Principles Of Applied Behavior Analysis Research Articles

Telehealth Training in Principles of Applied Behavior Analysis for Caregivers of Young Children with Autism Spectrum Disorders during the COVID-19 Pandemic.

Following the outbreak of the COVID-19 pandemic, the U.S. government declared a state of emergency and many applied behavior analysis clinics temporarily closed. The current study described a pilot of an existing manualized caregiver behavior skills training, the Online and Applied System of Intervention Skills (OASIS), to promote telehealth caregiver training during the pandemic and facilitate the start of early intervention for families on waitlists. The OASIS telehealth curriculum trains caregivers to use applied behavior analysis with their children with autism spectrum disorder. Pre/post measures suggest that OASIS modestly improved parent knowledge, improved perceived quality of life, decreased stress, improved caregiver self-efficacy, and was viewed positively by participating families.

The weight of harm: A Response to “Editor’s Note: Societal changes and expression of concern about Rekers and Lovaas’ (1974) Behavioral Treatment of Deviant Sex-Role Behaviors in a Male Child”

In 1974, Rekers and Lovaas published an article in the Journal of Applied Behavior Analysis (JABA) wherein the authors coached a 4-year-old child’s parents to ignore and physically abuse him when he engaged in behaviors that were identified by the authors as inappropriate for a child whose sex assigned at birth was male. In October 2020, a Statement of Concern regarding Rekers and Lovaas (1974) was published in JABA (SEAB & LeBlanc, 2020), which described concerns regarding the paper and then provided justification for the journal’s decision to not retract this paper. In this current response, I provide a counterpoint to the Statement of Concern, arguing that (a) the available evidence strongly suggests that the original study was unethical and misaligned with the principles of Applied Behavior Analysis (ABA), and (b) the evidence presented to support its contemporaneous ethicality is insufficient. I end with an argument that Rekers and Lovaas (1974) should be retracted and discuss the critical role of ethics and social significance for the field of ABA.

A Pilot Study Evaluating the Effects of Early Intervention for Italian Siblings of Children with Autism Spectrum Disorder.

Autism spectrum disorder (ASD) is a high-cost/high-burden problem. Early intervention may prevent development of the disorder, improving child outcomes and reducing long-term consequences. However, few studies have investigated the role of early intervention in children younger than two years. This study aims to examine the effect of early intervention in 18-month-old high-risk siblings of children with ASD (HR-ASD) with clinical signs of autism. The intervention is based on the principles of Applied Behavior Analysis and focuses on the development of early precursors to social and communicative competence (joint attention and imitation behaviors). After controlling for baseline differences, two comparison HR-ASD groups were included: 15 HR-ASD toddlers receiving behavioral intervention for 3 h per week for 5 months (INT+) and 15 HR-ASD toddlers who were only clinically monitored from age 18 months (INT−). Changes in social communication, restricted/repetitive behaviors, and language were assessed using standardized measures at pre- (T0) and post-intervention (T1). From T0 to T1, the INT+ group showed significant improvements in communication, social interaction, and language compared to INT− group. There was no effect on restricted/repetitive behaviors. Our findings highlighted the importance of early detection/intervention in autism and supported a positive impact of targeted interventions to improve outcomes in at-risk children.

Implementing a Classroom-Based ABA Model in a maintained special education school in Wales

There is little guidance for teachers about how best to teach young children in SEN schools in Wales. Recent research has shown that teaching based on Applied Behaviour Analysis (ABA) is an effective model for Foundation Phase and Key Stage 1 in maintained special needs schools (Foran et al., 2015; Pitts, Gent, & Hoerger, 2019). The current study replicated the model and included curriculum measures (P Scales) typically used by educators and the validated, normed-assessments (MSEL and VABSII) commonly used by researchers. Following the classroom-based ABA model implementation, participants made significant gains on curriculum measures and normed-assessments. The data from all assessments showed statistically significant gains with medium large effect sizes. This study demonstrates how teachers can utilise behaviour analytic strategies to prepare students with readiness for learning skills essential for accessing the curriculum. This study outlines how techniques based on the principles of ABA can complement educational provision in maintained SEN schools in Wales.

