{"id":7401,"date":"2019-04-13T19:18:31","date_gmt":"2019-04-13T17:18:31","guid":{"rendered":"https:\/\/www.melodycenter.de\/aba-vb\/studies\/"},"modified":"2020-12-19T14:50:59","modified_gmt":"2020-12-19T13:50:59","slug":"studies","status":"publish","type":"page","link":"https:\/\/www.melodycenter.de\/en\/aba-vb\/studies\/","title":{"rendered":"Studies"},"content":{"rendered":"<p>[et_pb_section fb_built=\u201c1\u201d admin_label=\u201cStudie 1\u201d module_id=\u201cstudie_1\u201d _builder_version=\u201c3.22.3\u201d background_color=\u201c#0c71c3\u201d parallax=\u201con\u201d parallax_method=\u201coff\u201d custom_padding=\u201c51.1562px|0px|0|0px|false|false\u201d collapsed=\u201coff\u201d][et_pb_row admin_label=\u201crow\u201d _builder_version=\u201c3.25\u201d background_size=\u201cinitial\u201d background_position=\u201ctop_left\u201d background_repeat=\u201crepeat\u201d custom_margin_tablet=\u201d-40px||\u201d custom_margin_phone=\u201d-30px||\u201d custom_margin_last_edited=\u201con|phone\u201d custom_padding=\u201c12px|0px|0|0px|false|false\u201d][et_pb_column type=\u201c4_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_blurb title=\u201cStudies on <span class=\"caps\">ABA<\/span>\/<span class=\"caps\">VB<\/span>\u201d use_icon=\u201con\u201d font_icon=\u201d%%81%%\u201d icon_color=\u201d#ffffff\u201d icon_placement=\u201cleft\u201d use_icon_font_size=\u201con\u201d icon_font_size=\u201c31px\u201d _builder_version=\u201c3.21.4\u201d header_level=\u201ch1\u201d header_font=\u201d|700|||||||\u201d header_text_align=\u201cleft\u201d header_text_color=\u201d#ffffff\u201d header_font_size=\u201c32px\u201d body_font=\u201d|700|||||||\u201d body_text_color=\u201d#ffffff\u201d body_font_size=\u201c30px\u201d transform_origin=\u201d-50%|50%\u201d text_orientation=\u201ccenter\u201d background_layout=\u201cdark\u201d custom_margin=\u201d|||-500px\u201d 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custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_text _builder_version=\u201c4.7.4\u201d text_font=\u201cIcons||||||||\u201d text_text_color=\u201d#ffffff\u201d text_font_size=\u201c70px\u201d header_font=\u201d||||||||\u201d max_width=\u201c30%\u201d max_width_tablet=\u201d\u201d max_width_phone=\u201c10%\u201d max_width_last_edited=\u201con|desktop\u201d custom_margin=\u201d||0px|8px\u201d custom_margin_tablet=\u201d||-1px|3px\u201d custom_margin_phone=\u201d||0px|3px\u201d custom_margin_last_edited=\u201con|tablet\u201d custom_padding=\u201d|||\u201d animation_style=\u201cbounce\u201d animation_direction=\u201cleft\u201d animation_speed_curve=\u201cease-in\u201d link_option_url=\u201d\/wp-content\/uploads\/studien\/ENG_Study_Maximizing_potential_for_infants.pdf\u201d link_option_url_new_window=\u201con\u201d hover_enabled=\u201c0\u201d text_font_size_tablet=\u201c50px\u201d text_font_size_phone=\u201c30px\u201d text_font_size_last_edited=\u201con|phone\u201d text_letter_spacing__hover_enabled=\u201con\u201d sticky_enabled=\u201c0\u201d]<\/p>\n<p>o<\/p>\n<p>[\/et_pb_text][\/et_pb_column][et_pb_column type=\u201c3_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_text _builder_version=\u201c4.5.5\u201d text_font=\u201d||||||||\u201d text_text_color=\u201d#ffffff\u201d header_font=\u201d||||||||\u201d header_text_color=\u201d#ffffff\u201d header_2_font=\u201d||||||||\u201d header_3_font=\u201d|700|||||||\u201d header_3_text_color=\u201c#0972c3\u201d header_3_line_height=\u201c1.1em\u201d max_width_tablet=\u201d\u201d max_width_phone=\u201c100%\u201d max_width_last_edited=\u201con|phone\u201d custom_margin=\u201d-10px|||-180px\u201d custom_margin_tablet=\u201d-15px||-20px|5px\u201d custom_margin_phone=\u201d-25px|0px|-18px|5px\u201d custom_margin_last_edited=\u201con|phone\u201d custom_padding=\u201c0px|||0px\u201d header_font_size_tablet=\u201d\u201d header_font_size_phone=\u201c30px\u201d header_font_size_last_edited=\u201con|phone\u201d header_3_font_size_tablet=\u201d\u201d header_3_font_size_phone=\u201c16px\u201d header_3_font_size_last_edited=\u201con|desktop\u201d]<\/p>\n<h3>1. <strong>Maximizing the potential for infants at-risk for autism spectrum disorder through a&nbsp;parent-mediated verbal behavior intervention<\/strong><\/h3>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=\u201c3.25\u201d custom_padding=\u201c0|0px|0|0px|false|false\u201d][et_pb_column type=\u201c4_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_toggle title=\u201cSummary of the study\u201d open_toggle_text_color=\u201c#e09900\u201d open_toggle_background_color=\u201d#ffffff\u201d closed_toggle_text_color=\u201d#ffffff\u201d closed_toggle_background_color=\u201crgba(255,255,255,0.51)\u201d icon_color=\u201d#ffffff\u201d module_id=\u201cStudie1\u201d module_class=\u201ccustom_tog\u201d _builder_version=\u201c4.7.4\u201d title_text_color=\u201c#000000\u201d title_font=\u201d|700|||||||\u201d title_font_size=\u201c20px\u201d body_font=\u201d||||||||\u201d body_text_align=\u201cjustify\u201d body_text_color=\u201c#000000\u201d custom_padding_tablet=\u201d|||5px\u201d custom_padding_phone=\u201c10px|5px|10px|5px\u201d custom_padding_last_edited=\u201con|phone\u201d hover_enabled=\u201c0\u201d title_font_size_tablet=\u201c17px\u201d title_font_size_phone=\u201c13px\u201d title_font_size_last_edited=\u201con|tablet\u201d body_font_size_tablet=\u201d\u201d body_font_size_phone=\u201c14px\u201d body_font_size_last_edited=\u201con|phone\u201d body_line_height_tablet=\u201c1.4em\u201d body_line_height_phone=\u201c1.4em\u201d body_line_height_last_edited=\u201con|desktop\u201d border_color_all=\u201c#e89700\u201d icon_color__hover_enabled=\u201con\u201d custom_css_toggle_content__hover_enabled=\u201con\u201d sticky_enabled=\u201c0\u201d]<\/p>\n<h5>Amy Tanner <span class=\"amp\">&amp;<\/span>&nbsp;Katerina Dounavi<\/h5>\n<p>The human brain under\u00adgoes the most trans\u00adfor\u00adma\u00adtive deve\u00adlo\u00adp\u00adment period in all post-natal life from birth to 36 months, going from simple connec\u00adtions to complex connec\u00adtions respon\u00adsible for social beha\u00advior, commu\u00adni\u00adca\u00adtion and cogni\u00adtion (Courchesne <span class=\"amp\">&amp;<\/span>&nbsp;Pierce, 2005). Over the past \ufb01ve years, an increase in pre-diagno\u00adstic inter\u00adven\u00adtion for Autism Spec\u00adtrum Disorder (<span class=\"caps\">ASD<\/span>), also known as pre-emptive inter\u00adven\u00adtion (prior to 18 months of age), has been noticed. During this time, neuro\u00adpla\u00ads\u00adti\u00adcity is at its peak, allo\u00adwing for more rapid changes in deve\u00adlo\u00adp\u00adment and ulti\u00adm\u00adately more e\ufb00ec\u00adtive inter\u00adven\u00adtion (Brad\u00adshaw, Steiner, Gengoux, <span class=\"amp\">&amp;<\/span>&nbsp;Koegal, 2015). It is essen\u00adtial to begin inter\u00adven\u00adtion while these connec\u00adtions are still being formed rather than trying to change maladap\u00adtive neural connec\u00adtions once they are estab\u00adlished (Pierce et al., 2016). In fact, findings from previous studies indi\u00adcated that children diagnosed with <span class=\"caps\">ASD<\/span> who began beha\u00advi\u00adoral inter\u00adven\u00adtion prior to two years of age were 60% more likely to make signi\ufb01\u00adcant gains in their \ufb01rst year of inter\u00adven\u00adtion compared to those who began after 30 months of age (MacDo\u00adnald et al.,&nbsp;2014).<\/p>\n<p>Rese\u00adarch studying the effi\u00adcacy of pre-emptive inter\u00adven\u00adtions utilized early scree\u00adning tools and a&nbsp;parent-mediated service deli\u00advery model that aims to improve key parental skills that can miti\u00adgate <span class=\"caps\">ASD<\/span> symptoms. Target beha\u00adviors selected for increase included among others: joint atten\u00adtion, respon\u00adsi\u00advity to parent, social smiling and social orien\u00adting along with recep\u00adtive and expres\u00adsive language, while the seve\u00adrity of prodromal autism symptoms have been targeted for a&nbsp;decrease.<\/p>\n<p>The present study assessed the e\ufb00ec\u00adti\u00adve\u00adness of a&nbsp;12-week parent-mediated pre-diagno\u00adstic inter\u00adven\u00adtion program aiming to reduce autism symptoms and increase appro\u00adpriate social commu\u00adni\u00adca\u00adtion and play beha\u00adviors in high risk infants.<\/p>\n<p><strong>Method<\/strong><\/p>\n<p>The rese\u00adarch design was a&nbsp;multiple base\u00adline design across five parent-child dyads. The inter\u00adven\u00adtion consisted in twelve 1\u2011hour coaching sessions deli\u00advered by a&nbsp;Board Certi\ufb01ed Beha\u00advior Analyst (<span class=\"caps\">BCBA<\/span>\u00ae), followed by a&nbsp;1 and 3\u2011month follow-up session.<\/p>\n<p>Child parti\u00adci\u00adpants were between 12 and 16 months of age and comprised three girls and two boys, while the primary parent parti\u00adci\u00adpant of each dyad was the child\u2019s biolo\u00adgical mother. Three of the \ufb01ve children were an \u201conly-child\u201d, while two were \u201chigh-risk siblings\u201d (they had an older sibling with a&nbsp;con\ufb01rmed <span class=\"caps\">ASD<\/span> diagnosis).<\/p>\n<p><strong><em>Inter\u00adven\u00adtion<\/em><\/strong><\/p>\n<p>\u0391 <span class=\"caps\">BCBA<\/span>\u00ae conducted all coaching sessions follo\u00adwing a&nbsp;Beha\u00advior Skills Trai\u00adning (<span class=\"caps\">BST<\/span>) protocol incor\u00adpo\u00adra\u00adting instruc\u00adtion, model\u00adling, rehearsal and feed\u00adback into each session. At the end of each session, specific goals were selected for parents to prac\u00adtice during the upco\u00adming week. Topics were framed using Skinner\u2019s analysis of verbal beha\u00advior (Skinner, 1957) with target beha\u00adviors inclu\u00adding verbal operants such as mands, tacts and echoics, as well as imita\u00adtion and play skills.<\/p>\n<p><strong><em>Measu\u00adre\u00adment<\/em><\/strong><\/p>\n<p>For data coll\u00adec\u00adtion, three primary and four secon\u00addary varia\u00adbles were measured. Primary varia\u00adbles included parental and infant beha\u00adviors. Parental target beha\u00adviors were: (1) the number of lear\u00adning oppor\u00adtu\u00adni\u00adties the parent presented by provi\u00adding the infant with an oppor\u00adtu\u00adnity i) to respond to a&nbsp;discri\u00admi\u00adna\u00adtive stimulus, ii) to mand for an item or acti\u00advity, iii) to imitate a&nbsp;motor or vocal response, and iv) to respond to a&nbsp;clear instruc\u00adtion. Infant target beha\u00adviors included: (1) the frequency of eye contact directed towards the parent and (2) the frequency of respon\u00adding to the lear\u00adning oppor\u00adtu\u00adnity presented by the parent.<\/p>\n<p>Parental \ufb01delity of imple\u00admen\u00adta\u00adtion was assessed, as well as social validity.<\/p>\n<p><strong>Results<\/strong><\/p>\n<p>The outcomes with regard to eye-contact demons\u00adtrated the most signi\ufb01\u00adcant increase out of all three infant target beha\u00adviors, with a&nbsp;mean increase of 40% across all five infants and results main\u00adtai\u00adning at the 3\u2011month follow-up.<\/p>\n<p>Infants\u2019 respon\u00adsi\u00advity to lear\u00adning oppor\u00adtu\u00adni\u00adties also showed a&nbsp;signi\u00adfi\u00adcant increase of 41% on average compared to base\u00adline across all infants. The e\ufb00ect size esti\u00adma\u00adtors for children respon\u00adsi\u00advity, children eye contact and parent beha\u00advior indi\u00adcated a&nbsp;large or very large impro\u00adve\u00adment. Addi\u00adtio\u00adnally, all five infants showed a&nbsp;decrease in autism symptoms and an increase in appro\u00adpriate acqui\u00adsi\u00adtion beha\u00adviors within the 12-week inter\u00adven\u00adtion period. However, four of the five infants still received a&nbsp;diagnosis of <span class=\"caps\">ASD<\/span> between 18 and 22 months of&nbsp;age.<\/p>\n<p>Social vali\u00addity assess\u00adments were also conducted during the 3\u2011month follow-up and showed that the inter\u00adven\u00adtion was widely accep\u00adtable by parents, with 96% of ques\u00adtions rating the inter\u00adven\u00adtion as either posi\u00adtive or very positive.<\/p>\n<p><strong>Discus\u00adsion<\/strong><\/p>\n<p>The aim of the present study was to assess the effi\u00adcacy and accep\u00adta\u00adbi\u00adlity of a&nbsp;pre-emptive beha\u00advi\u00adoral inter\u00adven\u00adtion for infants at risk of <span class=\"caps\">ASD<\/span>. The five infants showed appro\u00adxi\u00adm\u00adately a&nbsp;10-month gain of skills that would not be accounted for by matu\u00adra\u00adtion alone. The goal of pre-diagno\u00adstic inter\u00adven\u00adtion is not to elimi\u00adnate the future diagnosis of <span class=\"caps\">ASD<\/span> but rather to maxi\u00admize the poten\u00adtial of infants who are showing early signs of <span class=\"caps\">ASD<\/span> and alter their deve\u00adlo\u00adp\u00admental trajec\u00adtory. The study is unique in that it provides direc\u00adtions on how to deliver such an inter\u00adven\u00adtion buil\u00adding capa\u00adcity among beha\u00advior analysts and allo\u00adwing more fami\u00adlies to access pre-diagno\u00adstic services, ther\u00ade\u00adfore impro\u00adving the well-being of indi\u00advi\u00adduals. Beha\u00advior analysts are trained to iden\u00adtify soci\u00adally signi\u00adfi\u00adcant target beha\u00adviors and should begin treat\u00adment regard\u00adless of the presence or absence of an <span class=\"caps\">ASD<\/span> diagnosis and as soon as the first concerns around the child\u2019s deve\u00adlo\u00adp\u00adment are expressed.<\/p>\n<p>The results of the present study add to the massive lite\u00adra\u00adture that has examined the effect of beha\u00advi\u00adoral inter\u00adven\u00adtions on a&nbsp;child\u2019s outcomes showing that Applied Beha\u00advior Analysis (<span class=\"caps\">ABA<\/span>) is the scien\u00adtific basis of the treat\u00adment of choice for <span class=\"caps\">ASD<\/span>. Addi\u00adtio\u00adnally, the present study provides support to the exis\u00adting lite\u00adra\u00adture in the use of low-inten\u00adsity parent-mediated inter\u00adven\u00adtion, which can be imple\u00admented by any parent or entry-level profes\u00adsional, under the guidance of a&nbsp;quali\u00adfied profes\u00adsional (i.e., <span class=\"caps\">BCBA<\/span>\u00ae).<\/p>\n<p><strong>Refe\u00adrences<\/strong><\/p>\n<ul>\n<li>Courchesne, E., <span class=\"amp\">&amp;<\/span>&nbsp;Pierce, K. (2005). Brain over\u00adgrowth in autism during a&nbsp;critical time in deve\u00adlo\u00adp\u00adment: Impli\u00adca\u00adtions for frontal pyra\u00admidal neuron and inter\u00adneuron deve\u00adlo\u00adp\u00adment and connec\u00adti\u00advity.&nbsp;<em>Inter\u00adna\u00adtional Journal of Deve\u00adlo\u00adp\u00admental Neuro\u00adsci\u00adence, 23,<\/em>&nbsp;153\u2013170.<\/li>\n<li>Brad\u00adshaw, J., Steiner, A. M., Gengoux, G., <span class=\"amp\">&amp;<\/span>&nbsp;Koegal, L. (2015). Feasi\u00adbi\u00adlity and effec\u00adti\u00adve\u00adness of very early inter\u00adven\u00adtion for infants at-risk for autism spec\u00adtrum disorder: A&nbsp;syste\u00admatic review.&nbsp;<em>Journal of Autism and Deve\u00adlo\u00adp\u00admental, 45<\/em>(3), 778.<\/li>\n<li>Pierce, K., Courchesne, E., <span class=\"amp\">&amp;<\/span>&nbsp;Bacon, E. (2016). To screen or not to screen univer\u00adsally for autism is not the ques\u00adtion: Why the task force got it wrong.&nbsp;<em>The Journal of Pedia\u00adtrics, 176,<\/em>&nbsp;182\u2013194.<\/li>\n<li>MacDo\u00adnald, R., Parry-Cruwys, D., Dupere, S., <span class=\"amp\">&amp;<\/span>&nbsp;Adhern, W. (2014). Asses\u00adsing progress and outcome of early inten\u00adsive beha\u00advi\u00adoral inter\u00adven\u00adtion for todd\u00adlers with autism.&nbsp;<em>Rese\u00adarch in Deve\u00adlo\u00adp\u00admental Disa\u00adbi\u00adli\u00adties, 35,<\/em>&nbsp;3632\u20133644.<\/li>\n<li>Skinner, B. F. (1957).&nbsp;<em>Verbal beha\u00advior.<\/em>&nbsp;New York: Appleton-Century-Crofts.Zusammenfassung von<strong>&nbsp;Sophia Patro\u00adgi\u00adannaki&nbsp;<\/strong>and<strong>&nbsp;Kate\u00adrina Dounavi, <\/strong><a href=\"http:\/\/magiko-sympan.gr\/blog\/maximizing-the-potential-for-infants-at-risk-for-autism-spectrum-disorder-through-a-parent-mediated-verbal-behaviour-intervention\/\">http:\/\/\u200bmagiko\u200b-sympan\u200b.gr\/\u200bb\u200bl\u200bo\u200bg\u200b\/\u200bm\u200ba\u200bx\u200bi\u200bm\u200bi\u200bz\u200bi\u200bn\u200bg\u200b-\u200bt\u200bh\u200be\u200b-\u200bp\u200bo\u200bt\u200be\u200bn\u200bt\u200bi\u200ba\u200bl\u200b-\u200bf\u200bo\u200br\u200b-\u200bi\u200bn\u200bf\u200ba\u200bn\u200bt\u200bs\u200b-\u200ba\u200bt\u200b-\u200br\u200bi\u200bs\u200bk\u200b-\u200bf\u200bo\u200br\u200b-\u200ba\u200bu\u200bt\u200bi\u200bs\u200bm\u200b-\u200bs\u200bp\u200be\u200bc\u200bt\u200br\u200bu\u200bm\u200b-\u200bd\u200bi\u200bs\u200bo\u200br\u200bd\u200be\u200br\u200b-\u200bt\u200bh\u200br\u200bo\u200bu\u200bg\u200bh\u200b-\u200ba\u200b-\u200bp\u200ba\u200br\u200be\u200bn\u200bt\u200b-\u200bm\u200be\u200bd\u200bi\u200ba\u200bt\u200be\u200bd\u200b-\u200bv\u200be\u200br\u200bb\u200ba\u200bl\u200b-\u200bb\u200be\u200bh\u200ba\u200bv\u200bi\u200bo\u200br\u200b-\u200bi\u200bn\u200bt\u200be\u200br\u200bv\u200be\u200bn\u200bt\u200bi\u200bon\/<\/a><\/li>\n<\/ul>\n<p>Original article&nbsp;<a href=\"https:\/\/www.tandfonline.com\/doi\/full\/10.1080\/15021149.2020.1731259\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>here<\/strong><\/a><strong>.<\/strong><\/p>\n<p><a href=\"\/wp-content\/uploads\/studien\/ENG_Study_Maximizing_potential_for_infants.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><span>Down\u00adload the summary as <span class=\"caps\">PDF<\/span> <\/span><br> <img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/www.melodycenter.de\/wp-content\/uploads\/2019\/03\/PDF_Symbol_small.png\" alt=\"PDF Download\" width=\"77\" height=\"95\"><\/a><\/p>\n<hr>\n<p><\/p>\n<p>[\/et_pb_toggle][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=\u201c1\u201d disabled_on=\u201con|on|on\u201d admin_label=\u201cStudie 1_Backup\u201d module_id=\u201cstudie_1\u201d _builder_version=\u201c4.5.5\u201d background_color=\u201c#0c71c3\u201d parallax=\u201con\u201d parallax_method=\u201coff\u201d 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custom_margin_last_edited=\u201con|tablet\u201d custom_padding=\u201d|||\u201d animation_style=\u201cbounce\u201d animation_direction=\u201cleft\u201d animation_speed_curve=\u201cease-in\u201d link_option_url=\u201d\/wp-content\/uploads\/studien\/01_Applied_Behavior_Analysis_Katerina_Dounavi_BCBA\u2011D.pdf\u201d link_option_url_new_window=\u201con\u201d text_font_size_tablet=\u201c50px\u201d text_font_size_phone=\u201c30px\u201d text_font_size_last_edited=\u201con|phone\u201d text_letter_spacing__hover_enabled=\u201con\u201d]<\/p>\n<p>o<\/p>\n<p>[\/et_pb_text][\/et_pb_column][et_pb_column type=\u201c3_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_text _builder_version=\u201c3.27.4\u201d text_font=\u201d||||||||\u201d text_text_color=\u201d#ffffff\u201d header_font=\u201d||||||||\u201d header_text_color=\u201d#ffffff\u201d header_2_font=\u201d||||||||\u201d header_3_font=\u201d|700|||||||\u201d header_3_text_color=\u201c#0972c3\u201d header_3_line_height=\u201c1.1em\u201d max_width_tablet=\u201d\u201d max_width_phone=\u201c100%\u201d max_width_last_edited=\u201con|phone\u201d custom_margin=\u201d-10px|||-180px\u201d custom_margin_tablet=\u201d-15px||-20px|5px\u201d custom_margin_phone=\u201d-25px|0px|-18px|5px\u201d custom_margin_last_edited=\u201con|phone\u201d custom_padding=\u201c0px|||0px\u201d header_font_size_tablet=\u201d\u201d header_font_size_phone=\u201c30px\u201d header_font_size_last_edited=\u201con|phone\u201d header_3_font_size_tablet=\u201d\u201d header_3_font_size_phone=\u201c16px\u201d header_3_font_size_last_edited=\u201con|desktop\u201d]<\/p>\n<h3>1. The use of ABA-based interventions in the evidence-based management of autism spectrum disorders<\/h3>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=\u201c3.25\u201d custom_padding=\u201c0|0px|0|0px|false|false\u201d][et_pb_column type=\u201c4_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_toggle title=\u201cSummary of the study\u201d open_toggle_text_color=\u201c#e09900\u201d open_toggle_background_color=\u201d#ffffff\u201d closed_toggle_text_color=\u201d#ffffff\u201d closed_toggle_background_color=\u201crgba(255,255,255,0.51)\u201d icon_color=\u201d#ffffff\u201d module_id=\u201cStudie1\u201d module_class=\u201ccustom_tog\u201d _builder_version=\u201c3.22.7\u201d title_text_color=\u201c#000000\u201d title_font=\u201d|700|||||||\u201d title_font_size=\u201c20px\u201d body_font=\u201d||||||||\u201d body_text_align=\u201cjustify\u201d body_text_color=\u201c#000000\u201d custom_padding_tablet=\u201d|||5px\u201d custom_padding_phone=\u201c10px|5px|10px|5px\u201d custom_padding_last_edited=\u201con|phone\u201d title_font_size_tablet=\u201c17px\u201d title_font_size_phone=\u201c13px\u201d title_font_size_last_edited=\u201con|tablet\u201d body_font_size_tablet=\u201d\u201d body_font_size_phone=\u201c14px\u201d body_font_size_last_edited=\u201con|phone\u201d body_line_height_tablet=\u201c1.4em\u201d body_line_height_phone=\u201c1.4em\u201d body_line_height_last_edited=\u201con|desktop\u201d border_color_all=\u201c#e89700\u201d icon_color__hover_enabled=\u201con\u201d custom_css_toggle_content__hover_enabled=\u201con\u201d]<\/p>\n<h5><strong>Dr. Katerina Dounavi, <span class=\"caps\">BCBA-\u00adD<\/span><\/strong><br> <strong>Clinical Director of the Melody Learning Center Lecturer, School of Education, Queen\u2019s University Belfast<\/strong><\/h5>\n<p>Applied Beha\u00adviour Analysis (<span class=\"caps\">ABA<\/span>) is the applied branch of the science that studies human beha\u00adviour (i.e., Beha\u00adviour Analysis) (Cooper, Heron, <span class=\"amp\">&amp;<\/span>&nbsp;Heward, 2007). The term \u201cApplied\u201d makes refe\u00adrence to the focus of this science on soci\u00adally signi\u00adfi\u00adcant beha\u00adviours, thus beha\u00adviours that are deemed to be important for the quality of life of the person in ques\u00adtion. There are diffe\u00adrent ways of judging if a&nbsp;specific beha\u00adviour is soci\u00adally signi\u00adfi\u00adcant, inclu\u00adding asking the person if they need to acquire a&nbsp;specific skill or reduce an inap\u00adpro\u00adpriate beha\u00adviour, obser\u00adving successful peers\u2019 perfor\u00admance on a&nbsp;specific domain, obtai\u00adning parents\u2019 opinion in regards to their children, exami\u00adning the social limi\u00adta\u00adtions that the lack of a&nbsp;certain skill can pose to a&nbsp;person, and other. Once these beha\u00adviours have been defined and assessed, specific teaching methods and stra\u00adte\u00adgies are put in place and the prin\u00adci\u00adples of lear\u00adning, as disco\u00advered by the science of the Beha\u00adviour Analysis, are used in order for the person to be successful in obtai\u00adning the desired outcomes. Contrary to the common miscon\u00adcep\u00adtion that <span class=\"caps\">ABA<\/span> is specific to Autism (Dillen\u00adburger <span class=\"amp\">&amp;<\/span>&nbsp;Keenan, 2009), ABA-based inter\u00adven\u00adtions have proven effec\u00adtive with a&nbsp;range of popu\u00adla\u00adtions and in several settings (e.g., Athens, Vollmer, Sloman, <span class=\"amp\">&amp;<\/span>&nbsp;St Peter\u00adAp\u00adplied Beha\u00adviour Analysis (<span class=\"caps\">ABA<\/span>) is the applied branch of the science that studies human beha\u00adviour (i.e., Beha\u00adviour Analysis) (Cooper, Heron, <span class=\"amp\">&amp;<\/span>&nbsp;Heward, 2007). The term \u201cApplied\u201d makes refe\u00adrence to the focus of this science on soci\u00adally signi\u00adfi\u00adcant beha\u00adviours, thus beha\u00adviours that are deemed to be important for the quality of life of the person in ques\u00adtion. There are diffe\u00adrent ways of judging if a&nbsp;specific beha\u00adviour is soci\u00adally signi\u00adfi\u00adcant, inclu\u00adding asking the person if they need to acquire a&nbsp;specific skill or reduce an inap\u00adpro\u00adpriate beha\u00adviour, obser\u00adving successful peers\u2019 perfor\u00admance on a&nbsp;specific domain, obtai\u00adning parents\u2019 opinion in regards to their children, exami\u00adning the social limi\u00adta\u00adtions that the lack of a&nbsp;certain skill can pose to a&nbsp;person, and other. Once these beha\u00adviours have been defined and assessed, specific teaching methods and stra\u00adte\u00adgies are put in place and the prin\u00adci\u00adples of lear\u00adning, as disco\u00advered by the science of the Beha\u00adviour Analysis, are used in order for the person to be successful in obtai\u00adning the desired outcomes. Contrary to the common miscon\u00adcep\u00adtion that <span class=\"caps\">ABA<\/span> is specific to Autism (Dillen\u00adburger <span class=\"amp\">&amp;<\/span>&nbsp;Keenan, 2009), ABA-based inter\u00adven\u00adtions have proven effec\u00adtive with a&nbsp;range of popu\u00adla\u00adtions and in several settings (e.g., Athens, Vollmer, Sloman, <span class=\"amp\">&amp;<\/span>&nbsp;St Peter<br> Pipkin, 2008; Baker, LeBlanc, <span class=\"amp\">&amp;<\/span>&nbsp;Raetz, 2008).<br> In rela\u00adtion to Autism, ABA-driven inter\u00adven\u00adtions are evidence-based and have proven to be the most effec\u00adtive in deve\u00adlo\u00adping a&nbsp;wide range of skills and in redu\u00adcing inap\u00adpro\u00adpriate beha\u00adviours (Surgeon General, 1999; American Paed\u00adia\u00adtrics, 2007), thus in helping children reach their full poten\u00adtial. This explains their incre\u00adasing popu\u00adla\u00adrity among fami\u00adlies of children with Autism in the last decades and across the world.An ABA-based inter\u00adven\u00adtion is desi\u00adgned accor\u00adding to each individual\u2019s needs, starts with a&nbsp;thorough assess\u00adment of the person\u2019s exis\u00adting reper\u00adtoire, and includes a&nbsp;conti\u00adnuous moni\u00adto\u00adring of progress. Its main compo\u00adnent is moti\u00adva\u00adtion, ther\u00ade\u00adfore, a&nbsp;careful analysis of func\u00adtional rein\u00adforcers and their effec\u00adti\u00adve\u00adness in modi\u00adfying beha\u00adviour is warranted. Lear\u00adning is meant to be fun for the child and skills are taught in a&nbsp;way that gene\u00adra\u00adliza\u00adtion and spon\u00adta\u00adn\u00adeity are faci\u00adli\u00adtated. Func\u00adtional commu\u00adni\u00adca\u00adtion is a&nbsp;prio\u00adrity, ther\u00ade\u00adfore it is taught by taking into account the analysis of verbal beha\u00adviour as described by Skinner (1957) and in accordance to the most recent rese\u00adarch outcomes (e.g., LeBlanc, Esch, Sidener, <span class=\"amp\">&amp;<\/span>&nbsp;Firth, 2006).<\/p>\n<p><b>Refe\u00adrences<\/b><\/p>\n<ul>\n<li style=\"text-align: left;\">American Academy of Pedia\u00adtrics. (2007). Manage\u00adment of Children with Autism Spec\u00adtrum Disor\u00adders, 120, 1162\u20131182. Athens, E. S., Vollmer, T. R., Sloman, K. N., <span class=\"amp\">&amp;<\/span>&nbsp;<span class=\"caps\">ST<\/span> Peter Pipkin, C. (2008).<\/li>\n<li style=\"text-align: left;\">An analysis of vocal stereo\u00adtypy and thera\u00adpist fading. Journal of Applied Beha\u00advior Analysis, 41, 291\u2013297. Baker, J. C., LeBlanc, L. A., <span class=\"amp\">&amp;<\/span>&nbsp;Raetz, P. G. (2008).<\/li>\n<li style=\"text-align: left;\">A beha\u00advi\u00adoral concep\u00adtua\u00adliza\u00adtion of aphasia. The Analysis of Verbal Beha\u00advior, 24, 147\u2013158. Cooper, J. O., Heron, T. E., <span class=\"amp\">&amp;<\/span>&nbsp;Heward, W. L. (2007).<\/li>\n<li style=\"text-align: left;\">Applied beha\u00advior analysis, 2nd ed. Upper Saddle River, N.J.: Pearson Pren\u00adtice Hall. Dillen\u00adburger, K. <span class=\"amp\">&amp;<\/span>&nbsp;Keenan, M. (2009).<\/li>\n<li style=\"text-align: left;\">None of the As in <span class=\"caps\">ABA<\/span> stands for autism: Dispel\u00adling the myths. Journal of Intellec\u00adtual <span class=\"amp\">&amp;<\/span>&nbsp;Deve\u00adlo\u00adp\u00admental Disa\u00adbi\u00adlity, 34, 193\u2013195. LeBlanc, L. A., Esch, J., Sidener, T. M., <span class=\"amp\">&amp;<\/span>&nbsp;Firth, A. M. (2006).<\/li>\n<li style=\"text-align: left;\">Beha\u00advi\u00adoral <span style=\"font-size: 16px; text-align: left;\">language inter\u00adven\u00adtions for children with autism: Compa\u00adring applied <\/span><span style=\"font-size: 16px; text-align: left;\">verbal beha\u00advior and natu\u00adra\u00adli\u00adstic teaching approa\u00adches. <\/span>The Analysis of <span style=\"font-size: 16px; text-align: left;\">Verbal Beha\u00advior, 22, 49\u201360. <\/span><span style=\"font-size: 16px; text-align: left;\">Skinner, B.F. (1957).<\/span><\/li>\n<li style=\"text-align: left;\">Verbal beha\u00advior. Acton, <span class=\"caps\">MA<\/span>: Copley Publi\u00adshing <span style=\"font-size: 16px; text-align: left;\">Group. <\/span> <span style=\"font-size: 16px;\">Surgeon General. (1999). Mental health: A&nbsp;report of the Surgeon General. U.S.<\/span><\/li>\n<li style=\"text-align: left;\">Public Health Service. Retrieved on 22\/05\/2013 from <a href=\"http:\/\/profiles.nlm.nih.gov\/ps\/retrieve\/ResourceMetadata\/NNBBJC\" target=\"_blank\" rel=\"noopener noreferrer\" style=\"font-size: 16px; text-align: left;\">http:\/\/\u200bprofiles\u200b.nlm\u200b.nih\u200b.gov\/\u200bp\u200bs\u200b\/\u200br\u200be\u200bt\u200br\u200bi\u200be\u200bv\u200be\u200b\/\u200bR\u200be\u200bs\u200bo\u200bu\u200br\u200bc\u200be\u200bM\u200be\u200bt\u200ba\u200bd\u200ba\u200bt\u200ba\u200b\/\u200bN\u200bN\u200bB\u200bBJC.<\/a><\/li>\n<\/ul>\n<p><a href=\"\/wp-content\/uploads\/studien\/01_Applied_Behavior_Analysis_Katerina_Dounavi_BCBA-D.