Applied Behavior Analysis Research Articles

Exploring the Acquisition of Social Communication Skills in Children with Autism: Preliminary Findings from Applied Behavior Analysis (ABA), Parent Training, and Video Modeling.

Social communication skills, especially eye contact and joint attention, are frequently impaired in autism spectrum disorder (ASD) and predict functional outcomes. Applied behavior analysis is one of the most common evidence-based treatments for ASD, but it is not accessible to most families in low- and middle-income countries (LMICs) as it is an expensive and intensive treatment and needs to be delivered by highly specialized professionals. Parental training has emerged as an effective alternative. This is an exploratory study to assess a parental intervention group via video modeling to acquire eye contact and joint attention. Four graded measures of eye contact and joint attention (full physical prompt, partial physical prompt, gestural prompt, and independent) were assessed in 34 children with ASD and intellectual disability (ID). There was a progressive reduction in the level of prompting required over time to acquire eye contact and joint attention, as well as a positive correlation between the time of exposure to the intervention and the acquisition of abilities. This kind of parent training using video modeling to teach eye contact and joint attention skills to children with ASD and ID is a low-cost intervention that can be applied in low-resource settings.

The Evolution of the Conceptually Systematic Dimension and Its Current Functions in Applied Behavior Analysis.

What does it mean to be conceptually systematic in contemporary applied behavior analysis (ABA) research and practice? To answer this question, the present study conducted a historical analysis of ABA scholars' interpretations of the conceptually systematic dimension of ABA over the last 55 years. The present article found the current characteristics of the conceptually systematic dimension are indeed sufficient to suggest ABA's conceptual independence from the experimental analysis of behavior or any other subdisciplines of behavior analysis. Based on this finding, this article addresses the challenges in contemporary ABA field such as ABA's own basic and applied continuum, translational research, and its relationship with other disciplines' research and practice.

Examining the Effects of Discrete Trials, Mass Trials, and Naturalistic Environment Training on Autistic Individuals Using Repeated Measures.

Behavioral interventions based on applied behavior analysis (ABA) form current evidence-based practices in treating autism spectrum disorder (ASD). Research is scarce relative to the broad effects of intensive repetitive, discrete trial training, and mass trials combined with a naturalistic environment as measured by overall general target behaviors.The primary objective of this study was to evaluate the effectiveness of a mixed behavioral model consisting of discrete trial training and mass trial interventions in the naturalistic environment, using a repeated measures design with a retrospective snapshot cohort of 93 individuals with autism. A repeated measures analysis tracked 89 autistic children with four adultautistic individuals over seven time points during a three-month snapshot period from March 19, 2023, to June 11, 2023. This study determined the effectiveness of applied behavior analysis (ABA) interventions combining discrete trial training, mass trials, and naturalistic environment training on mastered broad target behaviors in autistic individuals using a mixed (between and within) ANOVAstatistical design. Mixed (between and within) ANOVAindicated overall statistical significance, F (6,674)=45.447, p<0.001, partial eta squared=0.365across time. These results indicated a large effect size. Multiple comparisons showed statistical significance (p<0.001) on all 21 multiple comparisons between timepoints. There was also a significant interaction effect with time× age category,F (24,474)=2.961, p<0.001, partial eta squared=0.130. These results alsoindicated a large effect size. Autistic individuals who received applied behavior analysis combining discrete trial training, mass trials, and naturalistic environment training intervention demonstrated statistically significant improvement in target behaviors over the three-month snapshot period, the most prominent being in the 13-16 yearsage category.

Impact of Applied Behavior Analysis on Autistic Children Target Behaviors: A Replication Using Repeated Measures.

Applied behavior analysis (ABA) is a primary evidence-based practice in treating autism spectrum disorder (ASD). Ongoing research is needed to report the resultsof ABArelative to attaining target behaviors. This study aims to replicate the results of previous research to determine the effectiveness of ABA of target behaviors in autisticchildren with a new timepoint sample of data. Materials & methods: A repeated measures analysis tracked 98 autistic children, which included four adult participants, over three timepoints during a one-month snapshot period from 6/7/23to 7/7/23. This study used a retrospective chart review to gather data on target behaviors to determine the effectiveness of ABA treatments across age categories. A mixed (between x within) analysis of variance (ANOVA) and subsequent post hoc and interaction contrasts were used to determine statistical significance. Mixed (between x within) ANOVAindicated statistical significance (sphericity assumed), F(2,160) = 32.893, and p < 0.05, across time. Using bootstrapped paired t-tests, multiple comparisons indicated p < 0.001 on all three multiple comparisons, with Bonferroni corrected α = 0.017. There was also a non-significant interaction effect (sphericity assumed) with (time) x (age category), F(8,160) = 0.333, p = 0.952, likely due to sizeable within-group variation resulting in a lowered statistical power. Conclusions: This replication found that autistic children receiving the ABA intervention demonstrated statistically significant improvement in target behaviors over the one-month snapshot period.

