The Effectiveness of Applied Behavior Analysis Therapy in Children with Autism Spectrum

Sheida Rafiee, Zaynab Khanjani

Abstract


The present research aimed to determine the effectiveness of applied behavior analysis therapy on eye contact enhancement, stereotypical behaviors and reduction of behavioral problems in children with autism spectrum. The statistic population of research were all of children with autism spectrum in Tabriz city during 2015-16 which 40 of them were selected as available samples and were assigned randomly in experimental and control groups. The pre- test was done at first by using GARS (1994) and ASSQ (1993) questionnaires and ABA therapy was performed on experimental group. Researcher`s self-made therapeutic package was used for therapy and both questionnaires were filled again on control and experimental groups as post- tests. Spss software was used to analyze the data and obtained results of Covariance analysis revealed that applied behavior analysis therapy was essentially effective on eye contact and social interaction enhancement and stereotypical and masochistic behaviors reduction. 


Keywords


Autism Disorder; Applied Behavior Analysis Therapy; Eye Contact; Social Interaction; Stereotypes Behaviors; Masochistic Behaviors

Full Text:

PDF

References


American Psychiatric Association. (2014) Diagnostic and Statistical Manual of Mental Disorders. (Translated by Yahya Seyed Mohammadi). 5th ed, Tehran, Ravan Publication, summer 2014.

Alavosius, M., Dagen, J., & Newsome, W. D. (2009). Differential reinforcement of low rate behavior. In W. T. O’Donohue & J. E. Fisher Eds.), General principles and empirically supported techniques of cognitive behavior therapy (pp. 240–245). Hoboken, NJ: Wiley.

Alexander, J., Ayres, K. & Smith, K. (2015). Training teachers inevidence-based practice forindividuals with autism specturn disorder: A review of the literature. TeachEduc SpecEduc; 38(1). pp: 13-27.

Anan, R. M., Warner, L. J., McGillivary, J. E., Chong, I. M. & Hines, S. J. (2008). Group Intensive Family Training (GIFT) for preschoolers with autism spectrum disorders. Behav Intervent; 23(3). pp:165–80.

Arman, S., Hakimiyan, S. & Goulabi, P. (2005). Comparison of three methods of treatment efficacy in children with autism. J Isfahan Med School; 78(23): 44-48.

Backner, W. (2010). Autism and early intensive behavioral interventions. Training School Psychologists to be Experts in Evidence Based Practices for Tertiary Students with Serious Emotional Disturbance/Behavior Disorders, Autism Interventions, Us office of education 84. 325 K. May 1, 2010.

Baron Chohen S. (2008). Autism and Asperger syndrom. Gangei M. (Persian translator). First editation.Tehran: Savalan, pp: 63-84.

Bauminger, N. (2002). The facilitation of social emotional understanding and social interaction in high - functioning children with autism: Intervention out comes. Journal of autism and Develop mental Disorders; 32; pp: 283-98.

Broz, F., Kose-Bagci, H., Nehaniv, C. L. & Dautenhahn, K. (2009). Learning behavior for a social interaction game with a childlike humanoid robot [Online]. 2009 [cited 2009 Boyd, B. A., McBee, M., Holtzclaw, T., Baranek, G. T. & Bodfish, J. W. (2009). Relationships among repetitive behaviors, sensory features and executive funcions in high functioning autism. Research in Autism Specturn Disorders; 3(4). pp: 959-66.

Cable, A. & H. Wiemer. (2016). Social skills intervention: Children with autism spectrum disorder. Clinical Review, Published by Cinahl Information Systems, Jan 8.

Case-Smith, J., Arbesman, M. (2008). Evidence-based review of interventions for autism used in or of relevance to occupationaltherapy. Am J Occup Ther. 62. pp: 416-429.

Centers for Disease Control and Prevention (CDC). (2013). Prevalence of autism spectrum disorders Autism and Developmental Disabilities Monitoring Network, 14 Sites, United States. MMWR SS; 56 (No.SS-1).

Centers for Disease Control and Prevention (CDC). (2007). Prevalence of autism spectrum disorders Autism and Developmental Disabilities Monitoring Network, 14 Sites, United States, MMWR SS; 56 (No.SS-1).

Chakrabarti, S., Fombonne, E. (2012). Prevalence of autism specturn disorders. Autism and Developmental Disabilities Monitoring Network, United States. www.cdc.gov.

Christy, Hicks., Keri, S., Bethune, Charles, L., Wood, Nancy, L., Cooke, & Pamela, J.(2011). Effects of direct instruction on the cquisition f prepositions by students with intellectual disabilities. Journal of Applied Behavior Analysis, 44, pp: 675-679.