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><span>Down\u00adload the summary as <span class=\"caps\">PDF<\/span> <\/span><br> <img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/www.melodycenter.de\/wp-content\/uploads\/2019\/03\/PDF_Symbol_small.png\" alt=\"PDF Download\" width=\"77\" height=\"95\"><\/a><\/p>\n<hr>\n<p><\/p>\n<p>[\/et_pb_toggle][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=\u201c1\u201d admin_label=\u201cStudie 2\u201d _builder_version=\u201c3.22.3\u201d background_color=\u201c#0c71c3\u201d custom_padding=\u201c35px|0px|0|0px|false|false\u201d collapsed=\u201con\u201d][et_pb_row column_structure=\u201c1_4,3_4\u201d custom_padding_last_edited=\u201con|desktop\u201d module_id=\u201c<span class=\"caps\">ABA<\/span>\u201d _builder_version=\u201c3.25\u201d background_color=\u201c#f0b800\u201d custom_margin=\u201c0px||\u201d custom_margin_tablet=\u201d\u201d custom_margin_phone=\u201c0px||\u201d custom_margin_last_edited=\u201con|desktop\u201d custom_padding=\u201c15px|0px|10px|0|false|false\u201d custom_padding_tablet=\u201c10px|||\u201d custom_padding_phone=\u201c2px|||\u201d][et_pb_column type=\u201c1_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_text _builder_version=\u201c3.27.4\u201d text_font=\u201cIcons||||||||\u201d text_text_color=\u201d#ffffff\u201d text_font_size=\u201c70px\u201d header_font=\u201d||||||||\u201d max_width=\u201c30%\u201d max_width_tablet=\u201d\u201d max_width_phone=\u201c10%\u201d max_width_last_edited=\u201con|desktop\u201d custom_margin=\u201d||0px|8px\u201d custom_margin_tablet=\u201d||-1px|3px\u201d custom_margin_phone=\u201d||0px|3px\u201d custom_margin_last_edited=\u201con|tablet\u201d custom_padding=\u201d|||\u201d animation_style=\u201cbounce\u201d animation_direction=\u201cleft\u201d animation_speed_curve=\u201cease-in\u201d link_option_url=\u201d\/wp-content\/uploads\/studien\/02_BA_based_interventions_Down_syndrome.pdf\u201d link_option_url_new_window=\u201con\u201d text_font_size_tablet=\u201c50px\u201d text_font_size_phone=\u201c30px\u201d text_font_size_last_edited=\u201con|phone\u201d text_letter_spacing__hover_enabled=\u201con\u201d]<\/p>\n<p>o<\/p>\n<p>[\/et_pb_text][\/et_pb_column][et_pb_column type=\u201c3_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_text _builder_version=\u201c3.27.4\u201d text_font=\u201d||||||||\u201d text_text_color=\u201d#ffffff\u201d header_font=\u201d||||||||\u201d header_text_color=\u201d#ffffff\u201d header_2_font=\u201d||||||||\u201d header_3_font=\u201d|700|||||||\u201d header_3_text_color=\u201c#0972c3\u201d header_3_line_height=\u201c1.1em\u201d max_width_tablet=\u201d\u201d max_width_phone=\u201c100%\u201d max_width_last_edited=\u201con|phone\u201d custom_margin=\u201c6px|||-180px\u201d custom_margin_tablet=\u201d-15px||-20px|5px\u201d custom_margin_phone=\u201d-25px|0px|-18px|5px\u201d custom_margin_last_edited=\u201con|desktop\u201d custom_padding=\u201c0px||0px|0px\u201d custom_padding_tablet=\u201d\u201d custom_padding_phone=\u201d\u201d custom_padding_last_edited=\u201con|desktop\u201d header_font_size_tablet=\u201d\u201d header_font_size_phone=\u201c30px\u201d header_font_size_last_edited=\u201con|phone\u201d header_3_font_size_tablet=\u201d\u201d header_3_font_size_phone=\u201c16px\u201d header_3_font_size_last_edited=\u201con|desktop\u201d]<\/p>\n<h3>2. <span class=\"caps\">ABA-<\/span> based interventions for individuals with Down\u2019s syndrome<\/h3>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=\u201c3.25\u201d custom_padding=\u201c0|0px|0|0px|false|false\u201d][et_pb_column type=\u201c4_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_toggle title=\u201cSummary of the study\u201d open_toggle_text_color=\u201c#e09900\u201d open_toggle_background_color=\u201d#ffffff\u201d closed_toggle_text_color=\u201d#ffffff\u201d closed_toggle_background_color=\u201crgba(255,255,255,0.51)\u201d icon_color=\u201d#ffffff\u201d module_id=\u201cStudie2\u201d module_class=\u201ccustom_tog\u201d _builder_version=\u201c3.22.7\u201d title_text_color=\u201c#000000\u201d title_font=\u201d|700|||||||\u201d title_font_size=\u201c20px\u201d body_font=\u201d||||||||\u201d body_text_align=\u201cjustify\u201d body_text_color=\u201c#000000\u201d custom_padding_tablet=\u201d|||5px\u201d custom_padding_phone=\u201c10px|5px|10px|5px\u201d custom_padding_last_edited=\u201con|phone\u201d title_font_size_tablet=\u201c17px\u201d title_font_size_phone=\u201c13px\u201d title_font_size_last_edited=\u201con|tablet\u201d body_font_size_tablet=\u201d\u201d body_font_size_phone=\u201c14px\u201d body_font_size_last_edited=\u201con|phone\u201d body_line_height_tablet=\u201c1.4em\u201d body_line_height_phone=\u201c1.4em\u201d body_line_height_last_edited=\u201con|desktop\u201d border_color_all=\u201c#e89700\u201d icon_color__hover_enabled=\u201con\u201d]<\/p>\n<h5 style=\"text-align: left;\"><b>Katerina Dounavi<br> Clinical director of Melody Learning Center, lecturer at school of education, Queen\u2019s University Belfast.<\/b><span> <\/span><\/h5>\n<p>More than forty years of rese\u00adarch have well docu\u00admented that inter\u00adven\u00adtions based on the science of Applied Beha\u00adviour Analysis (<span class=\"caps\">ABA<\/span>) are the best available choice for children with Autistic Spec\u00adtrum Disor\u00adders (<span class=\"caps\">ASD<\/span>). This can be claimed since ABA-based inter\u00adven\u00adtions have proven to effec\u00adtively develop social and commu\u00adni\u00adca\u00adtion skills, reduce inap\u00adpro\u00adpriate beha\u00adviours (e.g., aggres\u00adsive beha\u00adviours, stereo\u00adtyped beha\u00adviours), and faci\u00adli\u00adtate meaningful inclu\u00adsion. (e.g., New Zealand Guide\u00adlines Group, 2008; Surgeon General, 1999).<\/p>\n<p>The fact that evidence-based inter\u00adven\u00adtions driven from <span class=\"caps\">ABA<\/span> have shown to be effec\u00adtive for children with <span class=\"caps\">ASD<\/span> has often lead to the miscon\u00adcep\u00adtion that <span class=\"caps\">ABA<\/span> is synony\u00admous to a \u201ctherapy for autism\u201d and that it can only be used to design inter\u00adven\u00adtions for children with <span class=\"caps\">ASD<\/span>. As some authors have already pointed out (e.g., Dillen\u00adburger <span class=\"amp\">&amp;<\/span>&nbsp;Keenan, 2009), this is a&nbsp;myth. <span class=\"caps\">ABA<\/span> is the science that focuses on soci\u00adally signi\u00adfi\u00adcant human beha\u00adviour (Cooper, Heron, <span class=\"amp\">&amp;<\/span>&nbsp;Heward, 2007), thus it can and should be the basis for the design of an effec\u00adtive inter\u00adven\u00adtion for impro\u00adving any aspect of human beha\u00adviour (e.g., incre\u00adasing commu\u00adni\u00adca\u00adtion, social, or academic skills and decre\u00adasing inap\u00adpro\u00adpriate beha\u00adviours such as aggres\u00adsive or self-inju\u00adrious beha\u00adviours) for any popu\u00adla\u00adtion (e.g., adults with aphasia, children with <span class=\"caps\">ASD<\/span>, adults lear\u00adning a&nbsp;second language, children with Down\u2019s syndrome, etc.) In the last decades, and as the scien\u00adtific evidence for the effec\u00adti\u00adve\u00adness of ABA-based inter\u00adven\u00adtions for indi\u00advi\u00adduals with <span class=\"caps\">ASD<\/span> has drama\u00adti\u00adcally increased, there is a&nbsp;parallel increase of rese\u00adarch acti\u00advity in rela\u00adtion to the effec\u00adti\u00adve\u00adness of ABA-based inter\u00adven\u00adtions for other popu\u00adla\u00adtions. This rese\u00adarch acti\u00advity has included children with Down\u2019s syndrome, children with lear\u00adning disor\u00adders, indi\u00advi\u00adduals with eating disor\u00adders, indi\u00advi\u00adduals exhi\u00adbi\u00adting gambling beha\u00adviours, adults with depres\u00adsion, post-stroke aphasia pati\u00adents, and nume\u00adrous other areas (e.g. respec\u00adtively, Athens, Vollmer, Sloman, <span class=\"amp\">&amp;<\/span>&nbsp;St Peter Pipkin, 2008; Sidman <span class=\"amp\">&amp;<\/span>&nbsp;Kirk, 1974; Seiver\u00adling, Williams, Sturmey, <span class=\"amp\">&amp;<\/span>&nbsp;Hart, 2012; Nastally, Dixon, <span class=\"amp\">&amp;<\/span>&nbsp;Jackson, 2010; Kanter, Callaghan, Landes, Busch, <span class=\"amp\">&amp;<\/span>&nbsp;Brown, 2004; Baker, LeBlanc, <span class=\"amp\">&amp;<\/span>&nbsp;Raetz, 2008).<\/p>\n<p>More in detail, rese\u00adarch on the effec\u00adti\u00adve\u00adness of specific proce\u00addures derived from the science of <span class=\"caps\">ABA<\/span> for teaching diffe\u00adrent skills to children with Down\u2019s syndrome have yelled consis\u00adt\u00adently posi\u00adtive results. In 1973, Dalton, Rubino, and Hislop showed how the imple\u00admen\u00adta\u00adtion of a&nbsp;token economy system could effec\u00adtively produce impro\u00adve\u00adments in the perfor\u00admance of 13 children with Down\u2019s syndrome with ages ranging from 6&nbsp;to 14 years old. In 1978, Farb and Throne put in place a&nbsp;trai\u00adning program with the aim to improve the gene\u00adra\u00adlized mnemonic perfor\u00admance (i.e., memory) of a&nbsp;7 years old girl with Down\u2019s syndrome. In 1989, Drash, Raver, Murrin, and Tudor compared three proce\u00addures aiming to increase the early vocal responses of 25 children with Down\u2019s syndrome and concluded that light- dimming and scree\u00adning combined with posi\u00adtive rein\u00adforce\u00adment produced the most signi\u00adfi\u00adcant increases. In a&nbsp;study published in 1993 (Lalli, Browder, Mace, <span class=\"amp\">&amp;<\/span>&nbsp;Brown) inclu\u00adding a&nbsp;10 years old boy with Down\u2019s syndrome, the authors proved the effec\u00adti\u00adve\u00adness of a&nbsp;beha\u00adviour-analytic proce\u00addure in decre\u00adasing students\u2019 problem beha\u00adviour and concurr\u00adently incre\u00adasing their verbal skills during natural class\u00adroom acti\u00advi\u00adties taking place in a&nbsp;public school. In a&nbsp;study conducted with five children among whom two boys with Down\u2019s syndrome, McComas, Thompson, and Johnson (2003) showed how func\u00adtional analysis metho\u00addo\u00adlogy, one of the most rigo\u00adrously tested metho\u00addo\u00adlo\u00adgies in beha\u00adviour analysis, can prove effec\u00adtive in iden\u00adti\u00adfying the under\u00adlying causes of problem beha\u00adviors and thus assist in putting effec\u00adtive inter\u00adven\u00adtions in place. For a&nbsp;detailed review on the use of analysis, assess\u00adment, and inter\u00adven\u00adtions derived from <span class=\"caps\">ABA<\/span> to treat chal\u00adlen\u00adging beha\u00adviours shown by indi\u00advi\u00adduals with Down\u2019s syndrome, the reader is encou\u00adraged to visit Feeley and Jones\u2019 (2006) study. Finally, some other authors (Athens, Vollmer, Sloman, <span class=\"amp\">&amp;<\/span>&nbsp;St Peter Pipkin, 2008) demons\u00adtrated how to reduce vocal stereo\u00adty\u00adpies of an 11-year old boy with Down\u2019s syndrome and autism. The list of studies testing the effec\u00adti\u00adve\u00adness of beha\u00adviour-analytic proce\u00addures with children, teen\u00adagers, and adults with Down\u2019s syndrome is not infi\u00adnite yet. But there are already robust rese\u00adarch results indi\u00adca\u00adting the bene\u00adfi\u00adcial effects that can be gathered from using ABA-based inter\u00adven\u00adtions for this popu\u00adla\u00adtion. The above mentioned studies consti\u00adtute only a&nbsp;small number out of the entire exis\u00adting lite\u00adra\u00adture; thus, rese\u00adar\u00adchers, prac\u00adti\u00adtio\u00adners, parents, and policy-makers are encou\u00adraged not to rely only on these sources. A&nbsp;detailed inves\u00adti\u00adga\u00adtion should be conducted in order to iden\u00adtify all the available evidence up to this moment in rela\u00adtion to the use of <span class=\"caps\">ABA<\/span> with indi\u00advi\u00adduals with Down\u2019s syndrome.<\/p>\n<p style=\"text-align: left;\"><strong>Refe\u00adrences<\/strong><\/p>\n<ul>\n<li style=\"text-align: left;\">Athens, E. S., Vollmer, T. R., Sloman, K. N., <span class=\"amp\">&amp;<\/span>&nbsp;<span class=\"caps\">ST<\/span> Peter Pipkin, C. (2008). An analysis of vocal stereo\u00adtypy and thera\u00adpist fading. Journal of Applied Beha\u00advior Analysis, 41, 291&nbsp;297.<\/li>\n<li style=\"text-align: left;\">Baker, J. C., LeBlanc, L. A., <span class=\"amp\">&amp;<\/span>&nbsp;Raetz, P. G. (2008). A&nbsp;beha\u00advi\u00adoral concep\u00adtua\u00adliza\u00adtion of aphasia. The Analysis of Verbal Beha\u00advior, 24, 147-&nbsp;158.<\/li>\n<li style=\"text-align: left;\">Cooper, J. O., Heron, T. E., <span class=\"amp\">&amp;<\/span>&nbsp;Heward, W. L. (2007). Applied beha\u00advior analysis. 2nd edition. Pearson, Merrill: Pren\u00adtice&nbsp;Hall.<\/li>\n<li style=\"text-align: left;\">Dalton, A. J., Rubino, K. A., <span class=\"amp\">&amp;<\/span>&nbsp;Hislop, M. W. (1973). Some effects of token rewards on school achie\u00adve\u00adment of children with Down s&nbsp;syndrome. Journal of Applied Beha\u00advior Analysis, 6, 251\u2013259.<\/li>\n<li style=\"text-align: left;\">Drash, P.W., Raver, S.A., Murrin, M.R., <span class=\"amp\">&amp;<\/span>&nbsp;Tudor, R.M. (1989). Three proce\u00addures for incre\u00adasing vocal response to thera\u00adpist prompt in infants and children with Down syndrome. American Journal on Mental Retar\u00adda\u00adtion 94, 64\u201373.<\/li>\n<li style=\"text-align: left;\">Dillen\u00adburger, K. <span class=\"amp\">&amp;<\/span>&nbsp;Keenan, M. (2009). None of the As in <span class=\"caps\">ABA<\/span> stands for autism: Dispel\u00adling the myths. Journal of Intellec\u00adtual <span class=\"amp\">&amp;<\/span>&nbsp;Deve\u00adlo\u00adp\u00admental Disa\u00adbi\u00adlity. 34, 193\u2013195.<\/li>\n<li style=\"text-align: left;\">Farb, J. <span class=\"amp\">&amp;<\/span>&nbsp;Throne, J. M. (1978). Impro\u00adving the gene\u00adra\u00adlized mnemonic perfor\u00admance of a&nbsp;Down s&nbsp;syndrome child. Journal of Applied Beha\u00advior Analysis, 11, 413\u2013419.<\/li>\n<li style=\"text-align: left;\">Feeley, K. M. <span class=\"amp\">&amp;<\/span>&nbsp;Jones, E. A. (2006). Addres\u00adsing chal\u00adlen\u00adging beha\u00adviour in children with Down syndrome: The use of applied beha\u00adviour analysis for assess\u00adment and inter\u00adven\u00adtion. Down Syndrome Rese\u00adarch and Prac\u00adtice 1, 64\u201377.<\/li>\n<li style=\"text-align: left;\">Kanter, J. W., Callaghan, G. M., Landes, S. J., Busch, A. M., <span class=\"amp\">&amp;<\/span>&nbsp;Brown, K. R. (2004). Beha\u00advior Analytic Concep\u00adtua\u00adliza\u00adtion and Treat\u00adment of Depres\u00adsion: Tradi\u00adtional models and recent advances. The Beha\u00advior Analyst Today, 5, 255\u2013274.<\/li>\n<li style=\"text-align: left;\">Lalli, J. S., Browder, D. M., Mace, F. C., <span class=\"amp\">&amp;<\/span>&nbsp;Brown, D. K. (1993). Teacher use of descrip\u00adtive analysis data to imple\u00adment inter\u00adven\u00adtions to decrease students problem beha\u00adviors. Journal of Applied Beha\u00advior Analysis, 26, 227\u2013238.<\/li>\n<li style=\"text-align: left;\">Nastally, B. L., Dixon, M. R., <span class=\"amp\">&amp;<\/span>&nbsp;Jackson, J. W. (2010). Mani\u00adpu\u00adla\u00adting slot machine prefe\u00adrence in problem gamblers through contex\u00adtual control. Journal of Applied Beha\u00advior Analysis, 43, 125\u2013129.<\/li>\n<li style=\"text-align: left;\">New Zealand Guide\u00adlines Group. The effec\u00adti\u00adve\u00adness of applied beha\u00adviour analysis inter\u00adven\u00adtions for people with autism spec\u00adtrum disorder. Syste\u00admatic Review. Wellington; 2008<\/li>\n<li style=\"text-align: left;\">Sidman, M. <span class=\"amp\">&amp;<\/span>&nbsp;Kirk, B. (1974). Letter Rever\u00adsals in Naming, Writing, and Matching to Sample. Child Deve\u00adlo\u00adp\u00adment, 45, 616\u2013625.<\/li>\n<li style=\"text-align: left;\">Surgeon General. (1999). Mental health: A&nbsp;report of the Surgeon General. U.S. Public Health Service. Retrieved on 21\/11\/2012 from http:\/\/\u200bprofiles\u200b.nlm\u200b.nih\u200b.gov\/\u200bp\u200bs\u200b\/\u200br\u200be\u200bt\u200br\u200bi\u200be\u200bv\u200be\u200b\/\u200bR\u200be\u200bs\u200bo\u200bu\u200br\u200bc\u200be\u200bM\u200be\u200bt\u200ba\u200bd\u200ba\u200bt\u200ba\u200b\/\u200bN\u200bN\u200bB\u200bBJC. Seiver\u00adling, L., Williams, K., Sturmey, P. <span class=\"amp\">&amp;<\/span>&nbsp;Hart, S. (2012). Effects of beha\u00advi\u00adoral skills trai\u00adning on parental treat\u00adment of children s&nbsp;food selec\u00adti\u00advity. Journal of Applied Beha\u00advior Analysis, 45, 197\u2013203.<\/li>\n<\/ul>\n<p style=\"text-align: left;\">Great thanks to Kate\u00adrina Dounavi for writing this report and giving permis\u00adsion to post it on the <span class=\"caps\">MLC<\/span> website.<\/p>\n<p style=\"text-align: left;\">Thanks to Xenia Wein\u00admann for trans\u00adla\u00adting the report from English to German.<span style=\"font-size: 16px; text-align: justify;\"><\/span><\/p>\n<p style=\"text-align: left;\">Thanks a&nbsp;lot for allo\u00adwing this study to be summa\u00adrized, trans\u00adlated and published to: Kathy Hill, busi\u00adness manager of&nbsp;<span class=\"caps\">JABA<\/span><\/p>\n<p style=\"text-align: left;\">For the summary and the trans\u00adla\u00adtion a&nbsp;heart\u00adfelt thank you to Anne Burzinski.<\/p>\n<p style=\"text-align: left;\"><a href=\"\/wp-content\/uploads\/studien\/02_BA_based_interventions_Down_syndrome.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><span>Down\u00adload the summary as <span class=\"caps\">PDF<\/span> <\/span><br> <img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/www.melodycenter.de\/wp-content\/uploads\/2019\/03\/PDF_Symbol_small.png\" alt=\"PDF Download\" width=\"77\" height=\"95\"><\/a><\/p>\n<hr>\n<p><\/p>\n<p>[\/et_pb_toggle][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=\u201c1\u201d admin_label=\u201cStudie 3\u201d _builder_version=\u201c3.22.3\u201d background_color=\u201c#0c71c3\u201d custom_padding=\u201c35px|0px|0|0px|false|false\u201d collapsed=\u201con\u201d][et_pb_row column_structure=\u201c1_4,3_4\u201d custom_padding_last_edited=\u201con|desktop\u201d module_id=\u201c<span class=\"caps\">FC<\/span>\u201d _builder_version=\u201c3.26.1\u201d background_color=\u201c#f0b800\u201d custom_margin=\u201c0px||\u201d custom_margin_tablet=\u201d\u201d custom_margin_phone=\u201c0px||\u201d custom_margin_last_edited=\u201con|desktop\u201d custom_padding=\u201c15px|0px|10px|0|false|false\u201d custom_padding_tablet=\u201c10px|||\u201d custom_padding_phone=\u201c2px|||\u201d][et_pb_column type=\u201c1_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_text _builder_version=\u201c3.27.4\u201d text_font=\u201cIcons||||||||\u201d text_text_color=\u201d#ffffff\u201d text_font_size=\u201c70px\u201d header_font=\u201d||||||||\u201d max_width=\u201c30%\u201d max_width_tablet=\u201d\u201d max_width_phone=\u201c10%\u201d max_width_last_edited=\u201con|desktop\u201d custom_margin=\u201d||0px|8px\u201d custom_margin_tablet=\u201d||-1px|3px\u201d custom_margin_phone=\u201d||0px|3px\u201d custom_margin_last_edited=\u201con|tablet\u201d custom_padding=\u201d|||\u201d animation_style=\u201cbounce\u201d animation_direction=\u201cleft\u201d animation_speed_curve=\u201cease-in\u201d link_option_url=\u201d\/wp-content\/uploads\/studien\/03_Facilitated_Communication_ENG.pdf\u201d link_option_url_new_window=\u201con\u201d text_font_size_tablet=\u201c50px\u201d text_font_size_phone=\u201c30px\u201d text_font_size_last_edited=\u201con|phone\u201d text_letter_spacing__hover_enabled=\u201con\u201d]<\/p>\n<p>o<\/p>\n<p>[\/et_pb_text][\/et_pb_column][et_pb_column type=\u201c3_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_text _builder_version=\u201c3.27.4\u201d text_font=\u201d||||||||\u201d text_text_color=\u201d#ffffff\u201d header_font=\u201d||||||||\u201d header_text_color=\u201d#ffffff\u201d header_2_font=\u201d||||||||\u201d header_3_font=\u201d|700|||||||\u201d header_3_text_color=\u201c#0972c3\u201d header_3_line_height=\u201c1.1em\u201d max_width_tablet=\u201d\u201d max_width_phone=\u201c100%\u201d max_width_last_edited=\u201con|phone\u201d custom_margin=\u201c6px|||-180px\u201d custom_margin_tablet=\u201d-15px||-20px|5px\u201d custom_margin_phone=\u201d-25px|0px|-18px|5px\u201d custom_margin_last_edited=\u201con|desktop\u201d custom_padding=\u201c0px||0px|0px\u201d custom_padding_tablet=\u201d\u201d custom_padding_phone=\u201d\u201d custom_padding_last_edited=\u201con|desktop\u201d header_font_size_tablet=\u201d\u201d header_font_size_phone=\u201c30px\u201d header_font_size_last_edited=\u201con|phone\u201d header_3_font_size_tablet=\u201d\u201d header_3_font_size_phone=\u201c16px\u201d header_3_font_size_last_edited=\u201con|desktop\u201d]<\/p>\n<h3>3. An experimental analysis of facilitated communication (<span class=\"caps\">FC<\/span>)<\/h3>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=\u201c3.25\u201d custom_padding=\u201c0|0px|0|0px|false|false\u201d][et_pb_column type=\u201c4_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_toggle title=\u201cSummary of the study\u201d open_toggle_text_color=\u201c#e09900\u201d open_toggle_background_color=\u201d#ffffff\u201d closed_toggle_text_color=\u201d#ffffff\u201d closed_toggle_background_color=\u201crgba(255,255,255,0.51)\u201d icon_color=\u201d#ffffff\u201d module_id=\u201cStudie3\u201d module_class=\u201ccustom_tog\u201d _builder_version=\u201c3.22.7\u201d title_text_color=\u201c#000000\u201d title_font=\u201d|700|||||||\u201d title_font_size=\u201c20px\u201d body_font=\u201d||||||||\u201d body_text_align=\u201cjustify\u201d body_text_color=\u201c#000000\u201d custom_padding_tablet=\u201d|||5px\u201d custom_padding_phone=\u201c10px|5px|10px|5px\u201d custom_padding_last_edited=\u201con|phone\u201d title_font_size_tablet=\u201c17px\u201d title_font_size_phone=\u201c13px\u201d title_font_size_last_edited=\u201con|tablet\u201d body_font_size_tablet=\u201d\u201d body_font_size_phone=\u201c14px\u201d body_font_size_last_edited=\u201con|phone\u201d body_line_height_tablet=\u201c1.4em\u201d body_line_height_phone=\u201c1.4em\u201d body_line_height_last_edited=\u201con|desktop\u201d border_color_all=\u201c#e89700\u201d icon_color__hover_enabled=\u201con\u201d]<\/p>\n<h5 style=\"text-align: left;\"><b>Barbara B. Montee, Raymond G&nbsp;Miltenberger, David Wittrock (North Dakota State Universit\u00e4t) <\/b><span> <\/span><\/h5>\n<p><span>Faci\u00adli\u00adtated commu\u00adni\u00adca\u00adtion is a&nbsp;method of physical assis\u00adtance to help an intellec\u00adtually impaired person to commu\u00adni\u00adcate. The faci\u00adli\u00adtator supports the hand of the client, who uses his index finger to point to letters on a&nbsp;letter board or to type on en elec\u00adtronic keyboard. Accor\u00adding to Biklen and others, faci\u00adli\u00adtated commu\u00adni\u00adca\u00adtion enables indi\u00advi\u00adduals with autism and those with other deve\u00adlo\u00adp\u00admental disa\u00adbi\u00adli\u00adties to commu\u00adni\u00adcate. They were suggesting that they are not intellec\u00adtually impaired. Other rese\u00adar\u00adchers, such as Wheeler, Jacobson, Paglieri, Schwartz and others, argued hat faci\u00adli\u00adtator control of the typing was the most plau\u00adsible expl\u00adana\u00adtion for the messages typed during faci\u00adli\u00adtated commu\u00adni\u00adca\u00adtion sessions. To prove this there were proceeded a&nbsp;lot of experiments.&nbsp;<\/span><\/p>\n<p><span>Expe\u00adri\u00adments in which clients who had demons\u00adtrated unex\u00adpected literacy were shown pictures. They were asked to type the names of the pictures using faci\u00adli\u00adtated commu\u00adni\u00adca\u00adtion support this assump\u00adtion. These expe\u00adri\u00adments demons\u00adtrate that the name of the picture was typed in correctly only when the faci\u00adli\u00adtator was shown the same picture. When the faci\u00adli\u00adtator was shown a&nbsp;diffe\u00adrent picture or no picture at all, the client-faci\u00adli\u00adtator pair never typed in the correct name. Biklen in return criti\u00adcized the results by supporting that too many expe\u00adri\u00admental arran\u00adge\u00adments can make clients anxious, that testing destroys trust between the pair, that neither the faci\u00adli\u00adtator nor the pair had received enough trai\u00adning and that the parti\u00adci\u00adpants had aphasia.<\/span><\/p>\n<p><span>Adres\u00adsing Biklen\u2019s commen\u00adta\u00adries, in the present study Montee et al analysed 7&nbsp;client-faci\u00adli\u00adtator pairs that had been using faci\u00adli\u00adtated commu\u00adni\u00adca\u00adtion for 6&nbsp;to 18 months. The clients were adults diagnosed with mode\u00adrate or severe mental retar\u00adda\u00adtion with secon\u00addary diagnoses such as cere\u00adbral palsy, epilepsy, autism, atten\u00adtion deficit hyperac\u00adti\u00advity disorder or perva\u00adsive deve\u00adlo\u00adp\u00admental disorder. They used two evalua\u00adtion formats: describing acti\u00advi\u00adties and naming pictures.&nbsp;<\/span><\/p>\n<p><span>They addressed the criti\u00adcism raised by Biklen former in the follo\u00adwing ways: 1) They used client-faci\u00adli\u00adtator pairs that already had a&nbsp;lot of expe\u00adri\u00adence with faci\u00adli\u00adtated commu\u00adni\u00adca\u00adtion. 2) A&nbsp;base\u00adline condi\u00adtion was always conducted to estab\u00adlish successful commu\u00adni\u00adca\u00adtion and to make sure there are no word-finding problems. 3) The clients did not have to exactly name an object. It was also okay to describe it. Als rich\u00adtige Antwort wurde auch eine rich\u00adtige Umschrei\u00adbung gez\u00e4hlt. 4) Anxiety and escape beha\u00adviours were measured in every expe\u00adri\u00admental session. If such beha\u00adviour was measured, the expe\u00adri\u00admental data were not used. 5) All sessions were conducted in their usual loca\u00adtions, at the usual time and with the usual faci\u00adli\u00adtator in order to reduce the poten\u00adtial for anxiety or other nega\u00adtive reac\u00adtions to the expe\u00adri\u00adment. 6) Any time that the faci\u00adli\u00adtator was not comfor\u00adtable for any reason, the expe\u00adri\u00admental trial was terminated.&nbsp;<\/span><\/p>\n<p><span>The basic expe\u00adri\u00admental mani\u00adpu\u00adla\u00adtion was the control of the facilitator\u2019s access to infor\u00adma\u00adtion about an acti\u00advity or a&nbsp;picture. There were three expe\u00adri\u00admental condi\u00adtions: known (the faci\u00adli\u00adtator had know\u00adledge of the acti\u00advity or the picture), unknown (the faci\u00adli\u00adtator did not have know\u00adledge of the acti\u00advity or picture) and false infor\u00adma\u00adtion (the faci\u00adli\u00adtator was given false infor\u00adma\u00adtion about the acti\u00advity of picture).&nbsp;<\/span><\/p>\n<p><span>In the acti\u00advity format the client engaged in a&nbsp;fami\u00adliar acti\u00advity for about 5&nbsp;minutes. Examples of acti\u00advi\u00adties included drin\u00adking coffee, looking at a&nbsp;maga\u00adzine, eating soda crackers, playing cards and putting toge\u00adther a&nbsp;puzzle. Imme\u00addia\u00adtely after the acti\u00advity the rese\u00adar\u00adcher either told the faci\u00adli\u00adtator what the acti\u00advity was (known), provided no infor\u00adma\u00adtion (unknown) or gave the faci\u00adli\u00adtator infor\u00adma\u00adtion on an acti\u00advity that did not take place (false). In the picture format the client and faci\u00adli\u00adtator were shown the same picture (known), only the client was presented a&nbsp;picture (unknown) or the pictures presented to the client and faci\u00adli\u00adtator were diffe\u00adrent. After the expe\u00adri\u00admental trials the faci\u00adli\u00adta\u00adtors were asked to fill out a&nbsp;ques\u00adti\u00adon\u00adn\u00adaire that assessed the degree to which they believed that they influenced the faci\u00adli\u00adtated commu\u00adni\u00adca\u00adtion during the expe\u00adri\u00admental sessions.&nbsp;<\/span><\/p>\n<p><span>The results show no great diffe\u00adrence between the two evalua\u00adtion formats naming a&nbsp;picture and describing an acti\u00advity. The percen\u00adtage of correct responses was high for all clients in the known condi\u00adtion and was at or near zero in the unknown and false condi\u00adtion. The results for the faci\u00adli\u00adtator ques\u00adti\u00adon\u00adn\u00adaire show that the faci\u00adli\u00adta\u00adtors esti\u00admated that the clients performed better when the faci\u00adli\u00adtator had know\u00adledge of the correct answer, but they also esti\u00admated that the clients answered correctly more often than not in false and unknown condi\u00adtions. They were convinced that the clients largely controlled the commu\u00adni\u00adca\u00adtion during sessions.&nbsp;<\/span><\/p>\n<p><span>Due to these results three main conclu\u00adsions were drawn from the study. First, consis\u00adtent with prior rese\u00adarch, faci\u00adli\u00adtated commu\u00adni\u00adca\u00adtion did not lead to commu\u00adni\u00adca\u00adtion that came from the client. Second, the faci\u00adli\u00adta\u00adtors controlled the commu\u00adni\u00adca\u00adtion even though all of them believed that the client was autho\u00adring the messages. Regar\u00adding the issue of faci\u00adli\u00adtator control it is note\u00adworthy that there was a&nbsp;23% refusal rate to answer in the unknown condi\u00adtion compared to refusal rates of 3% and 7% in the known and false condi\u00adtion. Also, when the faci\u00adli\u00adtator did not have know\u00adledge of the picture or acti\u00advity, it took longer for most pairs to respond than in the other two condi\u00adtions. A&nbsp;third conclu\u00adsion is that anxiety and avoid\u00adance beha\u00adviours can not be counted as a&nbsp;reason for the failure to find faci\u00adli\u00adtated commu\u00adni\u00adca\u00adtion. Only three of 320 trials were termi\u00adnated due to such beha\u00adviour. Finally the fourth conclu\u00adsion is that there was no diffe\u00adrence in responses to the acti\u00advity and picture scena\u00adrios. Ther\u00ade\u00adfore word-finding diffi\u00adcul\u00adties are no reason to ques\u00adtion the vali\u00addity of the results.&nbsp;<\/span><\/p>\n<p><span>These results and the results of previous studies come to the conclu\u00adsion that faci\u00adli\u00adtated commu\u00adni\u00adca\u00adtion is not a&nbsp;valid means of impro\u00adving commu\u00adni\u00adca\u00adtion. Ther\u00ade\u00adfore the faci\u00adli\u00adtated commu\u00adni\u00adca\u00adtion should not be used any more. Those who continue using faci\u00adli\u00adtated commu\u00adni\u00adca\u00adtion should consider the follo\u00adwing impli\u00adca\u00adtions: First, every message produced through faci\u00adli\u00adtated commu\u00adni\u00adca\u00adtion should be veri\u00adfied through other means such as verba\u00adliza\u00adtions or sign language. Second, the client and legal guar\u00addian should be informed of the risk of the facilitator\u2019s influence when using faci\u00adli\u00adtated commu\u00adni\u00adca\u00adtion. Third, it is important that other exis\u00adting ways to commu\u00adni\u00adcate are not ignored in favor of faci\u00adli\u00adtated communication.&nbsp;<\/span><\/p>\n<p><span>Finally, faci\u00adli\u00adtated commu\u00adni\u00adca\u00adtion for the first time led to the belief that persons with disa\u00adbi\u00adli\u00adties have more normal intel\u00adli\u00adgence than thought. They were treated with more dignity and respect by their care\u00adgi\u00advers and family. Agen\u00adcies must ensure that staff members continue to treat indi\u00advi\u00adduals with dignity and respect in the absence of faci\u00adli\u00adtated communication.&nbsp;<\/span><\/p>\n<p style=\"text-align: left;\"><span>For reading the Compre\u00adhen\u00adsive version and for More infor\u00adma\u00adtion, please down\u00adload<\/span> <a href=\"https:\/\/onlinelibrary.wiley.com\/doi\/abs\/10.1901\/jaba.1995.28-189\" target=\"_blank\" rel=\"noopener noreferrer\">JABA\u2019S study.