Applied Behavior Analysis and Autism

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Table of Contents

Introduction
Applied Behavior Analysis
Applied Behavior Analysis and its Effects on Autism in Children
Conclusion
References

Introduction

Autism is a neural development disorder that impairs interaction and communication in children mostly below the age of three years. Autism interferes with the brain’s information processing by altering the organization between nerve cells and their synapses (Jaffe, 2010).

Applied behavior analysis is a kind of therapy used to teach children suffering from autism and other development disorders. Through this therapy, children suffering from autism can be empowered to reach their full potential and lead a normal life. The therapists use reward and praise to promote and maintain good behavior among individuals suffering from this disorder (Powers et al., 1973).

Applied behavior analysis has several impacts on the life of the child suffering from autism. The primary subject of this study is applied behavior analysis while the secondary subject is applied behavior analysis and its effects on autism in children. In this paper, the researcher seeks to review four articles in an attempt to show and discuss the effects of applied behavior on autism in children.

Applied Behavior Analysis

As already indicated, this paper will review four articles. The first one is titled Can One Hour of Study per Week of Therapy Lead to Lasting Changes in Young Children with Autism by Laurie et al. (2009). The author acknowledges that parent- child education is vital in bringing about sustained growth in social communication among children suffering from autism.

Parents are taught how to implement naturalistic therapy techniques that fuse relation based approaches with applied behavior analysis and incorporate them in their daily family routine (Laurie et al., 2009). This technique is based on the involvement of parents as therapy providers for their children. Parents assist in learning verbal and non- verbal skills of communication.

The second article is a case study. The case study is titled Use of Applied Behavior Analysis with an Autistic Adolescent. It focuses on teaching male adolescents how to greet people in different settings. This skill can be developed through continuous reinforcement on the part of the therapist. It is likely that children will constantly repeat activities that they are rewarded for.

The autistic adolescents are taught on how to initiate greetings in unfamiliar settings thus arming them with functional skills that are of value in the natural environment. Through repetition, the autistic adolescents can comprehend nonverbal communication and conversations from other people around them. These interventions are carried out mostly with the aid of parents who these individuals have been noted to maintain close proximity with (Jaffe, 2010).

The third article is titled Applied Behavior Analysis in Autism Spectrum Disorder: Recent Developments, Strengths and Pitfalls. The author of the article reports on how mothers are taught to use voice recorders and scripts to teach their autistic children. This applied behavior analysis procedure works on the one major assumption.

It is assumed that instructions prompt feedback. The skills may be taught through imitation and repetition. Target words in a conversation can also be used to prompt nonverbal communication. Empathy skills can also be taught through the use of dolls and toys among children. This helps promote the child’s social skills and the target individual learns how to interact with others (Matson et al., 2012).

The fourth article is titled Some Current Dimensions of Applied Behavior Analysis. In this article, the authors argue that the use of stimuli to catalyze certain behaviors is vital in teaching individuals with autism. Activities such as bar pressing can be used to boost an individual’s arithmetic skills.

Continuous application of the stimuli brings about masterly. This procedure emphasizes on patience on the part of the patient and the therapist (Bear et al., 1968). The person administering therapy should understand that only continuous application of such therapy will bring about masterly of a certain verbal or nonverbal communication skill.

Applied Behavior Analysis and its Effects on Autism in Children

Applied behavior analysis aims at helping children suffering from autism to gain social skills necessary for their interaction with others. In most cases parents assume the role of therapists in applied behavior analysis. As such, the interaction between the autistic children and their families is enhanced in the process. In the first paper analyzed above, the author states that children suffering from autism also gain self expression skills.

Applied behavior analysts have devised ways through which the children can make understandable gestures and utterances (Powers et al., 1973). Having acquired these skills, the individuals can express their needs with ease. This is in addition to acquiring the skills to satisfy these needs independently without relying on the intervention of others.

Through applied behavior analysis, children suffering from autism can learn ways of initiating conversations. This can be made possible by teaching them simple conversation initiation techniques such as the use of greetings. This argument is supported by the author in the case study titled Use of Applied Behavior Analysis with an Autistic Adolescent.

Through repetition, individuals learn key words that may be vital in communication. Ability to communicate efficiently gives them a chance to interact efficiently with other normal children (Jaffe, 2010). The children can also express themselves with ease in various settings. When used at an early age, applied behavior analysis may enable the children to reach their full potential.

Applied behavior analysis can also aid learning among children suffering from autism. Through the use of effective stimulus such as bar pressing, autistic children can gain arithmetic skills. In the paper titled Applied Behavior Analysis in Autism Spectrum Disorder: Recent Developments, Strengths and Pitfalls, repetition enables the children to permanently maintain information that they have learnt.

The children can also learn these skills through gestures and application of visual cues such as pictures and video recordings (Laurie et al., 2009). Early intervention has seen autistic children develop and learn just like normal ones.

Applied behavior analysis has also contributed to easier learning for individuals suffering from autism. According to the authors of the paper titled Some Current Dimensions of Applied Behavior Analysis, breaking down of skills into easier tasks that can be taught individually aids faster learning by the autistic children.

Children suffering from autism are also empowered to keep away from danger. Introduction of a hurting stimulus will keep the child away from it in future (Bear et al., 1968). This is based on the assumption that different organisms have a predictable way of reacting to stimulus.

Conclusion

Autism is a neural development disorder. Studies have shown that early diagnosis of this disorder is vital. This allows for early treatment of the condition before deterioration. It is argued that early intervention or therapy is more effective in assisting the affected individual lead a normal life. Those around such individuals should also be sensitized on how to relate with them so as to make them feel accommodated (Powers et al., 1973).

References

Bear, M., Wolf, M., & Risley, T. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1(1), 91-97.

Jaffe, E. (2010). A case study: Use of applied behavior analysis with an autistic adolescent. Digital Commons, 3(156), 4-101.

Laurie, A., Vismara, C., & Sally, J. (2009). Can one hour per week of therapy lead to lasting changes in young children with autism? Sage Publications, 23(93), 94-116.

Matson, L., Nicole, C., & Jennifer, B. (2012). Applied behavior analysis in Autism Spectrum disorders: Recent developments, strengths, and pitfalls. Elsevier, 6(4), 144-150.

Powers, R., Osborne, J., & Anderson, E. (1973). Positive reinforcement of litter removal in the natural environment. Journal of Applied Behavior Analysis, 6(4): 579–86.

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