Case 2
The reason why I chose this case study is because I want to find out if ABA approach is suitable to improve on Kim’s social skills.(i) The intervention
The intervention suitable for Kim to improve on her social skills is Applied Behavioral Analysis (ABA). According to Reed, Osborne and Corness (2007) as cited in Link (2008), Applied Behavioral Analysis (ABA) is “based on the behaviorist approach of altering behaviors through systematic, extrinsically reinforced behavior modification and training”. ABA approach is developed and greatly influenced by the philosophies and theories of B.F Skinner who believes in the rewarding and reinforcement system. This intervention approach was considered to be founded by Lovaas, and the approach consists of one-to-one teaching, discrete-trial reinforcement-based method, and an intensive regime of about 40 hours per week, and the intervention can go on for 3 years. ABA is used mostly for children with autism, but it is also widely used to improve on the behavior of children with intellectual disabilities.
For the first year, Link (2008) stated that the intervention mainly focuses on the “reduction of self stimulatory and aggressive behaviors, increasing imitation responses, generating appropriate toy play, and extending treatment into the family”. During the second year, language skills are enhanced, and the appropriate way of communicating and socializing with her peers are also taught. For the third year, the expression of appropriate emotional skills are being taught, and pre-academic tasks such as reading, math, and observing peers engaging in academic tasks (learning through observation) is being taught as well. Additionally, according to Link (2008), the cost of intervention is an estimated $60,000 per year.
(ii) Its effectiveness (as reported in the journal article)
Eldevik, Eikeseth, Jahr and Smith (2006) did a study to find out if low-intensity behavioral treatment or eclectic treatment works better for children with autism and mental retardation. The education team consisting of the supervisor and therapists, and parents, worked closely together in this program, and it is stated that “parental participation was a central part of the program”. For the program, the therapists offered one to one teaching and also served as one to one aides in the unit or classroom. Additionally, they implemented specific low-intensity behavioral interventions, such as teaching peer interaction skills and self-help skills.
The result is, according to the journal, “After 2 years of treatment the behavioral group made significantly larger gains on measures of intellectual functioning, receptive and expressive language, communication skills and behavior pathology.” In addition, there is significant improvement in the degree of mental retardation as stated in the ICD-10 classification criteria, more often in the behavioral group than in the eclectic group.
This shows that the behavioral treatment which was based exclusively on ABA approach, is effective for children with mental retardation. Also considering that Kim has mild mental retardation and that this study is on low-intensity behavioral treatment, it is most possible that the both low-intensity and intensive ABA intervention works for Kim, because also stated in Lovaas (1987) as cited in Eldevik, Eikeseth, Jahr and Smith (2006), “Other studies have reported that almost half of the children receiving intensive behavioral treatment achieved normal intellectual functioning”.
(iii) Your personal evaluation how the child will benefit from this intervention
The ABA approach has a teaching method based on discrete trial discrimination learning and the use of simple commands. When commands are broken down and simplified, Kim will be able to understand better what is needed of her. This encourages Furthermore, negative and undesired behaviors are ignored, while the positive ones are being rewarded and reinforced. Therefore, if Kim continues to shout out loud and throw things around, the behavior will not be acknowledged. However, when Kim displays a positive attitude and complies with simple commands, she will be rewarded and reinforced. This encourages positive behavior that will be able to help her in her social skills.
This intervention will enhance Kim holistically. According to Eldevik, Eikeseth, Jahr and Smith (2006), the intervention may improve the cognitive, language and adaptive functioning of the children. Kim will also be taught on self-help skills and also appropriate peer-interaction. However, Kim will need to go through lots of intensive training and consistent reinforcements to see progress in her development. Slowly, Kim will learn to socialize and communicate positively with her peers, and she will understand that when she has done a good job, she will be rewarded so as to encourage her to display more appropriate behaviors.
(iv) Your suggestions how you can make adjustments to cater to the needs of the
child and to facilitate integration of the child / the intervention activity into
your classroom.
I would start with small things such as simplifying the way I communicate with her. Since it is quite difficult for Kim to understand long commands like “Please go to the toilet and wash your hands”, I would simplify it by saying “Toilet. Wash hands”. I would have to break down the commands so that it is easier for her to understand.
Since the ABA approach is mainly about reinforcements, I would praise her for her positive behavior and actions. I should be consistent with the praises so as to prevent from discouraging her from displaying desired behaviors. For instance, when she speaks to her friends nicely or helps her friends, I would say “Good Job!” or “That’s very nice!”
Also, for the lessons, I would take into consideration her interests as well. Since she is also easily distracted, lessons that interest her will engage her and hold her focus longer. For instance, if she likes music, I would integrate musical elements into the lessons to make the lesson more interesting. However, since she is easily tired because of her medication, the duration of the lessons should be suitable for her so as not to tire her out too much.
Lastly, I would take into account her the attitudes and behaviors of the other classmates towards her. Since she is also learning peer-interaction interaction skills, the way her peers respond to her should not affect her development negatively. Therefore, I feel that the buddy system would be a great idea. Both Kim and her friend can learn more about each other, and her friend can guide her in her learning too. Through this buddy system, her language, communication and social skills will be enhanced through constant communication and interaction with her friends.
References:
Eldevik, S., Eikeseth, S., Jahr, E., & Smith, T. (2006, April). Effects of Low-Intensity Behavioral Treatment for Children with Autism and Mental Retardation. Journal of Autism & Developmental Disorders, 36(2), 211-224. Retrieved September 9, 2009, doi:10.1007/s10803-005-0058-x
Link, S. (2008, June). Applied Behavioral Analysis. Applied Behavioral Analysis -- Research Starters Education, Retrieved September 9, 2009, from Research Starters - Education database.
No comments:
Post a Comment