<\/a><span>(<span class=\"caps\">JOURNAL<\/span> <span class=\"caps\">OF<\/span> <span class=\"caps\">APPLIED<\/span> <span class=\"caps\">BEHAVIOR<\/span> <span class=\"caps\">ANALYSIS<\/span>, 1995,282189\u2013200, <span class=\"caps\">NUMBER2<\/span> (<span class=\"caps\">SUMMER195<\/span>))<\/span> <span style=\"font-size: 16px; text-align: justify;\"><\/span><\/p>\n<p style=\"text-align: left;\"><span>Thanks a&nbsp;lot for allo\u00adwing this study to be summa\u00adrized, trans\u00adlated and published to: Kathy Hill, busi\u00adness manager of&nbsp;<span class=\"caps\">JABA<\/span>&nbsp;<\/span><\/p>\n<p style=\"text-align: left;\"><span>For the summary and the trans\u00adla\u00adtion a&nbsp;heart\u00adfelt thank you to Anne Burzinski.<\/span><\/p>\n<p style=\"text-align: left;\"><span><a href=\"\/wp-content\/uploads\/studien\/03_Facilitated_Communication_ENG.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Down\u00adload the summary as <span class=\"caps\">PDF<\/span> <br> <img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/www.melodycenter.de\/wp-content\/uploads\/2019\/03\/PDF_Symbol_small.png\" alt=\"PDF Download\" width=\"77\" height=\"95\"><\/a><\/span><\/p>\n<hr>\n<p><\/p>\n<p>[\/et_pb_toggle][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=\u201c1\u201d admin_label=\u201cStudie 4\u201d _builder_version=\u201c3.22.3\u201d background_color=\u201c#0c71c3\u201d custom_padding=\u201c35px|0px|0|0px|false|false\u201d collapsed=\u201con\u201d][et_pb_row column_structure=\u201c1_4,3_4\u201d custom_padding_last_edited=\u201con|desktop\u201d module_id=\u201cABAforolder\u201d _builder_version=\u201c3.26.3\u201d background_color=\u201c#f0b800\u201d custom_margin=\u201c0px||\u201d custom_margin_tablet=\u201d\u201d custom_margin_phone=\u201c0px||\u201d custom_margin_last_edited=\u201con|desktop\u201d custom_padding=\u201c15px|0px|10px|0|false|false\u201d custom_padding_tablet=\u201c10px|||\u201d custom_padding_phone=\u201c2px|||\u201d][et_pb_column type=\u201c1_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_text _builder_version=\u201c3.27.4\u201d text_font=\u201cIcons||||||||\u201d text_text_color=\u201d#ffffff\u201d text_font_size=\u201c70px\u201d header_font=\u201d||||||||\u201d max_width=\u201c30%\u201d max_width_tablet=\u201d\u201d max_width_phone=\u201c10%\u201d max_width_last_edited=\u201con|desktop\u201d custom_margin=\u201d||0px|8px\u201d custom_margin_tablet=\u201d||-1px|3px\u201d custom_margin_phone=\u201d||0px|3px\u201d custom_margin_last_edited=\u201con|tablet\u201d custom_padding=\u201d|||\u201d animation_style=\u201cbounce\u201d animation_direction=\u201cleft\u201d animation_speed_curve=\u201cease-in\u201d link_option_url=\u201d\/wp-content\/uploads\/studien\/04_ABA_for_older_children.pdf\u201d link_option_url_new_window=\u201con\u201d text_font_size_tablet=\u201c50px\u201d text_font_size_phone=\u201c30px\u201d text_font_size_last_edited=\u201con|phone\u201d text_letter_spacing__hover_enabled=\u201con\u201d]<\/p>\n<p>o<\/p>\n<p>[\/et_pb_text][\/et_pb_column][et_pb_column type=\u201c3_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_text _builder_version=\u201c3.27.4\u201d text_font=\u201d||||||||\u201d text_text_color=\u201d#ffffff\u201d header_font=\u201d||||||||\u201d header_text_color=\u201d#ffffff\u201d header_2_font=\u201d||||||||\u201d header_3_font=\u201d|700|||||||\u201d header_3_text_color=\u201c#0972c3\u201d header_3_line_height=\u201c1.1em\u201d max_width_tablet=\u201d\u201d max_width_phone=\u201c100%\u201d max_width_last_edited=\u201con|phone\u201d custom_margin=\u201c6px|||-180px\u201d custom_margin_tablet=\u201d-15px||-20px|5px\u201d custom_margin_phone=\u201d-25px|0px|-18px|5px\u201d custom_margin_last_edited=\u201con|desktop\u201d custom_padding=\u201c0px||0px|0px\u201d custom_padding_tablet=\u201d\u201d custom_padding_phone=\u201d\u201d custom_padding_last_edited=\u201con|desktop\u201d header_font_size_tablet=\u201d\u201d header_font_size_phone=\u201c30px\u201d header_font_size_last_edited=\u201con|phone\u201d header_3_font_size_tablet=\u201d\u201d header_3_font_size_phone=\u201c16px\u201d header_3_font_size_last_edited=\u201con|desktop\u201d]<\/p>\n<h3>4. <span class=\"caps\">ABA<\/span> for older children \u2014 Supporting evidence<\/h3>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=\u201c3.25\u201d custom_padding=\u201c0|0px|0|0px|false|false\u201d][et_pb_column type=\u201c4_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_toggle title=\u201cSummary of the study\u201d open_toggle_text_color=\u201c#e09900\u201d open_toggle_background_color=\u201d#ffffff\u201d closed_toggle_text_color=\u201d#ffffff\u201d closed_toggle_background_color=\u201crgba(255,255,255,0.51)\u201d icon_color=\u201d#ffffff\u201d module_id=\u201cStudie4\u201d module_class=\u201ccustom_tog\u201d _builder_version=\u201c3.22.7\u201d title_text_color=\u201c#000000\u201d title_font=\u201d|700|||||||\u201d title_font_size=\u201c20px\u201d body_font=\u201d||||||||\u201d body_text_align=\u201cjustify\u201d body_text_color=\u201c#000000\u201d custom_padding_tablet=\u201d|||5px\u201d custom_padding_phone=\u201c10px|5px|10px|5px\u201d custom_padding_last_edited=\u201con|phone\u201d title_font_size_tablet=\u201c17px\u201d title_font_size_phone=\u201c13px\u201d title_font_size_last_edited=\u201con|tablet\u201d body_font_size_tablet=\u201d\u201d body_font_size_phone=\u201c14px\u201d body_font_size_last_edited=\u201con|phone\u201d body_line_height_tablet=\u201c1.4em\u201d body_line_height_phone=\u201c1.4em\u201d body_line_height_last_edited=\u201con|desktop\u201d border_color_all=\u201c#e89700\u201d icon_color__hover_enabled=\u201con\u201d]<\/p>\n<h5 style=\"text-align: left;\"><b>By Dr. Katerina Dounavi, <span class=\"caps\">BCBA<\/span>\u2011D <\/b><span> <\/span><\/h5>\n<p><span>Applied Beha\u00adviour Analysis (<span class=\"caps\">ABA<\/span>) is the applied branch of the science called Beha\u00adviour Analysis. The term \u201cApplied\u201d refers to the appli\u00adca\u00adtion of the findings of the scien\u00adtific study of beha\u00adviour to soci\u00adally rele\u00advant targets. <span class=\"caps\">ABA<\/span> has proven effec\u00adtive with diffe\u00adrent popu\u00adla\u00adtions and in diffe\u00adrent areas, such as in trea\u00adting indi\u00advi\u00adduals with autism and adults with aphasia, in the area of busi\u00adness orga\u00adniza\u00adtion, in desig\u00adning effec\u00adtive inter\u00adven\u00adtions for children with lear\u00adning disa\u00adbi\u00adli\u00adties, in trea\u00adting phobias, etc.&nbsp;<\/span><\/p>\n<p><span>One of the prin\u00adcipal areas where <span class=\"caps\">ABA<\/span> has demons\u00adtrated its effec\u00adti\u00adve\u00adness is in teaching skills to and trea\u00adting beha\u00advioural problems of children with autism. There is an exten\u00adsive scien\u00adtific lite\u00adra\u00adture based on rese\u00adarch conducted during the last 40 years appro\u00adxi\u00adm\u00adately, which supports <span class=\"caps\">ABA<\/span> as the ideal inter\u00adven\u00adtion for indi\u00advi\u00adduals with autism (e.g., Kuppens <span class=\"amp\">&amp;<\/span>&nbsp;Onghena, 2011; Eldevik, Hastings, Hughes, Jahr, Eike\u00adseth, <span class=\"amp\">&amp;<\/span>&nbsp;Cross, 2009; McEa\u00adchin, Smith, <span class=\"amp\">&amp;<\/span>&nbsp;Lovaas, 1993; Reichow <span class=\"amp\">&amp;<\/span>&nbsp;Wolery, 2009), demons\u00adtrates its supe\u00adrio\u00adrity over eclectic treat\u00adments (Dillen\u00adburger, 2011a; Howard, Sparkman, Cohen, Green, <span class=\"amp\">&amp;<\/span>&nbsp;Stanislaw, 2005; Osborne <span class=\"amp\">&amp;<\/span>&nbsp;Reed, 2008; Zachor, Ben-Itschak, Rabi\u00adno\u00advich, <span class=\"amp\">&amp;<\/span>&nbsp;Lahat, 2007) and shows that parental stress declines after the inter\u00adven\u00adtion (Dillen\u00adburger, Keenan, Gallagher, <span class=\"amp\">&amp;<\/span>&nbsp;McEl\u00adhinney, 2004).&nbsp;<\/span><\/p>\n<p><span>Most of this rese\u00adarch is conducted with pre-school and school-age children but in the last years there is a&nbsp;growing number of studies focu\u00adsing on treat\u00adment of adole\u00ads\u00adcents, youths and adults with autism. The results are equally inte\u00adres\u00adting for proving that <span class=\"caps\">ABA<\/span> can be effec\u00adtive inde\u00adpendently of the indi\u00advi\u00addual\u2019s age. One miscon\u00adcep\u00adtion that has up to date guided govern\u00adment poli\u00adcies related to funding but fort\u00adu\u00adna\u00adtely not clinical prac\u00adtice and scien\u00adtific rese\u00adarch is that <span class=\"caps\">ABA<\/span> is effec\u00adtive only with children of pre-school age. There is now enough supporting evidence suggesting that if an inter\u00adven\u00adtion based on <span class=\"caps\">ABA<\/span> starts before the age of 4&nbsp;years, the outcomes are higher than starting later. This conclu\u00adsion has led to the false belief that <span class=\"caps\">ABA<\/span> is not effec\u00adtive in children of school age, adole\u00ads\u00adcents, youths and adults. There is no scien\u00adtific evidence up to date clnclu\u00adding that inter\u00adven\u00adtion should be stopped at a&nbsp;specific age due to its lack of effec\u00adti\u00advity. Instead there is growing rese\u00adarch evidence for the oppo\u00adsite conclu\u00adsion, posi\u00adtive and valuable gains. For example, McEa\u00adchin, Smith and Lovaas (1993) indi\u00adcate that it took six years for one of the best-outcome children to reach typical functioning.&nbsp;<\/span><\/p>\n<p><span>The miscon\u00adcep\u00adtion that <span class=\"caps\">ABA<\/span> is not effec\u00adtive after the age of 7&nbsp;can be very preju\u00addi\u00adcial to thou\u00adsands of children, adole\u00ads\u00adcents, youths and adults, as decis\u00adions related to their treat\u00adment directly influence their quality of life and the quality of life of their broader social network. Limi\u00adting a&nbsp;bene\u00adfi\u00adcial inter\u00adven\u00adtion due to a&nbsp;miscon\u00adcep\u00adtion that is not evidence-based would lead to a&nbsp;child acqui\u00adring fewer skills than possible, main\u00adtai\u00adning non-desired and non-adap\u00adtive beha\u00adviours in his reper\u00adtoire due to the lack of specia\u00adlized treat\u00adment, showing decreased inde\u00adpen\u00addent skills, redu\u00adcing his possi\u00adbi\u00adli\u00adties of inte\u00adgra\u00adtion,&nbsp;etc.&nbsp;<\/span><\/p>\n<p><span>Given the above, there is a&nbsp;clear need for conduc\u00adting more rese\u00adarch studies showing how methods based on the science of <span class=\"caps\">ABA<\/span> can be effec\u00adtive with older children, adole\u00ads\u00adcents, youths and adults. In the follo\u00adwing para\u00adgraphs, we will do a&nbsp;very brief revi\u00adsion of the exis\u00adting body of lite\u00adra\u00adture supporting the effec\u00adti\u00adve\u00adness of <span class=\"caps\">ABA<\/span> with children older than 7&nbsp;years old, adole\u00ads\u00adcents, youths and adults. Also, we will provide some data on brain deve\u00adlo\u00adp\u00adment as it has been described in studies that use neuro-imaging, in order to give a&nbsp;clear picture of the lear\u00adning possi\u00adbi\u00adli\u00adties of an indi\u00advi\u00addual inde\u00adpendently of his&nbsp;age.&nbsp;<\/span><\/p>\n<p><span>Several review articles and meta-analyses have been published summa\u00adri\u00adzing the large body of lite\u00adra\u00adture (thou\u00adsands of studies) supporting ABA-based inter\u00adven\u00adtion as the most effec\u00adtive one for indi\u00advi\u00adduals with autism (e.g., Eike\u00adseth, 2009; Howard, Sparkman, Choen, Green, <span class=\"amp\">&amp;<\/span>&nbsp;Stanislaw, 2005; Koegel, Koegel, Harrower, <span class=\"amp\">&amp;<\/span>&nbsp;Carter, 1999; Krantz <span class=\"amp\">&amp;<\/span>&nbsp;McCl\u00adan\u00adnahan, 1993; Lovaas, 1987). These studies describe effec\u00adtive proce\u00addures deve\u00adloped across a&nbsp;wide range of skills and problem beha\u00adviours, such as language and commu\u00adni\u00adca\u00adtion (e.g., Carr <span class=\"amp\">&amp;<\/span>&nbsp;Durand, 1985; Durand, <span class=\"amp\">&amp;<\/span>&nbsp;Carr, 1992; Hago\u00adpian, Fisher, Sullivan, Acquisto, <span class=\"amp\">&amp;<\/span>&nbsp;LeBlanc, 1998), daily living skills (e.g., Horner <span class=\"amp\">&amp;<\/span>&nbsp;Keilitz, 1975), academic skills and school inte\u00adgra\u00adtion (e.g., Koegel, Koegel, Hurley, <span class=\"amp\">&amp;<\/span>&nbsp;Frea, 1992; Daly <span class=\"amp\">&amp;<\/span>&nbsp;Martens, 1994; McComas, Wacker, <span class=\"amp\">&amp;<\/span>&nbsp;Cooper, 1996), reduc\u00adtion of stereo\u00adty\u00adpical beha\u00adviour (e.g., Dounavi, 2011) and&nbsp;other.&nbsp;<\/span><\/p>\n<p><span>In these studies, parti\u00adci\u00adpants are indi\u00advi\u00adduals with autism of all ages, from pre-school children to adults, so demons\u00adt\u00adra\u00adting the effec\u00adti\u00adve\u00adness of the ABA-based proce\u00addures inde\u00adpendently of the indi\u00advi\u00addual\u2019s age. One of the most inte\u00adres\u00adting studies offe\u00adring support to ABA-based inter\u00adven\u00adtion at a&nbsp;later age, is the one conducted by Harris and Hand\u00adleman (2000) in which the authors clearly state that great bene\u00adfits were observed follo\u00adwing <span class=\"caps\">ABA<\/span> inter\u00adven\u00adtion with older children as well. Addi\u00adtio\u00adnally, there is a&nbsp;large number of small sample sized studies, which have demons\u00adtrated the effec\u00adti\u00adve\u00adness of <span class=\"caps\">ABA<\/span> to teach specific skills in diffe\u00adrent areas and reduce problem beha\u00adviours of various types to adole\u00ads\u00adcents, youths and adults with autism. Here, we will only mention some of them. Haring, Roger, Lee, Breen and Gaylord-Ross (1992) demons\u00adtrated the effec\u00adti\u00adve\u00adness of a&nbsp;social network inter\u00adven\u00adtion for youths with mode\u00adrate and severe disa\u00adbi\u00adli\u00adties, inclu\u00adding autism, by measu\u00adring the frequency, number and appro\u00adpria\u00adteness of social inter\u00adac\u00adtions. There has been used a&nbsp;multiple base\u00adline design and showed that the inter\u00adven\u00adtion was successful in incre\u00adasing the quan\u00adtity and quality of inter\u00adac\u00adtions and promo\u00adting friend\u00adships. Other studies have also demons\u00adtrated effec\u00adtive ABA-based proce\u00addures for youth popu\u00adla\u00adtion (e.g., Haring, Roger, Lee, Breen, <span class=\"amp\">&amp;<\/span>&nbsp;Gaylord-Ross, 1984; McMorrow <span class=\"amp\">&amp;<\/span>&nbsp;Foxx, 1986; Gena, Krantz, McCl\u00adan\u00adnahan, <span class=\"amp\">&amp;<\/span>&nbsp;Poulson, 1996; McGee, Krantz, Mason, <span class=\"amp\">&amp;<\/span>&nbsp;McCl\u00adan\u00adnahan, 1983).&nbsp;<\/span><\/p>\n<p><span>School age children between the age of 7&nbsp;and before the start of adole\u00ads\u00adcence have also been signi\u00adfi\u00adcant in proving the importance of follo\u00adwing an evidence-based inter\u00adven\u00adtion, <span class=\"caps\">ABA<\/span>. For example, Taylor <span class=\"amp\">&amp;<\/span>&nbsp;Levin (1998) demons\u00adtrated the effec\u00adti\u00adve\u00adness of a&nbsp;promp\u00adting tech\u00adnique for a&nbsp;9\u2011year-old student with autism to make verbal initia\u00adtions about his play acti\u00advi\u00adties. Blew, Schwartz and Luce (1985) described how older children with autism were taught commu\u00adnity skills, such as crossing the street, making purchases, and checking out books from the library, and&nbsp;other.&nbsp;<\/span><\/p>\n<p><span>During these years, most of the children that have already followed an ABA-based inter\u00adven\u00adtion during preschool age are now in need of an ABA-inter\u00adven\u00adtion that will guide their inte\u00adgra\u00adtion in main\u00adstream schools, design effec\u00adtive indi\u00advi\u00addua\u00adlized educa\u00adtional programmes for social inter\u00adac\u00adtions with peers and teach academic skills in an effec\u00adtive way. Frequently, adole\u00ads\u00adcents are in need of similar support provided through ABA-based services. There are plenty of examples of rese\u00adarch studies that focus on the acqui\u00adsi\u00adtion of these skills, such as how to train shadow teachers to support the inte\u00adgra\u00adtion of children with autism in the main\u00adstream class\u00adroom (Monahan <span class=\"amp\">&amp;<\/span>&nbsp;Bryer, 2004).&nbsp;<\/span><\/p>\n<p><span>Studies focu\u00adsing on adole\u00ads\u00adcents have been nume\u00adrous. They have demons\u00adtrated signi\u00adfi\u00adcant effects of ABA-based inter\u00adven\u00adtions to improve skills acqui\u00adsi\u00adtion and reduc\u00adtion of problem beha\u00adviour (e.g., Miller <span class=\"amp\">&amp;<\/span>&nbsp;Neuringer, 2000). For example, Delano (2007) showed how to improve language perfor\u00admance of adole\u00ads\u00adcents with Asperger Syndrome. Palmen, Didden and Arts (2008) showed how to improve ques\u00adtion asking in high-func\u00adtio\u00adning adole\u00ads\u00adcents with autism.&nbsp;<\/span><\/p>\n<p><span>The rese\u00adarch about adults is also exten\u00adsive and focuses on diffe\u00adrent areas, such as sign language (Schepis, Reid, Fitz\u00adge\u00adrald, Faw, VanDenPol, <span class=\"amp\">&amp;<\/span>&nbsp;Welty, 1982) inde\u00adpen\u00addent life skills [Haring, Kennedy, Adams, <span class=\"amp\">&amp;<\/span>&nbsp;Pitts-Conway, 1987), job skills for laboural inte\u00adgra\u00adtion [Smith <span class=\"amp\">&amp;<\/span>&nbsp;Coleman, 1986], reduc\u00adtion of aggres\u00adsive beha\u00adviour (Hago\u00adpian <span class=\"amp\">&amp;<\/span>&nbsp;Adelinis, 2001; Thompson <span class=\"amp\">&amp;<\/span>&nbsp;Iwata, 2001; Lalli, Mace, Wohn, <span class=\"amp\">&amp;<\/span>&nbsp;Livezey, 1995) and&nbsp;other.&nbsp;<\/span><\/p>\n<p><span>Regar\u00adding brain deve\u00adlo\u00adp\u00adment, one of the argu\u00adments often used to support the non-evidence based view that funding should be stopped at a&nbsp;certain age is that after early child\u00adhood the human brain is not flexible and, ther\u00ade\u00adfore, further deve\u00adlo\u00adp\u00adment is negli\u00adgible. Here, we briefly summa\u00adrize the scien\u00adtific conclu\u00adsions that broadly show that ABA-based inter\u00adven\u00adtion brings very signi\u00adfi\u00adcant gains to indi\u00advi\u00adduals with autism of all ages. Recent rese\u00adarch using advanced imaging tech\u00adno\u00adlo\u00adgies is consis\u00adt\u00adently showing that brain deve\u00adlo\u00adp\u00adment conti\u00adnues well at least into adole\u00ads\u00adcence and early adult\u00adhood (e.g., Horska, Kauf\u00admann, Brant, Naidu, Harris, Barker, 2002). Namely, Thompson, Giedd, Woods, MacDo\u00adnald, Evans and Toga (2000) reported the crea\u00adtion of networks of growth patterns in the deve\u00adlo\u00adping human brain in children aged 3\u201315 years, which seems to decline only after puberty. Sowell, Thompson, Tessner and Toga (2001) mapped continued post adole\u00ads\u00adcent brain growth. Keshavan, Diwadkar, DeBellis, Dick, Kotwal, Rosen\u00adberg, Sweeney, Minshew andd Pette\u00adgrew (2002) assessed age-related changes in the size and signal inten\u00adsity of the corpus callosum of indi\u00advi\u00adduals aged 7\u201332 years and found that signal inten\u00adsity decreased during child\u00adhood and adole\u00ads\u00adcence and stabi\u00adlized in young adult\u00adhood. Further\u00admore they showed that the size of the corpus callosum increases through young adult\u00adhood indi\u00adca\u00adting conti\u00adnuing maturation.&nbsp;<\/span><\/p>\n<p><span>Based on the above mentioned empi\u00adrical evidence, many scien\u00adtific, govern\u00adment and profes\u00adsional agen\u00adcies and orga\u00adniza\u00adtions have concluded that ABA-based proce\u00addures repre\u00adsent best prac\u00adtices for indi\u00advi\u00adduals with autism, are highly recom\u00admended and should be publicly funded. Examples of such agen\u00adcies and orga\u00adniza\u00adtions in the United States and other count\u00adries (e.g. Canada, Australia, the <span class=\"caps\">UK<\/span>, etc.) are the National Insti\u00adtute of Mental Health, the National Acade\u00admies Press, the Asso\u00adcia\u00adtion for Science in Autism Treat\u00adment, Autism Speaks, the Orga\u00adniza\u00adtion For Autism Rese\u00adarch, the Surgeon General of the United States, the New York State Depart\u00adment of Health and other (Dillen\u00adburger, in&nbsp;press).&nbsp;<\/span><\/p>\n<p><span>Taking into conside\u00adra\u00adtion the medium and long-term bene\u00adfits for a&nbsp;commu\u00adnity from the deve\u00adlo\u00adp\u00adment of an indi\u00advi\u00addual\u2019s skills and analy\u00adzing the cost bene\u00adfits for tax-payers, local autho\u00adri\u00adties, states and count\u00adries by effec\u00adtive inter\u00adven\u00adtions (Knapp, Romeo, <span class=\"amp\">&amp;<\/span>&nbsp;Beecham, 2009; Moti\u00adwala, Gupta, Lilly, Ungar, <span class=\"amp\">&amp;<\/span>&nbsp;Coyte, 2006). Any decision regar\u00adding funding inter\u00adven\u00adtions should be data-driven, should take into account ethical conside\u00adra\u00adtions and should guarantee that the best known scien\u00adtific prac\u00adtice up to date is deli\u00advered to indi\u00advi\u00adduals needing it. An example of a&nbsp;cost-benefit analysis is the fact that in the <span class=\"caps\">USA<\/span> savings of appro\u00adxi\u00adm\u00adately $200,000 per child by the age of 22 years and $1,000,000 by the age of 55 years were regis\u00adtered follo\u00adwing beha\u00adviour analytic inter\u00adven\u00adtion (Dillen\u00adburger, in&nbsp;press).<\/span><\/p>\n<p><span><a href=\"\/wp-content\/uploads\/studien\/04_ABA_for_older_children.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Down\u00adload the summary as <span class=\"caps\">PDF<\/span><br> <img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/www.melodycenter.de\/wp-content\/uploads\/2019\/03\/PDF_Symbol_small.png\" alt=\"PDF Download\" width=\"77\" height=\"95\"><\/a><\/span><\/p>\n<p><span><strong>Refe\u00adrences<\/strong><\/span><\/p>\n<ul>\n<li><span>Blew, P. F., Schwartz, I. S., <span class=\"amp\">&amp;<\/span>&nbsp;Luce, S. C. (1985). Teaching func\u00adtional commu\u00adnity skills to autistic children using nonhan\u00addi\u00adcapped peer tutors. Journal of Applied Beha\u00advior Analysis, 18, 337\u2013342. <\/span><\/li>\n<li><span>Carr, E. G., <span class=\"amp\">&amp;<\/span>&nbsp;Durand, V. M. (1985). Redu\u00adcing beha\u00advior problems through func\u00adtional commu\u00adni\u00adca\u00adtion trai\u00adning. Journal of Applied Beha\u00advior Analysis, 18, 111\u2013126. <\/span><\/li>\n<li><span>Daly, E. J., <span class=\"caps\">III<\/span>, <span class=\"amp\">&amp;<\/span>&nbsp;Martens, B. K. (1994). A&nbsp;compa\u00adrison of three inter\u00adven\u00adtions for incre\u00adasing oral reading perfor\u00admance: Appli\u00adca\u00adtion of the instruc\u00adtional hier\u00adarchy. Journal of Applied Beha\u00advior Analysis, 27, 459\u2013469. <\/span><\/li>\n<li><span>Delano, M. E. (2007). Impro\u00adving written language perfor\u00admance of adole\u00ads\u00adcents with Asperger syndrome. Journal of Applied Beha\u00advior Analysis, 40, 345\u2013351. <\/span><\/li>\n<li><span>Dillen\u00adburger, K. (in press). Why re-invent the wheel? A&nbsp;beha\u00advior analyst\u2019s reflec\u00adtions on pedagogy for inclu\u00adsion for students with lear\u00adning and deve\u00adlo\u00adp\u00admental disa\u00adbi\u00adli\u00adties. Journal of Intellec\u00adtual <span class=\"amp\">&amp;<\/span>&nbsp;Deve\u00adlo\u00adp\u00admental Disability.&nbsp;<\/span><\/li>\n<li><span>Dillen\u00adburger, K. (2011a). The emper\u00ador\u2019s new clothes: Eclec\u00adti\u00adcism in autism treat\u00adment. Rese\u00adarch in Autism Spec\u00adtrum Disor\u00adders, 5, 1119\u20131128. <\/span><\/li>\n<li><span>Dillen\u00adburger, K. (2008). Inter\u00adna\u00adtional Scholar lecture. Brock Univer\u00adsity, Canada. Fami\u00adlies living with children diagnosed with Autism Spec\u00adtrum Disorder: Expe\u00adri\u00adences and service needs (April, 1,&nbsp;2008).&nbsp;<\/span><\/li>\n<li><span>Dillen\u00adburger, K., Keenan, M., Gallagher, S., <span class=\"amp\">&amp;<\/span>&nbsp;McEl\u00adhinney, M. (2004). Parent educa\u00adtion and home-based beha\u00adviour analytic inter\u00adven\u00adtion: An exami\u00adna\u00adtion of parents\u2019 percep\u00adtions of outcome. Journal of Intellec\u00adtual <span class=\"amp\">&amp;<\/span>&nbsp;Deve\u00adlo\u00adp\u00admental Disa\u00adbi\u00adlity, 29, 119\u2013130. <\/span><\/li>\n<li><span>Dounavi, A. (2011). Trea\u00adting Vocal Stereo\u00adtypy in a&nbsp;Child with Autism: Diffe\u00adren\u00adtial Rein\u00adforce\u00adment of Other Beha\u00advior and Sensory Inte\u00adgra\u00adtive Therapy. Euro\u00adpean Journal of Beha\u00adviour Analysis, 12, 239\u2013248. <\/span><\/li>\n<li><span>Durand, V. M., <span class=\"amp\">&amp;<\/span>&nbsp;Carr, E. G. 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Pivotal response inter\u00adven\u00adtion I: Over\u00adview of approach. Journal of the Asso\u00adcia\u00adtion for Persons With Severe Handi\u00adcaps, 24, 174\u2013185. <\/span><\/li>\n<li><span>Koegel, L. K., Koegel, R. L., Hurley, C., <span class=\"amp\">&amp;<\/span>&nbsp;Frea, W. D. (1992). Impro\u00adving social skills and disrup\u00adtive beha\u00advior in children with autism through self-manage\u00adment. Journal of Applied Beha\u00advior Analysis, 25, 341\u2013353. <\/span><\/li>\n<li><span>Krantz, P.J., <span class=\"amp\">&amp;<\/span>&nbsp;McCl\u00adan\u00adnahan, L.E. (1993). Teaching children with autism to initiate to peers: Effects of a&nbsp;script-fading proce\u00addure. Journal of Applied Beha\u00advior Analysis, 26, 121\u2013132. <\/span><\/li>\n<li><span>Kuppens, S. <span class=\"amp\">&amp;<\/span>&nbsp;Onghena, P. (2011). Sequen\u00adtial meta-analysis to deter\u00admine the suffi\u00adci\u00adency of cumu\u00adla\u00adtive know\u00adledge: The case of early inten\u00adsive beha\u00advioural inter\u00adven\u00adtion for children with autism spec\u00adtrum disor\u00adders. Rese\u00adarch in Autism Spec\u00adtrum Disor\u00adders, 6(1), 168\u2013176, doi:10.1016\/j.rasd.2011.04.002. <\/span><\/li>\n<li><span>Lalli, J. S., Mace, F. C., Wohn, T., <span class=\"amp\">&amp;<\/span>&nbsp;Livezey, K. (1995). Iden\u00adti\u00adfi\u00adca\u00adtion and modi\u00adfi\u00adca\u00adtion of a&nbsp;response-class hier\u00adarchy. Journal of Applied Beha\u00advior Analysis, 28, 551\u2013559. <\/span><\/li>\n<li><span>McComas, J. J., Wacker, D. P., <span class=\"amp\">&amp;<\/span>&nbsp;Cooper, L. J. (1996). Expe\u00adri\u00admental analysis of academic perfor\u00admance in a&nbsp;class\u00adroom setting. Journal of Beha\u00advi\u00adoral Educa\u00adtion, 6, 121\u2013130. <\/span><\/li>\n<li><span>McEa\u00adchin, J. J., Smith, T., <span class=\"amp\">&amp;<\/span>&nbsp;Lovaas, O. I. (1993). Long-term outcome for children with autism who received early inten\u00adsive beha\u00advi\u00adoral treat\u00adment. American Journal on Mental Retar\u00adda\u00adtion, 97, 359\u2013372 <\/span><\/li>\n<li><span>McGee, G. G., Krantz, P. J., Mason, D., <span class=\"amp\">&amp;<\/span>&nbsp;McCl\u00adan\u00adnahan, L. E. (1983). A&nbsp;modi\u00adfied inci\u00addental-teaching proce\u00addure for autistic youth: Acqui\u00adsi\u00adtion and gene\u00adra\u00adliza\u00adtion of recep\u00adtive object labels. Journal of Applied Beha\u00advior Analysis, 16, 329\u2013338. <\/span><\/li>\n<li><span>McMorrow, M. J., <span class=\"amp\">&amp;<\/span>&nbsp;Foxx, R. M. (1986). Some direct and gene\u00adra\u00adlized effects of repla\u00adcing an autistic man\u2019s echo\u00adlalia with correct responses to ques\u00adtions. Journal of Applied Beha\u00advior Analysis, 19, 289\u2013297. <\/span><\/li>\n<li><span>Miller, N. <span class=\"amp\">&amp;<\/span>&nbsp;Neuringen, A. (2000). Rein\u00adfor\u00adcing varia\u00adbi\u00adlity in adole\u00ads\u00adcents with autism. Journal of Applied Beha\u00advior Analysis, 33, 151\u2013165. <\/span><\/li>\n<li><span>Monahan, S. L. <span class=\"amp\">&amp;<\/span>&nbsp;Bryer, F. (2004). Shadowing Tech\u00adni\u00adques for Young Children with Autism: Exten\u00adding <span class=\"caps\">ABA<\/span> Proce\u00addures from Home to School. In: Bart\u00adlett, B. (Editor); Bryer, F. (Editor); Roebuck, D. (Editor). Educa\u00adting: Weaving Rese\u00adarch into Prac\u00adtice, 4, 34\u201346. <\/span><\/li>\n<li><span>Moti\u00adwala, S. S., Gupta, S., Lilly, M. B., Ungar, W. J., <span class=\"amp\">&amp;<\/span>&nbsp;Coyte, P. C. (2006). The Cost-Effec\u00adti\u00adve\u00adness of Expan\u00adding Inten\u00adsive Beha\u00advioural Inter\u00adven\u00adtion to All Autistic Children in Ontario. Health\u00adcare Policy, 1(2), 135\u2013151. <\/span><\/li>\n<li><span>Osborne, L.A. <span class=\"amp\">&amp;<\/span>&nbsp;Reed, P. (2008). An evalua\u00adtion of the role of rein\u00adforce\u00adment-based inter\u00adven\u00adtions in deter\u00admi\u00adning the effec\u00adti\u00adve\u00adness of \u2018eclectic\u2019 approa\u00adches to teaching children with autism spec\u00adtrum disor\u00adders. Beha\u00advioural Deve\u00adlo\u00adp\u00adment Bulletin, 14, 30-&nbsp;39.&nbsp;<\/span><\/li>\n<li><span>Palmen, A., Didden, R, Arts, M. (2008). Impro\u00adving ques\u00adtion asking in high-func\u00adtio\u00adning adole\u00ads\u00adcents with Autism Spec\u00adtrum Disor\u00adders: Effec\u00adti\u00adve\u00adness of small-group trai\u00adning. Autism, 12(1), 83\u201398. <\/span><\/li>\n<li><span>Reichow, B., <span class=\"amp\">&amp;<\/span>&nbsp;Wolery, M. (2009). Compre\u00adhen\u00adsive synthesis of early inten\u00adsive beha\u00advioural inter\u00adven\u00adtions for young children with autism based on the <span class=\"caps\">UCLA<\/span> Young Autism Project Model. Journal of Autism and Deve\u00adlo\u00adp\u00admental Disor\u00adders, 39, 23\u201341 <\/span><\/li>\n<li><span>Schepis, M. M., Reid, D. H., Fitz\u00adge\u00adrald, J. R., Faw, G. D., VanDenPol, R. A., <span class=\"amp\">&amp;<\/span>&nbsp;Welty, P. (1982). A&nbsp;program for incre\u00adasing manual signing by autistic and profoundly retarded youth within the daily envi\u00adron\u00adment. Journal of Applied Beha\u00advior Analysis, 15, 363\u2013379. <\/span><\/li>\n<li><span>Smith, M. D. <span class=\"amp\">&amp;<\/span>&nbsp;Coleman, D. (1986). Mana\u00adging the beha\u00advior of adults with autism in the job setting. Journal of Autism and Deve\u00adlo\u00adp\u00admental Disor\u00adders, 16, 145\u2013154. <\/span><\/li>\n<li><span>Sowell, E. R., Thompson, P. M., Tessner, K. D., Toga, A. W. (2001). Mapping continued brain growth and gray matter density reduc\u00adtion in dorsal frontal cortex: Inverse rela\u00adti\u00adonships during post\u00adado\u00adle\u00ads\u00adcent brain matu\u00adra\u00adtion. Journal of Neuro\u00adsci\u00adence, 21(22), 8819\u201329. <\/span><\/li>\n<li><span>Taylor, B. A. <span class=\"amp\">&amp;<\/span>&nbsp;Levin, L. (1998). Teaching a&nbsp;student with autism to make verbal initia\u00adtions: effects of a&nbsp;tactile prompt. Journal of Applied Beha\u00advior Analysis, 31, 651\u2013654.