Implementation of interaction style training and comprehensive staff instruction in a community-based residential setting: Expanding the influence of applied behavior analysis in Italy.

Implementation of interaction style training and comprehensive staff instruction in a community-based residential setting: Expanding the influence of applied behavior analysis in Italy.

Correlation between the changes of brain amplitude of low-frequency fluctuation and cognitive impairment in patients with neuropsychiatric lupus.

To explore the relationship between brain function changes and clinical serological indicators and behavioral cognitive assessment in patients with neuropsychiatric systemic lupus erythematosus (NPSLE), and understand the pathogenesis of NPSLE from the perspective of imaging. The resting-state functional imaging data, clinical serological, and behavioral cognitive assessment scores of 28 patients with NPSLE and 22 healthy controls (HC) were prospectively collected. The resting-state amplitude of low-frequency fluctuation (ALFF) values obtained from the analysis and processing were correlated with the serological data and behavioral cognitive assessment scores to determine the relationship between these data. The average age of the patients of the NPSLE group was older than that of the HC group; significant differences in education level, Auditory Verbal Learning Test Hua Shan Version (AVLT-H), and Trail Making Test scores were observed between the two groups. The NPSLE group demonstrated increased brain activity in the insula, precentral gyrus, and superior temporal gyrus, and decreased brain activity in the superior parietal gyrus. The ALFF value of the insula positively correlated with the Anti-β2gp1 antibody and negatively correlated with the anti-nucleosome antibody and the AVL-recall (RC) score. The ALFF of the precentral gyrus negatively correlated with the AVL-immediate recall (I). The ALFF value of the superior temporal gyrus negatively correlated with the AVL-RC score. The left superior parietal gyrus positively correlated with the c-reactive protein. The right superior parietal gyrus positively correlated with the System Lupus Erythematosus Disease Activity Index and negatively correlated with the AVL-I score. Patients with NPSLE show different brain activity changes in different brain regions, and the abnormal brain regions are correlated with certain lupus antibodies, inflammatory factors, and cognitive assessment, thereby suggesting that the correlation between the three could provide novel insights into the pathogenesis of NPSLE.

Improved Soft-Skill Competencies of ABA Professionals Following Training and Coaching: A Feasibility Study

The field of applied behavior analysis currently faces critique regarding the need for increased compassion and interprofessional collaboration training toward culturally and emotionally responsive practice. Mindful self-compassion is evidenced to improve self-compassion and compassion. The purpose of the current study was to improve soft-skill competencies in collaboration and compassion of behavior analytic professionals. In this feasibility study, two cohorts of American behavior analytic professionals (N = 24) received a 4-month training-and-coaching sequence, with a pre-program focus group serving as the program’s needs assessment. The Interprofessional Collaborative Competency Attainment Survey and Self-Compassion Scale, Short Form were administered pre- and post-intervention to ascertain program effectiveness, alongside open-ended survey questions. Training included experiential learning opportunities in small groups, with participants practicing self-compassion and collaboration skills. Coaching included additional individual practice opportunities. Pre- and post-whole test scores were significantly different on both instruments, with p set at .05, demonstrating preliminary effectiveness. Significance on paired-sample t-test for the Interprofessional Collaborative Competency Attainment Survey whole score fell at <.001, while for the Self-Compassion Scale, Short Form, it fell at .004. While prior studies have demonstrated the need for collaboration and compassion training within the ABA workforce, the current study reports on an implementation procedure to improve upon these skill sets, addressing a noted gap. Furthermore, the current study operationalizes collaboration alongside self-compassion, demonstrating the importance of centering collaborative practice within soft-skill awareness and competency. Future research can incorporate direct measures of these skill sets.

