scholarly journals Using the T-IRAP interactive computer program and applied behavior analysis to teach relational responding in children with autism.

2014 ◽  
Vol 19 (2) ◽  
pp. 60-80 ◽  
Author(s):  
Helen Kilroe ◽  
Carol Murphy ◽  
Dermot Barnes-Holmes ◽  
Yvonne Barnes-Holmes
Keyword(s):  
Computer Program ◽  
Behavior Analysis ◽  
Applied Behavior Analysis ◽  
Children With Autism ◽  
Relational Responding ◽  
Interactive Computer Program

“You Still Have to Try It!”: Helping Picky Eaters in Classroom Groups

2019 ◽  
Vol 28 (3) ◽  
pp. 142-153 ◽  
Author(s):  
Stephanny F. N. Freeman ◽  
Kristen Hayashida ◽  
Tanya Paparella ◽  
Gazi Azad ◽  
Cyndi D. Flowers ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Behavior Analysis ◽  
Applied Behavior Analysis ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Single Subject ◽  
Preschool Special Education ◽  
Self Help ◽  
Children With Asd ◽  
Group Programs

Many teachers struggle with implementing self-help eating goals for children with autism spectrum disorder (ASD). No group programs exist to target this important problem. We used findings from applied behavior analysis research and adapted single-subject interventions into a group-based eating program. In describing the program using two vignettes, children in two preschool special education classrooms are introduced to a character called “Esther the Eater” and then taught to expand their eating choices. The program is designed to be routine, fun, and classroom-friendly to help children with ASD try new foods.

scholarly journals Behavior analytic interventions for children with autism: Policy and practice in the United Kingdom and China

Autism ◽  
2021 ◽  
pp. 136236132110209
Author(s):  
Yini Liao ◽  
Karola Dillenburger ◽  
Xiaoyi Hu
Keyword(s):  
United Kingdom ◽  
Behavior Analysis ◽  
Applied Behavior Analysis ◽  
Inclusive Education ◽  
Social Stigma ◽  
Children With Autism ◽  
Educational Systems ◽  
The United Kingdom ◽  
Ongoing Training ◽  
Chinese Parents

This study explored the experiences of professionals and parents from the United Kingdom and China of autism-relevant policies, school involvement, and applied behavior analysis-based interventions. Semistructured interviews involving 36 parents and professionals and direct behavioral observations were carried out of five parents and three professionals. Results found: (1) a lack of autism support and applied behavior analysis-related services in both countries; (2) applied behavior analysis-based intervention was not as widely endorsed by healthcare or educational systems in the United Kingdom; Chinese parents faced challenges around inclusive education and accessing high-quality services and there was a social stigma attached to autism; (3) a limited awareness and application of early intensive behavior intervention in both regions; and (4) intervention fidelity with regards to the practice of one particular applied behavior analysis-based intervention, discrete trial teaching, was similar and increased with ongoing training. Professional and parental experiences were discussed in the context of policy and educational involvement. This study illustrates the need to support children with autism and to consider regional adaptations of evidence-based practice of behavior analysis for the affected population. Lay abstract The prevalence of autism is increasing, and the development of these children and the lived experience of their families have become a global concern. Applied behavioral analytic intervention is proved to be effective in improving their cognitive abilities, language skills, and social and emotional skills, but the service delivery between developed and developing countries is different. A qualitative study was conducted to explore personal experiences with actual practice fidelity of behavior analytic services for children with autism in a Western developed country (United Kingdom) and an Eastern developing country (China). The study found: (1) a lack of support for autism and behavioral analytic services in both countries; (2) applied behavioral analytic intervention was not as widely endorsed by healthcare or educational systems in the United Kingdom; Chinese parents faced challenges around inclusive education and accessing high-quality services and there was a social stigma attached to autism; (3) a limited awareness and application of early intensive behavior intervention in both regions; and (4) intervention fidelity with regards to the practice of one particular aspect of behavioral analytic interventions was similar and increased with ongoing training. This study emphasizes the need to support children with autism, and to consider regional adaptations of evidence-based practice of behavior analytic interventions for the affected population.

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