Hannah Alphonso (Group A)

Case Study 2:

(i) the intervention: Applied Behaviour Analysis (ABA)

Behavioural interventions aim to teach and increase targeted positive behaviours and reduce or eliminate inappropriate or non-adaptive behaviours. Applied Behaviour Analysis (ABA) and Discrete Trial Training (DTT) continue to constitute the core features of most behavioural intervention programs.

Key components of ABA interventions

• Focus on measurable units of behaviour
• Problem, interfering behaviours are ignored, redirected, or discouraged through varied behavioural methods
• Programs are individualized to the student or group
• Setting: frequently begins in a one-to-one setting but can also be applied to small and large groups

(ii) its effectiveness (as reported in the journal article)

Over the past 40 years a large body of literature has shown the successful use of ABA-based procedures to reduce problem behaviour and increase appropriate skills for individuals with mental retardation (MR), autism, and related disorders. Several review articles and meta-analyses have been published summarizing this large body of literature.

ABA-based procedures represent best practices for individuals with autism and mental retardation. For example, the journal article cited that the American Association on Mental Retardation, the oldest and largest interdisciplinary organization of professionals concerned with mental retardation and related disabilities, designated ABA-based procedures for the treatment of behavioural problems with individuals with mental retardation and related disorders as “highly recommended” (their highest rating). Therefore, based on the scientific evidence supporting the efficacy of ABA-based procedures for treating problems associated with mental retardation and autism, various scientific organizations have concluded that ABA-based procedures are highly effective.

Several academic and trade journals that represent specific medical disciplines have published articles indicating that treatments for autism and mental retardation derived from ABA-based procedures are empirically supported treatments. For example, the journal Current Opinion in Psychiatry is a current opinion journal with the goal of assisting clinicians and researchers in keeping up-to-date with the large amount of information published in psychiatry. An article reviewing literature on the assessment and treatment of individuals with mental retardations and psychiatric disorders concluded that: “Interventions based on applied behaviour analysis have the strongest empirical basis, although there is some evidence that other therapies have promise.” (Hagopian, n.d.). Also, in the Journal Paediatrics, the official journal of the American Academy of Paediatrics, an article offering guidelines on scientifically supported treatments for childhood psychiatric disorders concluded: “The most efficacious psychosocial treatment for autism is applied behaviour analysis...” (Hagopian, n.d.).

(iii) your personal evaluation how the child will benefit from this intervention

In my opinion, Applied Behavioural Analysis is an option to consider helping Kim decrease disruptive bahviours. This is because ABA is an objective discipline. This means that ABA focuses on the reliable measurement and objective evaluation of an observable behaviour and reliable measurement requires that behaviours are defined objectively. ABA adopts methods of analysis of how to accomplish Kim’s disruptive behaviour changes evaluated within her familiar school and home setting.

(iv) suggestions

Kim becomes tired easily so the teacher has to be mindful that she cannot attempt an activity for a prolong period. The teacher can consider using a combination of proactive strategies, skills teaching strategies and consequence-based strategies to help Kim develop effective social and communication skills.

Coates, B and Swiezy (n.d.) explained that social story is an example of proactive strategy that the teacher can consider as an intervention activity in the classroom. The teacher can also consider using skills teaching such as video modelling to help her understand acceptable social behaviours. For consequence-based strategy, the teacher can implement a token/reward system when she observes Kim making progress in her social and communication development. The teacher should bear in mind that rewards can be through tangible and non-tangible methods.

References:

Hagopian, L. P. (n.d.). Applied Behavioral Analysis: Overview and Summary of Scientific Support. Retrieved 3 September 2009, from http://docs.google.com/gview?a=v&q=cache:HrYaj-fJkzUJ:www.feathouston.org/ABA%2520Overview%2520and%2520Summary%2520of%2520Scientific%2520Support.pdf+research+articles+on+Applied+Behavioural+Analysis&hl=en

Coates, H., B. S., Swiezy, N. (n.d.). Applied behavioural analysis: What is it?. Retrieved 3 September 2009, from http://www.handsinautism.org/pdf/whatisABA.pdf