A Survey of the State of the Field of Applied Behavior Analysis in Vermont.

As the number of and demand for board certified behavior analysts (BCBAs) grows across the United States, it is increasingly important to evaluate the status of the applied behavior analysis (ABA) workforce. The goal of this study was to evaluate the current status of the field of ABA within the state of Vermont. We surveyed practicing RBTs, BCaBAs, BCBAs, BCBA-Ds, and ABA professionals within Vermont. We gathered and analyzed information regarding practitioner training and supervision experiences, current work conditions, strengths and barriers related to education, supervision, and practice within the field of ABA in Vermont, and historical and demographic information. Survey responses were analyzed using quantitative and qualitative methods and themes and results are discussed. This study may serve as a model for other states to conduct similar analyses to better meet the needs of the changing landscape of the field of ABA.

A peek into the room where it happens: Quantifying ABA's influence on public policy discussions.

To maximize its influence, applied behavior analysis must both create solutions and shape public policy to implement those solutions at scale. From the perspective of data-driven decision making, it is illogical to talk about seeking public policy influence without consulting evidence showing when influence has been achieved. One relevant form of evidence is the attention that behavioral solutions receive in published discussions about policy issues, and here I show how much of this attention has been earned by articles published in Journal of Applied Behavior Analysis. I also propose using the same kind of data to support finer grained analyses focusing on specific behavior problems, specific types of interventions, and the research programs of individual investigators. Although this is far from a complete account of the influence of applied behavior analysis on policy, it is better to have data than none if the goal is to transform the quest for influence on policy from a matter of speculation and casual discussion into an evidence-based practice.

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.

Three Approaches to Using Mixed Reality Simulations for Teacher Preparation and Recruitment of Future Teachers

Mixed reality simulations have versatility in both the preparation as well as the recruitment of future teachers. We describe three approaches that have led to successful outcomes for general and special education preservice teachers, as well as in the recruitment of future teacher candidates from the high school level. First, we explored the use of TeachLivE™ to enhance special education teacher candidates’ behavior observation skills when conducting functional behavior assessments. Second, we studied the impact of different simulation methods on early childhood candidates’ preparedness to communicate with parents and caregivers about sensitive topics. Finally, we utilized TeachLivE™ as a recruitment tool to engage current high-achieving high school students in the teaching and reflection process as part of their on-campus dual credit program. In all cases, candidates and students valued the simulation experiences, recognizing the opportunity to deliver instruction in supportive environments with immediate feedback, coaching, and practice opportunities.

Introducing LADER: A Structured Approach to Effective Professional Interactions for Behavior Analysts.

Applied behavior analysis (ABA) is a human service profession using the science of behaviorism to promote meaningful changes in the lives of clients. However, misconceptions, misunderstandings, and false information have plagued our field since its inception and challenge the efficacy of our continued dissemination efforts. Effective science communication skills, especially for fields with a highly technical language such as ABA, promote marked improvements in client outcomes. Herein we introduce LADER, a structured and scaffolded approach to effective professional interactions for behavior analysts. The five components of LADER (listen, ask questions, determine misconceptions, engage, and reflect and evaluate) support analysts in navigating complex and potentially challenging conversations with clients, caregivers, collaborative professionals, and other stakeholders. The experiences and insights of current behavior professionals, and empirical research on effective science communication, underpins the components of LADER. Following a description of LADER, a hypothetical scenario provides readers with a vignette on how to apply LADER in practice.

Working together or apart? Impact of interprofessional education on collaborative competencies of applied behavior analysis and occupational therapy practitioners

ABSTRACT Applied behavior analysis and occupational therapy practitioners uniquely serve neurodivergent individuals, despite interprofessional contention. While some qualitative research exists, there is a need for quantitative and mixed-methods evaluation of evidence-based strategies to improve the collaboration between occupational therapy practitioners and applied behavioral analysis professionals. This study aimed to improve collaboration for enhanced outcomes between individuals from these two professions. This program assessed change in collaborative competencies of occupational therapy and applied behavior analysis professionals, following virtual interprofessional education initiative provided by a licensed certificant from each profession. Interprofessional Collaborative Competencies Attainment Survey, open-ended survey questions and recorded focus group were used to evaluate program impacts. Quantitative results were analyzed using paired-sample t-tests and revealed statistically significant increases in participants’ whole scores (p<.05). Qualitative analysis revealed the value of practical, problem-based learning. This study demonstrated the potentiality of virtual interprofessional education, question-answer dialogue, and actionable strategies. Future studies can increase sample size and implement longer-term models.

