on the autism spectrum. However, challenges regarding access, cost, and provider shortages remain obstacles to treatment delivery. To this end, parents were trained as parent behavior technicians (pBTs), improving access to ABA, and empowering parents to provide ABA treatment in their own homes. We hypothesized that patients diagnosed with severe ASD would achieve the largest gains in overall success rates toward skill acquisition in comparison to patients diagnosed with mild or moderate ASD. Our secondary hypothesis was that patients with comprehensive treatment plans (>25-40 hours/week) would show greater gains in skill acquisition than those with focused treatment plans (less than or equal to 25 hours/week). Methods: This longitudinal, retrospective chart review evaluated data from 243 patients aged two to 18 years who received at least three months of ABA within our pBT treatment delivery model. Patients were stratified by utilization of prescribed ABA treatment, age, ASD severity (per the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition), and treatment plan type (comprehensive vs. focused). Patient outcomes were assessed by examining success rates in acquiring skills, both overall and in specific focus areas (communication, emotional regulation, executive functioning, and social skills). Patients receiving treatment within the pBT model demonstrated significant progress in skill acquisition both overall and within specific focus areas, regardless of cohort stratification. Patients with severe ASD showed greater overall skill acquisition gains than those with mild or moderate ASD. In addition, patients with comprehensive treatment plans showed significantly greater gains than those with focused treatment plans. The pBT model achieved both sustained levels of high treatment utilization and progress toward patient goals. Patients showed significant gains in success rates of skill acquisition both overall and in specific focus areas, regardless of their level of treatment utilization. This study reveals that our pBT model of ABA treatment delivery leads to consistent improvements in communication, emotional regulation, executive functioning, and social skills across patients on the autism spectrum, particularly for those with more severe symptoms and those following comprehensive treatment plans.

Comparative Analysis of Gender-Based Differences in Behavioral Mastery, Goals, and Characteristics in Autistic Individuals: An Applied Behavior Analysis Study.

Introduction It is widely recognized that the prevalence and diagnosis of autism spectrum disorder (ASD) are more common in males than in females. Despite this, there is a significant gap in the body of autism research that investigates gender differences for treatment effects of applied behavior analysis (ABA) across a variety of measured variables. This research aims to comprehensively evaluate gender distinctions concerning target behavioral objectives, goals, and deficit variables. Materials and methods This study analyzed retrospective data from 100 participants, including 89 juveniles and four adults, with seven cases lacking age documentation, who underwent a three-month ABAprogram from March 19 to June 11, 2023. The ABA program included various methodologies such as functional analysis, discrete trial training, mass trials, and naturalistic training. Data on outcome measures, including target behavioral proficiency, age, average trials to proficiency, average teaching days to proficiency, open behavioral objectives, and target trends, were collected using the "Catalyst"software (Catalyst Software Corporation, New York, NY). Participant demographics were summarized using statistical analyses for categorical (gender and race/ethnicity) and continuous variables (percentage of mastered behavioral objectives, age, average trials, average teaching days, open objectives, percentage of failed objectives during maintenance, percentage of objectives with upward, downward, and flat trends). These statistics included mean, standard deviation, median, and rangeand were analyzed inferentially using nine separate two-sample independent t-tests and corresponding effect sizes using Cohen's d. Results There were no statistically significant disparities based on gender (p > 0.05) across all nine variables examined: Percentage of Targets Mastered, Age, Average Trials to Mastery, Average Teaching Days to Mastery, Open Targets, Percentage of Targets Failed in Maintenance, Percentage of Targets Trending Up, Percentage of Targets Trending Down, and Percentage of Targets Trending Flat, and wide confidence intervals were detected. Conclusions Non-significant gender differences in response to ABA treatments regarding these nine behavioral goals, mastery, and deficitvariables may be relevant. They suggest that ABA treatments could be equally beneficial for both male and female autistic individuals. These results should be interpreted cautiously. The general pattern observed, characterized by broad confidence intervals, carries a degree of statistical uncertainty, which may suggest substantial gender differences. These results might question the prevailing beliefs about the variation in treatment response based on gender. This could profoundly impact clinical practices, implying that healthcare professionals should not favor one gender over another when suggesting ABA therapies. Instead, the treatment advice should be tailored to each child's unique requirements and traits, regardless of gender. The investigators expect these results to encourage additional research in this field. Comprehending the elements that affect treatment response is vital for improving treatment results and customizing care.