Demouy, J., Plaza, M., Xavier, J., Ringeva, F., Chetouani, M., Périsse, D., Chauvin, D., Viaux, S., Golse, B., Cohen, D. & Robel, L. (2011). Differential languagemarkers of pathology in Autis, PervasiveDevelopmental Disorder Not Otherwise Specifiedand Specific Language Impairment. Res AutismSpectrDisord; (5). pp: 1402–12.

Dillenburger, K. & Keen, M. (2009). None of the As in ABA stand for autism: Dispelling the myths. J lantellect Dev Sisabil, 34(2). pp: 193-5.

Doherty, M. J. (2011). Theory of mind: how children understand others thoughts and felling. Khanjani Z, Hadavand Khani F. (Persian translator). First editation. Tehran: Samt. pp: 304-19.

Effective Health Care Program. (2014). Therapies for children with autism spectrum disorder: Behavioral interventions update. Comparitive effectiveness review Number 137. AHRQ Publication No. 14-EHC036-EF.

Eikeseth, S. (2009). Outcome of comprehensive psycho-educational interventions for young children with autism. Research in Developmental Disabilities, 30(1). pp: 158-78.

Eldevik, S., Hastings, R. P., Hughes, J. C., Jahr, E., Eikeseth, S. & Cross, S. (2009). Meta analysis of early intensive behavioral intervention for children with autism. Journal of Clinical Child & Adolescent psychology; (38). pp: 439- 45.

Fombonne, E., Tidmarsh, L. (2003). Epidemiologic data on Asperger disorder. Child Adolesc Psychiatr Clin N Am. 12(1). pp:15-21, v-vi.

Fortenberry, B., Chenu, J., Eaton, D., Movellan, J. R. (2004). RUBI: A Robotic Platform for Real-time Social Interaction. Proceedings of the 11th Joint Symposium on Neural Computation; 2004 May 15; California, USA.

Fox, R. A., Keller, K. M., Grede, P. L., & Bartosz, A. M. (2007). A mental health clinic for toddlers with developmental delays and behavior problems. Research in Developmental Disabilities, 28. pp: 119–129.

Gidley, J. C. & Mostofesky, S. H. (2008). Evidence that the pattern of visuomotor sequence learning is altered in children eith Autism. Autism Res; 1(6). pp: 341-53.

Goldsmith, T. R. & LeBlanc, L. A. (2004). Use of technology in interventions for children with autism. Journal of Early and Intensive Behavior Intervention; 1(2). pp: 166-78.

Gould, P. & Sullivan, J. (2004). The inclusive early childhood classroom. Beltville, MD: Gryphon House.

Green, V. A., Pituch, K. A., Itchon, J., Choi, A., Oreilly, M. & Sigafoos, J. (2006). Internet survey of treatments used by parents of children with autism. Res Dev Disabil. 27(1). pp:70-84.

Hess, K. L., Morrier, M. J., Heflin, L. J. & Ivey, M. L. (2008). Autism treatment survey: services received by children eith autism specturn disorders in public school classrooms. J Autism Dev Disord. 38(5). pp: 961-71.

Hilton, C., Graver, K. & La Vesser, P. (2007). Relationship between social competence and sensory processing in children with high functioning autism spectrum disorders. Res Autism Spect Disord, 1. pp: 64-73.

Howard, J. S., Sparkman, C. R., Cohen, H. G., Green, G. & Stanislaw, H. (2005). A comparison of intensive behavioranalytic and eclectic treatments for young childrenwith autism. Res DevDisabil. (26). pp: 359−83.

Jaffe, E. (2010). A case study: Use of Applied behavior analysis with an autistic adolescent. Digital commons @ PCOM. Philadelphia College of Osteopathic Medicine. Student Dissertations, Theses and Papers. December 2010.

Jarvinen-Pasley A., Heaton P. (2007). Evidence for reduced domain- specificity in auditory processing in autism. Devsci, 10(6): 796-93.

Jasmhn E, Couture M, McKinley P, Reid G, Fombonne E, Gisel, E. (2009). Sensory- Motor and Daily Living Skills of Preschool children with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders. 39(2). pp: 231-41.

Koegel, L. K., Singh, A. K. & Koegel, R. L. (2010). Improving motivation for academics in children with autism. J Autism Dev Disord. 40(9). pp:1057-66.

Koegel, R. L., Koegel, L. K., Fredeen, R. M., Tran, Q. H., Sze, K.M. & Bruinsma, YEM, et al. (2005). Pivotal Response Treatments for Autism: Communication, Social, and Academic Development. 1st edition. Baltimore, Md: Paul H. Brookes Publishing Co.

Konstantinidis, E. I., Luneski, A., Frantzidis, C. A., Nikolaidou, M., Hitoglou-Antoniadou, M. & Bamidis, P. D. (2009). Information and communication technologies (ICT) for enhanced education of children with autism spectrum disorders. The Journal on Information Technology in Healthcare; 7(5). pp: 284-2920.

