scholarly journals Effectiveness of Telehealth Direct Therapy for Individuals with Autism Spectrum Disorder

2020 ◽  
Author(s):  
Karen Nohelty ◽  
Casey B. Bradford ◽  
Leah Hirschfeld ◽  
Christopher Miyake
Keyword(s):  
Autism Spectrum Disorder ◽  
Applied Behavior Analysis ◽  
Clinical Supervision ◽  
Autism Spectrum ◽  
Discrete Trial Training ◽  
Spectrum Disorder ◽  
Multiple Baseline ◽  
Discrete Trial ◽  
Baseline Design ◽  
Behavior Analysts

The field of applied behavior analysis (ABA) has utilized telehealth for clinical supervision and caregiver consultation and has produced research providing evidence for the efficacy of both modalities. Research demonstrating effectiveness is crucial, as behavior analysts must ensure the services they provide are effective in order to be ethical. With the increased need for patients to access more telehealth direct services, the current study evaluated the efficacy of telehealth direct therapy to teach new skills to individuals with autism spectrum disorder (ASD). This study examined the utility of natural environment teaching and discrete trial training strategies provided over a videoconferencing platform to teach new skills directly to eight individuals with ASD. The skills acquired by each individual were taught solely through telehealth direct therapy and included skills in the language, adaptive, and social domains. In a multiple baseline design, all eight individuals acquired mastery for all targets; additionally, generalization was assessed to caregivers for some targets. The evidence suggests that telehealth is a modality that is effective and can be considered for all patients when assessing the appropriate location of treatment.

scholarly journals Concerns About ABA-Based Intervention: An Evaluation and Recommendations

2021 ◽  
Author(s):  
Justin B. Leaf ◽  
Joseph H. Cihon ◽  
Ronald Leaf ◽  
John McEachin ◽  
Nicholas Liu ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Behavior Analysis ◽  
Applied Behavior Analysis ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Historical Events ◽  
Licensed Psychologists ◽  
Behavior Analysts

AbstractFor over 50 years, intervention methods informed by the principles of applied behavior analysis (ABA) have been empirically researched and clinically implemented for autistics/individuals diagnosed with autism spectrum disorder (ASD). Despite the plethora of evidence for the effectiveness of ABA-based interventions, some autism rights and neurodiversity activists have expressed concerns with ABA-based interventions. Concerns have included discontent with historical events and possible harm from the procedures and goals targeted. The purpose of this manuscript is to examine some expressed concerns about ABA-based intervention and suggest productive ways of moving forward to provide the best outcomes for autistics/individuals diagnosed with ASD. The authors represent stakeholders from multiple sectors including board certified behavior analysts, licensed psychologists, parents, and autistics/individuals diagnosed with ASD.

Using the Teaching Interactions Procedure to Teach Social Skills to Children With Autism and Intellectual Disability

2016 ◽  
Vol 121 (6) ◽  
pp. 501-519 ◽  
Author(s):  
Aubrey Hui Shyuan Ng ◽  
Kim Schulze ◽  
Eric Rudrud ◽  
Justin B. Leaf
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Social Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Multiple Baseline ◽  
Baseline Design ◽  
Teaching Interaction ◽  
Teaching Interaction Procedure

Abstract This study implemented a modified teaching interaction procedure to teach social skills to 4 children diagnosed with autism spectrum disorder with an intellectual disability. A multiple baseline design across social skills and replicated across participants was utilized to evaluate the effects of the modified teaching interaction procedure. The results demonstrated that the teaching interaction procedure resulted in all participants acquiring targeted social skills, maintaining the targeted social skills, and generalizing the targeted social skills.

scholarly journals Cultural Responsiveness Curriculum for Behavior Analysts: A Meaningful Step toward Social Justice

2021 ◽  
Author(s):  
Sneha Kohli Mathur ◽  
Kristine Rodriguez
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Justice ◽  
Cultural Competence ◽  
Behavior Analysis ◽  
Applied Behavior Analysis ◽  
Autism Spectrum ◽  
Cultural Responsiveness ◽  
Spectrum Disorder ◽  
Systemic Racism ◽  
Behavior Analysts

Clients of applied behavior analysis (ABA), specifically Black, Indigenous, and People of Color (BIPOC) receiving treatment for Autism Spectrum Disorder (ASD), regularly experience the effects of systemic racism via biases in the healthcare system. Applied behavior analysis (ABA) as a science offers the necessary tools to support immediate, concrete actions to bring about social justice. This paper offers a brief conceptual framework of critical race theory (CRT); cultural competence, responsiveness, and humility; and social justice concepts. Applications to healthcare, including systemic racism and implicit bias, are offered along with points of personal reflection. These conceptual frameworks are synthesized in support of a cultural responsiveness curriculum, rooted in the tenets of CRT and cultural competence trainings in neighboring disciplines, that the authors offer as an immediate, actionable step that Board Certified Behavior Analysts (BCBAs) can take today to broaden their perspective and proficiency. The prospective benefits of this work include effecting change in the access to and outcomes of behavior analytic services, particularly for the treatment of Autism Spectrum Disorder (ASD) in marginalized communities.

scholarly journals Emergent Intraverbal and Reverse Intraverbal Behavior Following Listener Training in Children with Autism Spectrum Disorder

2022 ◽  
Author(s):  
Inger Karin Almås ◽  
Dean P. Smith ◽  
Sigmund Eldevik ◽  
Svein Eikeseth
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Multiple Baseline ◽  
Future Research ◽  
Baseline Design ◽  
Listener Behavior ◽  
Intraverbal Behavior ◽  
Listener Training

AbstractWe evaluated whether intraverbal and reverse intraverbal behavior emerged following listener training in children with autism spectrum disorder (ASD). Six participants were each taught three sets of three “when?” questions in listener training. A multiple baseline design across behaviors (stimulus sets) was used to assess the effects of listener training. Results showed that intraverbal behavior emerged following listener training for five out of six participants. One participant received additional listener training and intraverbal training before intraverbal behavior emerged. Furthermore, reverse intraverbal responding occurred across all three sets of questions for three of the six participants. Establishing listener behavior may be a pathway for emergent intraverbal and reverse intraverbal responding in children with ASD. Future research could examine what skill repertoire may facilitate such transfer.

Sign in / Sign up

Export Citation Format

Share Document