Evaluating Social Validity to Inform Intervention Development: Qualitative Analysis of Caregiver Interviews.

Evaluating social validity of interventions is paramount to the applied dimension of applied behavior analysis, but in research contexts, social validity is frequently assessed only after an intervention has concluded. The present study sought to evaluate the social validity of a proposed intervention prior to intervention development through qualitative analysis of interviews with stakeholders. We interviewed ten caregivers of children with autism about their experiences and challenges engaging in play with their children. We also solicited their opinions on the proposed components of the intervention, including (1) video models; (2) smart speaker prompts; and (3) feedback and coaching via video chat. Qualitative analysis of the interview transcripts revealed several domains related to caregivers' experiences, including challenges with social communication, openness to learning skills, and desires to build connections with one's child. Opinions about the proposed intervention components were largely positive, citing the convenience of using technology to access the mostly asynchronous intervention. Some participants expressed hesitation or discomfort surrounding feedback and coaching via video chat. Participants made several helpful suggestions regarding the content and features of the intervention. We discuss our findings in the context of an interactive social validation process.

Naturalistic Developmental Behavioral Interventions for Developmental Language Disorder.

Naturalistic-developmental-behavioral interventions (NDBIs) are a widely accepted and validated approach for treating language-related symptoms in autism spectrum disorder, including deficits in vocabulary, social skills, and grammar. The purpose of this article is to define the elements naturalistic, developmental, and behavioral as applied to children with developmental language disorder (DLD) and to provide an example of how this type of intervention can be implemented to teach vocabulary and test cross-modal generalization between expressive and receptive modalities. A vocabulary intervention using hybrid NDBI methods (storybook reading and conversational recast interaction) was provided to three participants with DLD using a single-case design. The results indicated that all participants successfully learned receptive and expressive vocabulary targets with extensive cross-modal generalization. However, generalization was limited in some of the participants. This article provided definitions of key elements of NDBI (naturalistic, developmental, and behavioral) including a rationale for extending NDBI procedures to language intervention for children with DLD. In addition, a single-case design demonstrated that NDBI can be implemented in DLD and that broadly defined naturalistic-developmental applied behavior analysis techniques are applicable to language interventions for children with language disorders. Moreover, diverse naturalistic and developmental procedures meet the highest standards for evidence-based practice to treat DLD.

АВА-терапія як сучасна технологія корекційної роботи з дітьми з РАС (переваги та недоліки)

The article deals with the essence, content, stages, advantages and disadvantages of the extremely popular among parents technology of corrective influence on children with ASD – ABA therapy, which is aimed at forming the necessary skills in a child that are absent due to developmental disorders. It has been determined that this approach can be used to solve a range of different tasks: the development of skills that can replace undesirable forms of behavior; the development of social and communication skills, such as maintaining eye contact, understanding the interlocutor’s facial expressions, the ability to ask for help, ask questions, play with other children; the development of academic skills (reading, arithmetic, writing) at a level accessible to the child; the development of household and self-care skills: independent toilet use, cooking and. Despite the fact that in the modern world ABA therapy is a scientifically proven and widespread method that has found its application in various areas of education and support for children with various developmental disorders, it has a number of significant drawbacks: The technique is ineffective if the child is afraid of strangers; the technique works only if it is used correctly and implemented by ABA therapists; breaks in classes or a reduction in their duration can affect the result; parents should take an active part in the work and, with the help of a specialist, organize a correct developmental system at home; children with ASD often have little effect on encouragement, it is important to understand what reward the child needs to get the desired result.