<\/span><\/li>\n<li><span>Thompson, P. M., Giedd, J. N., Woods, R. P., MacDo\u00adnald, D., Evans, A. C., Toga, A. W. (2000). Growth patterns in the deve\u00adlo\u00adping brain detected by using conti\u00adnuum mecha\u00adnical tensor maps, Nature, 404 (6774), 190\u20133. <\/span><\/li>\n<li><span>Thompson, R. H.. <span class=\"amp\">&amp;<\/span>&nbsp;Iwata. B. A. (2007). A&nbsp;Compa\u00adrison of Outcomes from Descrip\u00adtive and Func\u00adtional Analyses of Problem Beha\u00advior. Journal of Applied Beha\u00advior Analysis, 40(2), 333\u2013338. <\/span><\/li>\n<li><span>Zachor, D. A., Ben-Itschak, B., Rabi\u00adno\u00advich, A.-L., <span class=\"amp\">&amp;<\/span>&nbsp;Lahat, E. (2007). Change in autism core symptoms with inter\u00adven\u00adtion. Rese\u00adarch on Autism Spec\u00adtrum Disor\u00adders, 1, 304\u2013317.<\/span><\/li>\n<\/ul>\n<p>For the trans\u00adla\u00adtion a&nbsp;heart\u00adfelt thank you to Anne Burzinski.<span> <\/span><\/p>\n<p><\/p>\n<hr>\n<p><\/p>\n<p>[\/et_pb_toggle][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=\u201c1\u201d admin_label=\u201cStudie 5\u201d _builder_version=\u201c3.22.3\u201d background_color=\u201c#0c71c3\u201d custom_padding=\u201c35px|0px|0|0px|false|false\u201d collapsed=\u201con\u201d][et_pb_row column_structure=\u201c1_4,3_4\u201d custom_padding_last_edited=\u201con|phone\u201d _builder_version=\u201c3.25\u201d background_color=\u201c#f0b800\u201d custom_margin=\u201c0px||\u201d custom_margin_tablet=\u201d\u201d custom_margin_phone=\u201c0px||\u201d custom_margin_last_edited=\u201con|desktop\u201d custom_padding=\u201c15px|0px|10px|0|false|false\u201d custom_padding_tablet=\u201c10px|||\u201d custom_padding_phone=\u201c2px||10px|\u201d][et_pb_column type=\u201c1_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_text _builder_version=\u201c3.27.4\u201d text_font=\u201cIcons||||||||\u201d text_text_color=\u201d#ffffff\u201d text_font_size=\u201c70px\u201d header_font=\u201d||||||||\u201d max_width=\u201c30%\u201d max_width_tablet=\u201d\u201d max_width_phone=\u201c10%\u201d max_width_last_edited=\u201con|desktop\u201d custom_margin=\u201d||0px|8px\u201d custom_margin_tablet=\u201d||-1px|3px\u201d custom_margin_phone=\u201d||0px|3px\u201d custom_margin_last_edited=\u201con|tablet\u201d custom_padding=\u201d|||\u201d animation_style=\u201cbounce\u201d animation_direction=\u201cleft\u201d animation_speed_curve=\u201cease-in\u201d link_option_url=\u201chttps:\/\/www.academia.edu\/7959514\/Dillenburger_K._2011_._The_Emperor_s_new_clothes_Eclecticism_in_autism_treatment._Research_in_Autism_Spectrum_Disorders_5_1119_1128\u201d link_option_url_new_window=\u201con\u201d text_font_size_tablet=\u201c50px\u201d text_font_size_phone=\u201c30px\u201d text_font_size_last_edited=\u201con|phone\u201d text_letter_spacing__hover_enabled=\u201con\u201d]<\/p>\n<p>o<\/p>\n<p>[\/et_pb_text][\/et_pb_column][et_pb_column type=\u201c3_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_text _builder_version=\u201c3.27.4\u201d text_font=\u201d||||||||\u201d text_text_color=\u201d#ffffff\u201d header_font=\u201d||||||||\u201d header_text_color=\u201d#ffffff\u201d header_2_font=\u201d||||||||\u201d header_3_font=\u201d|700|||||||\u201d header_3_text_color=\u201c#0972c3\u201d header_3_line_height=\u201c1.1em\u201d max_width_tablet=\u201d\u201d max_width_phone=\u201c100%\u201d max_width_last_edited=\u201con|phone\u201d custom_margin=\u201c6px|||-180px\u201d custom_margin_tablet=\u201d-15px||-20px|5px\u201d custom_margin_phone=\u201d-25px|0px|-18px|5px\u201d custom_margin_last_edited=\u201con|desktop\u201d custom_padding=\u201c0px||0px|0px\u201d custom_padding_tablet=\u201d\u201d custom_padding_phone=\u201d\u201d custom_padding_last_edited=\u201con|desktop\u201d header_font_size_tablet=\u201d\u201d header_font_size_phone=\u201c30px\u201d header_font_size_last_edited=\u201con|phone\u201d header_3_font_size_tablet=\u201d\u201d header_3_font_size_phone=\u201c16px\u201d header_3_font_size_last_edited=\u201con|desktop\u201d]<\/p>\n<h3>5. The Emperor\u2019s new clothes: Eclecticism in autism treatment<\/h3>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=\u201c3.25\u201d custom_padding=\u201c0|0px|0|0px|false|false\u201d][et_pb_column type=\u201c4_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_toggle title=\u201cSummary of the study\u201d open_toggle_text_color=\u201c#e09900\u201d open_toggle_background_color=\u201d#ffffff\u201d closed_toggle_text_color=\u201d#ffffff\u201d closed_toggle_background_color=\u201crgba(255,255,255,0.51)\u201d icon_color=\u201d#ffffff\u201d module_id=\u201cStudie5\u201d module_class=\u201ccustom_tog\u201d _builder_version=\u201c3.22.7\u201d title_text_color=\u201c#000000\u201d title_font=\u201d|700|||||||\u201d title_font_size=\u201c20px\u201d body_font=\u201d||||||||\u201d body_text_align=\u201cjustify\u201d body_text_color=\u201c#000000\u201d custom_padding_tablet=\u201d|||5px\u201d custom_padding_phone=\u201c10px|5px|10px|5px\u201d custom_padding_last_edited=\u201con|phone\u201d title_font_size_tablet=\u201c17px\u201d title_font_size_phone=\u201c13px\u201d title_font_size_last_edited=\u201con|tablet\u201d body_font_size_tablet=\u201d\u201d body_font_size_phone=\u201c14px\u201d body_font_size_last_edited=\u201con|phone\u201d body_line_height_tablet=\u201c1.4em\u201d body_line_height_phone=\u201c1.4em\u201d body_line_height_last_edited=\u201con|desktop\u201d border_color_all=\u201c#e89700\u201d icon_color__hover_enabled=\u201con\u201d]<\/p>\n<h5 style=\"text-align: left;\"><b>(Karola Dillenburger, 2011; Research in Autism Spectrum Disorder 5 (2011) 1119\u20131128, originally published online 22 January 2011; <span class=\"caps\">DOI<\/span> 10.1016\/j.rasd.2010.12.008) <\/b><span> <\/span><\/h5>\n<p><b>Abstract<\/b><span> <\/span><br> Although <span class=\"caps\">ABA<\/span> is more and more reco\u00adgnized as the scien\u00adtific way to go, many Euro\u00adpean govern\u00adments prefer an eclectic model as they argue that it is more children-centred and prag\u00admatic. This paper shows why <span class=\"caps\">ABA<\/span> is truly prac\u00adtical and child-centred. This article shows how false infor\u00adma\u00adtion leads to less effec\u00adtive treat\u00adments being chosen rather than supporting evidence-based treat\u00adments such as <span class=\"caps\">ABA<\/span>, which is actually uniform, prac\u00adtical and child-centric.<span> <\/span><\/p>\n<p><b>Intro\u00adduc\u00adtion<\/b><span> <\/span><br> This article first describes diffe\u00adrences in govern\u00adment recom\u00admen\u00adda\u00adtions under A, then both the eclectic approach (see B) as well as <span class=\"caps\">ABA<\/span> (see C) declared to then explore reasons for the diffe\u00adrent recom\u00admen\u00adda\u00adtions of govern\u00adments (see D).<span> <\/span><\/p>\n<p>People with autism spec\u00adtrum disorder are impaired in social inter\u00adac\u00adtion, their flexi\u00adbi\u00adlity and in their beha\u00advior (<span class=\"caps\">APA<\/span>, <span class=\"caps\">DSM-IV-TR<\/span>, 2000). Autism can only be diagnosed until now, despite a&nbsp;wide range of rese\u00adarch, if possible affected persons are observed in their beha\u00adviour and their refe\u00adrence persons are inter\u00adviewed (Keenan, Dillen\u00adburger, Doherty, Byrne <span class=\"amp\">&amp;<\/span>&nbsp;Gallagher, 2010).<span> <\/span><\/p>\n<p>As the number of children with autism has risen drama\u00adti\u00adcally (Fombonne, 2005). The costs are as high as 3.2 million $ per indi\u00advi\u00addual if he or she is not properly treated (<span class=\"caps\">CDC<\/span>, 2010), That\u2019s why it\u2019s important to find out the most successful treat\u00adment method. Mental health and the quality of life of affected fami\u00adlies can also suffer from autism (Dillen\u00adburger, Keenan, Doherty, Byrne, <span class=\"amp\">&amp;<\/span>&nbsp;Gallagher, 2010).<span> <\/span><\/p>\n<p>Even though, it is crucial to accept diffe\u00adrences that will continue to exist, one must also educate and inter\u00advene further (Baron-Cohen, 2008; Helt et al., 2008; Jordan, 2008; Lamb, 2009; Markram, Rinaldi, <span class=\"amp\">&amp;<\/span>&nbsp;Markram, 2007). Although these diffe\u00adrences must ther\u00ade\u00adfore be accepted, it is appro\u00adpriate at the same time to continue to deal with them. Unesco Sala\u00admanca State\u00adment (<span class=\"caps\">CSIE<\/span>, 2010) shows that inclu\u00adsion is the best possi\u00adbi\u00adlity to show accep\u00adtance. How can children with autism learn skills that are required for social inter\u00adac\u00adtion (<span class=\"caps\">CSIE<\/span>, 2010; Oxoby, 2009)?<span> <\/span><br> There are many inter\u00adven\u00adtions that origi\u00adnally come from various profes\u00adsions (Archart-Trei\u00adchel, 2010). Further\u00admore, there are parents who have deve\u00adloped their own inter\u00adven\u00adtion. Some of them are described in books some require exclu\u00adsive trai\u00adning.<span> <\/span><\/p>\n<p><b>A: Recom\u00admen\u00adda\u00adtions from govern\u00adments<\/b><span> <\/span><br> Many govern\u00adments have discussed the most successful inter\u00adven\u00adtions, results vary (<span class=\"caps\">NSP<\/span>, 2009, Mudford et al., 2009; Task Group on Autism, 2002; Task Force on Autism, 2001; Dunlop et al., 2009; Wein\u00admann et al., 2009; Perry <span class=\"amp\">&amp;<\/span>&nbsp;Condillac, 2003). The recom\u00admen\u00adda\u00adtions are diffe\u00adrent. Some recom\u00admend treat\u00adments based on <span class=\"caps\">ABA<\/span>, some prefer treat\u00adment to be eclectic.<span> <\/span><\/p>\n<p><i>Govern\u00adment recom\u00admen\u00adda\u00adtions in North America<\/i><span> <\/span><br> Clinical and social results, as well as finan\u00adcial effi\u00adci\u00adency in North America suggest that inter\u00adven\u00adtions based on prin\u00adci\u00adples of beha\u00advior are the way to go (Cooper, Heron, <span class=\"amp\">&amp;<\/span>&nbsp;Heward, 2007). They justify their decision with clinical and social evidence (Howar, Sparkman, Cohen, Green, <span class=\"amp\">&amp;<\/span>Amp; Stanislaw, 2005; Reichow <span class=\"amp\">&amp;<\/span>&nbsp;Wolery, 2009; Zachor, Ben-Ichak, Rabi\u00adno\u00advich <span class=\"amp\">&amp;<\/span>&nbsp;Lahat, 2007); Foster <span class=\"amp\">&amp;<\/span>&nbsp;Mash, 1999) and the finan\u00adcial effec\u00adti\u00adve\u00adness of the method (Knapp et al., 2007). Syste\u00admatic reviews of rese\u00adarch lite\u00adra\u00adture demand that health insu\u00adrances cover diagnosis and treat\u00adment of autism, inclu\u00adding <span class=\"caps\">ABA<\/span> (<span class=\"caps\">ATAA<\/span>, 2010). Many states have already signed it while others are still waiting for intro\u00adduc\u00adtion. The same is true for Canada. Many <span class=\"caps\">US<\/span> states have already complied with this demand, and more are about to be intro\u00adduced. A&nbsp;similar situa\u00adtion exists in canada.<span> <\/span><\/p>\n<p><i>Recom\u00admen\u00adda\u00adtions from Euro\u00adpean govern\u00adments<\/i><span> <\/span><br> The govern\u00adments in most of Europe, except Norway, promote the eclectic approach which allows for a&nbsp;range of inter\u00adven\u00adtions, as there is no defi\u00adni\u00adtive evidence that supports one treat\u00adment over the other (Task Force Autism, 2001, p.117). What is the eclectic approach? Many diffe\u00adrent inter\u00adven\u00adtions are selected from diffe\u00adrent available inter\u00adven\u00adtions, accor\u00adding to iden\u00adti\u00adfied needs (Glad\u00adwell 2010). The approach is viewed as flexible and child-centred. Ther\u00ade\u00adfore, it is finan\u00adci\u00adally supported in Europe.<span> <\/span><\/p>\n<p><b>B: The eclectic approach<\/b><span> <\/span><br> Why is this child-centric and prag\u00admatic approach now being criti\u00adcized with various treat\u00adment options? Why isn\u2019t the eclectic approach also advo\u00adcated in North America?<span> <\/span><br> In order to under\u00adstand this and the conse\u00adquence of the eclectic approach, various points of view need to be examined:<span> <\/span><\/p>\n<ul type=\"decimal\">\n<li><i>What to think about:<br> <\/i>An eclectic model inte\u00adgrates new methods, but it won\u2019t develop them themselves.<\/li>\n<\/ul>\n<ul type=\"decimal\" style=\"text-align: left;\">\n<li><i>Are eclectic treat\u00adments successful?<br> <\/i>Some methods in an eclectic model are evidence-based; some might even be contro\u00adver\u00adsial (Jacobson et al, 2005; Perry, 2000; Perry <span class=\"amp\">&amp;<\/span>&nbsp;Condillac, 2003; Tweed, Connolly, <span class=\"amp\">&amp;<\/span>&nbsp;Beau\u00adlieu,&nbsp;2009).<\/li>\n<\/ul>\n<ul type=\"decimal\" style=\"text-align: left;\">\n<li><i>What is the benefit of a&nbsp;combined treat\u00adment method?<br> <\/i>Whether a&nbsp;combi\u00adna\u00adtion of diffe\u00adrent approa\u00adches is more promi\u00adsing than the sole appli\u00adca\u00adtion of indi\u00advi\u00addual approa\u00adches is ques\u00adtionable. Howard et al (2005) found, however, that the appli\u00adca\u00adtion of a&nbsp;form of teaching based on <span class=\"caps\">ABA<\/span> is more promi\u00adsing than a&nbsp;treat\u00adment that is eclectic (Osborne <span class=\"amp\">&amp;<\/span>&nbsp;Reed, 2008).<\/li>\n<\/ul>\n<ul>\n<li>What are the theo\u00adre\u00adtical foun\u00adda\u00adtions on which eclectic approa\u00adches are based?<br> Some of the treat\u00adment approa\u00adches have a&nbsp;theo\u00adre\u00adtical basis; However, this often contra\u00addicts each other. Ther\u00ade\u00adfore, an eclectic approach has no common conclu\u00adsive theo\u00adre\u00adtical&nbsp;basis.<\/li>\n<li>Can staff learn how to use eclectic treat\u00adments?<i style=\"font-size: 16px; text-align: left;\"> <\/i><span style=\"font-size: 16px; text-align: left;\">Since the successful approa\u00adches often require a&nbsp;master\u2019s degree and are very exten\u00adsive, a&nbsp;person cannot possibly be suffi\u00adci\u00adently profi\u00adcient in all treat\u00adment methods.<\/span><\/li>\n<\/ul>\n<p><b>C: Applied Beha\u00advior Analysis (<span class=\"caps\">ABA<\/span>)<\/b><span> <\/span><br> <span>Propon\u00adents of the eclectic approach often say <span class=\"caps\">ABA<\/span> should be inte\u00adgrated into an eclectic model, but see <span class=\"caps\">ABA<\/span> as too one-sided in itself. This is because they often equate <span class=\"caps\">ABA<\/span> with a&nbsp;parti\u00adcular method, such as discrete trial trai\u00adning or treat\u00adment accor\u00adding to Lovaas.&nbsp;<\/span><\/p>\n<p><i>What is <span class=\"caps\">ABA<\/span>?<\/i><span> <\/span><br> <span>\u201cIn mact, <span class=\"caps\">ABA<\/span> is not a&nbsp;specific method of treat\u00adment but\u201d a&nbsp;scien\u00adtific approach that seeks to uncover envi\u00adron\u00admental condi\u00adtions that reliably influence soci\u00adally signi\u00adfi\u00adcant beha\u00adviors and, based on this, a&nbsp;method of beha\u00advioural change. Deve\u00adloped that prac\u00adti\u00adcally imple\u00adments these disco\u00adveries. \u201d (Cooper et al., 2007, p3). <span class=\"caps\">ABA<\/span> can be described as a&nbsp;way of teaching. <span class=\"caps\">ABA<\/span> has shown that it can bring about signi\u00adfi\u00adcant beha\u00advioural changes in both Indi\u00advi\u00adduals and the Group. <\/span><br> <span>Once <span class=\"caps\">ABA<\/span> is applied, know\u00adledge of the basics of beha\u00advior is used. Since one cannot behave (even feelings are and bhavior), know\u00adledge of beha\u00advior should be used to address soci\u00adally rele\u00advant beha\u00advior (Baer, Wolf, <span class=\"amp\">&amp;<\/span>&nbsp;Risley, 1968; Newman, 1992; 4. 1998). <\/span><br> <span>For this to happen, the target beha\u00advior must first be defined. This is done by talking to the person concerned and their care\u00adgi\u00advers. The target beha\u00adviour is soci\u00adally or pedago\u00adgi\u00adcally important (Lamb, 2009). It is always appro\u00adpriate and indi\u00advi\u00addu\u00adally tail\u00adored for each child, also curri\u00adcula may be used as a&nbsp;base (<span class=\"caps\">ACE<\/span>, 2011). Second, the func\u00adtion of beha\u00advior is analyzed by looking for contin\u00adgen\u00adcies, ther\u00ade\u00adfore, appro\u00adpriate inter\u00adven\u00adtions can be deve\u00adloped (Iwata, Dorsey, Slifer, Bauman, <span class=\"amp\">&amp;<\/span>&nbsp;Richman, 1982\/1994). As a&nbsp;result, effec\u00adtive teaching stra\u00adte\u00adgies can be created. After\u00adwards, a&nbsp;base\u00adline is estab\u00adlished and inter\u00adven\u00adtion is intro\u00adduced while more data is coll\u00adected to be able to ensure the effec\u00adti\u00adve\u00adness of inter\u00adven\u00adtion or to be able to adjust them to new requi\u00adre\u00adments. As the lessons are intro\u00adduced, Data will continue to be coll\u00adected to assess effec\u00adti\u00adve\u00adness or adjust the teaching accordingly.&nbsp;<\/span><\/p>\n<p><span>Once the beha\u00advior has been learned by the person with autism, the goal is to gene\u00adra\u00adlize it. This means that the person with autism learns to show the newly acquired beha\u00advior in other people, in other situa\u00adtions and over long periods of&nbsp;time.&nbsp;<\/span><\/p>\n<p><span>As <span class=\"caps\">ABA<\/span> is built on the basis of beha\u00adviour and indi\u00advi\u00addu\u00adally tail\u00adored to the needs of children, the number of possible teaching stra\u00adte\u00adgies is unli\u00admited. However, some of them, such as discrete trial teaching or natural envi\u00adron\u00adment teaching, are parti\u00adcu\u00adlarly popular as they have proven to be reliably successful. All teaching methods have in common that they are based on a&nbsp;func\u00adtional analysis of the beha\u00advior and are indi\u00advi\u00addu\u00adally tail\u00adored to each child (Iwata et al., 1982\/1994) <\/span><\/p>\n<p><i>Is <span class=\"caps\">ABA<\/span> effec\u00adtive?<\/i><span> <\/span><br> <span>There exist a&nbsp;lot of scien\u00adtific papers about the evidence of <span class=\"caps\">ABA<\/span> (Eldevik et al., 2010) and there are also more and more meta-analyses. Some people who are favoring the eclectic approach claim nevert\u00adheless that one can\u2019t tell the effec\u00adti\u00adve\u00adness of <span class=\"caps\">ABA<\/span> without Rando\u00admised Controlled Trials (<span class=\"caps\">RCT<\/span>). RCTs are also referred to as the gold stan\u00addard of studies due to clear state\u00adments on a&nbsp;ques\u00adtion. At the same time, however, these advo\u00adcates do not require RCTs for the eclectic approach (Morris, 2009). At the same time they don\u2019t demand RCTs for the eclectic approach (Keenan <span class=\"amp\">&amp;<\/span>&nbsp;Dillen\u00adburger, 2011). But RCTs were desi\u00adgned to test drugs not medical proce\u00addures. So it is diffi\u00adcult to demand them. None\u00adtheless, there are some RCTs that have compared <span class=\"caps\">ABA<\/span> with parts of eclectic treat\u00adments \u201d <span class=\"caps\">ABA<\/span> was more effec\u00adtive in all of these in chan\u00adging a&nbsp;range of beha\u00adviors (Birdn\u00adbrauer <span class=\"amp\">&amp;<\/span>&nbsp;leach, 1993; Cohen, Amarine-Dickens, <span class=\"amp\">&amp;<\/span>&nbsp;Smith, 2006; Eike\u00adsetz, 2009; Eike\u00adsetz, Smith, Jahr <span class=\"amp\">&amp;<\/span>&nbsp;Eldevik, 2007; Eldevik et al., 2009, 2010; Howard et al., 2005; Magiati, Charman, <span class=\"amp\">&amp;<\/span>&nbsp;Howlin, 2007; Rogers <span class=\"amp\">&amp;<\/span>&nbsp;Vismara, 2008; Shein\u00adkopf <span class=\"amp\">&amp;<\/span>&nbsp;Siegel, 1998; Smith, Groen <span class=\"amp\">&amp;<\/span>&nbsp;Wynn, 2000; Zachor et al.,&nbsp;2007).&nbsp;<\/span><\/p>\n<p><span>When using ABA-based proce\u00addures it is neces\u00adsary to include a&nbsp;well quali\u00adfied beha\u00advior analyst to plan a&nbsp;child-centred and indi\u00advi\u00addua\u00adlized treat\u00adment. Beha\u00advior Analysis is a&nbsp;profes\u00adsion that is reco\u00adgnized inter\u00adna\u00adtio\u00adnally (<span class=\"caps\">BACB<\/span>, 2010).&nbsp;<\/span><\/p>\n<p><i>Criti\u00adcism from propon\u00adents of the eclectic approach to <span class=\"caps\">ABA<\/span><\/i><span> <\/span><br> <span>Despite all of that, <span class=\"caps\">ABA<\/span> is still criti\u00adcized. It\u2019s said that <span class=\"caps\">ABA<\/span> is a&nbsp;single approach that is infle\u00adxible and rigid in compa\u00adrison to an eclectic approach (McConkey 2007). his opinion is based on misin\u00adter\u00adpre\u00adta\u00adtion and bad know\u00adledge about <span class=\"caps\">ABA<\/span> (Jordan 2001) that doesn\u201ct consider that <span class=\"caps\">ABA<\/span> is a&nbsp;unified parsi\u00admo\u00adnious approach that is flexible, indi\u00advi\u00addua\u00adlized and firmly rooted in data-based, scien\u00adtific rese\u00adarch evidence.&nbsp;<\/span><\/p>\n<p><b>D: Reasons for diffe\u00adrences in reports and guide\u00adline<\/b><span> <\/span><br> <span>When a&nbsp;child is diagnosed with Autism, parents are faced with a \u201cforced choice\u201d. Either they go for <span class=\"caps\">ABA<\/span>, which is seen as to rigid (Jordan, 2008) or as best prac\u00adtise (Chiesa, 2005). Or they mix diffe\u00adrent inter\u00adven\u00adtions toge\u00adther in an eclectic approach, which is seen as more flexible (McConkey et al., 2007) or incon\u00adsis\u00adtent and inef\u00adfec\u00adtive (Howard et al,&nbsp;2005).&nbsp;<\/span><\/p>\n<p><span>A reason for diffe\u00adrent opinions about which treat\u00adment to use is more often based on \u201cwork expe\u00adri\u00adence\u201d than on scien\u00adtific findings (DfES, 2002; <span class=\"caps\">NIASA<\/span> 2003). But when spen\u00adding that amount of taxpayers\u201d money it should be best prac\u00adtice to base decis\u00adions on rese\u00adarch than on opinions. And if experts are included in the decision making they should be highly know\u00adled\u00adgeable. Unfort\u00adu\u00adna\u00adtely, all of the reports from Euro\u00adpean govern\u00adments are written without consul\u00adting adequa\u00adtely quali\u00adfied experts in <span class=\"caps\">ABA<\/span>. The lack of that was pointed out several times, without resul\u00adting effec\u00adtive change (Glad\u00adwell 2010, Mattaini, 2008; <span class=\"caps\">PEAT<\/span>, 2008). Ther\u00ade\u00adfore, guide\u00adlines are inac\u00adcu\u00adrate. <\/span><br> <span>Only the Scot\u00adtish govern\u00adment (Dunlop et al., 2009) reacted on this kind of criti\u00adcism (about inac\u00adcu\u00adrate and out-dated descrip\u00adtion of <span class=\"caps\">ABA<\/span>, as well as mentio\u00adning no recent rese\u00adarch papers) from parents so far. And it has with\u00addrawn their initial recom\u00admen\u00adda\u00adtions. Now they revise their report with the help of a&nbsp;well-known beha\u00advior analyst.&nbsp;<\/span><\/p>\n<p><i>Cate\u00adgory mistakes<\/i><span> <\/span><br> <span><span class=\"caps\">ABA<\/span> is not one specific kind of inter\u00adven\u00adtion. Instead it is a&nbsp;whole amount of diffe\u00adrent approa\u00adches based on prin\u00adci\u00adples of beha\u00advior. Unfort\u00adu\u00adna\u00adtely, many Euro\u00adpean govern\u00adments make the mistake to consider <span class=\"caps\">ABA<\/span> to be one method (Chiesa, 2005; Cooper et al., 2007; Dillen\u00adburger <span class=\"amp\">&amp;<\/span>&nbsp;Keenan, 2009. In fact <span class=\"caps\">ABA<\/span> is a&nbsp;child-centred and prag\u00admatic approach, which could also be called eclectic (Leider\u00admann, 2010) as a&nbsp;beha\u00advior analyst uses a \u201cbroad range of inter\u00adven\u00adtions resources and deve\u00adlops and adjusts indi\u00advi\u00addu\u00adally tail\u00adored addi\u00adtional inter\u00adven\u00adtions on the basis of conti\u00adnuous data coll\u00adec\u00adtion.\u201d In reality it isn\u2019t called eclectic as <span class=\"caps\">ABA<\/span> is not applying inter\u00adven\u00adtions by chance, but is to be planned carefully. Selected inter\u00adven\u00adtions are based on conti\u00adnuously recorded data to be able to adjust to momen\u00adta\u00adrily problems.&nbsp;<\/span><\/p>\n<p><b>Abstract<\/b><span> <\/span><br> <span>Autismus-spec\u00adtrum disorder and its treat\u00adment has since often been rese\u00adar\u00adched, a&nbsp;lot of money has been spent. Even if there is a&nbsp;lot of rese\u00adarch about Autism Spec\u00adtrum Disorder and its treat\u00adment and even if a&nbsp;lot of money is spent, there are studies who report that parents are twice as likely to expe\u00adri\u00adence psycho\u00adlo\u00adgical problems (Keenan et al, 2002), stress (Burrows 2010) as well as some uncer\u00adtainty about which treat\u00adment to use (Lamb, 2009).&nbsp;<\/span><\/p>\n<p><i>Why govern\u00adments don\u2019t admit flaws<\/i><span> <\/span><br> <span>So why don\u2019t govern\u00adments admit flaws and mistake in their reports for the sake of parents and children? The reason might be, that it is diffi\u00adcult to admit that a&nbsp;lot of time and money and belief has been spent on less effec\u00adtive treat\u00adment in the past, or that it is diffi\u00adcult to admit a&nbsp;marginal know\u00adledge of beha\u00advior analysis.&nbsp;<\/span><\/p>\n<p><span>This paper tried to reveal reasons for diffe\u00adrent opinions from American and Euro\u00adpean govern\u00adments regar\u00adding the most effec\u00adtive treat\u00adment of autism. When paying more atten\u00adtion on these reasons in the future it might be possible to deliver best treat\u00adment possible for children with autism. And ther\u00ade\u00adfore, to increase the quality of life for affected fami\u00adlies as well as to decrease asso\u00adciated costs (decre\u00adasing the amount of help required in special school by trea\u00adting a&nbsp;child with <span class=\"caps\">ABA<\/span>, mounted to 208 500$ per child for 18 years) (Chasson et al.,&nbsp;2007).&nbsp;<\/span><\/p>\n<p><span>Summing up, the eclectic approach is a&nbsp;fancy name for pseu\u00addo\u00adsci\u00aden\u00adtific ways of working, <span class=\"caps\">ABA<\/span> is science.&nbsp;<\/span><\/p>\n<p><b>To read the full study, please <a href=\"https:\/\/www.academia.edu\/7959514\/Dillenburger_K._2011_._The_Emperor_s_new_clothes_Eclecticism_in_autism_treatment._Research_in_Autism_Spectrum_Disorders_5_1119_1128\" target=\"_blank\" rel=\"noopener noreferrer\">click here<\/a>.<\/b><\/p>\n<p>For the permis\u00adsion to post this study we thank Dr Karola Dillen\u00adburger <span class=\"caps\">BCBA<\/span>\u2011D; Clinical Psycho\u00adlo\u00adgist (<span class=\"caps\">HPC<\/span>) .<i><span> <\/span><\/i><\/p>\n<p><\/p>\n<hr>\n<p><\/p>\n<p>[\/et_pb_toggle][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=\u201c1\u201d admin_label=\u201cStudie 6\u201d _builder_version=\u201c3.22.3\u201d background_color=\u201c#0c71c3\u201d custom_padding=\u201c35px|0px|0|0px|false|false\u201d collapsed=\u201con\u201d][et_pb_row column_structure=\u201c1_4,3_4\u201d custom_padding_last_edited=\u201con|desktop\u201d _builder_version=\u201c3.25\u201d background_color=\u201c#f0b800\u201d custom_margin=\u201c0px||\u201d custom_margin_tablet=\u201d\u201d custom_margin_phone=\u201c0px||\u201d custom_margin_last_edited=\u201con|desktop\u201d custom_padding=\u201c15px|0px|10px|0|false|false\u201d custom_padding_tablet=\u201c10px|||\u201d custom_padding_phone=\u201c2px|||\u201d][et_pb_column type=\u201c1_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_text _builder_version=\u201c3.27.4\u201d text_font=\u201cIcons||||||||\u201d text_text_color=\u201d#ffffff\u201d text_font_size=\u201c70px\u201d header_font=\u201d||||||||\u201d max_width=\u201c30%\u201d max_width_tablet=\u201d\u201d max_width_phone=\u201c10%\u201d max_width_last_edited=\u201con|desktop\u201d custom_margin=\u201d||0px|8px\u201d custom_margin_tablet=\u201d||-1px|3px\u201d custom_margin_phone=\u201d||0px|3px\u201d custom_margin_last_edited=\u201con|tablet\u201d custom_padding=\u201d|||\u201d animation_style=\u201cbounce\u201d animation_direction=\u201cleft\u201d animation_speed_curve=\u201cease-in\u201d link_option_url=\u201d\/wp-content\/uploads\/studien\/06_Normal_peer_models.pdf\u201d link_option_url_new_window=\u201con\u201d text_font_size_tablet=\u201c50px\u201d text_font_size_phone=\u201c30px\u201d text_font_size_last_edited=\u201con|phone\u201d text_letter_spacing__hover_enabled=\u201con\u201d]<\/p>\n<p>o<\/p>\n<p>[\/et_pb_text][\/et_pb_column][et_pb_column type=\u201c3_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_text _builder_version=\u201c3.27.4\u201d text_font=\u201d||||||||\u201d text_text_color=\u201d#ffffff\u201d header_font=\u201d||||||||\u201d header_text_color=\u201d#ffffff\u201d header_2_font=\u201d||||||||\u201d header_3_font=\u201d|700|||||||\u201d header_3_text_color=\u201c#0972c3\u201d header_3_line_height=\u201c1.1em\u201d max_width_tablet=\u201d\u201d max_width_phone=\u201c100%\u201d max_width_last_edited=\u201con|phone\u201d custom_margin=\u201c6px|||-180px\u201d custom_margin_tablet=\u201d-15px||-20px|5px\u201d custom_margin_phone=\u201d-25px|0px|-18px|5px\u201d custom_margin_last_edited=\u201con|desktop\u201d custom_padding=\u201c0px||0px|0px\u201d custom_padding_tablet=\u201d\u201d custom_padding_phone=\u201d\u201d custom_padding_last_edited=\u201con|desktop\u201d header_font_size_tablet=\u201d\u201d header_font_size_phone=\u201c30px\u201d header_font_size_last_edited=\u201con|phone\u201d header_3_font_size_tablet=\u201d\u201d header_3_font_size_phone=\u201c16px\u201d header_3_font_size_last_edited=\u201con|desktop\u201d]<\/p>\n<h3>6. Normal Peer Models and children with autism\u2019s learning<\/h3>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=\u201c3.25\u201d custom_padding=\u201c0|0px|0|0px|false|false\u201d][et_pb_column type=\u201c4_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_toggle title=\u201cSummary of the study\u201d open_toggle_text_color=\u201c#e09900\u201d open_toggle_background_color=\u201d#ffffff\u201d closed_toggle_text_color=\u201d#ffffff\u201d closed_toggle_background_color=\u201crgba(255,255,255,0.51)\u201d icon_color=\u201d#ffffff\u201d module_id=\u201cStudie6\u201d module_class=\u201ccustom_tog\u201d _builder_version=\u201c3.22.7\u201d title_text_color=\u201c#000000\u201d title_font=\u201d|700|||||||\u201d title_font_size=\u201c20px\u201d body_font=\u201d||||||||\u201d body_text_align=\u201cjustify\u201d body_text_color=\u201c#000000\u201d custom_padding_tablet=\u201d|||5px\u201d custom_padding_phone=\u201c10px|5px|10px|5px\u201d custom_padding_last_edited=\u201con|phone\u201d title_font_size_tablet=\u201c17px\u201d title_font_size_phone=\u201c13px\u201d title_font_size_last_edited=\u201con|tablet\u201d body_font_size_tablet=\u201d\u201d body_font_size_phone=\u201c14px\u201d body_font_size_last_edited=\u201con|phone\u201d body_line_height_tablet=\u201c1.4em\u201d body_line_height_phone=\u201c1.4em\u201d body_line_height_last_edited=\u201con|desktop\u201d border_color_all=\u201c#e89700\u201d icon_color__hover_enabled=\u201con\u201d]<\/p>\n<h5 style=\"text-align: left;\"><b>(Andrew L. Egel, Gina S. Richman, and Robert L. Koegel , Normal Peer Models and autistic<br> children\u00b4s learning, Journal of Applied Behavior Analysis, 141,3\u201312, Nr. 1, Spring 1981) <\/b><span> <\/span><\/h5>\n<p><i><b>Back\u00adground<\/b><span> <\/span><br> <\/i>As federal legis\u00adla\u00adtion has set up passages asking for educa\u00adtion in least rest\u00adric\u00adtive envi\u00adron\u00adment. there is considerable rese\u00adarch regar\u00adding the possi\u00adbi\u00adlity of inte\u00adgra\u00adting children with autism in a \u201cnormal school\u201d (Russo <span class=\"amp\">&amp;<\/span>&nbsp;Koegel, 1977). Can children with autism benefit from the inte\u00adgra\u00adtion by successfully model\u00adling their peers without disa\u00adbi\u00adli\u00adties? There is a&nbsp;vast variety of rese\u00adarch demons\u00adt\u00adra\u00adting that peer models lead to changes in the beha\u00advior of children without autism (Elliot <span class=\"amp\">&amp;<\/span>&nbsp;Vasta, 1970; Hartup <span class=\"amp\">&amp;<\/span>&nbsp;Coates, 1967; Igelmo, 1976; Koba\u00adsigawa, 1968; Miran, 1975; Bandura <span class=\"amp\">&amp;<\/span>&nbsp;Kupers, 1964; Clark, 1965; Debus, 1970; Ridberg, Parke <span class=\"amp\">&amp;<\/span>&nbsp;Hethe\u00adrington, 1971; Bandura, Grusec, <span class=\"amp\">&amp;<\/span>&nbsp;Menlove, 1967; Bandura <span class=\"amp\">&amp;<\/span>&nbsp;menlove, 1968).