Using ABA therapy to treat children with autism

2007 ◽  
Keyword(s):  
Children With Autism ◽  
Aba Therapy

scholarly journals THE USE OF CORRECTIVE TECHNOLOGIES IN THE PROCESS OF PREPARING SENIOR PRESCHOOLERS WITH AUTISM SPECTRUM DISORDER FOR LEARNING ACTIVITIES

2020 ◽  
Vol 4 ◽  
pp. 47-52
Author(s):  
Yuliia Sidenko ◽  
Oleksandr Kolyshkin
Keyword(s):  
Autism Spectrum Disorders ◽  
Sensory Integration ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Preschool Age ◽  
Learning Activities ◽  
Educational Activity ◽  
Cognitive Readiness ◽  
Aba Therapy ◽  
Spectrum Disorders

The authors of the article have analyzed scientific research on the problem of the formation of cognitive readiness for educational activity in children with autism spectrum disorders of senior preschool age. It is noted that for children with autism spectrum disorders, a special approach should be applied with a focus on world standards and effective methods of correction and training should be developed. It is revealed that today the psychological and pedagogical correction of the development of autism does not have unambiguity and consistency regarding technologies and methods that would help to effectively overcome autism spectrum disorders and contribute to the effective preparation of autistic children for educational activities. The content of the concept of "cognitive readiness" is revealed as a prerequisite for the development of psychological characteristics and preparation of a child with autism spectrum disorders of senior preschool age for learning activities. The features of the use of correctional technologies to increase the level of cognitive readiness for educational activity of children with autism spectrum disorders of senior preschool age have been determined. It was revealed that the main condition for the formation of cognitive readiness for educational activity in children with autism spectrum disorders of senior preschool age is the use of ABA therapy technology, the TEACCH program, (PRT), PECS, sensory integration. It is revealed that the program (TEACCH, PECS) reflects a clear algorithm of actions, encourages mental operations; method (ABA-therapy) improves the stability of concentration, memory development, forms learning behavior; (PRT) promotes the development of motivation in a child with autism spectrum disorder of senior preschool age, self-management. The formation of imagination and perception of the surrounding world is carried out in the process of conducting classes with sensory integration. It is proved that the formation of cognitive readiness for educational activity in senior preschoolers with autism spectrum disorders is an important factor in the realization of personal potential and social adaptation.

scholarly journals Formation of communication skills in individual work with children with an autism spectrum disorder

2020 ◽  
Vol 133 (4) ◽  
pp. 182-196
Author(s):  
S.A. Stelmakh ◽  
◽  
Y.I. Barabanova ◽  
I.K. Маtckevich ◽  
D.B. Ospanova ◽  
...  
Keyword(s):  
Music Therapy ◽  
Communication Skills ◽  
Sensory Integration ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Integration Methods ◽  
Children With Asd ◽  
Initial Work ◽  
Aba Therapy ◽  
Game Therapy

The article presents the results of correctional work on the program of communication development for children with autism spectrum disorders. The need for initial work on the development of communication skills in children with autism in an individual format, with an adult (defectologist) as the impetus and driver of communication, has been substantiated. The main components of communication, characteristics of the development of these components in children with ASD and their ways of formation and development have been given. The main methods included in the correctional and developmental program are sensory integration methods, music therapy, elements of ABA therapy, and game therapy. The structure of the program and the main principles on which it is based has been described. The results of implementing this program on three children with ASD have been analyzed, and the dynamics of changes in communication skills through the ABLLS-R questionnaire and the RCDI-2000 scale were tracked. It was found that the program for the formation of communication skills of children with ASD with the use of sensory integration methods, music therapy,elements of ABA therapy, and game therapy forms the basic components of communication and takes into account the specific features of the development of children in this category. There are noticeable improvements in the development of the emotional and volitional sphere of children, it has become much easier for them to express their emotions, preferences, desires and attitude to the situation, communicative motivation has begun to form, and basic prerequisites for communication have appeared.

scholarly journals Effectiveness of ABA Therapy for Children with Special Needs of Autism: A Study of Psycholinguistics View

2018 ◽  
Vol 5 (2) ◽  
pp. 149-158
Author(s):  
Siti Ithriyah
Keyword(s):  
Language Learning ◽  
Special Needs ◽  
Children With Autism ◽  
Time Of Day ◽  
Children With Special Needs ◽  
Response Level ◽  
Descriptive Research ◽  
Number Of Patients ◽  
Therapy Model ◽  
Aba Therapy