Unraveling the Spectrum: A Comprehensive Review of Autism Spectrum Disorder in India.

Autism spectrum disorder (ASD) is a complex neurodevelopmental condition characterized by deficits in social interaction, communication difficulties, and repetitive behaviors that profoundly impact the lives of affected individuals and their families. This article provides a comprehensive overview of ASD, focusing on screening, diagnosis, and intervention strategies. Early signs of ASD can manifest in infancy, but parents may not recognize them until their child falls behind in meeting social milestones. This delay in recognition is often due to a lack of awareness, societal stigma, and limited knowledge about developmental and behavioral disorders. Globally, ASD prevalence is increasingpotentially due to broader diagnostic criteria, increased awareness, and improved screening practices. Screening for ASD is crucial for early identification and intervention. Various tools are available such as the Modified Checklist for Autism in Toddlers (M-CHATs), Trivandrum Autism Behavioral Checklist (TABC), and the Social Communication Questionnaire (SCQ). Diagnosing ASD involves using established criteria such as the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5), and specific diagnostic tools like the Autism Diagnostic Observation Schedule (ADOS) and the Indian Scale for the Assessment of Autism (ISAA). Interventions for ASD should be multidisciplinary, involving professionals such as developmental pediatricians, psychologists, psychiatrists, special educators, occupational therapists, physiotherapists, speech therapists, and social workers. Applied behavior analysis (ABA), naturalistic developmental behavioral interventions (NDBIs), and parent-mediated treatment are among the evidence-based approaches. Additionally, speech-language therapy, motor therapy, and sensory integration therapy play vital roles in addressing the diverse needs of individuals with ASD. Medical interventions should be used alongside behavioral and environmental strategies. Early screening, accurate diagnosis, and tailored interventions are essential for improving the lives of individuals with ASD. A multidisciplinary approach and increased awareness are crucial in addressing the growing prevalence of ASD worldwide.

Editorial

It is an honor for me to present the first issue of volume 50 of the Mexican Journal of Behavior Analysis (MJBA) and its new editorial team. Linda Hayes, from University of Nevada at Reno, and Mitch Fryling, from California State University at Los Angeles, both will serve as the new English language editors. Víctor Alcaraz, from Universidad Veracruzana (UV), and Sara Cruz, from Facultad de Estudios Superiores Iztacala at Universidad Nacional Autónoma de México (UNAM), will serve as associate editors in the areas of Biological bases of behavior and Behavioral pharmacology, respectively. Carlos Flores, from Centro de Estudios e Investigaciones en Comportamiento (CEIC) at Universidad de Guadalajara (UDG), and Daniel Gómez Fuentes, from Instituto de Psicología y Educación at UV, will do the same in the areas of Experimental analysis of animal behavior and Experimental analysis of human behavior, respectively. Nora Rangel, from CEIC at UDG, will be the associate editor for Experimental analysis of social behavior, while Alicia Roca, from Facultad de Psicología at UNAM, will be for Applied behavior analysis. The sincerest thanks go to all of them for their selfless collaboration, as well as to the members of the editorial board, the executive editor (Abraham Ortiz from UV) and the rest of the editorial collaborators.

A systematic review of student outcomes as a function of behavioral skills training of teachers

Problem behavior of students in school settings have negative effects on several areas of functioning in children. Empirical research has provided conclusive evidence regarding lifetime repercussions when problematic behavior is not treated. Despite evidence of the effectiveness of applied behavior analysis interventions to improve student’s behavior, access to these services remains a major challenge. Training teachers and staff in these procedures has been shown to be an effective alternative to achieve a greater reach; however, little attention has been paid to the effect of teacher training on student’s outcomes. The current systematic review aims to provide a synthesis of the evidence of teacher’s behavioral skills training intended to modify student’s behavior. Fifty-three empirical studies were collected from eight databases and eight specialized journals. Overall, we found the studies provide evidence of the effectiveness of teacher training on student’s outcomes. We also describe the main characteristics of the study interventions and discuss potential considerations related to training components that can be used to provide more effective training, especially for diverse contexts and communities with fewer resources. Needs for future research are discussed.