<\/p>\n<p>Ther\u00ade\u00adfore, it might be considered that similar results are true for children with disa\u00adbi\u00adli\u00adties. Several studies showed that responses could be brought under stimulus control of neuro-typical children (Apol\u00adloni, Cooke, <span class=\"amp\">&amp;<\/span>&nbsp;Cooke, 1976; Barry <span class=\"amp\">&amp;<\/span>&nbsp;overman, 1977; Peterson, Peterson, <span class=\"amp\">&amp;<\/span>&nbsp;Scriven, 1977; Rauer, Cooke, <span class=\"amp\">&amp;<\/span>&nbsp;Apol\u00adloni, 1978; Talkington, Hall, <span class=\"amp\">&amp;<\/span>&nbsp;Altman, 1973). Es wurde eben\u00adfalls unter\u00adsucht, inwie\u00adfern es hilf\u00adreich ist, wenn Kinder mit Autismus solche ohne Autismus beobachten.The effec\u00adti\u00adve\u00adness of children with autism obser\u00adving others has been studied as well. A&nbsp;case history by Coleman and Stedman (1974) described the successful model\u00adling of voice loud\u00adness and increased label\u00adling voca\u00adbu\u00adlary.<br> Other studies couldn\u2019t affirm this finding and suggested that it cannot be held for all types of children with autism. E.g. stimulus over-selec\u00adti\u00advity in low-func\u00adtio\u00adning children with autism may account for a&nbsp;failure in lear\u00adning through obser\u00adva\u00adtion. This might get less for higher-level children with autism (Varni, Lovaas, Koegel <span class=\"amp\">&amp;<\/span>&nbsp;Everett, 1979).<\/p>\n<p>This study tested if at least some children with autism benefit from expo\u00adsure to neuro-typical peers.<\/p>\n<p><i> <\/i><\/p>\n<p><b>Method<\/b><br> <em>Subjects <\/em><br> <span>4&nbsp;children with autism between 5\u201310 years (mental age 3\u20135 years) took part in this study. They made general overall progress but had diffi\u00adcul\u00adties in acqui\u00adring certain tasks in their class\u00adroom curri\u00adculum. <\/span><br> <span>Not all of them were able to speak and most of them produced echo\u00adlalia. All of them showed low to mode\u00adrate amount of self-stimu\u00adla\u00adtory beha\u00advior and some threw tantrums. Most of them had considerable problems in appro\u00adpriate play, social beha\u00advior and self-help skills.&nbsp;<\/span><\/p>\n<p><em>Peer models <\/em><span><br> <\/span><span style=\"font-size: 16px;\">Three neuro-typical children from neigh\u00adbou\u00adring class\u00adrooms, as well as one very high func\u00adtio\u00adning child with autism (Child 3, Task 2), who weren\u2019t older than two years of their attri\u00adbuted subjects, were selected as role models as they could answer all tasks correctly and were respon\u00adding to adults request.&nbsp;<\/span><\/p>\n<p><em>Setting<br> <\/em>The expe\u00adri\u00adment took place in an area of the class\u00adroom. Sessions took between five and fifteen minutes with 10\u201340 trials per session. There was a&nbsp;session at least every three days and with a&nbsp;maximum of two sessions per day. The second author, and an in beha\u00advior modi\u00adfi\u00adca\u00adtion expe\u00adri\u00adenced under\u00adgra\u00adduate who didn\u2019t know about the hypo\u00adthesis of this study were the therapists.<\/p>\n<p><em>Target beha\u00advior<br> <\/em><span>The target beha\u00advior was some acti\u00advity from the curri\u00adculum the child had diffi\u00adculty in acqui\u00adring (discri\u00admi\u00adna\u00adting between two colors, shapes, use of prepo\u00adsi\u00adtions, affir\u00adma\u00adtive yes\/no picture).&nbsp;<\/span><\/p>\n<p><b>Design<\/b><span> <\/span><br> <em>Base\u00adline (no mode\u00adling) <\/em><br> <span>The base\u00adline was measured through the thera\u00adpist asking the child to perform a&nbsp;task (e.g. \u201cgive me the circle\u201d, \u201cgive me blue\u201d). Correct responses were rein\u00adforced (e.g. \u201cgood boy\u201d) while incor\u00adrect responses were followed by a&nbsp;verbal \u201cno\u201d. If the child was incor\u00adrect for about three succes\u00adsive trials, prompt fading proce\u00addures (e.g. manu\u00adally guiding the child\u2019s hand) were&nbsp;used.&nbsp;<\/span><\/p>\n<p><em>Mode\u00adling condi\u00adtions<\/em><span> <\/span><br> <span>Iden\u00adtical teaching proce\u00addures as in base\u00adline, but the thera\u00adpist worked first with the model child who responded correctly and who got rein\u00adforced imme\u00addia\u00adtely. The model sat beside the child with autism or oppo\u00adsite the child who was instructed to look at the stimulus mate\u00adrial. The child with autism was asked to look at the work mate\u00adrial, while the \u201cmodel child\u201d solved the tasks correctly and was imme\u00addia\u00adtely praised as a&nbsp;result. After\u00adwards, the thera\u00adpist presented the same stimuli mate\u00adrial and instruc\u00adtion to the child with autism. Conse\u00adquences for incor\u00adrect answers were the same as in base\u00adline. Task counted as acquired if the child answered correct 8&nbsp;out of 10 times without need of prompting.&nbsp;<\/span><\/p>\n<p><em>Addi\u00adtional no model trials<\/em><span> <\/span><br> <span>The proce\u00addure was the same as in base\u00adline. The reason for this trial was to control if the child with autism would answer conse\u00adquently correct on 30 trials without a&nbsp;model two days&nbsp;later.&nbsp;<\/span><\/p>\n<p><em>Data recor\u00adding and relia\u00adbi\u00adlity<\/em><span> <\/span><br> <span>Each test run was assessed by the thera\u00adpist as correct or incor\u00adrect. The thera\u00adpist scored the answer and an inde\u00adpen\u00addent observer moni\u00adtored the score. There was a&nbsp;relia\u00adbi\u00adlity of&nbsp;100%.&nbsp;<\/span><\/p>\n<p><b>Reesult<\/b><span> <\/span><br> <span>Base\u00adline showed very low levels of correct respon\u00adding (24\u201350% correct respon\u00adding (50% equals chance level)). Correct Responses increased very fast in model\u00adling condi\u00adtion. The children achieved 8&nbsp;out of 10 correct answers after a&nbsp;maximum of 20 trials. Some of them even achieved 100% correct answers (10 out of&nbsp;10).&nbsp;<\/span><\/p>\n<p><span>These results were successfully repeated at the no-model\u00adling condi\u00adtion. The percen\u00adtage stabi\u00adlised or even increased at the rate of model condition.&nbsp;<\/span><\/p>\n<p><b>Discus\u00adsion<\/b><span> <\/span><br> <span>Peer model\u00adling increased perfor\u00admance on discri\u00admi\u00adna\u00adtion tasks for parti\u00adci\u00adpa\u00adting children with autism.&nbsp;<\/span><\/p>\n<p><em>Limi\u00adta\u00adtions<\/em><span> <\/span><br> <span>Children with autism differ in pre-teaching and in deve\u00adlo\u00adp\u00admental level. Parti\u00adci\u00adpa\u00adting children were not as deeply impaired than that in Varni et al. (1997) study who were at the level of severe retar\u00adda\u00adtion and had high self-stimu\u00adla\u00adtory beha\u00advior. Parti\u00adci\u00adpa\u00adting children in contrast were good in imita\u00adting, had large recep\u00adtive language abili\u00adties and were acqui\u00adring a&nbsp;small func\u00adtional expres\u00adsive voca\u00adbu\u00adlary. Ther\u00ade\u00adfore, it might be neces\u00adsary to expose children with autism to some pre-teaching before using peer model\u00adling. <\/span><br> <span>Parti\u00adci\u00adpa\u00adting children had an intel\u00adli\u00adgence quotient of 50\u201387 that might be the precon\u00addi\u00adtion for bene\u00adfit\u00adting from model\u00adling. A&nbsp;lot of children with autism func\u00adtion at that&nbsp;level.&nbsp;<\/span><\/p>\n<p><b>Abstract<\/b><span> <\/span><br> <em>Simi\u00adla\u00adrity of peer models to learner<\/em><span> <\/span><br> <span>Children with autism might benefit from same age children compared to adults (Barry <span class=\"amp\">&amp;<\/span>&nbsp;Over\u00admann, 1977; Hicks 1965; Kazdin 1974; Korn\u00adhaber <span class=\"amp\">&amp;<\/span>&nbsp;Schroeder 1975). Age and sex of the model and the observer may influence the proba\u00adbi\u00adlity of the model being imitated (Bandura, Ross, <span class=\"amp\">&amp;<\/span>&nbsp;Ross, 1963; Hartup <span class=\"amp\">&amp;<\/span>&nbsp;Lougee, 1975; Rose\u00adkrans 1967). Ther\u00ade\u00adfore, lear\u00adning didn\u2019t take place when adults were model\u00adling (base\u00adline). <\/span><\/p>\n<p><em>Novelty<\/em><span> <\/span><br> <span>Model\u00adling children was novel to the children with autism and this kind of lear\u00adning might have increased the sali\u00adency of the required responses and rein\u00adforcer. When it is diffi\u00adcult to direct children with autism respon\u00adding to rele\u00advant cues, this type of teaching might ther\u00ade\u00adfore be a&nbsp;possi\u00adbi\u00adlity for the children.&nbsp;<\/span><\/p>\n<p><em>Class\u00adroom impli\u00adca\u00adtions<\/em><span> <\/span><br> <span>The results show that it may be effec\u00adtive to put modera\u00adtely impaired children with autism into class\u00adrooms with peers without autism (two children of the study are in a&nbsp;normal class\u00adroom in the mean\u00adtime and seem to keep on imita\u00adting peers). <\/span><br> <span>The language ability, affects of children with autism on normal peers, overall func\u00adtio\u00adning level, teacher know\u00adledge of applying modi\u00adfi\u00adca\u00adtion tech\u00adni\u00adques may influence successful inte\u00adgra\u00adtion and need to be studied therefore.&nbsp;<\/span><\/p>\n<p><span>As model\u00adling peers seems to be an effec\u00adtive way to learn for children with autism, it has to be evaluated deeper in future.&nbsp;<\/span><\/p>\n<p><b>Please note that every effort has been made to condense and provide a&nbsp;broad over\u00adview of this rese\u00adarch. However in order not to lose the key infor\u00adma\u00adtion some of the infor\u00adma\u00adtion in this summary has been copied directly form the original article. All credits of the summary whether directly worded or re-worded are solely given to the rese\u00adar\u00adchers. Please contact your <span class=\"caps\">ABA<\/span>\/<span class=\"caps\">VB<\/span> consul\u00adtant before imple\u00admen\u00adting any of the proce\u00addures conducted in this paper on your child.<span> <\/span><\/b><\/p>\n<p><i><b>To read the full study, please down\u00adload the orginal study from<span> <\/span><a href=\"http:\/\/www.ncbi.nlm.nih.gov\/pmc\/articles\/PMC1308180\/pdf\/jaba00043-0005.pdf\" target=\"new\" rel=\"noopener noreferrer\"><span class=\"caps\">JABA<\/span>.<\/a><span> <\/span><\/b> <\/i><\/p>\n<p><a href=\"\/wp-content\/uploads\/studien\/06_Normal_peer_models.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Down\u00adload the summary as&nbsp;pdf<\/a><\/p>\n<p><a href=\"\/wp-content\/uploads\/studien\/06_Normal_peer_models.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/www.melodycenter.de\/wp-content\/uploads\/2019\/03\/PDF_Symbol_small.png\" alt=\"PDF Download\" width=\"64\" height=\"79\"><\/a><\/p>\n<p>Thanks a&nbsp;lot for allo\u00adwing this study to be summa\u00adrized, trans\u00adlated and published to: Kathy Hill, busi\u00adness manager of&nbsp;<span class=\"caps\">JABA<\/span><\/p>\n<p>For the summary and the trans\u00adla\u00adtion a&nbsp;heart\u00adfelt thank you to Caro\u00adline Diziol.<\/p>\n<p><\/p>\n<hr>\n<p><\/p>\n<p>[\/et_pb_toggle][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=\u201c1\u201d admin_label=\u201cStudie 7\u201d _builder_version=\u201c3.22.3\u201d background_color=\u201c#0c71c3\u201d custom_padding=\u201c35px|0px|0|0px|false|false\u201d collapsed=\u201con\u201d][et_pb_row column_structure=\u201c1_4,3_4\u201d custom_padding_last_edited=\u201con|phone\u201d _builder_version=\u201c3.25\u201d background_color=\u201c#f0b800\u201d custom_margin=\u201c0px||\u201d custom_margin_tablet=\u201d\u201d custom_margin_phone=\u201c0px||\u201d custom_margin_last_edited=\u201con|desktop\u201d custom_padding=\u201c15px|0px|0px|0|false|false\u201d custom_padding_tablet=\u201c10px||10px|\u201d custom_padding_phone=\u201c2px|||\u201d][et_pb_column type=\u201c1_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_text _builder_version=\u201c3.27.4\u201d text_font=\u201cIcons||||||||\u201d text_text_color=\u201d#ffffff\u201d text_font_size=\u201c70px\u201d header_font=\u201d||||||||\u201d max_width=\u201c30%\u201d max_width_tablet=\u201d\u201d max_width_phone=\u201c10%\u201d max_width_last_edited=\u201con|desktop\u201d custom_margin=\u201d||0px|8px\u201d custom_margin_tablet=\u201d||-1px|3px\u201d custom_margin_phone=\u201d||0px|3px\u201d custom_margin_last_edited=\u201con|tablet\u201d custom_padding=\u201d|||\u201d animation_style=\u201cbounce\u201d animation_direction=\u201cleft\u201d animation_speed_curve=\u201cease-in\u201d link_option_url=\u201d\/wp-content\/uploads\/studien\/07_Aberrant_Behavior_Reinforcer_ENG.pdf\u201d link_option_url_new_window=\u201con\u201d text_font_size_tablet=\u201c50px\u201d text_font_size_phone=\u201c30px\u201d text_font_size_last_edited=\u201con|phone\u201d text_letter_spacing__hover_enabled=\u201con\u201d]<\/p>\n<p>o<\/p>\n<p>[\/et_pb_text][\/et_pb_column][et_pb_column type=\u201c3_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_text _builder_version=\u201c3.27.4\u201d text_font=\u201d||||||||\u201d text_text_color=\u201d#ffffff\u201d header_font=\u201d||||||||\u201d header_text_color=\u201d#ffffff\u201d header_2_font=\u201d||||||||\u201d header_3_font=\u201d|700|||||||\u201d header_3_text_color=\u201c#0972c3\u201d header_3_line_height=\u201c1.1em\u201d max_width_tablet=\u201d\u201d max_width_phone=\u201c100%\u201d max_width_last_edited=\u201con|phone\u201d custom_margin=\u201c7px||8px|-180px\u201d custom_margin_tablet=\u201d-15px||-20px|5px\u201d custom_margin_phone=\u201d-25px|0px|-18px|5px\u201d custom_margin_last_edited=\u201con|phone\u201d custom_padding=\u201c0px||0px|0px\u201d custom_padding_tablet=\u201d\u201d custom_padding_phone=\u201d\u201d custom_padding_last_edited=\u201con|phone\u201d header_font_size_tablet=\u201d\u201d header_font_size_phone=\u201c30px\u201d header_font_size_last_edited=\u201con|phone\u201d header_3_font_size_tablet=\u201d\u201d header_3_font_size_phone=\u201c16px\u201d header_3_font_size_last_edited=\u201con|desktop\u201d]<\/p>\n<h3>7. Using Aberrant Behaviors as reinforcers for children with autism<\/h3>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=\u201c3.25\u201d custom_padding=\u201c0|0px|0|0px|false|false\u201d][et_pb_column type=\u201c4_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_toggle title=\u201cSummary of the study\u201d open_toggle_text_color=\u201c#e09900\u201d open_toggle_background_color=\u201d#ffffff\u201d closed_toggle_text_color=\u201d#ffffff\u201d closed_toggle_background_color=\u201crgba(255,255,255,0.51)\u201d icon_color=\u201d#ffffff\u201d module_id=\u201cStudie7\u201d module_class=\u201ccustom_tog\u201d _builder_version=\u201c3.22.7\u201d title_text_color=\u201c#000000\u201d title_font=\u201d|700|||||||\u201d title_font_size=\u201c20px\u201d body_font=\u201d||||||||\u201d body_text_align=\u201cjustify\u201d body_text_color=\u201c#000000\u201d custom_padding_tablet=\u201d|||5px\u201d custom_padding_phone=\u201c10px|5px|10px|5px\u201d custom_padding_last_edited=\u201con|phone\u201d title_font_size_tablet=\u201c17px\u201d title_font_size_phone=\u201c13px\u201d title_font_size_last_edited=\u201con|tablet\u201d body_font_size_tablet=\u201d\u201d body_font_size_phone=\u201c14px\u201d body_font_size_last_edited=\u201con|phone\u201d body_line_height_tablet=\u201c1.4em\u201d body_line_height_phone=\u201c1.4em\u201d body_line_height_last_edited=\u201con|desktop\u201d border_color_all=\u201c#e89700\u201d icon_color__hover_enabled=\u201con\u201d]<\/p>\n<h5 style=\"text-align: left;\"><b>(Marjorie H. Charlop, Patricia F. Kurtz, Fran Greenberg Casey, ver\u00f6ffentlicht in <span class=\"caps\">JABA<\/span> Summer 1990, 239 163\u2013181, Nr. 2&nbsp;Using Aberrant Behaviors as reinforcers for autistic children)<\/b><\/h5>\n<p><strong>Back\u00adground <\/strong><br> Finding rein\u00adforcers for children with autism can be diffi\u00adcult as they are often not inte\u00adrested in toys or social rein\u00adforcers. Using food as rein\u00adforce\u00adment can be proble\u00admatic because of diffi\u00adcul\u00adties in admi\u00adnis\u00adtra\u00adtion and satiation.<\/p>\n<p>Aberrant beha\u00adviors as stereo\u00adtypy (Lovaas, Koegel, Simmons and Long 1972) are a&nbsp;highly preferred acti\u00advity and might ther\u00ade\u00adfore be used as a&nbsp;rein\u00adforcer (Premack 1959). First studies showed initial support (Hung 1978, Sugai and White 1986, Wolery, Kirk and Gast 1985). No nega\u00adtive side effects such as an increase of stereo\u00adty\u00adpical beha\u00advior. (Wolery 1985)<br> Many children with autism spec\u00adtrum disorder also exhibit delayed echo\u00adlalia (Lovaas, Varni, Koegel, Lorsch, 1977, Prizant and Rydell, 1984) and perse\u00adve\u00adra\u00adtive beha\u00advior (Epstein, Taumban, Lovaas, 1985; Lovaas, Newsom, Hickman, 1987) that may possess rein\u00adfor\u00adcing functions.<\/p>\n<p>This study that consists of 3&nbsp;expe\u00adri\u00adments evaluates the effi\u00adcacy of using aberrant beha\u00advior (stereo\u00adtypy, delayed echo\u00adlalia, perse\u00adve\u00adrate beha\u00advior) as rein\u00adforcers. The study also considers possible nega\u00adtive side effects as the increase of aberrant beha\u00advior in detail.<\/p>\n<p>Expe\u00adri\u00adment 1&nbsp;compares:<\/p>\n<ul type=\"circle\">\n<ul type=\"circle\">\n<li>the use of stereotypy<\/li>\n<li>with the use of food\/edibles and condi\u00adtions&nbsp;of<\/li>\n<li>varied conse\u00adquences (food or stereo\u00adtypy) (as Egel 1981 suggested that using more than one rein\u00adforcer in a&nbsp;varied format might raise their effectiveness).<\/li>\n<\/ul>\n<\/ul>\n<p>Expe\u00adri\u00adment 2&nbsp;compares<\/p>\n<ul type=\"circle\">\n<ul type=\"circle\">\n<li>the use of delayed echolalia<\/li>\n<li>with the use of food\/edibles and condi\u00adtions&nbsp;of<\/li>\n<li>condi\u00adtions of varied conse\u00adquences (food or delayed echolalia).<\/li>\n<\/ul>\n<\/ul>\n<p>Expe\u00adri\u00adment 3&nbsp;compares the use of perse\u00adve\u00adrate behavior<\/p>\n<ul type=\"circle\">\n<ul type=\"circle\">\n<li>with the use&nbsp;of<\/li>\n<li>with the use of food\/edibles and condi\u00adtions&nbsp;of<\/li>\n<li>and condi\u00adtions of varied conse\u00adquences (food or perse\u00adve\u00adrate behavior.)<\/li>\n<\/ul>\n<\/ul>\n<p><strong>Method <\/strong><\/p>\n<p><strong><i>Subjects<\/i><\/strong><br> Parti\u00adci\u00adpants were diagnosed as autistic. They attended biweekly therapy session. They attended at an after school beha\u00advior modi\u00adfi\u00adca\u00adtion program for a&nbsp;least six months. They were described as unmo\u00adti\u00advated to learn (and enga\u00adging in aberrant behavior).<\/p>\n<p><strong><i>Setting and Tasks<\/i><\/strong><br> The room had several toys and educa\u00adtional stimuli. The room could be seen by obser\u00advers through a&nbsp;one-way mirror. Every child got three tasks that were from their curri\u00adculum and that they haven\u2019t had mastered for several months.<\/p>\n<p><strong><i>Design<\/i> <\/strong><br> The effec\u00adti\u00adve\u00adness of the rein\u00adforcers (food, aberrant beha\u00advior, varied conse\u00adquences) was assessed in a&nbsp;multi-element design. Every expe\u00adri\u00admental condi\u00adtion was presented at the most three times one after another. In addi\u00adtion, the total number of meetings was varied in order to measure changes in perfor\u00admance over&nbsp;time.<\/p>\n<p><strong>Design<\/strong><\/p>\n<p><i>Base\u00adline<\/i><br> The selected tasks were presented in a&nbsp;typical 15 min work session. Base\u00adline was coll\u00adected over a&nbsp;6 ? to 8&nbsp;month period (expe\u00adri\u00adment 1 <span class=\"amp\">&amp;<\/span>&nbsp;2) and in the weeks before the expe\u00adri\u00adment 3&nbsp;for 1\u20132 times per&nbsp;week.<\/p>\n<p><strong><i>Expe\u00adri\u00admental condi\u00adtions<\/i><\/strong><br> Every child had two 15 min expe\u00adri\u00admental sessions per week (2\u20135 days apart). The expe\u00adri\u00admenter sat oppo\u00adsite the child and presented tasks when he got eye contact and the child was sitting atten\u00adtively. The order of the presen\u00adta\u00adtion varied. When a&nbsp;child gave the correct response, the expe\u00adri\u00admenter rein\u00adforced with praise <span class=\"caps\">AND<\/span> the chosen conse\u00adquence. When a&nbsp;child gave the incor\u00adrect response or didn\u2019t respond within 5&nbsp;s, he presented a&nbsp;verbal \u201cNo\u201d. A&nbsp;correc\u00adtion trial was presented after two conse\u00adcu\u00adtive incor\u00adrect trials, these were not included in the data analysis. The expe\u00adri\u00admenter recorded the answer of the child after each task. Beyond that the occur\u00adrences of the aberrant beha\u00advior was recorded.<\/p>\n<p><strong><i>Conse\u00adquence condi\u00adtion<\/i> <\/strong><br> Direct obser\u00adva\u00adtions and discus\u00adsions with parents and thera\u00adpists reve\u00adaled child specific aberrant beha\u00advior that was chosen as consequence.<\/p>\n<ul type=\"circle\">\n<ul type=\"circle\">\n<li>Food: The child could choose from preferred food items Aberrant beha\u00advior: The child was allowed to engage in aberrant beha\u00advior (stereo\u00adtype, delayed echo\u00adlalia, perse\u00adver\u00adance beha\u00advior) for 3\u20135 seconds after a&nbsp;correct answer. The child was prompted, if neces\u00adsary Varied conse\u00adquence: Child could choose food or aberrant behavior.<\/li>\n<\/ul>\n<\/ul>\n<p><strong><i>Expe\u00adri\u00admental Obser\u00adva\u00adtion<\/i> <\/strong><br> After obser\u00advers trai\u00adning there was an observer behind the one-way mirror who counted the occur\u00adrence of the aberrant beha\u00advior (besides of the aberrant condi\u00adtion) stereo\u00adtype and off-task beha\u00adviors with a&nbsp;10 second partial interval scoring procedure.<\/p>\n<p><strong><i>Post-expe\u00adri\u00admental session obser\u00adva\u00adtion<\/i> <\/strong><br> The child was observed in a&nbsp;15 min post-session obser\u00adva\u00adtion either in another work session with a&nbsp;diffe\u00adrent thera\u00adpist or in a&nbsp;free play situation.<\/p>\n<p><strong><i>Relia\u00adbi\u00adlity<\/i><\/strong><br> Inter-rater relia\u00adbi\u00adlity was calcu\u00adlated for at least 33 % of base\u00adline and expe\u00adri\u00admental sessions as well as for stereo\u00adtypy and (off task) behavior.<\/p>\n<p><strong>Expe\u00adri\u00adment&nbsp;1<\/strong><\/p>\n<p><strong><i>Method<\/i> <\/strong><\/p>\n<p><strong><i>Subjects<\/i> <\/strong><br> 4&nbsp;autistic boys between 6&nbsp;and 9&nbsp;years (mental age between 2&nbsp;and 4&nbsp;years) took part in the expe\u00adri\u00adment. All of them were at least minimal verbal and showed diffe\u00adrent stereo\u00adtypy, off-task beha\u00advior, tantrums and aggression.<\/p>\n<p><i>Tasks and Proce\u00addure<\/i><br> The children had 3&nbsp;diffe\u00adrent tasks to master and received three conse\u00adquence condi\u00adtions (food, stereo\u00adtype, varied).<\/p>\n<p><i>Addi\u00adtional analysis<\/i><br> One child was chosen for more detailed analysis. He (and his aggres\u00adsion?) got observed for 30 instead of 15 minutes. His trained mother observed his stereo\u00adtypy also at home before and during the expe\u00adri\u00adment. Inter-rated relia\u00adbi\u00adlity was between 92 and&nbsp;100&nbsp;%.<\/p>\n<p><i>Results and discus\u00adsion<\/i><br> The most effec\u00adtive rein\u00adforcer for all the children was stereo\u00adtypy. The food conse\u00adquence was the least successful and was even below the base\u00adline for one child. The varied conse\u00adquence was also rein\u00adfor\u00adcing for 2&nbsp;children.<\/p>\n<p>When compa\u00adring the number of stereo\u00adtypy, it didn\u2019t increase during sessions with stereo\u00adtypy as a&nbsp;conse\u00adquence and was less for two children compared to the food condi\u00adtions. This is also true for the post-session obser\u00adva\u00adtions where stereo\u00adtypy increased less for stereo\u00adtypy conse\u00adquences than for food. Addi\u00adtional analysis of one child showed that aggres\u00adsion and off-task beha\u00advior increased in post-session obser\u00adva\u00adtion. This might be the reason as stereo\u00adtypy decreased aggres\u00adsion in the aberrant beha\u00advior condi\u00adtion, incre\u00adasing task-perfor\u00admance at the same time. The mother\u2019s data showed that there were no side effects and that the stereo\u00adtypy beha\u00advior decreased at home. The decrease in stereo\u00adty\u00adpical beha\u00adviour at home must be viewed with caution, as this trend could be seen even before the expe\u00adri\u00adment began. However, the mother said she had not intro\u00adduced any inno\u00adva\u00adtions that could explain this&nbsp;trend.<\/p>\n<p>Expe\u00adri\u00adment 1&nbsp;showed that stereo\u00adtypy as a&nbsp;rein\u00adforcer was more effec\u00adtive than food and than varied conse\u00adquences. Further\u00admore, it did not show any side effects but might have decreased inap\u00adpro\u00adpriate behavior.<\/p>\n<p><strong>Expe\u00adri\u00adment 2 <\/strong><br> Delayed echo\u00adlalia seems to have rein\u00adfor\u00adcing quali\u00adties (Lovaas et al, 1977; Prizant <span class=\"amp\">&amp;<\/span>&nbsp;Rydell, 1984) and was ther\u00ade\u00adfore examined.<\/p>\n<p><strong><i>Method<\/i> <\/strong><\/p>\n<p><i>Subjects and Tasks<\/i><br> 3&nbsp;verbal boys between 8&nbsp;and 10 years parti\u00adci\u00adpated in this expe\u00adri\u00adment and had to work on three (one boy on two) tasks. Ther\u00ade\u00adfore, work session took 10\u201315 minutes each. The proce\u00addure was the same as of expe\u00adri\u00adment 1, except that the conse\u00adquence was the encou\u00adra\u00adge\u00adment of delayed echo\u00adlalia instead of stereo\u00adtypy. Inter-rater-relia\u00adbi\u00adlity was between 99\u2013100%.<\/p>\n<p><i>Results and discus\u00adsion<\/i><br> Delayed echo\u00adlalia was the most effec\u00adtive rein\u00adforcer for two children. But the varied condi\u00adtion was very similar. One child had slightly better results for varied condi\u00adtion than for delayed echo\u00adlalia. Food was also slightly effec\u00adtive more effec\u00adtive than base\u00adline for two children and brought worse effects than the base\u00adline for one&nbsp;child.<\/p>\n<p>There was hardly any diffe\u00adrence between stereo\u00adtypy and off-task beha\u00advior as well as delayed echo\u00adlalia in expe\u00adri\u00admental sessions compared to post expe\u00adri\u00admental work sessions.<br> One child had increases in stereo\u00adtypy and off-task beha\u00advior in the free play situa\u00adtion another had increases in delayed echo\u00adlalia in the free play situa\u00adtion. This might have occurred because of the lack of struc\u00adture and super\u00advi\u00adsion in free play, as it didn\u2019t appear to be a&nbsp;func\u00adtion of a&nbsp;parti\u00adcular expe\u00adri\u00admental condi\u00adtion. Detailed analysis for one child had similar results. There was a&nbsp;decrease in delayed echo\u00adlalia at home. This is a&nbsp;trend that started before treat\u00adment and must be inter\u00adpreted with caution.<\/p>\n<p>This expe\u00adri\u00adment also showed that delayed echo\u00adlalia may act as an effec\u00adtive reinforcer.<\/p>\n<p><strong><i>Expe\u00adri\u00adment 3<\/i> <\/strong><br> The effec\u00adti\u00adve\u00adness of perse\u00adve\u00adra\u00adtion with specific object as a&nbsp;rein\u00adforcer was compared to edibles and stereo\u00adtypy (instead of varied).<\/p>\n<p><strong><i>Method<\/i> <\/strong><\/p>\n<p><i>Subjects<\/i><br> 3&nbsp;autistic boys between 6&nbsp;and 10 (mental age 3&nbsp;to 5) took part in the expe\u00adri\u00adment. They were allowed to access the perse\u00adve\u00adr\u00adated object for 3&nbsp;to 5&nbsp;seconds upon a&nbsp;correct response, detailed data coll\u00adec\u00adtion took place from all parents. All three boys were continued to be watched at home by their trained parents.<br> Inter-rater-relia\u00adbi\u00adlity was between 93 and&nbsp;98&nbsp;%.<\/p>\n<p><i>Results and discus\u00adsion<\/i><br> Perse\u00adve\u00adrate beha\u00advior was the most effec\u00adtive rein\u00adforcer. For some children, stereo\u00adtypy was similar effec\u00adtive. Food was close or beneath the base\u00adline.<br> As in expe\u00adri\u00adment 1&nbsp;and 2, there were no nega\u00adtive side effects. The rese\u00adar\u00adched beha\u00advior increased in the begin\u00adning, but decreased below base\u00adline later&nbsp;on.<\/p>\n<p><strong>General discus\u00adsion <\/strong><\/p>\n<p>Aberrant beha\u00advior could be shown as effec\u00adtive rein\u00adforcers for diffi\u00adcult task. Using aberrant beha\u00advior as a&nbsp;rein\u00adforcer doesn\u2019t seem to have nega\u00adtive side effects (see results of them at home and after session).<br> Stereo\u00adtypy has some sensory and percep\u00adtual proper\u00adties (rincover and newsom, 1985) that may serve as primary rein\u00adforcers as they might stimu\u00adlate the central nervous system (Lovaas et al 1987).