Perception of Parents and Special Education Teachers Analyst on Intervention of Applied Behavior Analysis on Children with ASD

2020 ◽  
Vol 36 (3) ◽  
pp. 395-419
Author(s):  
Jeong Hae Lee ◽  
Jin Hyeok Choi
Keyword(s):  
Special Education ◽  
Behavior Analysis ◽  
Applied Behavior Analysis ◽  
Special Education Teachers ◽  
Children With Asd

scholarly journals Saudi Special Educators’ Perceptions of Applied Behavior Analysis for Students with Autism

2021 ◽  
Vol 11 (4) ◽  
pp. 18
Author(s):  
Hajar Almutlaq
Keyword(s):  
Special Education ◽  
Saudi Arabia ◽  
Behavior Analysis ◽  
Problem Behaviors ◽  
Applied Behavior Analysis ◽  
Special Education Teachers ◽  
Behavior Management ◽  
Management Strategies ◽  
Students With Autism ◽  
Teachers Perspectives

Students with disabilities, especially those with Autism Spectrum Disorder, are more likely to display problem behaviors in the classroom for a variety of reasons. Applied Behavior Analysis is one of the most effective practices for managing such behaviors. This study aims to examine special education teachers’ perspectives of behavior management strategies such as those of ABA in Saudi Arabia. Five special education teachers teaching students with autism in Saudi Arabia were interviewed to ascertain their perspectives on behavior management strategies and Applied Behavior Analysis practices. This qualitative study investigated the challenges they faced coping with students with autism exhibiting problem behaviors and their understanding of the most common strategies used for behavior management. Finally, the study discusses the understanding of one of the most effective evidence-based practices—Applied Behavior Analysis—and the insight it provides into in-service teacher support programs from the teachers’ perspectives. Implications and directions for future research are provided as well.

CREATING A TRADITIONAL ORCHESTRA FOR THE NEEDS OF SPECIAL EDUCATION

2015 ◽  
pp. 52
Author(s):  
Joannis Makris
Keyword(s):  
Special Education ◽  
Behavior Analysis ◽  
Applied Behavior Analysis ◽  
Visual Stimulus ◽  
Methodological Framework ◽  
Mentally Disabled ◽  
Complex Process ◽  
The Creation ◽  
Intellectual Deficits

The creation and teaching of a musical ensemble constitutes a complex process. The process becomes all the more complex when it entails the needs of Special Education. The goal of the present study is to present the teaching of a traditional orchestra to individuals suffering from intellectual deficits. Our methodological framework is anchored on: (a) Applied Behavior Analysis (Miller, 1962; Krumboltz & Krumboltz, 1972; Gibbs & Luyben, 1985; Kazdin, 1984) with the help of technology (Makris, 2015); and (b) the analysis of the mathematical law governing musical pleasure (Makris, Mullet, 2003). More specifically, we will be analyzing the manner in which we can create and teach a traditional orchestra to mentally disabled individuals through the application of the model “visual stimulus” – “psychophysical reaction”. The gradual shaping of behavior entails progressive reinforcement and not anticipation of perfection, the motive of the mentally disabled individuals to participate and be included. The results presented in the graphs confirm in practice the success of the present endeavor.

“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 Internet of Things (IoT)-Enhanced Applied Behavior Analysis (ABA) for Special Education Needs

Sensors ◽  
2021 ◽  
Vol 21 (19) ◽  
pp. 6693
Author(s):  
Chun Man Victor Wong ◽  
Rosanna Yuen-Yan Chan ◽  
Yen Na Yum ◽  
Kangzhong Wang
Keyword(s):  
Special Education ◽  
Internet Of Things ◽  
Behavior Analysis ◽  
Applied Behavior Analysis ◽  
Electrodermal Activity ◽  
Behavioral Therapy ◽  
Learning Performance ◽  
Physiological Data ◽  
Special Education Needs ◽  
Education Needs

Applied behavior analysis (ABA) has become a popular behavioral therapy in the special education needs (SEN) community. ABA is used to manage SEN students’ behaviors by solving problems in socially important settings, and puts emphasis on having precise measurements on physical and observable events. In this work, we present how Internet of Things (IoT) technologies can be applied to enhance ABA therapy in normal SEN classroom settings. We measured (1) learning performance data, (2) learners’ physiological data, and (3) learning environment sensors’ data. Upon preliminary analysis, we have found that learners’ physiological data is highly diverse, while learner performance seems to be related to learners’ electrodermal activity. Our preliminary findings suggest the possibility of enhancing ABA for SEN with IoT technologies.

scholarly journals Semiotic Stalemate: Resisting Restraint and Seclusion through Guattari’s Micropolitics of Desire

2020 ◽  
Vol 9 (5) ◽  
pp. 156-184
Author(s):  
Robin Roscigno
Keyword(s):  
Special Education ◽  
Behavior Analysis ◽  
Applied Behavior Analysis ◽  
Disability Studies ◽  
Behavioral Analysis ◽  
Applied Behavioral Analysis ◽  
Disabled Students ◽  
Education Practice ◽  
New Class ◽  
Disability Studies In Education

This article explores the semiotic relationships between Applied Behavior Analysis research, special education practice and restraint and seclusion policy by tracing the evolution of the concept of “self-restraint,” —a term from Behavior Analytic literature for a variety of “behaviors” in which a person restricts their own movement. I trace how “self-restraint” emerges as a new class of behaviors eligible for intervention, and how this marks certain bodies for restrictive practices such as restraint, seclusion and the use of aversives. I explore how rhetorical moves shape the educational landscape of disabled students and expose mechanisms of control that are shaped by scholarship. By using “self-restraint” as an example, I respond to the taxonomies of deficit disseminated through Applied Behavioral Analysis in schooling for neurodivergent students and make critical links between special education practice and Disability Studies in Education.