The background of this study is the recognition of an expert consultant psychiatrist named dr. Suzy Yusna SpKJ, who stated in our interview that based on the experience of practice before the 1990's the number of patients who were diagnosed as a child with autistic disorder in a year is only about five people. However, at this time of day can be diagnosed, three new patients. This shows a significant increase in autism. This study aims to describe (1) the effectiveness of Applied Behavioral Analysis (ABA) therapy model to increase autistic children's language; and (2) language development of children with autism after acquiring learning methods ABA therapy. This research method is descriptive research. The study takes its source data from children with special needs at Rumah Autis Bogor. Five children were selected as the research participants. We conclude that Lovaas’ ABA method to prove the effectiveness of these therapies through phases and methods. Therapists who are experts in this field also helped determine the success in measuring the response level of language learning for children with autism. Thus, effective ABA therapy model applied in improving the language of children with autism. Before the ABA method is applied, the average child's ability to speak to one type of vocabulary requires learning four to five times (four and five days) with bad judgment and poor. However, after being given an action, then the average language skills of children with autism increased by only one or two lessons (one and two days) with the excellent score.

Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (2) ◽  
pp. 586-596 ◽  
Author(s):  
Kaitlyn A. Clarke ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Diagnostic Category ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Processing Differences

Purpose The aim of this research study was to examine common practices of speech-language pathologists (SLPs) who work with children with autism spectrum disorder (ASD) with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction. Method Following a qualitative research method, how SLPs instruct and present augmentative and alternative communication systems to individuals with ASD, their rationale for method selection, and their perception of the efficacy of selected interventions were probed. Semistructured interviews were conducted as part of an in-depth case report with content analysis. Results Based on completed interviews, 4 primary themes were identified: (a) instructional method , (b) input provided , (c) decision-making process , and (d) perceived efficacy of treatment . Additionally, one secondary theme, training and education received , was identified . Conclusions Clinicians reported making decisions based on the needs of the child; however, they also reported making decisions based on the diagnostic category that characterized the child (i.e., ASD). The use of modeling when teaching augmentative and alternative communication to individuals with ASD emerged as a theme, but variations in the method of modeling were noted. SLPs did not report regularly considering processing differences in ASD, nor did they consider the effects of input during instruction.

Disfluency Characteristics Observed in Young Children With Autism Spectrum Disorders: A Preliminary Report

2010 ◽  
Vol 20 (2) ◽  
pp. 42-50 ◽  
Author(s):  
Laura W. Plexico ◽  
Julie E. Cleary ◽  
Ashlynn McAlpine ◽  
Allison M. Plumb
Keyword(s):  
Autism Spectrum Disorders ◽  
Young Children ◽  
Children With Autism ◽  
Descriptive Study ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Children With Asd ◽  
Young Children With Autism ◽  
Spectrum Disorders ◽  
Developmental Stuttering

This descriptive study evaluates the speech disfluencies of 8 verbal children between 3 and 5 years of age with autism spectrum disorders (ASD). Speech samples were collected for each child during standardized interactions. Percentage and types of disfluencies observed during speech samples are discussed. Although they did not have a clinical diagnosis of stuttering, all of the young children with ASD in this study produced disfluencies. In addition to stuttering-like disfluencies and other typical disfluencies, the children with ASD also produced atypical disfluencies, which usually are not observed in children with typically developing speech or developmental stuttering. (Yairi & Ambrose, 2005).

10 Tips For Testing Hearing in Children With Autism

ASHA Leader ◽  
2012 ◽  
Vol 17 (1) ◽  
pp. 5-7 ◽  
Author(s):  
Paul M. Brueggeman
Keyword(s):  
Children With Autism

The Role of the SLP in Autism Spectrum Disorder Screening and Assessment

2008 ◽  
Vol 15 (2) ◽  
pp. 50-59 ◽  
Author(s):  
Amy Philofsky
Keyword(s):  
Language Development ◽  
Critical Role ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Children With Asd ◽  
Prevalence Estimates ◽  
Notable Increase ◽  
Screening Assessment ◽  
Critical Components

AbstractRecent prevalence estimates for autism have been alarming as a function of the notable increase. Speech-language pathologists play a critical role in screening, assessment and intervention for children with autism. This article reviews signs that may be indicative of autism at different stages of language development, and discusses the importance of several psychometric properties—sensitivity and specificity—in utilizing screening measures for children with autism. Critical components of assessment for children with autism are reviewed. This article concludes with examples of intervention targets for children with ASD at various levels of language development.

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