<br> The same might be true for delayed echo\u00adlalia and perse\u00adve\u00adrate beha\u00advior as shown by Rincover 1978 and Rincover et al (1979) found rein\u00adfor\u00adcing visual, audi\u00adtory and proprior-recep\u00adtive sensory conse\u00adquences that main\u00adtain stereo\u00adtypic beha\u00advior in children with autism.<br> When children with autism get older, their low-level stereo\u00adtypy is replaced by perse\u00adve\u00adra\u00adtion and echo\u00adlalic speech (Epstein et al 1985). Ther\u00ade\u00adfore Lovaas (1987) and Epstein (1985) suggested that the same patterns may result in main\u00adtai\u00adning the latter beha\u00advior. (they are repe\u00adti\u00adtive, complex stimuli are produced, and they inter\u00adfere with appro\u00adpriate behavior).<\/p>\n<p><strong>Abstract<\/strong><\/p>\n<p>The expe\u00adri\u00adment showed that instead of trying to elimi\u00adnate aberrant beha\u00advior, the rein\u00adfor\u00adcing proper\u00adties of them might be used to result in better lear\u00adning.<br> And as the expe\u00adri\u00adment showed, there were no nega\u00adtive side effects. The children even accepted the taking away of the object quite easily and were eager to work. This might ther\u00ade\u00adfore be a&nbsp;good alter\u00adna\u00adtive in beha\u00advior change programs.<\/p>\n<p>Limi\u00adta\u00adtions of the study are that some children with autism show hardly any stereo\u00adty\u00adpical beha\u00advior, or beha\u00advior that is very diffi\u00adcult to control by the thera\u00adpist. No long-term effects have been observed.<\/p>\n<p>Nevert\u00adheless it might be a&nbsp;good method to moti\u00advate children in the future.<\/p>\n<p>Please note that every effort has been made to condense and provide a&nbsp;broad over\u00adview of this rese\u00adarch. However in order not to lose the key infor\u00adma\u00adtion some of the infor\u00adma\u00adtion in this summary has been copied directly form the original article. All credits of the summary whether directly worded or re-worded are solely given to the rese\u00adar\u00adchers. Please contact your <span class=\"caps\">ABA<\/span>\/<span class=\"caps\">VB<\/span> consul\u00adtant before imple\u00admen\u00adting any of the proce\u00addures conducted in this paper on your&nbsp;child.<\/p>\n<p>To read the full study, please down\u00adload the original study from <a href=\"http:\/\/www.ncbi.nlm.nih.gov\/pmc\/articles\/PMC1286223\/pdf\/jaba00088-0025.pdf\" target=\"new\" rel=\"noopener noreferrer\"><span class=\"caps\">JABA<\/span>.<\/a><\/p>\n<p><b><\/b><\/p>\n<p><a href=\"\/wp-content\/uploads\/studien\/07_Aberrant_Behavior_Reinforcer_ENG.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Down\u00adload the summary as pdf<br> <img loading=\"lazy\" decoding=\"async\" src=\"\/wp-content\/uploads\/2019\/03\/PDF_Symbol_small.png%20\" alt=\"PDF Download\" width=\"64\" height=\"79\"><\/a><\/p>\n<p>Thanks a&nbsp;lot for allo\u00adwing this study to be summa\u00adrized, trans\u00adlated and published to: Kathy Hill, busi\u00adness manager of&nbsp;<span class=\"caps\">JABA<\/span><\/p>\n<p>For the summary and the trans\u00adla\u00adtion a&nbsp;heart\u00adfelt thank you to Caro\u00adline Diziol.<i><span> <\/span><\/i><\/p>\n<p><\/p>\n<hr>\n<p><\/p>\n<p>[\/et_pb_toggle][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=\u201c1\u201d admin_label=\u201cStudie 7\u201d _builder_version=\u201c3.22.3\u201d background_color=\u201c#0c71c3\u201d custom_padding=\u201c35px|0px|0|0px|false|false\u201d collapsed=\u201con\u201d][et_pb_row column_structure=\u201c1_4,3_4\u201d custom_padding_last_edited=\u201con|phone\u201d _builder_version=\u201c3.25\u201d background_color=\u201c#f0b800\u201d custom_margin=\u201c0px||\u201d custom_margin_tablet=\u201d\u201d custom_margin_phone=\u201c0px||\u201d custom_margin_last_edited=\u201con|desktop\u201d custom_padding=\u201c15px|0px|0px|0|false|false\u201d custom_padding_tablet=\u201c10px||10px|\u201d custom_padding_phone=\u201c2px|||\u201d][et_pb_column type=\u201c1_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_text _builder_version=\u201c3.27.4\u201d text_font=\u201cIcons||||||||\u201d text_text_color=\u201d#ffffff\u201d text_font_size=\u201c70px\u201d header_font=\u201d||||||||\u201d max_width=\u201c30%\u201d max_width_tablet=\u201d\u201d max_width_phone=\u201c10%\u201d max_width_last_edited=\u201con|desktop\u201d custom_margin=\u201d||0px|8px\u201d custom_margin_tablet=\u201d||-1px|3px\u201d custom_margin_phone=\u201d||0px|3px\u201d custom_margin_last_edited=\u201con|tablet\u201d custom_padding=\u201d|||\u201d animation_style=\u201cbounce\u201d animation_direction=\u201cleft\u201d animation_speed_curve=\u201cease-in\u201d link_option_url=\u201chttp:\/\/pediatrics.aappublications.org\/cgi\/content\/full\/125\/1\/e17?ijkey=3mH6MTCaKRIOg<span class=\"amp\">&amp;<\/span>keytype=ref<span class=\"amp\">&amp;<\/span>siteid=aapjournals\u201d link_option_url_new_window=\u201con\u201d text_font_size_tablet=\u201c50px\u201d text_font_size_phone=\u201c30px\u201d text_font_size_last_edited=\u201con|phone\u201d text_letter_spacing__hover_enabled=\u201con\u201d]<\/p>\n<p>o<\/p>\n<p>[\/et_pb_text][\/et_pb_column][et_pb_column type=\u201c3_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_text _builder_version=\u201c3.27.4\u201d text_font=\u201d||||||||\u201d text_text_color=\u201d#ffffff\u201d header_font=\u201d||||||||\u201d header_text_color=\u201d#ffffff\u201d header_2_font=\u201d||||||||\u201d header_3_font=\u201d|700|||||||\u201d header_3_text_color=\u201c#0972c3\u201d header_3_line_height=\u201c1.1em\u201d max_width_tablet=\u201d\u201d max_width_phone=\u201c100%\u201d max_width_last_edited=\u201con|phone\u201d custom_margin=\u201c4px||12px|-180px\u201d custom_margin_tablet=\u201d-15px||-20px|5px\u201d custom_margin_phone=\u201d-25px|0px|-18px|5px\u201d custom_margin_last_edited=\u201con|desktop\u201d custom_padding=\u201d||0px|0px\u201d custom_padding_tablet=\u201d\u201d custom_padding_phone=\u201d\u201d custom_padding_last_edited=\u201con|phone\u201d header_font_size_tablet=\u201d\u201d header_font_size_phone=\u201c30px\u201d header_font_size_last_edited=\u201con|phone\u201d header_3_font_size_tablet=\u201d\u201d header_3_font_size_phone=\u201c16px\u201d header_3_font_size_last_edited=\u201con|desktop\u201d]<\/p>\n<h3>8. Randomized, controlled trial of an intervention for toddlers with autism.<\/h3>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=\u201c3.25\u201d custom_padding=\u201c0|0px|0|0px|false|false\u201d][et_pb_column type=\u201c4_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_toggle title=\u201cSummary of the study\u201d open_toggle_text_color=\u201c#e09900\u201d open_toggle_background_color=\u201d#ffffff\u201d closed_toggle_text_color=\u201d#ffffff\u201d closed_toggle_background_color=\u201crgba(255,255,255,0.51)\u201d icon_color=\u201d#ffffff\u201d module_id=\u201cStudie8\u201d module_class=\u201ccustom_tog\u201d _builder_version=\u201c3.22.7\u201d title_text_color=\u201c#000000\u201d title_font=\u201d|700|||||||\u201d title_font_size=\u201c20px\u201d body_font=\u201d||||||||\u201d body_text_align=\u201cjustify\u201d body_text_color=\u201c#000000\u201d custom_padding_tablet=\u201d|||5px\u201d custom_padding_phone=\u201c10px|5px|10px|5px\u201d custom_padding_last_edited=\u201con|phone\u201d title_font_size_tablet=\u201c17px\u201d title_font_size_phone=\u201c13px\u201d title_font_size_last_edited=\u201con|tablet\u201d body_font_size_tablet=\u201d\u201d body_font_size_phone=\u201c14px\u201d body_font_size_last_edited=\u201con|phone\u201d body_line_height_tablet=\u201c1.4em\u201d body_line_height_phone=\u201c1.4em\u201d body_line_height_last_edited=\u201con|desktop\u201d border_color_all=\u201c#e89700\u201d icon_color__hover_enabled=\u201con\u201d]<\/p>\n<h5 style=\"text-align: left;\"><b>(Geraldine Dawson, Sally Rogers, Jeffrey Munson, Milani Smith, Jamie Winter, Jessica Greenson, Amy Donaldson and Jennifer Varley Pediatrics 2010;125;e17-e23; originally published online Nov 30, 2009; <span class=\"caps\">DOI<\/span>: 10.1542\/peds.2009\u20130958)<\/b><\/h5>\n<p><b><u>Back\u00adground:<\/u><\/b><span> <\/span><br> <span>In 1987 Lovaas\u2019s study on an early beha\u00advi\u00adoral inter\u00adven\u00adtion for children with autism found that 49% of the parti\u00adci\u00adpants were able to attend a&nbsp;regular class room setting in a&nbsp;main\u00adstream school and had made signi\u00adfi\u00adcant <span class=\"caps\">IQ<\/span> gains. This finding led to an increased inte\u00adrest into the effects of early inter\u00adven\u00adtion and raised ques\u00adtions about early plas\u00adti\u00adcity in children with autism. Despite subse\u00adquent early inter\u00adven\u00adtion studies which have found gains in <span class=\"caps\">IQ<\/span> for a&nbsp;subgroup of children, ques\u00adtions regar\u00adding the effi\u00adcacy of early inter\u00adven\u00adtion persist, due to lack of metho\u00addo\u00adlo\u00adgical rigor. Authors of meta-analysis of effi\u00adcacy of early beha\u00advi\u00adoral inter\u00adven\u00adtion argue that stronger evidence that early beha\u00advi\u00adoral inter\u00adven\u00adtions yield better outcomes than stan\u00addard care is required.&nbsp;<\/span><\/p>\n<p><u><b>Aims of the study:<\/b><\/u><span> <\/span><br> <span>This study, The Early Start Denver Model, was a&nbsp;rando\u00admized controlled trial of early inten\u00adsive beha\u00advi\u00adoral inter\u00adven\u00adtion. The authors hypo\u00adthe\u00adsized that the early inter\u00adven\u00adtion would result in signi\u00adfi\u00adcant impro\u00adve\u00adments in cogni\u00adtive abili\u00adties of young children with autism. There were three major diffe\u00adrences in this study in compa\u00adrison to previous early beha\u00advi\u00adoral inter\u00adven\u00adtion studies. The first was that a&nbsp;high level of metho\u00addo\u00adlo\u00adgical rigor. This includes gold- stan\u00addard diagno\u00adstic criteria, rando\u00admiza\u00adtion, compre\u00adhen\u00adsive outcome measures conducted by naive exami\u00adners and measures of fide\u00adlity of imple\u00admen\u00adta\u00adtion of a&nbsp;manua\u00adlized inter\u00adven\u00adtion was main\u00adtained. The second was that all children who took part in the study were less than 30 months old at entry. Thirdly was a&nbsp;compre\u00adhen\u00adsive early beha\u00advi\u00adoral inter\u00adven\u00adtion for infants to preschool-aged children with <span class=\"caps\">ASD<\/span> that inte\u00adgrates applied beha\u00advior analysis (<span class=\"caps\">ABA<\/span>) with deve\u00adlo\u00adp\u00admental and rela\u00adti\u00adonship-based approa\u00adches. The inter\u00adven\u00adtion was provided in a&nbsp;toddler\u2019s natural envi\u00adron\u00adment (the home) and was deli\u00advered by trained thera\u00adpists and parents. In our study, children received struc\u00adtured inter\u00adven\u00adtion at high intensity.&nbsp;<\/span><\/p>\n<p><u><b>Pati\u00adents and Methods:<\/b><\/u><span> <\/span><\/p>\n<p><u><b>Study Proce\u00addures:<\/b><\/u><span> <\/span><br> <span>Forty-eight children between 18 and 30 months of age, diagnosed with autistic disorder or perva\u00adsive deve\u00adlo\u00adp\u00admental disorder (<span class=\"caps\">PDD<\/span>), not other\u00adwise speci\u00adfied (<span class=\"caps\">NOS<\/span>), were randomly assi\u00adgned to 1&nbsp;of 2&nbsp;groups: (1) the <span class=\"caps\">ESDM<\/span> group received yearly assess\u00adments, 20 hours week of the <span class=\"caps\">ESDM<\/span> inter\u00adven\u00adtion parent trai\u00adning, and parent deli\u00advery for 5&nbsp;or more hours\/week of <span class=\"caps\">ESDM<\/span>, in addi\u00adtion to whatever commu\u00adnity services as chosen by the parents (2) the assess-and-monitor (A\/M) group received yearly assess\u00adments with inter\u00adven\u00adtion recom\u00admen\u00adda\u00adtions and refer\u00adrals for inter\u00adven\u00adtion from commonly available commu\u00adnity provi\u00adders in the greater Seattle region.&nbsp;<\/span><\/p>\n<p><u><b>Parti\u00adci\u00adpants:<\/b><\/u><span> <\/span><br> <span>Parti\u00adci\u00adpants were recruited through pedia\u00adtrics centers, hospi\u00adtals pre-schools and local autism orga\u00adniza\u00adtions. Inclu\u00adsion criteria included age below 30 months at entry, met the criteria for autism diagnosis and willing\u00adness to parti\u00adci\u00adpate in a&nbsp;two year intervention.&nbsp;<\/span><\/p>\n<p><u><b>Measures:<\/b><\/u><span> <\/span><br> <span>Autism diagno\u00adstic measures included; the autism diagno\u00adstic inter\u00adview-revised, autism diagno\u00adstic obser\u00adva\u00adtion sche\u00addule, mullen sacles of early lear\u00adning, vine\u00adland adap\u00adtive beha\u00advior scales and repe\u00adti\u00adtive beha\u00advior&nbsp;scale.&nbsp;<\/span><\/p>\n<p><u><b>Rando\u00admiza\u00adtion:<\/b><\/u><span> <\/span><br> <span>Parti\u00adci\u00adpants were placed into 2&nbsp;groups on the basis of <span class=\"caps\">IQ<\/span> and gender to ensure compa\u00adrable <span class=\"caps\">IQ<\/span> and gender ratios between groups. The inter\u00adven\u00adtion groups did not differ at base\u00adline in seve\u00adrity of autism symptoms based on <span class=\"caps\">ADOS<\/span> scores, chro\u00adno\u00adlo\u00adgical age, <span class=\"caps\">IQ<\/span>, gender, or adap\u00adtive behaviors.&nbsp;<\/span><\/p>\n<p><u><b>Inter\u00adven\u00adtion Groups:<\/b><\/u><span> <\/span><\/p>\n<p><u><i><span class=\"caps\">ESDM<\/span> Group:<\/i><\/u><span> <\/span><br> <span>The <span class=\"caps\">ESDM<\/span> group was provided with inter\u00adven\u00adtion by trained thera\u00adpists for 2\u2011hour sessions, twice per day, 5&nbsp;days\/ week, for 2&nbsp;years. A&nbsp;detailed inter\u00adven\u00adtion manual and curri\u00adculum were used. One or both parents were trained from the primary thera\u00adpist twice monthly on the prin\u00adci\u00adples and specific tech\u00adni\u00adques of the <span class=\"caps\">ESDM<\/span> were taught. Parents were asked to <span class=\"caps\">ESDM<\/span> teaching stra\u00adte\u00adgies during daily acti\u00advi\u00adties and to keep track of the number of hours during which they used these stra\u00adte\u00adgies. Teaching stra\u00adte\u00adgies are consis\u00adtent prin\u00adci\u00adples of <span class=\"caps\">ABA<\/span>, such as the use of operant condi\u00adtio\u00adning, shaping, and chai\u00adning. Each child\u2019s plan is indi\u00advi\u00addua\u00adlized. There is a&nbsp;strong parent-family role respon\u00adsive to each family\u2019s unique charac\u00adte\u00adristics. The programs were super\u00advised graduate-level thera\u00adpists who had a&nbsp;minimum of 5&nbsp;years expe\u00adri\u00adence provi\u00adding early inter\u00adven\u00adtion for young children with autism. On-going consul\u00adta\u00adtion was provided by clinical psycho\u00adlo\u00adgist, speech-language patho\u00adlo\u00adgist, and deve\u00adlo\u00adp\u00admental beha\u00advi\u00adoral pedia\u00adtri\u00adcian. An occu\u00adpa\u00adtional thera\u00adpist provided consul\u00adta\u00adtion as needed. The inter\u00adven\u00adtion was deli\u00advered was deli\u00advered by thera\u00adpists who typi\u00adcally held a&nbsp;bache\u00adlors degree, received 2&nbsp;months of trai\u00adning from the lead thera\u00adpist and met weekly with the lead therapist.<\/span><\/p>\n<p><u><i>A\/M Group:<\/i><\/u><span> <\/span><br> <span>Children who were randomly assi\u00adgned to the A\/M group received compre\u00adhen\u00adsive diagno\u00adstic evalua\u00adtions, inter\u00adven\u00adtion recom\u00admen\u00adda\u00adtions, and commu\u00adnity refer\u00adrals at base\u00adline and again at each of the 2&nbsp;follow-up assess\u00adments. Fami\u00adlies were provided with resource and reading mate\u00adrials at base\u00adline and twice a&nbsp;year throug\u00adhout the study. The children received an average of 9.1 hours of 1:1 therapy and average 9.3 hours per week of group inter\u00adven\u00adtion across the 2\u2011year period during which the inter\u00adven\u00adtion study was conducted.&nbsp;<\/span><\/p>\n<p><u><b>Data analysis:<\/b><\/u><span> <\/span><br> <span>The effect of <span class=\"caps\">ESDM<\/span> inter\u00adven\u00adtion was assessed by using repeated-measures analysis of vari\u00adance, base\u00adline scores with 1- and 2\u2011year outcome scores. The primary outcome measures were the <span class=\"caps\">MSEL<\/span> and the <span class=\"caps\">VABS<\/span> compo\u00adsite stan\u00addard scores.&nbsp;<\/span><\/p>\n<p><span>Secon\u00addary outcome measures were the <span class=\"caps\">ADOS<\/span> seve\u00adrity score, the <span class=\"caps\">RBS<\/span>, <span class=\"caps\">MSEL<\/span>, and <span class=\"caps\">VABS<\/span> subscale scores, and changes in diagno\u00adstic status (autistic disorder, <span class=\"caps\">PDD<\/span> <span class=\"caps\">NOS<\/span>, and no diagnosis).&nbsp;<\/span><\/p>\n<p><u><b>Results:<\/b><\/u><span> <\/span><br> <span>No serious adverse effects related to the inter\u00adven\u00adtion were reported during the 2\u2011year period.&nbsp;<\/span><\/p>\n<p><u><b>Year 1&nbsp;Outcome:<\/b><\/u><span> <\/span><br> <span>The <span class=\"caps\">ESDM<\/span> group demons\u00adtrated an average <span class=\"caps\">IQ<\/span> increase of 15.4 points compared with an increase of 4.4 points in the A\/M group. The <span class=\"caps\">ESDM<\/span> group improved 17.8 points on recep\u00adtive language compared with a&nbsp;9.8\u2011point impro\u00adve\u00adment in the A\/M group. The groups did not differ in terms of adap\u00adtive beha\u00advior. The groups did not differ in terms of their <span class=\"caps\">ADOS<\/span> seve\u00adrity scores or <span class=\"caps\">RBS<\/span> total score after 1&nbsp;year of intervention.&nbsp;<\/span><\/p>\n<p><u><b>Year 2&nbsp;Outcome:<\/b><\/u><span> <\/span><br> <span>Two years after the base\u00adline assess\u00adment, the <span class=\"caps\">ESDM<\/span> group showed signi\u00adfi\u00adcantly improved cogni\u00adtive ability. The <span class=\"caps\">ESDM<\/span> and A\/M groups signi\u00adfi\u00adcantly differed in terms of their adap\u00adtive beha\u00advior. The <span class=\"caps\">ESDM<\/span> group showed similar stan\u00addard scores at the 1- and 2\u2011year outcomes, indi\u00adca\u00adting a&nbsp;steady rate of deve\u00adlo\u00adp\u00adment, whereas the A\/M group, on average, showed an 11.2\u2011point average decline. Thus, the A\/M group\u2019s delays in overall adap\u00adtive beha\u00advior became greater when compared with the norma\u00adtive sample.&nbsp;<\/span><\/p>\n<p><span>The A\/M group showed average declines in stan\u00addard scores that were twice as great as those in the <span class=\"caps\">ESDM<\/span> group in the domains of socia\u00adliza\u00adtion, daily living skills, and motor skills. The groups did not differ in terms of their <span class=\"caps\">ADOS<\/span> seve\u00adrity scores or <span class=\"caps\">RBS<\/span> total score after 2&nbsp;years of intervention.&nbsp;<\/span><\/p>\n<p><u><b>Diagnosis:<\/b><\/u><span> <\/span><br> <span>At intake the diagnosis in each group were not signi\u00adfi\u00adcantly diffe\u00adrent. After two years the diagnosis improved for 29.2% of the children in the <span class=\"caps\">ESDM<\/span> group but only improved for one (4.8%) child in the A\/M group. However, the diagnosis changed from <span class=\"caps\">PDD<\/span> <span class=\"caps\">NOS<\/span> at base\u00adline to autistic disorder at year 2&nbsp;for 2 (8.3%) children in the <span class=\"caps\">ESDM<\/span> group and 5 (23.8%) children in the A\/M group. Thus, children who received <span class=\"caps\">ESDM<\/span> were signi\u00adfi\u00adcantly more likely to have improved diagno\u00adstic status at the 2\u2011year outcome compared with children in the A\/M&nbsp;group.&nbsp;<\/span><\/p>\n<p><u><b>Conclu\u00adsion:<\/b><\/u><span> <\/span><br> <span>The outcomes of this study, which involve an increase in <span class=\"caps\">IQ<\/span> scores of 17 points and signi\u00adfi\u00adcant gains in language and adap\u00adtive beha\u00advior, compare favor\u00adably with other controlled studies of inten\u00adsive early inter\u00adven\u00adtion which deli\u00advered discrete trial intervention.&nbsp;<\/span><\/p>\n<p><b>Link to original study<\/b><span> <\/span><a href=\"http:\/\/pediatrics.aappublications.org\/cgi\/content\/full\/125\/1\/e17?ijkey=3mH6MTCaKRIOg&amp;keytype=ref&amp;siteid=aapjournals\" target=\"new\" rel=\"noopener noreferrer\">click here<\/a><span> <\/span><\/p>\n<p><i>For the permis\u00adsion to post this study, great thanks to: American Academy of Pedia\u00adtrics: Brad Rysz<\/i><span> <\/span><\/p>\n<p><span>For the summary great thanks to: Miss Geor\u00adgiana Eliza\u00adbeth Barzey.&nbsp;<\/span><\/p>\n<p><span>For the trans\u00adla\u00adtion a&nbsp;heart\u00adfelt thank you to Miri Zoller.<\/span><\/p>\n<p><\/p>\n<hr>\n<p>[\/et_pb_toggle][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=\u201c1\u201d admin_label=\u201cStudie 7\u201d _builder_version=\u201c3.22.3\u201d background_color=\u201c#0c71c3\u201d custom_padding=\u201c35px|0px|0|0px|false|false\u201d collapsed=\u201con\u201d][et_pb_row column_structure=\u201c1_4,3_4\u201d custom_padding_last_edited=\u201con|phone\u201d _builder_version=\u201c3.25\u201d background_color=\u201c#f0b800\u201d custom_margin=\u201c0px||\u201d custom_margin_tablet=\u201d\u201d custom_margin_phone=\u201c0px||\u201d custom_margin_last_edited=\u201con|desktop\u201d custom_padding=\u201c15px|0px|13px|0|false|false\u201d custom_padding_tablet=\u201c10px||10px|\u201d custom_padding_phone=\u201c2px|||\u201d][et_pb_column type=\u201c1_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_text _builder_version=\u201c3.27.4\u201d text_font=\u201cIcons||||||||\u201d text_text_color=\u201d#ffffff\u201d text_font_size=\u201c70px\u201d header_font=\u201d||||||||\u201d max_width=\u201c30%\u201d max_width_tablet=\u201d\u201d max_width_phone=\u201c10%\u201d max_width_last_edited=\u201con|desktop\u201d custom_margin=\u201d||0px|8px\u201d custom_margin_tablet=\u201d||-1px|3px\u201d custom_margin_phone=\u201d||0px|3px\u201d custom_margin_last_edited=\u201con|tablet\u201d custom_padding=\u201d|||\u201d animation_style=\u201cbounce\u201d animation_direction=\u201cleft\u201d animation_speed_curve=\u201cease-in\u201d link_option_url=\u201d\/wp-content\/uploads\/studien\/09_Svein_Eikeseth_Outcome_comprehensive_psycho-educational_interventions.pdf\u201d link_option_url_new_window=\u201con\u201d text_font_size_tablet=\u201c50px\u201d text_font_size_phone=\u201c30px\u201d text_font_size_last_edited=\u201con|phone\u201d text_letter_spacing__hover_enabled=\u201con\u201d]<\/p>\n<p>o<\/p>\n<p>[\/et_pb_text][\/et_pb_column][et_pb_column type=\u201c3_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_text _builder_version=\u201c3.27.4\u201d text_font=\u201d||||||||\u201d text_text_color=\u201d#ffffff\u201d header_font=\u201d||||||||\u201d header_text_color=\u201d#ffffff\u201d header_2_font=\u201d||||||||\u201d header_3_font=\u201d|700|||||||\u201d header_3_text_color=\u201c#0972c3\u201d header_3_line_height=\u201c1.1em\u201d max_width_tablet=\u201d\u201d max_width_phone=\u201c100%\u201d max_width_last_edited=\u201con|phone\u201d custom_margin=\u201d-16px||-15px|-180px\u201d custom_margin_tablet=\u201d-15px||-20px|5px\u201d custom_margin_phone=\u201d-25px|0px|-18px|5px\u201d custom_margin_last_edited=\u201con|desktop\u201d custom_padding=\u201c11px||0px|0px\u201d custom_padding_tablet=\u201d\u201d custom_padding_phone=\u201d\u201d custom_padding_last_edited=\u201con|phone\u201d header_font_size_tablet=\u201d\u201d header_font_size_phone=\u201c30px\u201d header_font_size_last_edited=\u201con|phone\u201d header_3_font_size_tablet=\u201d\u201d header_3_font_size_phone=\u201c16px\u201d header_3_font_size_last_edited=\u201con|desktop\u201d]<\/p>\n<h3>9. Outcome of comprehensive psycho-educational interventions for young children with autism<\/h3>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=\u201c3.25\u201d custom_padding=\u201c0|0px|0|0px|false|false\u201d][et_pb_column type=\u201c4_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_toggle title=\u201cSummary of the study\u201d open_toggle_text_color=\u201c#e09900\u201d open_toggle_background_color=\u201d#ffffff\u201d closed_toggle_text_color=\u201d#ffffff\u201d closed_toggle_background_color=\u201crgba(255,255,255,0.51)\u201d icon_color=\u201d#ffffff\u201d module_id=\u201cStudie9\u201d module_class=\u201ccustom_tog\u201d _builder_version=\u201c3.22.7\u201d title_text_color=\u201c#000000\u201d title_font=\u201d|700|||||||\u201d title_font_size=\u201c20px\u201d body_font=\u201d||||||||\u201d body_text_align=\u201cjustify\u201d body_text_color=\u201c#000000\u201d custom_padding_tablet=\u201d|||5px\u201d custom_padding_phone=\u201c10px|5px|10px|5px\u201d custom_padding_last_edited=\u201con|phone\u201d title_font_size_tablet=\u201c17px\u201d title_font_size_phone=\u201c13px\u201d title_font_size_last_edited=\u201con|tablet\u201d body_font_size_tablet=\u201d\u201d body_font_size_phone=\u201c14px\u201d body_font_size_last_edited=\u201con|phone\u201d body_line_height_tablet=\u201c1.4em\u201d body_line_height_phone=\u201c1.4em\u201d body_line_height_last_edited=\u201con|desktop\u201d border_color_all=\u201c#e89700\u201d icon_color__hover_enabled=\u201con\u201d]<\/p>\n<h5 style=\"text-align: left;\"><b>(Svein Eikeseth, Akershus University College)<\/b><\/h5>\n<p><\/p>\n<p><u><b>Aims of the study:<\/b><\/u><span> <\/span><\/p>\n<p><span>This study evaluated the outcomes of twenty-five compre\u00adhen\u00adsive-psycho educa\u00adtional rese\u00adarch papers on early inter\u00adven\u00adtion for children with autism. Of these twenty-five studies, three studies were about beha\u00advi\u00adoral treat\u00adment, two studies evaluated <span class=\"caps\">TEACCH<\/span>, and two studies evaluated the Colo\u00adrado Health Sciences project.&nbsp;<\/span><\/p>\n<p><u><b>Search Method:<\/b><\/u><span> <\/span><\/p>\n<p><span>Three search methods were used to iden\u00adtify the rele\u00advant outcomes of all the studies. The first method was the use of elec\u00adtronic search engines. The second method inspected recent publi\u00adca\u00adtions to confirm that the search engines had iden\u00adti\u00adfied the most recent studies. Finally, rese\u00adar\u00adchers known to be involved with the studies were cont\u00adacted via email and asked to produce refe\u00adrences of published and in press articles.&nbsp;<\/span><\/p>\n<p style=\"text-align: left;\"><u><b>Criteria for assig\u00adning scien\u00adtific merit:<\/b><\/u><span> <\/span><\/p>\n<p><span>Outcome of these studies were graded accor\u00adding to their scien\u00adtific value and the magni\u00adtude of results docu\u00admented. Scien\u00adtific merit was evaluated based on: diagnosis, study design, depen\u00addent varia\u00adbles and treat\u00adment fide\u00adlity. Four levels were used to describe scien\u00adtific&nbsp;merit:&nbsp;<\/span><\/p>\n<p><b>Level 1:<\/b><span> <\/span><br> <span>This repre\u00adsented the highest possible rating.&nbsp;<\/span><\/p>\n<p><u>Diagnosis:<\/u><span> <\/span><br> <span>A&nbsp;level 1&nbsp;was assi\u00adgned if the parti\u00adci\u00adpants were diagnosed accor\u00adding to current inter\u00adna\u00adtional stan\u00addards, which includes the use of the <span class=\"caps\">ICD-10<\/span> and the <span class=\"caps\">DSM-IV<\/span>. Also, the diagnosis must have been set by clini\u00adcians who were inde\u00adpen\u00addent of the study, or the diagnosis must have been based on well-rese\u00adar\u00adched diagno\u00adstic instru\u00adments inclu\u00adding <span class=\"caps\">ADI<\/span>\u2011R. <\/span><\/p>\n<p><u>Study Design:<\/u><span> <\/span><br> <span>A&nbsp;level 1&nbsp;was given to the design of the study if a&nbsp;rando\u00admized design was employed, that is, if parti\u00adci\u00adpants have been assi\u00adgned randomly to two or more study groups.&nbsp;<\/span><\/p>\n<p><u>Depen\u00addent Varia\u00adbles:<\/u><span> <\/span><br> <span>A&nbsp;level 1&nbsp;was assi\u00adgned if intake and outcome measures assessed both intellec\u00adtual and adap\u00adtive func\u00adtio\u00adning. The instru\u00adments used to assess intellec\u00adtual and adap\u00adtive func\u00adtio\u00adning must be norma\u00adlized and stan\u00addar\u00addized. The <span class=\"caps\">IQ<\/span> score must be derived from both language \/ commu\u00adni\u00adca\u00adtion skills as well as visual spatial or perfor\u00admance skills. In addi\u00adtion, to ensure objec\u00adti\u00adve\u00adness of the assess\u00adments, blind or inde\u00adpen\u00addent asses\u00adsors must have conducted the assessments.&nbsp;<\/span><\/p>\n<p><u>Treat\u00adment Fide\u00adlity:<\/u><span> <\/span><br> <span>A&nbsp;level 1&nbsp;was assi\u00adgned to treat\u00adment fide\u00adlity if it was (a) directly assessed, or (b) treat\u00adment was described in treat\u00adment manuals.&nbsp;<\/span><\/p>\n<p><b>Level 2:<\/b><span> <\/span><br> <span>This repre\u00adsented a&nbsp;mode\u00adrate scien\u00adtific merit. <\/span><span style=\"font-size: 16px;\"> <\/span><\/p>\n<p><span>Criteria for achie\u00adving Level 2&nbsp;scien\u00adtific merit was iden\u00adtical to that of Level 1&nbsp;except that the study design was not random, so each parti\u00adci\u00adpant did not have an equal chance of being placed in either of the study groups. Group assign\u00adment would be based on, for example, parti\u00adci\u00adpants\u2019 geogra\u00adphical loca\u00adtion, parental choice, or avai\u00adla\u00adbi\u00adlity of treat\u00adment personnel. These are examples of non-random group designs. <\/span><span style=\"font-size: 16px;\"> <\/span><\/p>\n<p><b>Level 3:<\/b><span> <\/span><br> <span>This repre\u00adsented a&nbsp;low scien\u00adtific&nbsp;merit.&nbsp;<\/span><\/p>\n<p><u>Diagnosis:<\/u><span> <\/span><br> <span>A&nbsp;level 3&nbsp;was given for diagnosis if the diagnosis (based on the <span class=\"caps\">ICD-10<\/span> or <span class=\"caps\">DSM-IV<\/span> criteria) was not blind or inde\u00adpen\u00addent; or the diagnosis was not based on diagno\u00adstic instru\u00adments, or if the diagnosis was inde\u00adpen\u00addent or blind but not based on <span class=\"caps\">ICD-10<\/span> or <span class=\"caps\">DSM-IV<\/span> (or <span class=\"caps\">DSM-III<\/span> for older studies); or if the study failed to specify which diagno\u00adstic system was&nbsp;used.&nbsp;<\/span><\/p>\n<p><u>Study Design:<\/u><span> <\/span><br> <span>A&nbsp;level 3&nbsp;was given to retro\u00ads\u00adpec\u00adtive (archival) studies with compa\u00adrison groups, or single\u00adcase expe\u00adri\u00admental studies where outcome measures were assessed pre and&nbsp;post.&nbsp;<\/span><\/p>\n<p><u>Depen\u00addent Varia\u00adbles:<\/u><span> <\/span><br> <span>A&nbsp;level 3&nbsp;was assi\u00adgned when intake and outcome measures did not assess both intellec\u00adtual and adap\u00adtive func\u00adtio\u00adning, or measures were not norma\u00adlized and standardized.