Board certified behavior analysts and school fidelity of Applied Behavior Analysis services: qualitative findings

The Federal government mandates the use of evidence-based practice for interventions with students. Applied Behavior Analysis (ABA) is one of these evidence-based practices, but despite this, many school systems do not implement ABA as described in the literature, which leads to loss of fidelity and integrity with implementation, and often results in ineffective interventions in the classroom. The research question “What are the experiences of Board Certified Behavior Analysis (BCBAs) who use evidence-based practices in conjunction with staff in schools for interventions with American K-12 students using ABA?” was developed to ascertain, from a BCBA’s perspective, why ABA interventions are not implemented with fidelity in classroom settings. Participants were BCBAs in the United States who consult and collaborate with school staff to implement ABA services for children with autism spectrum disorders (ASD). Findings indicate that BCBAs are not given adequate time or resources to provide sufficient training in ABA, that principles of ABA are sometimes misused in training in such a manner that exacerbates myths of ABA, and that a general lack of support from school administrators exists, all of which lead to a loss of implementation fidelity. This lack of implementation fidelity in turn leads to decreased outcomes for students with ASD in schools when ABA is not implemented with fidelity.

Parent Training and Therapy in Children with Autism.

With the introduction of the Diagnostic and Statistical Manual of Mental Disorders-5th ed. (DSM-5) autism spectrum disorders (ASD) fall into the category of neurodevelopmental disorders. ASD is characterized by the inhibitory mechanisms responsible for social adaptation and emotional expression being underdeveloped, causing a child’s recognition and understanding of emotions to be impaired. Our study hypothesizes that early intervention using behavioral interventions such as Applied Behavior Analysis (ABA) and reflexive functions (RF) training on parents can improve the development of joint attention (JA), a cognitive precursor to the theory of mind (ToM) and mentalization processes. We considered a sample of 84 children aged between 20 and 30 months who had received a diagnosis of risk of autism spectrum disorder (level 1). The sample was divided into two groups of 42 subjects, in the first group we carried out a weekly behavioral parent training (PT) based only on ABA principles, while in the second group we carried out a weekly PT aimed at improving reflective functions and parental awareness according to a model inspired by the model based on emotional mirroring and mentalization of Fonagy. Our study shows that parents who are able to make sense of both their own mental state and that of their child can serve as a protective factor for the child’s development even in atypical developmental situations such as in ASD.

Emergência de respostas de ouvinte após ensino de intraverbais em um menino com Autismo


 A literatura tem indicado que intervenções que utilizam os princípios da Análise do Comportamento Aplicada têm produzido resultados promissores para solucionar questões referentes aos déficits nas habilidades de linguagens apresentados por crianças com Transtorno do Espectro Autista (TEA). Considerando que as dificuldades de comunicação prejudicam a qualidade de vida destas crianças, justifica-se o ensino de repertórios de falante (linguagem expressiva) e de ouvinte (linguagem receptiva). Visto que estes repertórios são funcionalmente independentes, o presente estudo utilizou procedimentos de Instrução com Múltiplos Exemplares para promover interdependência do ensino de respostas intraverbais (“Que mão é esta”? – resposta: “Direita”) na emergência de respostas de ouvinte (“Mostre a mão direita”). O objetivo foi verificar os efeitos do ensino de respostas intraverbais de dizer direita ou esquerda para questões referentes ao lado de uma parte do corpo (repertório de falante) na emergência de respostas de ouvinte envolvendo as mesmas partes do corpo (braços, mãos, orelhas e pernas) e relações espaciais de direita e esquerda em um menino verbal de seis anos de idade com TEA. Foi verificada também a generalização dessas relações para objetos no ambiente. Os resultados indicaram que o treino de respostas intraverbais promoveu a emergência de respostas de ouvinte de seguir instrução para o participante, o que confirma uma das rotas de ensino descritas na literatura (falante-ouvinte).

Systematic review of the collateral effects of behavioral sleep interventions in children and adolescents with autism spectrum disorder

BackgroundChildren with autism spectrum disorder (ASD) experience high rates of sleep problems. Interventions based on the principles of Applied Behavior Analysis (ABA) significantly reduce such sleep problems. Insufficient sleep is linked to a variety of adverse consequences for children with ASD, such as ASD symptom severity and internalizing and externalizing difficulties. In spite of these associations, no systematic reviews have been conducted that explore the collateral benefits of behavioral sleep interventions. AimTo evaluate the empirical evidence investigating the collateral effects of behavioral sleep interventions in children and adolescents with ASD. MethodsTo meet inclusion criteria, studies included participants between 2–18 years with a diagnosis of ASD, directly treated sleep problems and included at least one measure of collateral treatment effects. Data were extracted on participant characteristics, research design, intervention characteristics, sleep measures and results, social validity, collateral effect measures and results. Methodological rigor was evaluated and each study was coded as strong, adequate or weak. ResultsTen studies met inclusion criteria and all reported an improvement in at least one aspect of children’s sleep. Eight of the 10 studies demonstrated collateral improvement in one or more aspects of children’s daytime functioning following a behavioral sleep intervention. This included a reduction in stereotypic behaviors, internalizing and externalizing difficulties and quality of life. ConclusionsWhile the mechanisms underlying change are not known, outcomes of this review suggest that behavioral sleep interventions may be followed by collateral improvement in children’s daytime functioning and wellbeing. However, only four studies had strong or adequate methodological rigor, indicating the necessity of further research.

