Applied Behavior Analysis: Its Application in the Treatment of Autism and Related Disorders in Young Children

  title={Applied Behavior Analysis: Its Application in the Treatment of Autism and Related Disorders in Young Children},
  author={Sandra L. Harris and Lara Delmolino},
  journal={Infants \& Young Children},
The techniques of applied behavior analysis (ABA) are effective in altering the developmental trajectory of some very young children with autism. This research suggests that early, intensive treatment using the methods of ABA enables a significant number of children to enter the educational mainstream and achieve normal intellectual functioning. Both home-based and center- or school-based models have been used to deliver these services. Although discrete trial instruction is one of the most… 
Play as a Mediator of Autism: Concerns and Possibilities
The published literature on potential treatments for young children with autistic tendencies has suggested a variety of ways to assist such children in gaining positive developmental progress, but techniques based on behavior modification theory have been the prevailing model of treatment reported in the literature.
Using applied behavior analysis to increase compliance with a child with autism
The purpose of this study was to take an in depth look at ways to modify the specific behavior compliance of a child diagnosed with autism.
Integrating Applied Behavior Analysis and Infant/Early Childhood Mental Health: Implications for Early Intensive Intervention in Autism
Identification of autism spectrum disorder (ASD) has been occurring at earlier ages, leading to a need for interventions that suit this age range. Because young children’s development is highly
Children with autism generally face significant challenges in such areas as normal social interaction, communication, and independent daily functioning, which are considered as the basic skills
The Effects of Discrete Trial Teaching on Students with Autism
Investigating if DTT is a useful intervention for increasing communication skills, acquisition, and academic skills in children with ASD, while decreasing their inappropriate behaviors revealed that DTT should be combined with other interventions to enable children to initiate, maintain, generalize, and acquire skills faster.
Using Discrete Trial Instruction to Teach Children With Angelman Syndrome
Preliminary data suggesting that these strategies are appropriate for building functional skills in some children with Angelman syndrome and possibly other groups of children with severe/profound intellectual disability with different etiologies are provided.
Focused Stimulation for a Child with Autism Spectrum Disorder: A Treatment Study
Preliminary support for the usefulness of focused stimulation as an intervention strategy for at least some children with ASD is provided.
Creating and Evaluating Teacher Training Modules in Applied Behavior Analysis
The use of applied behavior analysis (ABA) in the treatment of young children with autism has been shown to be effective in increasing their developmental trajectory. Many teachers, however, are
Beyond Time Out and Table Time: Today's Applied Behavior Analysis for Students with Autism.
Recent mandates related to the implementation of evidence-based practices for individuals with autism spectrum disorder (ASD) require that autism professionals both understand and are able to
Floor Time Play with a Child with Autism: A Single-Subject Study
  • M. Dionne, R. Martini
  • Medicine, Psychology
    Canadian journal of occupational therapy. Revue canadienne d'ergotherapie
  • 2011
Preliminary evidence for the use of the FTP approach with a child with autism is provided and statistical analyses indicate a significant difference between the numbers of circles of communication during the intervention phase as compared with the observation phase.


The May Center for Early Childhood Education: description of a continuum of services model for children with autism
Abstract Children with autism have complex learning and behavioural challenges which typically require comprehensive educational and therapeutic services. In recent years there have been many
Comparisons of Discrete-Trial and Normalized Behavioral Language Intervention for Young Children with Autism
  • D. Delprato
  • Psychology
    Journal of autism and developmental disorders
  • 2001
This critical review examined a series of 10 controlled studies in which traditional operant behavioral procedures were compared with more recently developed normalized interventions for teaching language to young children with autism and found that normalized language training was more effective than discrete-trial training.
Behavioral treatment and normal educational and intellectual functioning in young autistic children.
  • O. I. Lovaas
  • Psychology
    Journal of consulting and clinical psychology
  • 1987
The results of behavior modification treatment for two groups of similarly constituted, young autistic children showed that 47% achieved normal intellectual and educational functioning, with normal-range IQ scores and successful first grade performance in public schools.
Randomized trial of intensive early intervention for children with pervasive developmental disorder.
Children with pervasive developmental disorder NOS may have gained more than those with autism, though not adaptive functioning or behavior problems, and the intensive treatment group outperformed the parent training group on measures of intelligence, visual-spatial skills, language, and academics.
The Murdoch Early Intervention Program After 2 Years
The goal of the Murdoch Early Intervention Program (MEIP) was to replicate the intensive early intervention program designed by Lovaas for children with severe developmental disability and autism.
A Review of Sundberg and Partington’s Teaching Language to Children with Autism or Other Developmental Disabilities
  • E. Shafer
  • Psychology
    The Analysis of verbal behavior
  • 1999
Many communication teaching programs have been developed for autistic and developmentally disabled children, yet few have made use of B. F Skinner's (1957) analysis of verbal behavior. In their book,
Language intervention and disruptive behavior in preschool children with autism
Assessment of whether the incorporation of parameters of natural language interactions and motivational techniques might reduce disruptive behavior during language teaching tasks showed that greater improvements in responding and considerably less disruptive behavior occurred during the natural language teaching conditions.
Changes in cognitive and Language functioning of Preschool children with autism
Compared on the Stanford-Binet IV and Preschool Language Scale, the data support the notion that young children with autism can make very significant developmental gains.
A natural language teaching paradigm for nonverbal autistic children
Treatment and generalization data demonstrated that manipulation of parameters of natural language interactions and motivational techniques resulted in broadly generalized treatment gains.
Long-term Outcome for Children with Autism Who Received Early Intensive Behavioral Treatment
After a very tntenstve behavtoral tnterventton, an e.xpeirtmental group oJr 19 preschool-age chtldren with auttsm achteved less restrl(:;ttve school place~nents and htgher IQs than dtd a control