&nbsp;<\/span><\/p>\n<p><u>Treat\u00adment Fide\u00adlity:<\/u><span> <\/span><br> <span>Level 3&nbsp;was given to treat\u00adment fide\u00adlity if insuf\u00adfi\u00adcient assess\u00adment of treat\u00adment fide\u00adlity, or treat\u00adment not based on treat\u00adment manuals&nbsp;<\/span><\/p>\n<p style=\"text-align: left;\"><b><u>Insuf\u00adfi\u00adcient Scien\u00adtific Value \u2014 <span class=\"caps\">ISV<\/span>:<\/u><\/b><span> <\/span><\/p>\n<p><span>This was assi\u00adgned to studies where the eviden\u00adtiary support was so low that outcome data gave insuf\u00adfi\u00adcient scien\u00adtific meaning.&nbsp;<\/span><\/p>\n<p style=\"text-align: left;\"><b><u>Criteria for deci\u00adding magni\u00adtude of results:<\/u><\/b><span> <\/span><\/p>\n<p><span>As with evalua\u00adting scien\u00adtific merit, four levels were provided to evaluate the magni\u00adtude of the treat\u00adment effects. Once again, Level 1&nbsp;repre\u00adsented the highest possible rating, and Level 4&nbsp;repre\u00adsented the lowest rating.&nbsp;<\/span><\/p>\n<p><b>Level 1:<\/b><span> <\/span><br> <span>Level 1&nbsp;was given for the magni\u00adtude of results, if signi\u00adfi\u00adcant group diffe\u00adrences on <span class=\"caps\">IQ<\/span> and adap\u00adtive func\u00adtio\u00adning (devia\u00adtion or ratio scores) were reported. In addi\u00adtion Level 1&nbsp;was given, if the assess\u00adment included measures of empathy, perso\u00adna\u00adlity, school perfor\u00admance, friend\u00adship, and infor\u00adma\u00adtion regar\u00adding diagno\u00adstic changes.&nbsp;<\/span><\/p>\n<p><b>Level 2:<\/b><span> <\/span><br> <span>Level 2&nbsp;status was provided for signi\u00adfi\u00adcant group diffe\u00adrences on either <span class=\"caps\">IQ<\/span> or adap\u00adtive func\u00adtio\u00adning (devia\u00adtion or ratio scores). For both Level 1&nbsp;and 2, the <span class=\"caps\">IQ<\/span> measure must be based on language\/communication skills in addi\u00adtion to visual spatial or perfor\u00admance skills.&nbsp;<\/span><\/p>\n<p><b>Level 3:<\/b><span> <\/span><br> <span>Level 3&nbsp;status was provided for signi\u00adfi\u00adcant group diffe\u00adrences on deve\u00adlo\u00adp\u00admental (or mental) age, or signi\u00adfi\u00adcant group diffe\u00adrences on assess\u00adment instru\u00adments that are not norma\u00adlized stan\u00addar\u00addized (or signi\u00adfi\u00adcant group diffe\u00adrences on improvement).&nbsp;<\/span><\/p>\n<p><b>Stufe 4:<\/b><span> <\/span><br> <span>Level 4&nbsp;studies reported signi\u00adfi\u00adcant pre-post impro\u00adve\u00adments. In this review, only Levels 1\u20133 scien\u00adtific evidence studies are evaluated accor\u00adding to magni\u00adtude of treat\u00adment effect. Studies clas\u00adsi\u00adfied with insuf\u00adfi\u00adcient scien\u00adtific value are excluded because for metho\u00addo\u00adlo\u00adgical reasons, they did not allow reliable conclu\u00adsions regar\u00adding outcome to be&nbsp;drawn.&nbsp;<\/span><\/p>\n<p style=\"text-align: left;\"><b><u>Clas\u00adsi\u00adfi\u00adca\u00adtion of studies based on scien\u00adtific merit and magni\u00adtude of results:<\/u><\/b><span> <\/span><\/p>\n<p><span>For infor\u00adma\u00adtion on each approach: <span class=\"caps\">TEACCH<\/span>, The Denver Model and Applied Beha\u00advior Analysis, please down\u00adload the <span class=\"caps\">PDF<\/span> from this website (see link on bottom of this&nbsp;page).&nbsp;<\/span><\/p>\n<p><u>Level 1&nbsp;Scien\u00adtific Merit:<\/u><span> <\/span><br> <span>Of the three models only one study received a&nbsp;level 1&nbsp;for scien\u00adtific merit. This was conducted by Smith, Groen and Wynn (2000) and was desi\u00adgned to evaluate <span class=\"caps\">ABA<\/span> treat\u00adment. Results showed that the <span class=\"caps\">ABA<\/span> treat\u00adment group scored signi\u00adfi\u00adcantly higher as compared to the parent trai\u00adning control group on intel\u00adli\u00adgence, visual-spatial skills, language and acade\u00admics, though not adap\u00adtive func\u00adtio\u00adning. However, as the study did not show a&nbsp;signi\u00adfi\u00adcant group diffe\u00adrence on adap\u00adtive func\u00adtio\u00adning, it received a&nbsp;level 2&nbsp;rating for magni\u00adtude of results.&nbsp;<\/span><\/p>\n<p><u>Level 2&nbsp;Scien\u00adtific Merit:<\/u><span> <\/span><br> <span>Of the twenty-five studies that were evaluated, only four level 2&nbsp;studies were iden\u00adti\u00adfied and were all based on <span class=\"caps\">ABA<\/span> treat\u00adment (Cohen, Amerine-Dickens, <span class=\"amp\">&amp;<\/span>&nbsp;Smith, 2006; Eike\u00adseth, Smith, Jahr, <span class=\"amp\">&amp;<\/span>&nbsp;Eledevik, 2002, 2007; Howard, Sparkman, Cohen, Green, Stanislaw, 2005; Remington et al., 2007). Three of the studies showed that the parti\u00adci\u00adpants in the <span class=\"caps\">ABA<\/span> treat\u00adment groups scored signi\u00adfi\u00adcantly higher on intel\u00adli\u00adgence, language and adap\u00adtive func\u00adtio\u00adning as compared to compa\u00adrison group children (Cohen et al., 2006; Eike\u00adseth et al., 2002, 2007; Howard et al., 2005). As a&nbsp;result these studies received a&nbsp;level 1&nbsp;for the magni\u00adtude of the results. The Remington et al. study found that children in that <span class=\"caps\">ABA<\/span> treat\u00adment group scored signi\u00adfi\u00adcantly higher as compared to children in the compa\u00adrison group on intel\u00adli\u00adgence, but not on adap\u00adtive func\u00adtio\u00adning and language (as measured by stan\u00addard scores). Ther\u00ade\u00adfore, this study received Level 2&nbsp;fir the magni\u00adtude of the results rating. All four studies gained Level 2&nbsp;scien\u00adtific merit clas\u00adsi\u00adfi\u00adca\u00adtion because they lacked a&nbsp;rando\u00admized study design: three studies (Cohen et al., Howard et al., Remington et al.) based group assign\u00adment on parental preference.&nbsp;<\/span><\/p>\n<p><u>Level 3&nbsp;Scien\u00adtific Merit:<\/u><span> <\/span><br> <span>Eleven of the twenty-five studies received a&nbsp;level 3&nbsp;rating. Two studies are based on the <span class=\"caps\">TEACCH<\/span> model; (Mukaddes, Kaynak, Kinali, Besikci, <span class=\"amp\">&amp;<\/span>&nbsp;Issever, 2004; Ozonoff <span class=\"amp\">&amp;<\/span>&nbsp;Cath\u00adcart, 1998) and both studies received Level 3&nbsp;on the magni\u00adtude of the results rating. Ozonoff and Cath\u00adcart did not specify which diagno\u00adstic system the children\u2019s diagnosis was based on, whether or not the diagnosis was set inde\u00adpendently, or whether any diagno\u00adstic instru\u00adments was used. Also, number of one-to-one teaching sessions provided by the parents was unspe\u00adci\u00adfied. This study also failed to employ a&nbsp;random assign\u00adment. The measures were not performed blind or inde\u00adpendently, and did not include adap\u00adtive func\u00adtio\u00adning. Children in the treat\u00adment group improved signi\u00adfi\u00adcantly more over a&nbsp;period of months than those in the control group. The remai\u00adning nine studies evaluated <span class=\"caps\">ABA<\/span> treat\u00adments (Andersen, Avery, DiPietro, Edwards, <span class=\"amp\">&amp;<\/span>&nbsp;Chris\u00adtian, 1987; Birn\u00adbrauer <span class=\"amp\">&amp;<\/span>&nbsp;Leach, 1993; Eldevik et al., 2006; Lovaas, 1987; McEa\u00adchin, Smith, <span class=\"amp\">&amp;<\/span>&nbsp;Lovaas, 1993; Magiati, Charman, <span class=\"amp\">&amp;<\/span>&nbsp;Howlin, 2007; Sallows <span class=\"amp\">&amp;<\/span>&nbsp;Graupner, 2005; Shein\u00adkopf <span class=\"amp\">&amp;<\/span>&nbsp;Siegel, 1998; Smith, Buch, <span class=\"amp\">&amp;<\/span>&nbsp;Gamby, 2000; Weiss, 1999). The Lovaas (1987) and McEa\u00adchin et al. (1993) studies received Level 3&nbsp;scien\u00adtific merit because intake measures did not include adap\u00adtive functioning.&nbsp;<\/span><\/p>\n<p><b><u>Insuf\u00adfi\u00adcient scien\u00adtific value:<\/u><\/b><span> <\/span><\/p>\n<p><span>Nine outcome studies were clas\u00adsi\u00adfied as having insuf\u00adfi\u00adcient scien\u00adtific value. Six studies evaluated <span class=\"caps\">ABA<\/span> programs (Bibby et al., 2002; Handelman, Harris, Celbi\u00adberti, Lille\u00adheht, <span class=\"amp\">&amp;<\/span>&nbsp;Tomchek, 1991; Harris, Hand\u00adleman, Gordon, Kris\u00adtoff, <span class=\"amp\">&amp;<\/span>&nbsp;Fuentes, 1991, Harris, Hand\u00adleman, Kris\u00adtoff, Bass, <span class=\"amp\">&amp;<\/span>&nbsp;Gordon, 1990; Hoyson, Jamieson, Strain, 1984; Luiselli, Cannon, Ellis, Sisson, 2000), one evaluated <span class=\"caps\">TEACCH<\/span> (Lord <span class=\"amp\">&amp;<\/span>&nbsp;Scho\u00adpler, 1989), two evaluated the Colo\u00adrado Health Science Program (Rogers <span class=\"amp\">&amp;<\/span>&nbsp;Dilalla, 1991; Rogers, Herbison, Lewis, Pantone, <span class=\"amp\">&amp;<\/span>&nbsp;Reiss, 1986). All studies used a&nbsp;pre-post design without a&nbsp;single-case control or compa\u00adrison&nbsp;group.&nbsp;<\/span><\/p>\n<p><u><b>Discus\u00adsion:<\/b><\/u><span> <\/span><\/p>\n<p><span>Only one study received Level 1&nbsp;scien\u00adtific merit (the highest possible rating) and four studies received Level 2&nbsp;scien\u00adtific merits. All these studies evaluated <span class=\"caps\">ABA<\/span> treat\u00adment. Eleven outcome studies received Level 3&nbsp;rating. Nine of the 11 studies evaluated <span class=\"caps\">ABA<\/span> treat\u00adments and 2&nbsp;studies evaluated <span class=\"caps\">TEACCH<\/span>. Finally, nine outcome studies were clas\u00adsi\u00adfied as having insuf\u00adfi\u00adcient scien\u00adtific value. One evaluated <span class=\"caps\">TEACCH<\/span>, two evaluated the Colo\u00adrado Health Science Program, and six evaluated <span class=\"caps\">ABA<\/span>.&nbsp;<\/span><\/p>\n<p><span>Evalua\u00adting magni\u00adtude of treat\u00adment effects, four <span class=\"caps\">ABA<\/span> studies received Level 1&nbsp;rating showing that children recei\u00adving <span class=\"caps\">ABA<\/span> made signi\u00adfi\u00adcantly more gains than control group children on stan\u00addar\u00addized measures of <span class=\"caps\">IQ<\/span>, language and adap\u00adtive func\u00adtio\u00adning (Cohen et al., 2006; Eike\u00adseth et al., 2002, 2007; Howard et al., 2005; Sallows <span class=\"amp\">&amp;<\/span>&nbsp;Graupner, 2005). Several studies also included data on maladap\u00adtive beha\u00advior, perso\u00adna\u00adlity, school perfor\u00admance and changes in diagnosis. Three studies received Level 2&nbsp;rating (Eldevik et al., 2006; Lovaas, 1987; Smith, Groen, <span class=\"amp\">&amp;<\/span>&nbsp;Wynn, 2000), demons\u00adt\u00adra\u00adting that <span class=\"caps\">ABA<\/span> treated children made signi\u00adfi\u00adcantly more gains than the compa\u00adrison group on one stan\u00addar\u00addized measures of <span class=\"caps\">IQ<\/span> or adap\u00adtive func\u00adtio\u00adning. Finally, five <span class=\"caps\">ABA<\/span> studies and two <span class=\"caps\">TEACCH<\/span> studies received Level 3&nbsp;rating.<\/span><span style=\"font-size: 16px;\"> <\/span><\/p>\n<p><span>Based on these guide\u00adlines inter\u00adven\u00adtions based on <span class=\"caps\">ABA<\/span> will be considered \u2018\u2018well estab\u00adlished\u2019\u2019. <span class=\"caps\">TEACCH<\/span> and Colo\u00adrado Health Science model will be considered neither \u2018\u2018well estab\u00adlished\u2019\u2019, nor \u2018\u2018probably efficacious\u2019\u2019.&nbsp;<\/span><\/p>\n<p><b><u>Future Direc\u00adtion:<\/u><\/b><span> <\/span><\/p>\n<ul type=\"circle\">\n<ul type=\"circle\">\n<li style=\"text-align: left;\">There is need for addi\u00adtional outcome studies, parti\u00adcu\u00adlarly those whose study designs are of level 1&nbsp;standard.<\/li>\n<li style=\"text-align: left;\">Effec\u00adtive treat\u00adment para\u00adme\u00adters and mecha\u00adnisms respon\u00adsible for change need to be iden\u00adti\u00adfied and should be prio\u00adrity for <span class=\"caps\">ABA<\/span> researchers.<\/li>\n<li style=\"text-align: left;\">Varia\u00adbles that interact with or have an impact on outcomes should be iden\u00adti\u00adfied. Treat\u00adment for children who respond less favor\u00adably needs to be established.<\/li>\n<li style=\"text-align: left;\">Further rese\u00adarch evalua\u00adting the effi\u00adcacy of bio-medical treat\u00adments combined with psycho-social treat\u00adment is required.<\/li>\n<li style=\"text-align: left;\">Rese\u00adarch could examine the gene\u00adra\u00adliza\u00adtion and trans\u00adpor\u00adta\u00adbi\u00adlity of inter\u00adven\u00adtions shown to be effi\u00adca\u00adcious in controlled rese\u00adarch settings to applied settings.<\/li>\n<li style=\"text-align: left;\">Rese\u00adarch could be conducted to examine the effi\u00adcacy of psycho-educa\u00adtional treat\u00adments with older children and adults.<\/li>\n<li style=\"text-align: left;\">Rese\u00adarch could develop criteria for discon\u00adti\u00adnuing or chan\u00adging treat\u00adment approach.<\/li>\n<li style=\"text-align: left;\">Rese\u00adarch could be conducted to examine the cost-effec\u00adti\u00adve\u00adness and cost-bene\u00adfits of the interventions.<\/li>\n<\/ul>\n<\/ul>\n<p><b><u>Conclu\u00adsion:<\/u><\/b><span> <\/span><\/p>\n<ul type=\"circle\">\n<ul type=\"circle\">\n<li style=\"text-align: left;\"><span class=\"caps\">ABA<\/span> treat\u00adment is demons\u00adtrated effec\u00adtive in enhan\u00adcing global func\u00adtio\u00adning in pre- school children with autism when treat\u00adment is inten\u00adsive and carried out by trained therapists.<\/li>\n<li style=\"text-align: left;\"><span class=\"caps\">ABA<\/span> treat\u00adment is demons\u00adtrated effec\u00adtive in enhan\u00adcing global func\u00adtio\u00adning in children with <span class=\"caps\">PDD-NOS<\/span>.<\/li>\n<li style=\"text-align: left;\"><span class=\"caps\">ABA<\/span> can be effec\u00adtive for children who are up to 7&nbsp;years-of-age at intake.<\/li>\n<\/ul>\n<\/ul>\n<p><b>Please note that every effort has been made to condense and provide a&nbsp;broad over\u00adview of this rese\u00adarch. However in order not to lose the key infor\u00adma\u00adtion some of the infor\u00adma\u00adtion in this summary has been copied directly form the original article. All credits of the summary whether directly worded or re-worded are solely given to the rese\u00adar\u00adchers. Please contact your <span class=\"caps\">ABA<\/span>\/<span class=\"caps\">VB<\/span> consul\u00adtant before imple\u00admen\u00adting any of the proce\u00addures conducted in this paper on your child.<\/b><span> <\/span><\/p>\n<p><a href=\"\/wp-content\/uploads\/studien\/09_Svein_Eikeseth_Outcome_comprehensive_psycho-educational_interventions.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Down\u00adload the original study as <span class=\"caps\">PDF<\/span><br> <img loading=\"lazy\" decoding=\"async\" src=\"\/wp-content\/uploads\/2019\/03\/PDF_Symbol_small.png%20\" alt=\"PDF Download\" width=\"64\" height=\"79\"><\/a><\/p>\n<p>For the summary and the trans\u00adla\u00adtion a&nbsp;heart\u00adfelt thank you to Caro\u00adline Diziol.<\/p>\n<p>Thanks a&nbsp;lot for allo\u00adwing this study to be summa\u00adrized, trans\u00adlated and published to: Kathy Hill, busi\u00adness manager of&nbsp;<span class=\"caps\">JABA<\/span><\/p>\n<p style=\"text-align: left;\">Great thanks for the permis\u00adsion to post and trans\u00adlate to: Svein Eike\u00adseth, Ph. D. Professor, <span class=\"caps\">NOVA<\/span> Insti\u00adtute for Children with Deve\u00adlo\u00adp\u00admental Disor\u00adders, www\u200b.novaau\u200btism\u200b.com, Phone: (+47) 33 61 42 97, (+47) 92 21 09 88, <a href=\"http:\/\/www.novaautism.com\/\" target=\"new\" rel=\"noopener noreferrer\">www\u200b.novaau\u200btism\u200b.com<\/a>.<\/p>\n<p style=\"text-align: left;\">For the summary great thanks to: Miss Geor\u00adgiana Eliza\u00adbeth Barzey.<\/p>\n<p style=\"text-align: left;\">Respon\u00adsible for the trans\u00adla\u00adtion: Silke Johnson<\/p>\n<hr>\n<p>[\/et_pb_toggle][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=\u201c1\u201d admin_label=\u201cStudie 7\u201d _builder_version=\u201c3.22.3\u201d background_color=\u201c#0c71c3\u201d custom_padding=\u201c35px|0px|0|0px|false|false\u201d collapsed=\u201con\u201d][et_pb_row column_structure=\u201c1_4,3_4\u201d custom_padding_last_edited=\u201con|phone\u201d module_id=\u201cmovement\u201d _builder_version=\u201c3.26.1\u201d background_color=\u201c#f0b800\u201d custom_margin=\u201c0px||\u201d custom_margin_tablet=\u201d\u201d custom_margin_phone=\u201c0px||\u201d custom_margin_last_edited=\u201con|desktop\u201d custom_padding=\u201c15px|0px|0px|0|false|false\u201d custom_padding_tablet=\u201c10px||10px|\u201d custom_padding_phone=\u201c2px|||\u201d][et_pb_column type=\u201c1_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_text _builder_version=\u201c3.27.4\u201d text_font=\u201cIcons||||||||\u201d text_text_color=\u201d#ffffff\u201d text_font_size=\u201c70px\u201d header_font=\u201d||||||||\u201d max_width=\u201c30%\u201d max_width_tablet=\u201d\u201d max_width_phone=\u201c10%\u201d max_width_last_edited=\u201con|desktop\u201d custom_margin=\u201d||0px|8px\u201d custom_margin_tablet=\u201d||-1px|3px\u201d custom_margin_phone=\u201d||0px|3px\u201d custom_margin_last_edited=\u201con|tablet\u201d custom_padding=\u201d|||\u201d animation_style=\u201cbounce\u201d animation_direction=\u201cleft\u201d animation_speed_curve=\u201cease-in\u201d link_option_url=\u201d\/wp-content\/uploads\/studien\/10_Movement_Analysis_ENG_summary.pdf\u201d link_option_url_new_window=\u201con\u201d text_font_size_tablet=\u201c50px\u201d text_font_size_phone=\u201c30px\u201d text_font_size_last_edited=\u201con|phone\u201d text_letter_spacing__hover_enabled=\u201con\u201d]<\/p>\n<p>o<\/p>\n<p>[\/et_pb_text][\/et_pb_column][et_pb_column type=\u201c3_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_text _builder_version=\u201c3.27.4\u201d text_font=\u201d||||||||\u201d text_text_color=\u201d#ffffff\u201d header_font=\u201d||||||||\u201d header_text_color=\u201d#ffffff\u201d header_2_font=\u201d||||||||\u201d header_3_font=\u201d|700|||||||\u201d header_3_text_color=\u201c#0972c3\u201d header_3_line_height=\u201c1.1em\u201d max_width_tablet=\u201d\u201d max_width_phone=\u201c100%\u201d max_width_last_edited=\u201con|phone\u201d custom_margin=\u201c3px||14px|-180px\u201d custom_margin_tablet=\u201d-15px||-20px|5px\u201d custom_margin_phone=\u201d-25px|0px|-18px|5px\u201d custom_margin_last_edited=\u201con|desktop\u201d custom_padding=\u201d||0px|0px\u201d custom_padding_tablet=\u201d\u201d custom_padding_phone=\u201d\u201d custom_padding_last_edited=\u201con|phone\u201d header_font_size_tablet=\u201d\u201d header_font_size_phone=\u201c30px\u201d header_font_size_last_edited=\u201con|phone\u201d header_3_font_size_tablet=\u201d\u201d header_3_font_size_phone=\u201c16px\u201d header_3_font_size_last_edited=\u201con|desktop\u201d]<\/p>\n<h3>10. Movement analysis in infancy may be useful for early diagnosis of autism<\/h3>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=\u201c3.25\u201d custom_padding=\u201c0|0px|0|0px|false|false\u201d][et_pb_column type=\u201c4_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_toggle title=\u201cSummary of the study\u201d open_toggle_text_color=\u201c#e09900\u201d open_toggle_background_color=\u201d#ffffff\u201d closed_toggle_text_color=\u201d#ffffff\u201d closed_toggle_background_color=\u201crgba(255,255,255,0.51)\u201d icon_color=\u201d#ffffff\u201d module_id=\u201cStudie10\u201d module_class=\u201ccustom_tog\u201d _builder_version=\u201c3.22.7\u201d title_text_color=\u201c#000000\u201d title_font=\u201d|700|||||||\u201d title_font_size=\u201c20px\u201d body_font=\u201d||||||||\u201d body_text_align=\u201cjustify\u201d body_text_color=\u201c#000000\u201d custom_padding_tablet=\u201d|||5px\u201d custom_padding_phone=\u201c10px|5px|10px|5px\u201d custom_padding_last_edited=\u201con|phone\u201d title_font_size_tablet=\u201c17px\u201d title_font_size_phone=\u201c13px\u201d title_font_size_last_edited=\u201con|tablet\u201d body_font_size_tablet=\u201d\u201d body_font_size_phone=\u201c14px\u201d body_font_size_last_edited=\u201con|phone\u201d body_line_height_tablet=\u201c1.4em\u201d body_line_height_phone=\u201c1.4em\u201d body_line_height_last_edited=\u201con|desktop\u201d border_color_all=\u201c#e89700\u201d icon_color__hover_enabled=\u201con\u201d]<\/p>\n<h5 style=\"text-align: left;\"><b>(<span class=\"caps\">PHILIP<\/span> <span class=\"caps\">TEITELBAUM<\/span>*, <span class=\"caps\">OSNAT<\/span> <span class=\"caps\">TEITELBAUM<\/span>*, <span class=\"caps\">JENNIFER<\/span> <span class=\"caps\">NYE<\/span>*, <span class=\"caps\">JOSHUA<\/span> <span class=\"caps\">FRYMAN<\/span>*, <span class=\"caps\">AND<\/span> <span class=\"caps\">RALPH<\/span> G. <span class=\"caps\">MAURER<\/span>)<\/b><\/h5>\n<p><u><b>Intro\u00adduc\u00adtion:<\/b><\/u><span> <\/span><\/p>\n<p style=\"text-align: justify;\"><span>The idea that move\u00adment disor\u00adders play a&nbsp;role in autism has been debated. For example Rimland has argued the majo\u00adrity of autistic indi\u00advi\u00adduals are rela\u00adtively unim\u00adpaired with regard to their gross motor skills capa\u00adbi\u00adli\u00adties and finger dexterity. Contrary autistic indi\u00advi\u00adduals can be found to be parti\u00adcu\u00adlarly coor\u00addi\u00adnated and dexte\u00adrous. This has been espe\u00adci\u00adally noted in autistic children who build tower blocks higher than normal adults and can climb to extreme heights without falling. Accor\u00adding to Rimland this dismisses the notion that autism is or involves a&nbsp;move\u00adment disorder.&nbsp;<\/span><\/p>\n<p style=\"text-align: justify;\"><span>However, Damasio, Maurer and Vilensky et al, found that autistic children aged between 3\u201310 walked more slowly with shorter steps than normal and walked like adults who suffered from Parkinson. In addi\u00adtion, Courchesne et al, found that certain areas of the cere\u00adbellar vermis are not fully deve\u00adloped in autistic children. This supports the view that move\u00adment disor\u00adders may play a&nbsp;role in autism.&nbsp;<\/span><\/p>\n<p style=\"text-align: justify;\"><span>The aim of the current study is to try to resolve the issue of whether move\u00adment disorder plays a&nbsp;role in autism or not. As move\u00adment disor\u00adders can be detected as early as the first few days after birth, a&nbsp;study inves\u00adti\u00adga\u00adting move\u00adment disor\u00adders in infancy may serve as an early indi\u00adcator for diagno\u00adsing autism in children.&nbsp;<\/span><\/p>\n<p><u><b>Method:<\/b><\/u><span> <\/span><\/p>\n<p style=\"text-align: justify;\"><span>Parents of children with autism (diagnosed via conven\u00adtional methods before age three) were asked to send in videos of their children when they were infants. 17 infants were compared in their patterns of lying, righting from their back to their stomach, sitting, craw\u00adling, stan\u00adding, and walking with 15 normal infants. Selected portions of these beha\u00adviors were trans\u00adferred to rewri\u00adteable soft\u00adware for still analysis. The normal infants were filmed by the rese\u00adar\u00adchers at a&nbsp;stage when each pattern was just beginning.&nbsp;<\/span><\/p>\n<p><u><b>Results:<\/b><\/u><span> <\/span><span style=\"font-size: 16px;\"> <\/span><\/p>\n<p><u>Lying:<\/u><span> <\/span><\/p>\n<p style=\"text-align: justify;\"><span>Lying is an active posture displayed by all newborn babies from the first few days of life. Constant digres\u00adsion from normal patterns of lying can indi\u00adcate abnor\u00adma\u00adli\u00adties asso\u00adciated with autism. For example, one of the children when lying on his stomach always had his right arm caught under his chest. This was persis\u00adtent through the first year of his life, causing him to fall to his right side when lying on his stomach, sitting, and even when he started to&nbsp;walk.<\/span><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/www.melodycenter.de\/wp-content\/uploads\/2019\/03\/10_1_Rueckenlage-214x300.jpg\" width=\"214\" height=\"300\" alt class=\"wp-image-6059 alignnone size-medium\" style=\"margin-left: auto; margin-right: auto;\" srcset=\"https:\/\/www.melodycenter.de\/wp-content\/uploads\/2019\/03\/10_1_Rueckenlage-214x300.jpg 214w, https:\/\/www.melodycenter.de\/wp-content\/uploads\/2019\/03\/10_1_Rueckenlage.jpg 401w\" sizes=\"(max-width: 214px) 100vw, 214px\"><\/p>\n<p style=\"text-align: center;\"><i>An autistic child, \u20183 months old, lacking the ability to rotate around the body midline during righting a), attempts to sit up by ventro\u00adflexing his body in the midline plane (b).<\/i><\/p>\n<p><u style=\"font-size: 16px;\"><\/u><\/p>\n<p style=\"text-align: left;\"><u style=\"font-size: 16px;\">Righting from spine to prone:<\/u><span style=\"font-size: 16px;\"> <\/span><\/p>\n<p style=\"text-align: justify;\"><span>This is the ability to roll over from your back to stomach. This move\u00adment typi\u00adcally begins at age 3&nbsp;months. The rese\u00adar\u00adchers of this study have found that in their expe\u00adri\u00adence impairm\u00adents in righting are common in autistic children. From the 17 videos of autistic children that were analysed for this study only 3&nbsp;of them had filmed the righting of autistic children. However the pattern of righting conveyed by these 3&nbsp;infants was diffe\u00adrent from form shown by normal children. This abnormal pattern of righting was noted in the autistic children from age 3&nbsp;months.<\/span><span style=\"font-size: 16px;\"> <\/span><\/p>\n<p style=\"text-align: center;\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/www.melodycenter.de\/wp-content\/uploads\/2019\/03\/10_2_Rotation-300x160.jpg\" width=\"300\" height=\"160\" alt class=\"wp-image-6070 alignnone size-medium\" style=\"font-size: 16px; margin-left: auto; margin-right: auto;\" srcset=\"https:\/\/www.melodycenter.de\/wp-content\/uploads\/2019\/03\/10_2_Rotation-300x160.jpg 300w, https:\/\/www.melodycenter.de\/wp-content\/uploads\/2019\/03\/10_2_Rotation.jpg 475w\" sizes=\"(max-width: 300px) 100vw, 300px\"><i><br>An autistic baby, 5&nbsp;months old, cannot right by rota\u00adtion. Instead, he arches the head and pelvis side\u00adways upward, moves the top leg forward, and topples over en bloc, without the sequen\u00adtial segmental rota\u00adtion in the righting move\u00adment charac\u00adte\u00adristic of normal children.<\/i><\/p>\n<p><u style=\"font-size: 14px;\">Sitting:<\/u><span style=\"font-size: 14px;\"> <\/span><u><\/u><\/p>\n<p><span>From about age 6&nbsp;months babies can sit in an upright posi\u00adtion. Typi\u00adcally, autistic children are unable to main\u00adtain a&nbsp;stable sitting posi\u00adtion. This study found that because an autistic child had an inabi\u00adlity to distri\u00adbute his\/her weight equally on both sides the child falls over when reaching for objects.&nbsp;<\/span><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/www.melodycenter.de\/wp-content\/uploads\/2019\/03\/10_3_Sitzen-300x268.jpg\" width=\"300\" height=\"268\" alt class=\"wp-image-6099 alignnone size-medium\" style=\"margin-left: auto; margin-right: auto;\" srcset=\"https:\/\/www.melodycenter.de\/wp-content\/uploads\/2019\/03\/10_3_Sitzen-300x268.jpg 300w, https:\/\/www.melodycenter.de\/wp-content\/uploads\/2019\/03\/10_3_Sitzen.jpg 693w\" sizes=\"(max-width: 300px) 100vw, 300px\"><\/p>\n<p style=\"text-align: center;\"><i>An autistic girl, 8.5 months old, shows no allied protec\u00adtive reflexes when falling (e.g., exten\u00adding the arms and hands out to protect herself from striking her head when falling toward the ground).<\/i><span> <\/span><\/p>\n<p style=\"text-align: justify;\"><span><u>Craw\u00adling on hands and&nbsp;knees:<\/u><\/span><\/p>\n<p style=\"text-align: justify;\">Most babies begin to crawl about the same time they begin to sit. There are diffe\u00adrent types of craw\u00adling inclu\u00adding cree\u00adping and craw\u00adling. This study examined craw\u00adling on hands and knees. When craw\u00adling forward on hands and knees, the arms and thighs move parallel to the midline axis of the body. That means that the arms stay shoulder width apart, and so do the thighs.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/www.melodycenter.de\/wp-content\/uploads\/2019\/03\/10_4_Krabbeln-1-300x203.jpg\" width=\"300\" height=\"203\" alt class=\"wp-image-6117 alignnone size-medium\" style=\"margin-left: auto; margin-right: auto;\" srcset=\"https:\/\/www.melodycenter.de\/wp-content\/uploads\/2019\/03\/10_4_Krabbeln-1-300x203.jpg 300w, https:\/\/www.melodycenter.de\/wp-content\/uploads\/2019\/03\/10_4_Krabbeln-1.jpg 480w\" sizes=\"(max-width: 300px) 100vw, 300px\"><\/p>\n<p style=\"text-align: center;\"><i>A normal baby, 6&nbsp;months old, shows good support in the arms and legs while craw\u00adling forward.<\/i><\/p>\n<p style=\"text-align: justify;\"><i><span>Some autistic children show digres\u00adsion from the normal patterns on craw\u00adling. One of the infants (3 months old) examined for this study supported himself on his fore\u00adarms rather than his hands. With this parti\u00adcular child one arm was crossed in front of the other meaning that his base of support on his arms are very narrow, ther\u00ade\u00adfore making the right arm weaker than the left. Reaching was done with the left arm as the right arm was caught under the body. At age 6&nbsp;months the child\u2019s arms had deve\u00adloped support so the kegs could be used for craw\u00adling. However, the child exhi\u00adbited a&nbsp;right side defi\u00adci\u00adency in the use of his legs for craw\u00adling; the left leg moved in the usual way, but the right leg did not move actively. This pattern was also noted in another autistic child in the videos.<\/span><\/i><\/p>\n<p><i><span><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/www.melodycenter.de\/wp-content\/uploads\/2019\/03\/10_5_Krabbeln-300x236.jpg\" width=\"300\" height=\"236\" alt class=\"wp-image-6125 alignnone size-medium\" style=\"margin-left: auto; margin-right: auto;\" srcset=\"https:\/\/www.melodycenter.de\/wp-content\/uploads\/2019\/03\/10_5_Krabbeln-300x236.jpg 300w, https:\/\/www.melodycenter.de\/wp-content\/uploads\/2019\/03\/10_5_Krabbeln.jpg 417w\" sizes=\"(max-width: 300px) 100vw, 300px\"><\/span><\/i><\/p>\n<p style=\"text-align: center;\"><i><span>An autistic baby, 5&nbsp;months old, is unable to support himself on his hands and is unable to bring his knees toward his chest to crawl forward, so he lifts his rump up while trying to crawl but cannot move forward from the spot.<br> <\/span><\/i><\/p>\n<p><u>Stan\u00adding:<\/u><span> <\/span><\/p>\n<p><span>Typical deve\u00adlo\u00adping infants begin to pull them self up to stand for a&nbsp;few minutes at about 8\u201310 months old. One autistic girl in the video about 8\u201310 months old was seen stan\u00adding in one place leaning against a&nbsp;piece of furni\u00adture for periods as long as 15 minutes. Such rela\u00adtive akinesia may signal abnormality.