Kozima, H., Nakagawa, C., Yasuda, Y. (2007). Children-robot interaction: a pilot study in autism therapy. Prog Brain Res; 164. pp: 385-400.

Kwon, S., Kim, J., Choe, B. H., Ko, C., Park, S. (2007). Electro physiologic assessment of central auditory processing by auditory brainstem responses in children with autism spectrum disorders. J Korean Med Sci. 22(4): 656-9.

Lam, K. S. L., Aman, M. G., & Arnold, L. E. (2006). Neurochemical correlates of autistic disorder: A review of the literature. Research in Developmental Disabilities, 27, pp: 254–289.

Lang, R., Davis, T., O’Reilly, M., Machalicek, W., Rispoli, M., Sigafoos, J., Lancioni, G., & Laura, L. Grow., James, E. Carr., Tiffany, M. odak., & April. N. Kisamore. (2011). A comparison of methods for teaching receptive labeling to children with autism spectrum disorders. Journal of Applied Behavior Analysis, 44, pp: 475-498.

Laura, L. Grow., James, E. Carr., Tiffany, M. Kodak., & April. N. Kisamore. (2011). A comparison of methods for teaching receptive abeling to children with autism spectrum disorders. Journal of Applied Behavior Analysis, 44, pp: 475-498.

Lemonda, B. C., Holtzer, R. & Goldman, S. (2012). Relationship between executive functions and motor stereotypies in children with Autistic Disorder. Research in Autism Specturn Disorders. 6(3). pp:1099-106.

Levin Allen S. (2010). Social cognitive abilities and social functioning in children with Asperger’s disorder: comparison with deficit/hyperactivity disorder. [Thesis for the degree of philosophy in psychology]. Drexel University. From http://www.researchgate.net.

Levine S. &Mody T. (2003). The long -term psychobiologicalconsequences of intermittent postnatal separation in the squirrelmonkey. Neuroscience and Biobehavioral Reviews; 27 (12). Pp: 83-9.

Liu, C., Conn, K., Sarkar, N. & Stone, W. (2007). Online affect detection and adaptation in robot assisted rehabilitation for children with autism. Proceedings of the 16th IEEE International Symposium on Robot and Human Interactive Communication (RO-MAN 2007); Aug 26-29; Jeju Island, Korea;. Pp: 558-93.

Lopez, B. R., Lincoln, A. J., Ozonoff, S. & Lai, Z. (2005). Examining the relationship between executive functions and restricated, repetitive symptoms of autistic disorder. Journal of Autism and Developmental Disorders. 35(4). pp: 445-60.

Lovaas, O. L. (2002). Teavhing individuals with developmental delays: Basic intervention techniques. Austin, TX: Pro- ed.

Malott, R. W. (2005). Behavioral systems analysis and higher education. In W. L. Heward, T. E. Heron, N. A. Neef, S. M. Peterson, D. M. ainato, G. Cartledge, et al. (Eds.), Focus on behavior analysis in education (pp. 211–236). Upper Saddle River, NJ: Pearson ducation.

Matson, J. L., & Boisjoli, J. (2007). Differential diagnosis of PDD-NOS in children. Research in Autism Spectrum Disorders, 1, 75–84.

Matson, J. L., & Wilkins, J. (2008). Nosology and diagnosis of Asperger’s syndrome. Research in Autism Spectrum Disorders, 2, pp: 288–300.

McGaha Mays, M. N. (2013). Using antecedent aerobic exercise to decrease stereotypic behavior in children with autism. Scholar Works @ Georgia State University. Educational Psychology and Special Education Dissertations, Department of educational psychology, social education and communication disorders.

Mussen, PH. et al. (2007). Child development and personality. Yassayi M. (Persian translator). 7th editation. Tehran: Nashre Markaz; pp: 101-93.

Myers, S. M., Johnson, C. P. (2007). Mamagment of Children with autism sprcturn disorders. Pediatrics, 120(5). pp:1162-82.

Naoi, N. (2009). Intervention and Treatment Methods for Children with autism Specturn disorders. In Matson JL. Applied Behavior Analysis for Children with Autism Specturn Disorders New York: Springer. Pp: 74-81.

Newschaffer, C. J., Croen, L. A., &. Daniels, J. (2007). The epidemiology of autism spectrum disorders. Journal of Annual Review of Public Health, 28. pp: 235-58.

Pacheco, I. (2013). The effect of Art therapy on the language abilities of Autistic children. Mount Saint Mary College Journal of Psychology Research Proposals, Vol. 3, Fall 2013. Pp: 11-16.