Uma Comparação do Ensino de Relações de Tato-Intraverbal e de Ouvinte para Crianças Diagnosticadas com Transtorno do Espectro do Autismo

Abstract Studies using teaching techniques derived from Applied Behavior Analysis (ABA) principles have shown promising results, based on empirical evidence, in teaching speaker and listener behavior to individuals diagnosed with Autism Spectrum Disorder (ASD). Our objective was to compare the effects of two teaching procedures on the acquisition of intraverbal-tact and listener relations involving spatial relations concerning body parts in six boys with autism. In “intraverbal-tact-to-listener”, questions in the presence of non-verbal stimulus were taught and then tested for emergence of listener responding. In “listener-to-intraverbal-tact”, listener responses were initially taught and the emergence of intraverbal-tact responses were tested. An alternate treatment design with an embedded nonconcurrent multiple baseline design across participants was used. The results suggest that the intraverbal-tact-to-listener protocol was more effective. Such data concerning to body parts spatial relations replicate findings for other repertoires.

Behavioral Interventions for Autism Spectrum Disorder: A Brief Review and Guidelines With a Specific Focus on Applied Behavior Analysis.

We conducted a comprehensive review of behavioral and educational interventions for individuals with autism spectrum disorder (ASD). The most prominent type of intervention, Comprehensive Early Intervention, often referred to as Early Intensive Behavioral Intervention (EIBI), has been found to be particularly effective in improving intelligence and adaptive behaviors. The naturalistic developmental behavioral intervention, designed to enhance social and communication abilities, showed effectiveness in improving language, cognitive function, and social initiation. However, more studies are needed to examine its effectiveness. Intensive individualized intervention, which provides a tailored intervention for a specific target behavior, was effective in improving social skills and communication, as well as reducing sleep, eating, and toileting problems. Cognitive behavioral therapy (CBT) is the most effective method for dealing with emotional difficulties, but it has not been widely used because of the shortage of trained experts. Parent-mediated intervention (PMI) involves parents acquiring knowledge and specific skills to improve their child's functioning or reduce challenging behaviors. Speech and language therapy, sensory integration, Treatment and Education of Autistic and related Communications Handicapped Children, developmental approaches, and social stories are frequently used interventions. However, evidence of their effectiveness has yet to be well established. Based on these findings, intervention recommendations for autism include EIBI, Early Start Denver Model, intensive individualized intervention, CBT, and PMI. The choice of intervention should be tailored to the individual's needs and delivered by qualified professionals with expertise in the specific intervention.

To assess knowledge, attitude, and practices among caretakers of adults with autism spectrum disorders and intellectual disabilities as regards causes, management methods, and rehabilitation of such children in Jalandhar District of Punjab

Background: Among the developmental disorders, autism spectrum disorder (ASD) and intellectual disability (ID) are the most common disorders present in human beings. Both of these account for 3–5% of the population. Early intervention with applied behavior analysis in natural surroundings may lead to improvements in I.Q. and change in ASD diagnosis. For young children, caretakers are the first source of instruction in social behavior and training of caretakers is considered very important for effective intervention programs for autistic children. Therefore, intervention strategies should be made through a joint approach between parents and professionals. Aims and Objectives: To assess the knowledge, attitude, and practice of caretakers of adults with ASD and ID regarding causes, management, and rehabilitation. Materials and Methods: Caretakers of 100 adults with ASD and ID were selected randomly from APAAR, an NGO based in PIMS; Chanan, an association of caretakers of adults with ID and ASD and from the records with District Education Officer, Jalandhar, were interviewed on a semi-structured pro forma. The data so obtained were analyzed statistically. It was a one-time study. Inclusion criteria – caretakers of adults with ID and ASD who were willing to participate. Exclusion criteria – caretakers of adults with ASD and ID who were not willing to participate. Results: 19 (18.45%) of caretakers of adults with ASD/ID believed that their condition was due to some medical condition whereas 77 (74.76%) believed that it was due to some old karma. 24 (23.3%) parents of children with ASD/ID undertook medical treatment including prevocational training and rehabilitation whereas 72 (69.9%) parents took treatment for traditional healers. 7 (6.8%) did not participate in the study. Conclusion: The majority of caretakers of adults with ASD/ID believed that the condition of their wards was due to old karma and possession by evil spirits as compared to medical causes and so they preferred traditional healing methods instead of medical treatment.

The Effect of Using Some Applied Behavior Analysis Techniques (Positive and Negative Reinforcement) in Teaching Practical Life Skills in Mentessori Approach for Children with Autism spectrum disorder (ASD)

The Effect of Using Some Applied Behavior Analysis Techniques (Positive and Negative Reinforcement) in Teaching Practical Life Skills in Mentessori Approach for Children with Autism spectrum disorder (ASD)