Relations between patient and staff member characteristics and staff member injury on a psychiatric inpatient unit for children with intellectual or developmental disabilities.

Staff member injuries are a pervasive and long-standing problem for psychiatric inpatient units. The current study analyzed the prevalence of staff member injury and characteristics of patients that injured staff on a specialized psychiatric unit for children with intellectual or developmental disabilities. We evaluated staffing patterns as well as characteristics of patients (e.g., diagnoses, body mass index) between 2016 and 2018. This time period was selected because it represented an approximately equal period before and after the introduction of a new clinical model that incorporated applied behavior analysis (ABA) and other safety-related practices (e.g., personal protective equipment). During this study period, there were 110 cases of staff injuries caused by 42 patients. Injuries were most likely to occur during physical management of a patient engaging in aggressive behavior, but less so when strategies requiring less physical contact were implemented. The frequency of staff injury was also significantly related to patients' diagnoses, particularly those exhibiting aggressive behavior and diagnosed with moderate-to-severe intellectual disability and/or autism spectrum disorder. Robust staff training incorporating the principles of ABA and the provision of other safety-related resources can be integrated to clinical guidelines to promote the safety of staff practicing in psychiatric inpatient units.

The Impact of Applied Behavior Analysis to Address Mealtime Behaviors of Concern Among Individuals with Autism Spectrum Disorder.

Feeding difficulties among individuals with autism spectrum disorder are common. The science of applied behavior analysis (ABA) has been employed to address these difficulties. Ample publications exist that demonstrate that ABA is consistently effective in increasing the consumption of new foods and drinks, increasing chewing and swallowing behavior, decreasing problem behavior at mealtime, and improving skills such as self-feeding. This article details the application of the basic principles of ABA, reinforcement, extinction, and punishment to treat feeding difficulties.

Applied Behavior Analysis (ABA) as a Footprint for Tutoring Systems: A Model of ABA Approach Applied to Olfactory Learning

Applied Behavior Analysis (ABA) belongs to the analysis of behavior techniques introduced by the theorists of behaviorism in psychological fields. It deals with the application of behaviorism principles to guide the learning process. It can serve as a footprint to build artificial tutoring systems in environments for specific learning processes. In this paper, we delineate the pathway to build an artificial tutoring system following ABA footprints, named the ABA tutor. In implementing the ABA tutor, the techniques of ABA are reproduced. This paper also describes how to build a tutor based on ABA and how to use it to favor olfactory learning. In more detail, the ABA tutor is inserted in SNIFF, a system that combines a software and a hardware side to assess and practice the sense of smell exploiting gamification. A first experiment was run involving 90 participants, and the results indicated that the artificial tutoring system based on ABA principles can effectively promote olfactory learning. The implications of this approach are discussed.

Helping Parents Understand Applied Behavior Analysis: Creating a Parent Guide in 10 Steps.

Interventions based on applied behavior analysis (ABA) have been shown to be effective for children with a wide range of cognitive, adaptive, and functional abilities. Many special education teachers understand the principles of ABA and are adept at implementing ABA interventions for students. However, as the principles of ABA can be complex, communicating with parents about ABA interventions can be challenging. Providing parents with clear and succinct information in the form of a brief customized reference guide can be instrumental for facilitating and extending communication about their child's behavioral interventions. This article provides school personnel with guidelines and resources for helping parents understand and use interventions that are based on ABA. Specifically, this article presents 10 steps for creating an information guide for parents and provides recommendations for explaining the guide to parents.

Exploring Issues of Generalization and Maintenance in Training Instructional Aides in a Public School Setting

In today’s climate, with the ever-increasing demand for competent behavior analytic services, it is necessary for behavior analysts to work across a variety of settings, including home, school, and community, overseeing instructional aide staff as the frontline providers of applied behavior analysis (ABA) services. It is common practice for ABA practitioners to provide the supervision and training to parents, caregivers, and direct-care staff, who may have limited knowledge and experience within the field of ABA. In 2013, the Behavior Analysis Certification Board (BACB®) initiated an effort to establish standards for the training of instructional aides and direct-care staff in the delivery of instructional and treatment services based on the principles of ABA. This new standard and credential is known as a Registered Behavior Technician™ (RBT®). The purpose of this study was to evaluate the training process outlined by the BACB, focusing specifically on the generalizability and long-term maintenance of newly acquired skills taught through a competency-based approach, to novel opportunities for implementation. Training was conducted through two methods: in vivo training with clients versus role-play with peers. Both these types of staff training approaches are commonly used instructional practices in the field of ABA.

