Applied Behavior Analysis for Children with Autism Spectrum Disorders
Format: PDF / Kindle (mobi) / ePub
This book synthesizes autism spectrum disorder research data and trends with best-practice interventions into a state-of-the-art resource. It reviews current applied behavior analysis literature and identifies interventions across the autism spectrum.
during which the trainer could present 50–60 discrete-training trials. These trials are usually presented in rapid succession with the child allowed to consume or access the reinforcer during the brief (e.g., 30 s) intertrial interval. In this approach, each discrete trial typically consists of three components: (a) presentation of a discriminative stimulus (e.g., holding up an object and asking, “What is this?”), (b) waiting for, or prompting, a correct response, and (c) delivery of
Card was effective in decreasing whines and screams and the intervention generalized to the third activity, which never used the Power Card. The student began to use the strategies on the card in new settings with peers and even told a classmate what he could say after he had lost. A limitation of the study was that data were only presented for problem behavior, not targeted behavior. 7 Social Skills and Autism: Understanding and Addressing the Deficits A closely related intervention is the
consequence. A fundamental assumption of the approach is that the target behaviour will be differentially sensitive to contingencies similar to those which maintain that behaviour in the child’s natural environment, i.e. that observation of high levels of the target behaviour under a certain set of analogue contingencies implies that similar contingencies maintain the behaviour in the child’s natural environment. The classic paper of Iwata et al. (1982) described four conditions, outlined in
address this difficulty may need to be developed for Chinese-speaking children with ASD. It is necessary to examine the applicability of interventions with empirical evidence supporting their effectiveness for children with ASD who live in other countries outside the United States. In addition to the cultural and linguistic differences mentioned above, other factors that may interact with child and family characteristics and impact the effectiveness of specific intervention strategies include the
Diagnostic and Statistical Manual of Mental Disorders Third Edition – Revised (American Psychiatric Association, 1987). Of note though is that this sampling of sources leaves the measure unsupported as a whole by any of the five works. As noted, classification is divided into one of three ranges: Mildly moderately autistic, severely autistic, or nonautistic. The authors recommended that CARS be used as an initial aid in the classification process and have designed it as an observational