Peters-Scheffer, N., Diden, R., Korzilius, H. & Sturmy, P. A. (2011). Meta-analytic study on the effectiveness of comprehensive ABA-based early intervention programs for children with Autism Spectrum Disorders. Research in Autism Spectrum Disorders. pp; (5): 60-9.

Rapin, I. & Tuchman, R. F. (2008). Autism: definition, neurobiology, screening, diagnosis. Pediatr Clin North Am. 2008 Oct; 55(5). Pp :1129- 46.

Reichow, B. & Wolery, M. (2009). Comprehensive synthesis of early intensive behavioral interventions for children with autism based on the UCLA young autism project model. Journal of Autism and Developmental Disorders; 39(1). pp: 23-41.

Rust, J. & Smith, A. (2006). How should the effectiveness of Social Stories to modify the behavior of children on the autistic spectrum be tested?. Autism: The International Journal of Research & Practice. Vol 10, Issue 2.

S. Aghababayi, A. Abedi, A. Yarmohammadian and N. Zamani Foroushani. (2015). Meta-Analysis of the Effectiveness of Applied Behavioral Analysis Intervention on Language Skills in Autism Children. Journal of Clinical Psychology, 7 (2) – 26, Summer 2015. Pp. 78-87.

Samadi, S. A., Mahmoodizadeh, A. & McConkey, R. (2012). A national study of the prevalence ofautism among five-year-old children in Iran. Autism.16(1). pp: 5-14.

Sands, D. J., Kozleski, E. B., &. French, N. K. (2000). Inclusive Education for the 21 (st) centuries. Belmont: Wadsworth , Inc.

Schultz, R. & Anderson, G. (2003). The Neurobiology of autism and the pervasive developmental disorders. Child study Center, Yale University School of Medicine.

Scattone, D. Tingstrom, D. &. Wilczynski, S. (2006). Increasing Appropriate Social Interactions of Children with Autism Spectrum Disorders Using Social Stories. Journal of Focus on Autism & Other Developmental Disabilities. Vol 21, Issue 4.

Severtson, J. M., Carr, J. E., & Lepper, T. L. (2009). Noncontingent reinforcement is an empiricallysupported treatment for problem behavior exhibitedby individuals with developmental disabilities. ResDevDisabil. (30). pp: 44−57.

Shaw, R. & Simms, T. (2009). Reducing attentionmaintained behavior through the use of positive punishment, differential reinforcement of tow rates, and response marking. Behavioral Interventions, 24, pp: 249–263.

Sherer, M. R. & Schreibman, L. (2005). Individual behavioral profiles and predictors of treatment effectiveness for children with autism. J Consult Clin Psychol. 73(3). pp: 525–38.

Solomon, R., Nechels, J., Ferch, C. & Bruckman, D. (2007). Pilot study of a parent training program for young children with autism:The PLAY Project Home Consultation program. Autism, 11. pp: 205-224.

Steiner, A. M., Cengoux, G. W., Klin, A. & Chawarska, K. (2013). Pivotal response treatment for infants at-risk for autism spectrum disorders: a pilot study. J Autism Dev Disord. 43(10). pp: 91-102.

V. Shiri, S.A. Hosseini, E. Pishyareh, V. Nejati and A. Biglarian (2015). Study the Relationship of Executive Functions with Behavioral Symptoms in Children with High-Functioning Autism. Quarterly of Rehabilitation 16 (3). Pp. 208-217.

Volkmar, F. R., Paul, R., Klin, A. & Cohen, D. (2005). Handbook of autism and pervasive developmentaldisorders. Wiley Sons Publication.

Watlin, R.L. & Dietz, J. (2007). Immediate effect of Ayres’ssensory integration–base occupational therapyintervention on children with autism spectrumdisorders. Am J OccupTher. (61). pp: 574-83.

Wing, L., Goud, J. & Gilberg, CH. (2011). Autism spectrum disorders in the DSM-V: Better or worse than the DSM-V? Res Dev Disabil. (32). pp:768-73.

Torana, H., Yasina, M. H. M., Chiria, F. & Tahara, M. M. (2010). Monitoring Progress using The Individual Education Plan for Students with Autism. Procedia-Social and Behavioral Sciences, 7(0). pp: 701-6.

Xi, C., Zhu, Y., Zhu, C., Song, D., Wang, Y. & Wang, K. (2013). Deficit of theory of mind after temporal lobe cerebral infarction. Behavioral and brain functions: BBF. Pp: 9:15.




DOI: http://dx.doi.org/10.18415/ijmmu.v6i6.1225

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 International Journal of Multicultural and Multireligious Understanding

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

International Journal of Multicultural and Multireligious Understanding (IJMMU) ISSN 2364-5369
https://ijmmu.com
editor@ijmmu.com
dx.doi.org/10.18415/ijmmu
facebook.com/ijmmu
Copyright © 2014-2018 IJMMU. All rights reserved.