Pivotal response treatment for autism spectrum disorder: current perspectives.

Pivotal response treatment (PRT) is an evidence-based behavioral intervention based on applied behavior analysis principles aimed to improve social communication skills in individuals with autism spectrum disorder (ASD). PRT adopts a more naturalistic approach and focuses on using a number of strategies to help increase children’s motivation during intervention. Since its conceptualization, PRT has received much empirical support for eliciting therapeutic gains in greater use of functional social communication skills in individuals with ASD. Building upon the empirical evidence supporting PRT, recent advancements have increasingly turned to using interdisciplinary research integrating neuroimaging techniques and behavioral measures to help identify objective biomarkers of treatment, which have two primary purposes. First, neuroimaging results can help characterize how PRT may elicit change, and facilitate partitioning of the heterogeneous profiles of neural mechanisms underlying similar profile of behavioral changes observed over PRT. Second, neuroimaging provides an objective means to both map and track how biomarkers may serve as reliable and sensitive predictors of responder profiles to PRT, assisting clinicians to identify who will most likely benefit from PRT. Together, a better understanding of both mechanisms of change and predictors of responder profile will help PRT to serve as a more precise and targeted intervention for individuals with ASD, thus moving towards the goal of precision medicine and improving quality of care. This review focuses on the recent emerging neuroimaging evidences supporting PRT, offering current perspectives on the importance of interdisciplinary research to help clinicians better understand how PRT works and predict who will respond to PRT.

The Evolution of the Application of Behaviour Analytic Principles to Child Development, Education and Management

The principles of Applied Behaviour Analysis (ABA) were first developed over fifty years ago, and used successfully by a small number of practitioners to treat a variety of problems. However, the ABA approach did not find widespread acceptance in the broader therapeutic community. It is only over the past twenty years that its value has been more widely recognised. This paper provides a brief history of the development of ABA and what it has achieved, particularly in the field of child development. It discusses reasons why there has been past antipathy by some to the approach and how this is changing due to the development of Cognitive Behaviour Therapy (CBT) and the Autism ‘epidemic’. CBT has provided Social Validity while the demand for solutions for Autism has highlighted evidence-based achievements. It further suggests the direction which needs to be taken to ensure greater acceptance of ABA in the management of children’s behaviour, education and development in the future. Keywords: Applied Behaviour Analysis, social validity, child development. How to cite: Tender, J. (2016). The evolution of the application of behaviour analytic principles to child development, education and management. Ugdymo psichologija, 27 , 97–103. http://dx.doi.org/10.15823/up.2016.04

Brief Behavioral Knowledge Questionnaire: Measuring Change in Caregiver's Knowledge Following Participation in a Brief Behavioral Training

Behavioral caregiver training programs are extensively used interventions, based on empirical research and applied concepts of behavior. As these interventions become more widespread in use across settings for various populations, the availability of efficient methods to evaluate program effectiveness is crucial. Currently, there is a lack of widely used and psychometrically sound measurement tools to assess change in caregivers' knowledge of behavioral principles following participation in such training. In the current study, we assessed change in caregivers' knowledge of behavioral principles following participation in a caregiver training based on the principles of Applied Behavior Analysis. Twenty caregivers participated in the evaluation, which included pre‐ and post‐Brief Behavioral Knowledge Questionnaire (BBKQ) completed before and after participation in a brief behavioral training (BBT). The measurement was found to have good internal consistency. Results also show that following participation in the BBT, caregivers' initial knowledge of behavioral principles increased significantly. The results suggest that the BBKQ may be a useful tool in detecting changes in caregiver's knowledge of behavior principles following BBT. Limitation and future directions are discussed. Copyright © 2016 John Wiley & Sons, Ltd.

Applied Behavior Analysis, Autism, and Occupational Therapy: A Search for Understanding.

Occupational therapists strive to be mindful, competent practitioners and continuously look for ways to improve practice. Applied behavior analysis (ABA) has strong evidence of effectiveness in helping people with autism achieve goals, yet it does not seem to be implemented in occupational therapy practice. To better understand whether ABA could be an evidence-based option to expand occupational therapy practice, the authors conducted an iterative, multiphase investigation of relevant literature. Findings suggest that occupational therapists apply developmental and sensory approaches to autism treatment. The occupational therapy literature does not reflect any use of ABA despite its strong evidence base. Occupational therapists may currently avoid using ABA principles because of a perception that ABA is not client centered. ABA principles and occupational therapy are compatible, and the two could work synergistically.