scholarly journals The Level of Knowledge of Teachers of Children with Intellectual Disabilities about the Applied Behavior Analysis Approach and Its Techniques in the State of Kuwait

2021 ◽  
Vol 13 (1) ◽  
pp. 31
Author(s):  
Sara Mubarak Joma’a Mahboub Mubarak
Keyword(s):  
Intellectual Disabilities ◽  
Behavior Analysis ◽  
Applied Behavior Analysis ◽  
Special Education Teachers ◽  
Analysis Approach ◽  
School Type ◽  
Practical Applications ◽  
Level Of Knowledge ◽  
The State Of Kuwait ◽  
And Gender

This study aimed to assess the level of knowledge of teachers of children with intellectual disabilities about the applied behavior analysis approach and its techniques in Kuwait. It tested the differences in the level based on: the type of school, experience and gender. The study sample consisted of (160) teachers worked in schools of children with intellectual disabilities in the academic year (2019/2020).To achieve the objectives of this study, the test of "Applied Behavior Analysis Approach and Its Techniques" was applied. The results indicated that the overall level was low. The dimension of “general principles of the Applied Behavior Analysis approach” was the highest with intermediate level score, followed by the “techniques of Applied Behavior Analysis”, and “practical applications of the techniques of applied behavior analysis”. Both of them with low level score.The results showed that there are no significant differences in the total score and all sub-dimensions based on the school type. There are no significant differences in the total score and in the dimensions: techniques of applied behavior analysis and practical applications of applied behavior analysis techniques, based on the experience. Based on the experience, there are significant differences in the general principles of the applied behavior analysis approach, in favor of those teachers with experience of more than 10 years. There are significant differences in the total score, and in the dimensions of: the general principles of the applied behavior analysis approach and techniques of applied behavior analysis based on the variable of gender, in favor of males.This study recommends conducting a study to assess levels of special education teachers in the approach of applied behavior analysis, as a foundation of conduct future training.

Applied Behavior Analysis in Special Education: Misconceptions and Guidelines for Use

2018 ◽  
Vol 50 (6) ◽  
pp. 381-393 ◽  
Author(s):  
Cary E. Trump ◽  
Robert C. Pennington ◽  
Jason C. Travers ◽  
Joel E. Ringdahl ◽  
Erinn E. Whiteside ◽  
...  
Keyword(s):  
Special Education ◽  
Behavior Analysis ◽  
Applied Behavior Analysis

A review of the use of computational technology in applied behavior analysis

2019 ◽  
Vol 27 (3) ◽  
pp. 183-196 ◽  
Author(s):  
Diogo Fernando Trevisan ◽  
Lorraine Becerra ◽  
Priscila Benitez ◽  
Thomas S Higbee ◽  
João Paulo Gois
Keyword(s):  
Systematic Review ◽  
Behavior Analysis ◽  
Applied Behavior Analysis ◽  
Behavioral Science ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Review Of The Literature ◽  
Children With Asd ◽  
Socially Relevant ◽  
Computational Technology

Applied behavior analysis (ABA) is a behavioral science that aims to teach specific and socially relevant behaviors to people with different repertoires. Technology can aid behavior analysis interventions supporting different educational agents (e.g. psychologists, parents, and teachers) as well as patients. In this article, we reviewed how researchers are using technology in ABA interventions with children with autism spectrum disorder (ASD). We present the results obtained from a systematic review of the literature. The purpose was to map the employment of the computational technology in ABA interventions, as well as to discuss the primary technologies used, their benefits, and their limitations. Based on our review, we noticed that technology-based interventions are in the early stages of development. We evidenced it by the methodological limitations in many of the studies we found, and the relatively simplistic nature of many of the technological applications (e.g. inability to customize the software to meet individual learner needs). We also provide suggestions, based on these findings, for how researchers may advance the studies in this area to improve the lives of children with ASD and their families.

scholarly journals A study on an applied behavior analysis-based robot-mediated listening comprehension intervention for ASD

2020 ◽  
Vol 12 (1) ◽  
pp. 31-46
Author(s):  
Wing-Yue Geoffrey Louie ◽  
Jessica Korneder ◽  
Ibrahim Abbas ◽  
Cristyn Pawluk
Keyword(s):  
Behavior Analysis ◽  
Applied Behavior Analysis ◽  
Listening Comprehension ◽  
Treatment Plan ◽  
Autism Spectrum ◽  
Childhood Development ◽  
Current Evidence ◽  
Assistive Robots ◽  
Children With Asd ◽  
Comprehension Intervention

AbstractAutism spectrum disorder (ASD) is a lifelong developmental condition that affects an individual’s ability to communicate and relate to others. Despite such challenges, early intervention during childhood development has shown to have positive long-term benefits for individuals with ASD. Namely, early childhood development of communicative speech skills has shown to improve future literacy and academic achievement. However, the delivery of such interventions is often time-consuming. Socially assistive robots (SARs) are a potential strategic technology that could help support intervention delivery for children with ASD and increase the number of individuals that healthcare professionals can positively affect. For SARs to be effectively integrated in real-world treatment for individuals with ASD, they should follow current evidence-based practices used by therapists such as Applied Behavior Analysis (ABA). In this work, we present a study that investigates the efficacy of applying well-known ABA techniques to a robot-mediated listening comprehension intervention delivered to children with ASD at a university-based ABA clinic. The interventions were delivered in place of human therapists to teach study participants a new skill as a part of their overall treatment plan. All the children participating in the intervention improved in the skill being taught by the robot and enjoyed interacting with the robot, as evident by high occurrences of positive affect as well as engagement during the sessions. One of the three participants has also reached mastery of the skill via the robot-mediated interventions.

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