The Effect Of Health Education With The Lovaas Method Booklet / Applied Behavior Analysis (ABA) To Parents' Knowledge In Training Autism Children At Sdlb Bojonegoro

Autism has a several disorder such as social interaction, communication, patterns play, activities and interests. How to help increase ability child autism through therapy. Lovaas method or Applied behavior analysis (ABA) is an intensive, structured, later teaching program capable transform A behavior and abilities complex become simple components for increase ability compliance and contact eyes in children. Collaboration between parents and parties school is needed in giving therapy. The aim of this study for analyze influence of educational media in the form of a booklet about Lovaas technique or Applied Behavior Analysis (ABA) towards enhancement parental knowledge in therapy child autism. Pre- experimental research design with a one group pretest-posttest design approach. Taking sample use total sampling method with a sample of parents who have child autism a total of 30 people. Instrument study about knowledge use questionnaire. Data analysis used the Wilcoxon test. Research result showing that there is change from mark pretest and posttest from parents who have child autism. The Wilcoxon test results show P Value of 0.000, there is influence educational media in the form of a booklet about Lovaas technique / applied behavior analysis (ABA) towards enhancement parental knowledge in therapy child autism at SDLB Putra Harapan Bojonegoro. Health education using booklet media is necessary given in a way sustainable to parents with children autism.

Are We on Course Yet? Functional Behavior Assessment and Behavior Intervention Plan Technical Adequacy in Schools.

It has been more than two decades since the Individuals with Disabilities Education Act (IDEA; 1997) included language about the use of functional behavior assessments (FBAs) and behavior intervention plans (BIPs) to address the challenging behaviors of students with disabilities in schools. It has been more than ten years since three technical adequacy studies were published that evaluated school-based FBAs' and BIPs' inclusion of essential components and found them to be significantly lacking. The aims of this study were to expand upon the previous research by (a) establishing the psychometric properties of the FBA/BIP Technical Adequacy Evaluation Tool (TATE), (b) evaluating the technical adequacy of 135 completed FBAs and 129 BIPs from 13 school districts across a single state, and (c) comparing the findings to previous studies. The results showed that (a) the TATE has moderate but acceptable internal consistency, excellent inter-rater reliability, and good content validity, (b) the technical adequacy scores of the evaluated products ranged between 40% and 50% of the total components, and (c) most of the BIPs had similar flaws to those seen in the previous research; however, improvement was noted in the FBA components. The implications for practice and suggestions for future research are discussed.

OVERVIEW OF MODERN TECHNOLOGIES AND METHODS OF ORGANIZING THE INCLUSIVE EDUCATIONAL PROCESS FOR CHILDREN WITH DISABILITIES OF INTELLECTUAL DEVELOPMENT

The article highlights the importance of inclusion for ensuring the availability of education, raising the level of culture, tolerance of society, as well as the development of Ukraine as a democratic and legal state. It was emphasized that inclusive education provides more opportunities, ensures equality of all categories of the population. The works of scientists regarding the problems and prospects of inclusive education were analyzed, the technologies of teaching children with intellectual development disorders were considered. It has been established that the main result of the implementation of inclusive education is the involvement of people with special educational needs and with intellectual disabilities in particular, their education and training, whereas the effective means of implementing ideas are forms, methods and technologies aimed at taking individual characteristics into account. That is why it is expedient to use innovative technologies designed to ensure positive results in educational and correctional and developmental work. The author emphasized the importance of modern educational technologies and methods in working with children with intellectual disability and highlighted some of them. The technology «Creating a situation of success» aimed at relieving anxiety and relaxation is described; an alternative PECS communication system, which is proposed to eliminate communication problems was presented; TEASSN technology as an effective means of forming and developing understanding of other people; ABA therapy, which is a leading method of behavior correction; the «Human Doll» technique, designed for faster adaptation and socialization, understanding of personal feelings and emotions; computer technologies as a way of mastering technical means were described as well . Qualities that are necessary for successful pedagogy, principles, approaches, current directions of effective innovative activity in an inclusive environment are considered. The article concludes that the use of technology contributes to the modernization of the educational process, and also allows to obtain higher results in working with children with intellectual disabilities. It was emphasized that computer technologies are of great importance, as they have a positive impact on development of confidence and cognitive activity.