Methods for acquiring MRI data in children with autism spectrum disorder and intellectual impairment without the use of sedation.

BackgroundMagnetic resonance imaging (MRI) has been widely used in studies evaluating the neuropathology of autism spectrum disorder (ASD). Studies are often limited, however, to higher functioning individuals with ASD. MRI studies of individuals with ASD and comorbid intellectual disability (ID) are lacking, due in part to the challenges of acquiring images without the use of sedation.MethodsUtilizing principles of applied behavior analysis (ABA), we developed a protocol for acquiring structural MRI scans in school-aged children with ASD and intellectual impairment. Board certified behavior analysts worked closely with each child and their parent(s), utilizing behavior change techniques such as pairing, shaping, desensitization, and positive reinforcement, through a series of mock scanner visits to prepare the child for the MRI scan. An objective, quantitative assessment of motion artifact in T1- and diffusion-weighted scans was implemented to ensure that high-quality images were acquired.ResultsThe sample consisted of 17 children with ASD who are participants in the UC Davis Autism Phenome Project, a longitudinal MRI study aimed at evaluating brain developmental trajectories from early to middle childhood. At the time of their initial scan (2–3.5 years), all 17 children had a diagnosis of ASD and development quotient (DQ) <70. At the time of the current scan (9–13 years), 13 participants continued to have IQs in the range of ID (mean IQ = 54.1, sd = 12.1), and four participants had IQs in the normal range (mean = 102.2, sd = 7.5). The success rate in acquiring T1-weighted images that met quality assurance for acceptable motion artifact was 100 %. The success rate for acquiring high-quality diffusion-weighted images was 94 %.ConclusionsBy using principles of ABA in a research MRI setting, it is feasible to acquire high-quality images in school-aged children with ASD and intellectual impairment without the use of sedation. This is especially critical to ensure that ongoing longitudinal studies of brain development can extend from infancy and early childhood into middle childhood in children with ASD at all levels of functioning, including those with comorbid ID.Electronic supplementary materialThe online version of this article (doi:10.1186/s11689-016-9154-9) contains supplementary material, which is available to authorized users.

The Efficacy of ABA for Individuals with Autism Across the Lifespan

The use of applied behavior analysis (ABA) across the lifespan for individuals with autism spectrum disorders (ASD) evolves as young children mature to adolescents and then to adults. In childhood, instruction of comprehensive skill repertoires in combined treatment packages (e.g., early intensive behavioral intervention) in conjunction with instruction of individual functional skills related to communication, social skill interactions, and adaptive behavior create a comprehensive program. As children mature to adolescents and adults, instruction focuses more on individual functional skills related to adaptive behavior (e.g., vocational, personal/domestic, community, and leisure). Both combined treatment packages and individual functional skill instruction for children and adolescents rely upon the research-supported operant principles and procedures of ABA. Thus, ABA can be considered an efficacious treatment option for individuals with ASD across the lifespan if used with fidelity to the application of ABA principles.

Exploring an Interprofessional Staff-Training Model: Application for Teachers and Therapists Working with Children Diagnosed with Autism

Increased prevalence of Autism Spectrum Disorder (ASD) has generated higher special needs enrollment in schools requiring teachers and therapists to acquire, incorporate and implement specialized strategies needed to address unique educational and behavioral challenges facing children diagnosed with ASD. Budget cuts have generated a shortage of qualified professionals with expertise in autism interventions. Currently, staff training is minimal, ineffective or lacking on how to do acquire these skills. More effective staff training may provide an avenue for addressing this shortage. This study investigates the impact that an Interprofessional Staff Training Procedure (STP), consisting of Video Self‐Monitoring (VSM), Performance Feedback (PF) and Reflection (R) with and without Mentoring has on sustained and generalized teacher performance on two Dependent Variables – application of the Learn Unit (LU) and Rate of Effective Instruction (ROI). An exploratory study was conducted with 10 female teachers instructing 3‐5 year old autistic children in two private schools utilizing principles of Applied Behavior Analysis. Teacher performance on LU and ROI was evaluated after: Phase 1 – 2‐hour workshop; Phase 2 – training period using STP with and without Mentoring and Phase 3 – follow‐up period when STP and Mentoring are removed. While the STP appeared to enhance teacher performance and sustainability of procedural integrity, the greatest and most consistent improvement in performance was observed among teachers who received STP plus Mentoring as opposed to STP alone. Findings revealed that adding Mentoring to an existing STP appears to enhance teacher performance and Procedural Integrity with sustainable outcome.