<\/span><\/p>\n<p><span><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/www.melodycenter.de\/wp-content\/uploads\/2019\/03\/10_6_Stehen-187x300.jpg\" width=\"187\" height=\"300\" alt class=\"wp-image-6136 alignnone size-medium\" style=\"margin-left: auto; margin-right: auto;\" srcset=\"https:\/\/www.melodycenter.de\/wp-content\/uploads\/2019\/03\/10_6_Stehen-187x300.jpg 187w, https:\/\/www.melodycenter.de\/wp-content\/uploads\/2019\/03\/10_6_Stehen.jpg 287w\" sizes=\"(max-width: 187px) 100vw, 187px\"><\/span><\/p>\n<p style=\"text-align: center;\"><i>Typical child stan\u00adding at 10 months: holds his arms up at shoulder level as he is just begin\u00adning to learn to&nbsp;walk.<\/i><\/p>\n<p style=\"text-align: justify;\"><i><u>Walking:<\/u><span> <\/span><\/i><\/p>\n<p><span>When a&nbsp;baby starts to walk, his walking pattern deve\u00adlops through fixed stages which is controlled by diffe\u00adrent segments of the leg, with more control from the hip and the pelvis. The thigh is the first to make active move\u00adments. There are three stages involved when a&nbsp;child begins to walk; waddling, inter\u00adme\u00addiate stage and final stage. These three stages can be observed in all children when they begin to walk. However, the amount of time children spend in each stage varies greatly from a&nbsp;few days to a&nbsp;few weeks. The walking pattern of autistic children differs from that of typical deve\u00adlo\u00adping children. For example in typical deve\u00adlo\u00adping children the arms and legs are symme\u00adtrical, in the autistic children these move\u00adments are asymmetrical.&nbsp;<\/span><\/p>\n<p><span>At the age of two or older the walking patterns of autistic children are delayed in compa\u00adrison to their typi\u00adcally deve\u00adlo\u00adping peers. At the age of five abnormal patterns of walking could still be noted in one of the children in the video. In typical deve\u00adlo\u00adping children the shift of weight usually occurs at the same time that the thigh and lower leg and the foot actively move forward. However, in the image of the autistic child this shift in weight occurred after the active move\u00adment forward of the thigh, lower leg and&nbsp;foot.&nbsp;<\/span><\/p>\n<p><span>The posi\u00adtion of the arm can serve as an important mile\u00adstone along the course of normal deve\u00adlo\u00adp\u00adment. For example, in a&nbsp;study conducted by Vilensky, Damasio, and Maurer, several autistic children (ages 3\u201310) exhi\u00adbited more infan\u00adtile posi\u00adtions of the arms while walking: the forearm often was held parallel to the ground, poin\u00adting forward.&nbsp;<\/span><\/p>\n<p><span>Arm and hand flap\u00adping can also be noted in autistic children. This can also be noted in typi\u00adcally deve\u00adlo\u00adping children but it disap\u00adpears after a&nbsp;few months. However, if this persists for a&nbsp;sustained period of time (2 years or more) the arm and hand flap\u00adping may be an indi\u00adca\u00adtion of autism.&nbsp;<\/span><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/www.melodycenter.de\/wp-content\/uploads\/2019\/03\/10_7_Laufen-300x259.jpg\" width=\"300\" height=\"259\" alt class=\"wp-image-6143 alignnone size-medium\" style=\"margin-left: auto; margin-right: auto;\" srcset=\"https:\/\/www.melodycenter.de\/wp-content\/uploads\/2019\/03\/10_7_Laufen-300x259.jpg 300w, https:\/\/www.melodycenter.de\/wp-content\/uploads\/2019\/03\/10_7_Laufen-400x347.jpg 400w, https:\/\/www.melodycenter.de\/wp-content\/uploads\/2019\/03\/10_7_Laufen.jpg 402w\" sizes=\"(max-width: 300px) 100vw, 300px\"><\/p>\n<p style=\"text-align: center;\"><i>(a) A&nbsp;5\u2011year-old autistic boy has a&nbsp;fully deve\u00adloped step gesture. All three segments of the leg move actively (see text), but his body weight does not shift at the same time, resul\u00adting in a&nbsp;form of goose-step. (b) The body weight only then is shifted so that the boy falls on to the outstret\u00adched leg at each step. This is a&nbsp;form of sequen\u00adcing rather than super\u00adim\u00adpo\u00adsi\u00adtion of one move\u00adment on the&nbsp;other.<\/i><\/p>\n<p style=\"text-align: left;\"><i><u><b>Discus\u00adsion:<\/b><\/u><span> <\/span><\/i><\/p>\n<p><span>Autism is usually diagnosed at age three when parti\u00adcular social skills fail to develop in children. However, social skills are not evident in the infancy stage, as the child largely relates to himself at this early stage. Although, the mother is usually aware during the early stages that some\u00adthing may be wrong, she cannot specify beha\u00adviors that are soci\u00adally rele\u00advant for a&nbsp;diagnosis to be provided. As rese\u00adarch has shown that almost all autistic children at later stages have move\u00adment abnor\u00adma\u00adli\u00adties, these rese\u00adar\u00adchers in this study reasoned that such move\u00adment abnor\u00adma\u00adli\u00adties will be evident from early infancy. The findings in this paper high\u00adlight the importance of detec\u00adting abnor\u00adma\u00adli\u00adties in an infant\u2019s move\u00adments from the early stages of life. If, as noted in this study and other studies, that children with move\u00adment abnor\u00adma\u00adli\u00adties go on to be diagnosed with autism, it may be crucial for the purpose of early inter\u00adven\u00adtion that abnor\u00adma\u00adli\u00adties in move\u00adment are considered as an important indi\u00adcator of autism. This study also noted that these abnor\u00adma\u00adli\u00adties were typi\u00adcally noted to occur on the right side of the body. An aware\u00adness of the abnormal move\u00adments as noted in this study should be of parti\u00adcular importance to paed\u00adia\u00adtri\u00adcians who can fail to detect these early signs of autism.&nbsp;<\/span><\/p>\n<p><b><a href=\"\/wp-content\/uploads\/studien\/10_Movement_Analysis_ENG_summary.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Down\u00adload the summary as <span class=\"caps\">PDF<\/span><br> <img loading=\"lazy\" decoding=\"async\" src=\"\/wp-content\/uploads\/2019\/03\/PDF_Symbol_small.png%20\" alt=\"PDF Download\" width=\"64\" height=\"79\"><\/a><\/b><\/p>\n<p><b>This study is a&nbsp;summary of the original paper<\/b><span> (Proc. Natl. Acad. Sci. <span class=\"caps\">USA<\/span> Vol. 95, pp. 13982\u201313987, November 1998, Psychology)<\/span><\/p>\n<p style=\"text-align: left;\"><a href=\"\/wp-content\/uploads\/studien\/10_Movement_Analysis_ENG_original.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Down\u00adload the original study as <span class=\"caps\">PDF<\/span><br> <img loading=\"lazy\" decoding=\"async\" src=\"\/wp-content\/uploads\/2019\/03\/PDF_Symbol_small.png%20\" alt=\"PDF Download\" width=\"64\" height=\"79\"><\/a><\/p>\n<p><b>Please note that every effort has been made to condense and provide a&nbsp;broad over\u00adview of this rese\u00adarch. However in order not to lose the key infor\u00adma\u00adtion some of the infor\u00adma\u00adtion in this summary has been copied directly form the original article. All credits of the summary whether directly worded or re-worded are solely given to the rese\u00adar\u00adchers. Please contact your <span class=\"caps\">ABA<\/span>\/<span class=\"caps\">VB<\/span> consul\u00adtant before imple\u00admen\u00adting any of the proce\u00addures conducted in this paper on your child.<\/b><span> <\/span><\/p>\n<p><b>We received permis\u00adsion to summa\u00adrize, to post and to trans\u00adlate this study from <span class=\"caps\">PNF<\/span>.<\/b><span> <\/span><\/p>\n<p><b>Copy\u00adright: <span class=\"caps\">PNAS<\/span> permis\u00adsions 200826<\/b><span> <\/span><\/p>\n<p><span>For the summary great thanks to: Miss Geor\u00adgiana Eliza\u00adbeth Barzey.&nbsp;<\/span><\/p>\n<p style=\"text-align: left;\"><i><span>Respon\u00adsible for the trans\u00adla\u00adtion: Silke Johnson <\/span><\/i><span style=\"font-size: 16px;\"> <\/span><\/p>\n<hr>\n<p><\/p>\n<p><\/p>\n<p><\/p>\n<p>[\/et_pb_toggle][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=\u201c1\u201d admin_label=\u201cStudie 7\u201d _builder_version=\u201c3.22.3\u201d background_color=\u201c#0c71c3\u201d custom_padding=\u201c35px|0px|0|0px|false|false\u201d collapsed=\u201con\u201d][et_pb_row column_structure=\u201c1_4,3_4\u201d custom_padding_last_edited=\u201con|phone\u201d module_id=\u201cearlydiagnosis\u201d _builder_version=\u201c3.26.1\u201d background_color=\u201c#f0b800\u201d custom_margin=\u201c0px||\u201d custom_margin_tablet=\u201d\u201d custom_margin_phone=\u201c0px||\u201d custom_margin_last_edited=\u201con|desktop\u201d custom_padding=\u201c15px|0px|13px|0|false|false\u201d custom_padding_tablet=\u201c10px||10px|\u201d custom_padding_phone=\u201c2px|||\u201d][et_pb_column type=\u201c1_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_text _builder_version=\u201c3.27.4\u201d text_font=\u201cIcons||||||||\u201d text_text_color=\u201d#ffffff\u201d text_font_size=\u201c70px\u201d header_font=\u201d||||||||\u201d max_width=\u201c30%\u201d max_width_tablet=\u201d\u201d max_width_phone=\u201c10%\u201d max_width_last_edited=\u201con|desktop\u201d custom_margin=\u201d||0px|8px\u201d custom_margin_tablet=\u201d||-1px|3px\u201d custom_margin_phone=\u201d||0px|3px\u201d custom_margin_last_edited=\u201con|tablet\u201d custom_padding=\u201d|||\u201d animation_style=\u201cbounce\u201d animation_direction=\u201cleft\u201d animation_speed_curve=\u201cease-in\u201d link_option_url=\u201d\/wp-content\/uploads\/studien\/11_Early_Diagnosis_ENG.pdf\u201d link_option_url_new_window=\u201con\u201d text_font_size_tablet=\u201c50px\u201d text_font_size_phone=\u201c30px\u201d text_font_size_last_edited=\u201con|phone\u201d text_letter_spacing__hover_enabled=\u201con\u201d]<\/p>\n<p>o<\/p>\n<p>[\/et_pb_text][\/et_pb_column][et_pb_column type=\u201c3_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_text _builder_version=\u201c3.27.4\u201d text_font=\u201d||||||||\u201d text_text_color=\u201d#ffffff\u201d header_font=\u201d||||||||\u201d header_text_color=\u201d#ffffff\u201d header_2_font=\u201d||||||||\u201d header_3_font=\u201d|700|||||||\u201d header_3_text_color=\u201c#0972c3\u201d header_3_line_height=\u201c1.1em\u201d max_width_tablet=\u201d\u201d max_width_phone=\u201c100%\u201d max_width_last_edited=\u201con|phone\u201d custom_margin=\u201d-5px|||-180px\u201d custom_margin_tablet=\u201d-15px||-20px|5px\u201d custom_margin_phone=\u201d-25px|0px|-18px|5px\u201d custom_margin_last_edited=\u201con|desktop\u201d custom_padding=\u201c11px||0px|0px\u201d custom_padding_tablet=\u201d\u201d custom_padding_phone=\u201d\u201d custom_padding_last_edited=\u201con|phone\u201d header_font_size_tablet=\u201d\u201d header_font_size_phone=\u201c30px\u201d header_font_size_last_edited=\u201con|phone\u201d header_3_font_size_tablet=\u201d\u201d header_3_font_size_phone=\u201c16px\u201d header_3_font_size_last_edited=\u201con|desktop\u201d]<\/p>\n<h3>11. Study about Early Diagnosis<\/h3>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=\u201c3.25\u201d custom_padding=\u201c0|0px|0|0px|false|false\u201d][et_pb_column type=\u201c4_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_toggle title=\u201cSummary of the study\u201d open_toggle_text_color=\u201c#e09900\u201d open_toggle_background_color=\u201d#ffffff\u201d closed_toggle_text_color=\u201d#ffffff\u201d closed_toggle_background_color=\u201crgba(255,255,255,0.51)\u201d icon_color=\u201d#ffffff\u201d module_id=\u201cStudie11\u201d module_class=\u201ccustom_tog\u201d _builder_version=\u201c3.22.7\u201d title_text_color=\u201c#000000\u201d title_font=\u201d|700|||||||\u201d title_font_size=\u201c20px\u201d body_font=\u201d||||||||\u201d body_text_align=\u201cjustify\u201d body_text_color=\u201c#000000\u201d custom_padding_tablet=\u201d|||5px\u201d custom_padding_phone=\u201c10px|5px|10px|5px\u201d custom_padding_last_edited=\u201con|phone\u201d title_font_size_tablet=\u201c17px\u201d title_font_size_phone=\u201c13px\u201d title_font_size_last_edited=\u201con|tablet\u201d body_font_size_tablet=\u201d\u201d body_font_size_phone=\u201c14px\u201d body_font_size_last_edited=\u201con|phone\u201d body_line_height_tablet=\u201c1.4em\u201d body_line_height_phone=\u201c1.4em\u201d body_line_height_last_edited=\u201con|desktop\u201d border_color_all=\u201c#e89700\u201d icon_color__hover_enabled=\u201con\u201d]<\/p>\n<h5 style=\"text-align: left;\"><b>Half of children with autism can be accurately diagnosed at close to one year of age, new study&nbsp;shows<\/b><\/h5>\n<p><b>In a&nbsp;study published in the Archives of General Psych\u00adiatry, rese\u00adar\u00adchers from the Kennedy Krieger Insti\u00adtute in Balti\u00admore, Mary\u00adland found that autism can be diagnosed at close to one year of age, which is the earliest the disorder has ever been diagnosed. This is the earliest time this disorder has ever been diagnosed. The study, which evaluated social and commu\u00adni\u00adca\u00adtion deve\u00adlo\u00adp\u00adment in autism spec\u00adtrum disor\u00adders (<span class=\"caps\">ASD<\/span>) from 14 to 36 months of age, reve\u00adaled that appro\u00adxi\u00adm\u00adately half of all children with autism can be diagnosed around the first birthday. The remai\u00adning half will be diagnosed later, and their deve\u00adlo\u00adp\u00adment may unfold very differ\u00adently than children whose <span class=\"caps\">ASD<\/span> is diagnosable around the first birthday. Early diagnosis of the disorder allows for early inter\u00adven\u00adtion, which can make a&nbsp;major diffe\u00adrence in helping children with autism reach their full poten\u00adtial.<span> <\/span><\/b><span><\/span><\/p>\n<p><span>Rese\u00adar\u00adchers examined social and commu\u00adni\u00adca\u00adtion deve\u00adlo\u00adp\u00adment in infants at high and low risk for <span class=\"caps\">ASD<\/span>. Starting at 14 months of age and ending at 30 or 36 months (a small mino\u00adrity of the children exited the study at 30 months). Half of the children with a&nbsp;final diagnosis of <span class=\"caps\">ASD<\/span> made at 30 or 36 months of age had been diagnosed with the disorder at 14 months, and the other half were diagnosed after 14 months. Through repeated obser\u00adva\u00adtion and the use of stan\u00addar\u00addized tests of deve\u00adlo\u00adp\u00adment, rese\u00adar\u00adchers iden\u00adti\u00adfied, for the first time, disrup\u00adtions in social, commu\u00adni\u00adca\u00adtion and play deve\u00adlo\u00adp\u00adment that were indi\u00adca\u00adtive of <span class=\"caps\">ASD<\/span> in 14-month olds. Multiple signs indi\u00adca\u00adting these deve\u00adlo\u00adp\u00admental disrup\u00adtions appear simul\u00adta\u00adneously in children with the disorder.&nbsp;<\/span><\/p>\n<p><span>Dr. Rebecca Landa, lead study author and director of Kennedy Krie\u00adger\u2019s Center for Autism and Related Disor\u00adders, and her colle\u00adagues iden\u00adti\u00adfied the follo\u00adwing signs of deve\u00adlo\u00adp\u00admental disrup\u00adtions for which parents and pedia\u00adtri\u00adcians should be watching:&nbsp;<\/span><\/p>\n<p><span>Abnor\u00adma\u00adli\u00adties in initia\u00adting commu\u00adni\u00adca\u00adtion with others: Rather than reques\u00adting help to open a&nbsp;jar of bubbles through gestures and voca\u00adliza\u00adtions paired with eye contact, a&nbsp;child with <span class=\"caps\">ASD<\/span> may struggle to open it them\u00adselves or fuss, often without looking at the nearby person.&nbsp;<\/span><\/p>\n<p><span>Compro\u00admised ability to initiate and respond to oppor\u00adtu\u00adni\u00adties to share expe\u00adri\u00adences with others: Children with <span class=\"caps\">ASD<\/span> infre\u00adquently monitor other peop\u00adle\u2019s focus of atten\u00adtion. Ther\u00ade\u00adfore, a&nbsp;child with <span class=\"caps\">ASD<\/span> will miss cues that are important for shared enga\u00adge\u00adment with others, and miss oppor\u00adtu\u00adni\u00adties for lear\u00adning as well as for initia\u00adting commu\u00adni\u00adca\u00adtion about a&nbsp;shared topic of inte\u00adrest. For example, if a&nbsp;parent looks at a&nbsp;stuffed animal across the room, the child with <span class=\"caps\">ASD<\/span> often does not follow the gaze and also look at the stuffed animal. Nor does this child often initiate commu\u00adni\u00adca\u00adtion with others. In contrast, children with typical deve\u00adlo\u00adp\u00adment would observe the parent\u2019s shift in gaze, look at the same object, and share in an exch\u00adange with the parent about the object of mutual focus. During enga\u00adge\u00adment, children have many prolonged oppor\u00adtu\u00adni\u00adties to learn new words and new ways to play with toys while having an emotio\u00adnally satis\u00adfying expe\u00adri\u00adence with their parent.&nbsp;<\/span><\/p>\n<p><span>Irre\u00adgu\u00adla\u00adri\u00adties when playing with toys: Instead of using a&nbsp;toy as it is meant to be used, such as picking up a&nbsp;toy fork and preten\u00adding to eat with it, children with <span class=\"caps\">ASD<\/span> may repea\u00adtedly pick the fork up and drop it down, tap it on the table, or perform another unusual act with the&nbsp;toy.&nbsp;<\/span><\/p>\n<p><span>Signi\u00adfi\u00adcantly reduced variety of sounds, words and gestures used to commu\u00adni\u00adcate: Compared to typi\u00adcally deve\u00adlo\u00adping children, children with <span class=\"caps\">ASD<\/span> have a&nbsp;much smaller inven\u00adtory of sounds, words and gestures that they use to commu\u00adni\u00adcate with others.&nbsp;<\/span><\/p>\n<p><span><span class=\"dquo\">\u201c<\/span>For a&nbsp;toddler with autism, only a&nbsp;limited set of circum\u00ads\u00adtances \u2014 like when they see a&nbsp;favo\u00adrite toy, or when they are tossed in the air \u2014 will lead to flee\u00adting social enga\u00adge\u00adment,\u201d said Landa. \u201cThe fact that we can iden\u00adtify this at such a&nbsp;young age is extre\u00admely exci\u00adting, because it gives us an oppor\u00adtu\u00adnity to diagnose children with <span class=\"caps\">ASD<\/span> very early on when inter\u00adven\u00adtion may have a&nbsp;great impact on development.\u201d&nbsp;<\/span><\/p>\n<p><span>The current study reveals that autism often involves a&nbsp;progres\u00adsion, with the disorder clai\u00adming or presen\u00adting itself between 14 and 24 months of age. Some children with only mild delays at 14 months of age could go on to be diagnosed with <span class=\"caps\">ASD<\/span>. Landa and her colle\u00adagues observed distinct diffe\u00adrences in the deve\u00adlo\u00adp\u00admental paths, or trajec\u00adto\u00adries, of children with early versus later diagnosis of <span class=\"caps\">ASD<\/span>. While some children deve\u00adloped very slowly and displayed social and commu\u00adni\u00adca\u00adtion abnor\u00adma\u00adli\u00adties asso\u00adciated with <span class=\"caps\">ASD<\/span> at 14 months of age, others showed only mild delays with a&nbsp;gradual onset of autism symptoms, culmi\u00adna\u00adting in the diagnosis of <span class=\"caps\">ASD<\/span> by 36 months.&nbsp;<\/span><\/p>\n<p><span>If parents suspect some\u00adthing is wrong with their child\u2019s deve\u00adlo\u00adp\u00adment, or that their child is losing skills during their first few years of life, they should talk to their pedia\u00adtri\u00adcian or another deve\u00adlo\u00adp\u00admental expert. This and other autism studies suggest that the \u201cwait and see\u201d method, which is often recom\u00admended to concerned parents, could lead to missed oppor\u00adtu\u00adni\u00adties for early inter\u00adven\u00adtion during this time period.&nbsp;<\/span><\/p>\n<p><span><span class=\"dquo\">\u201c<\/span>What\u2019s most exci\u00adting about these important advance\u00adments in autism diagnosis is that ongoing inter\u00adven\u00adtion rese\u00adarch leads us to believe it is most effec\u00adtive and least costly when provided to younger children,\u201d said Dr. Gary Gold\u00adstein, Presi\u00addent and <span class=\"caps\">CEO<\/span> of the Kennedy Krieger Insti\u00adtute. \u201cWhen a&nbsp;child goes undia\u00adgnosed until five or six years old, there is a&nbsp;tremen\u00addous loss of poten\u00adtial for inter\u00adven\u00adtion that can make a&nbsp;marked diffe\u00adrence in that child\u2019s outcome.\u201d&nbsp;<\/span><\/p>\n<p><span>While there are curr\u00adently no stan\u00addar\u00addized, published criteria for diagno\u00adsing children with autism at or around one year of age, Landa\u2019s goal is to develop these criteria based on this and other autism studies curr\u00adently underway at the Kennedy Krieger Insti\u00adtute. Landa and her colle\u00adagues at the Insti\u00adtute plan on releasing preli\u00admi\u00adnary diagno\u00adstic criteria for very young children with autism in an upco\u00adming report.&nbsp;<\/span><\/p>\n<p><span>Parti\u00adci\u00adpants in the current study included infants at high risk for <span class=\"caps\">ASD<\/span> (siblings of children with autism, n=107) and low risk for <span class=\"caps\">ASD<\/span> (no family history of autism, n=18). Stan\u00addar\u00addized tests of deve\u00adlo\u00adp\u00adment and play-based assess\u00adment tools were used to evaluate social inter\u00adac\u00adtion, commu\u00adni\u00adca\u00adtion and play beha\u00adviors in both groups at 14, 18 and 24 months of age. Rese\u00adar\u00adchers assi\u00adgned diagno\u00adstic impres\u00adsions at every age, indi\u00adca\u00adting whether there were clini\u00adcally signi\u00adfi\u00adcant signs of delay or impair\u00adment. After their last evalua\u00adtion at 30 or 36 months, each parti\u00adci\u00adpant was then given a&nbsp;final diagno\u00adstic clas\u00adsi\u00adfi\u00adca\u00adtion of <span class=\"caps\">ASD<\/span>, non-ASD impair\u00adment, or no impair\u00adment. The <span class=\"caps\">ASD<\/span> group was further divided into an Early <span class=\"caps\">ASD<\/span> diagnosis group and a&nbsp;Later <span class=\"caps\">ASD<\/span> diagnosis group based on whether they were given a&nbsp;diagnosis of <span class=\"caps\">ASD<\/span> at 14 or 24 months.&nbsp;<\/span><\/p>\n<p><b><u>About Autism :<\/u><\/b><span> <\/span><\/p>\n<p><span>Autism spec\u00adtrum disor\u00adders (<span class=\"caps\">ASD<\/span>) is the nati\u00adon\u2019s fastest growing deve\u00adlo\u00adp\u00admental disorder, with current inci\u00addence rates esti\u00admated at 1&nbsp;in 150 children. This year more children will be diagnosed with autism than <span class=\"caps\">AIDS<\/span>, diabetes and cancer combined. Yet profound gaps remain in our under\u00adstan\u00adding of both the causes and cures of the disorder. Continued rese\u00adarch and educa\u00adtion about deve\u00adlo\u00adp\u00admental disrup\u00adtions in indi\u00advi\u00adduals with <span class=\"caps\">ASD<\/span> is crucial, as early detec\u00adtion and inter\u00adven\u00adtion can lead to improved outcomes in indi\u00advi\u00adduals with&nbsp;<span class=\"caps\">ASD<\/span>.<\/span><\/p>\n<p><span><b>Source: Kennedy Krieger Institute<\/b><\/span><\/p>\n<p><i>Great thanks for the permis\u00adsion to post and trans\u00adlate to: Dr. Rebecca Lang, Kennedy Krieger Institute&nbsp;.&nbsp;<\/i><\/p>\n<p><a href=\"\/wp-content\/uploads\/studien\/11_Early_Diagnosis_ENG.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Down\u00adload summary of the study as <span class=\"caps\">PDF<\/span><br> <img loading=\"lazy\" decoding=\"async\" src=\"\/wp-content\/uploads\/2019\/03\/PDF_Symbol_small.png%20\" alt=\"PDF Download\" width=\"64\" height=\"79\"><\/a><\/p>\n<p style=\"text-align: left;\">Respon\u00adsible for the trans\u00adla\u00adtion: Silke Johnson<\/p>\n<hr>\n<p>[\/et_pb_toggle][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=\u201c1\u201d admin_label=\u201cStudie 7\u201d _builder_version=\u201c3.22.3\u201d background_color=\u201c#0c71c3\u201d custom_padding=\u201c35px|0px|0|0px|false|false\u201d collapsed=\u201con\u201d][et_pb_row column_structure=\u201c1_4,3_4\u201d custom_padding_last_edited=\u201con|phone\u201d _builder_version=\u201c3.25\u201d background_color=\u201c#f0b800\u201d custom_margin=\u201c0px||\u201d custom_margin_tablet=\u201d\u201d custom_margin_phone=\u201c0px||\u201d custom_margin_last_edited=\u201con|desktop\u201d custom_padding=\u201c15px|0px|13px|0|false|false\u201d custom_padding_tablet=\u201c10px||10px|\u201d custom_padding_phone=\u201c2px|||\u201d][et_pb_column type=\u201c1_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_text _builder_version=\u201c3.27.4\u201d text_font=\u201cIcons||||||||\u201d text_text_color=\u201d#ffffff\u201d text_font_size=\u201c70px\u201d header_font=\u201d||||||||\u201d max_width=\u201c30%\u201d max_width_tablet=\u201d\u201d max_width_phone=\u201c10%\u201d max_width_last_edited=\u201con|desktop\u201d custom_margin=\u201d||0px|8px\u201d custom_margin_tablet=\u201d||-1px|3px\u201d custom_margin_phone=\u201d||0px|3px\u201d custom_margin_last_edited=\u201con|tablet\u201d custom_padding=\u201d|||\u201d animation_style=\u201cbounce\u201d animation_direction=\u201cleft\u201d animation_speed_curve=\u201cease-in\u201d link_option_url=\u201d\/wp-content\/uploads\/studien\/12_Comparison_DTT_AVB_ENG.pdf\u201d link_option_url_new_window=\u201con\u201d text_font_size_tablet=\u201c50px\u201d text_font_size_phone=\u201c30px\u201d text_font_size_last_edited=\u201con|phone\u201d text_letter_spacing__hover_enabled=\u201con\u201d]<\/p>\n<p>o<\/p>\n<p>[\/et_pb_text][\/et_pb_column][et_pb_column type=\u201c3_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_text _builder_version=\u201c3.27.4\u201d text_font=\u201d||||||||\u201d text_text_color=\u201d#ffffff\u201d header_font=\u201d||||||||\u201d header_text_color=\u201d#ffffff\u201d header_2_font=\u201d||||||||\u201d header_3_font=\u201d|700|||||||\u201d header_3_text_color=\u201c#0972c3\u201d header_3_line_height=\u201c1.1em\u201d max_width_tablet=\u201d\u201d max_width_phone=\u201c100%\u201d max_width_last_edited=\u201con|phone\u201d custom_margin=\u201d-5px|||-180px\u201d custom_margin_tablet=\u201d-15px||-20px|5px\u201d custom_margin_phone=\u201d-25px|0px|-18px|5px\u201d custom_margin_last_edited=\u201con|desktop\u201d custom_padding=\u201c11px||0px|0px\u201d custom_padding_tablet=\u201d\u201d custom_padding_phone=\u201d\u201d custom_padding_last_edited=\u201con|phone\u201d header_font_size_tablet=\u201d\u201d header_font_size_phone=\u201c30px\u201d header_font_size_last_edited=\u201con|phone\u201d header_3_font_size_tablet=\u201d\u201d header_3_font_size_phone=\u201c16px\u201d header_3_font_size_last_edited=\u201con|desktop\u201d]<\/p>\n<h3>12. A&nbsp;distinction between two behavior analytic approaches<\/h3>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=\u201c3.25\u201d custom_padding=\u201c0|0px|0|0px|false|false\u201d][et_pb_column type=\u201c4_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_toggle title=\u201cSummary of the study\u201d open_toggle_text_color=\u201c#e09900\u201d open_toggle_background_color=\u201d#ffffff\u201d closed_toggle_text_color=\u201d#ffffff\u201d closed_toggle_background_color=\u201crgba(255,255,255,0.51)\u201d icon_color=\u201d#ffffff\u201d module_id=\u201cStudie12\u201d module_class=\u201ccustom_tog\u201d _builder_version=\u201c3.22.7\u201d title_text_color=\u201c#000000\u201d title_font=\u201d|700|||||||\u201d title_font_size=\u201c20px\u201d body_font=\u201d||||||||\u201d body_text_align=\u201cjustify\u201d body_text_color=\u201c#000000\u201d custom_padding_tablet=\u201d|||5px\u201d custom_padding_phone=\u201c10px|5px|10px|5px\u201d custom_padding_last_edited=\u201con|phone\u201d title_font_size_tablet=\u201c17px\u201d title_font_size_phone=\u201c13px\u201d title_font_size_last_edited=\u201con|tablet\u201d body_font_size_tablet=\u201d\u201d body_font_size_phone=\u201c14px\u201d body_font_size_last_edited=\u201con|phone\u201d body_line_height_tablet=\u201c1.4em\u201d body_line_height_phone=\u201c1.4em\u201d body_line_height_last_edited=\u201con|desktop\u201d border_color_all=\u201c#e89700\u201d icon_color__hover_enabled=\u201con\u201d]<\/p>\n<h5 style=\"text-align: left;\"><b>A summarization of the study&nbsp;<span class=\"caps\">BAT<\/span>:<\/b><\/h5>\n<p><b>Beha\u00advi\u00adoral Inter\u00adven\u00adtion for Autism: A&nbsp;distinc\u00adtion between two beha\u00advior analytic approa\u00adches<br> <span>(Kelly Kates-McEl\u00adrath and Saul Axelrod \u2014 Temple University)&nbsp;<\/span><\/b><\/p>\n<p><b> <\/b><\/p>\n<p><b><\/b><\/p>\n<p style=\"text-align: left;\"><i style=\"font-size: 16px;\"><b><u>Purpose of the Article:<\/u><\/b><span> <\/span><\/i><\/p>\n<p><span>Applied Beha\u00advior Analysis (<span class=\"caps\">ABA<\/span>) has come to be accepted as the treat\u00adment of choice for children with autism by profes\u00adsio\u00adnals and parents alike (Schreibman, 1997). With this accep\u00adtance comes an incre\u00adasing deman\u00adding for programs that employ the <span class=\"caps\">ABA<\/span> metho\u00addo\u00adlogy to be imple\u00admented for pre-school and school-aged children diagnosed with <span class=\"caps\">ASD<\/span> in school settings. Ther\u00ade\u00adfore, it is vital for school personnel to under\u00adstand the distinc\u00adtion between diffe\u00adrent types of programs that fall under the umbrella of <span class=\"caps\">ABA<\/span> and what is implied when parents request discrete trial or applied verbal beha\u00advior programs.&nbsp;<\/span><\/p>\n<p><span>Gresham, Beebe-Fran\u00adken\u00adberger and MacMillan (1999) evaluated a&nbsp;number of programs beha\u00advi\u00adoral and educa\u00adtional treat\u00adment programs for children with autism. These included, the <span class=\"caps\">UCLA<\/span> Young Autism Project (<span class=\"caps\">YAP<\/span>), based on the work by O. Ivar Lovaas (1987); Treat\u00adment and Educa\u00adtion of Autistic and Related Commu\u00adni\u00adca\u00adtion Handi\u00adcapped Children (Project <span class=\"caps\">TEACCH<\/span>), based on the work of Scho\u00adpler and Reichler (1971); and Lear\u00adning Expe\u00adri\u00adences Alter\u00adna\u00adtive Program (<span class=\"caps\">LEAP<\/span>), based on the work of Strain and others (1977). Since this evalua\u00adtion, other program that are beha\u00advi\u00adoral analy\u00adtical in nature have been employed. These include Pivotal Response Trai\u00adning (<span class=\"caps\">PRT<\/span>) (Koegel, Koegel, <span class=\"amp\">&amp;<\/span>&nbsp;Carter, 1999) and Applied Verbal Beha\u00advior (<span class=\"caps\">AVB<\/span>) (Sund\u00adberg <span class=\"amp\">&amp;<\/span>&nbsp;Michael, 2001).&nbsp;<\/span><\/p>\n<p><span>Due to the number of inter\u00adven\u00adtion programs under the umbrella of <span class=\"caps\">ABA<\/span>, the purpose of this paper is to distin\u00adguish between two popular approa\u00adches curr\u00adently provided for early inter\u00adven\u00adtion and school-aged children in home- and school-based settings: Lovaas\u2019 Young Autism Project (<span class=\"caps\">YAP<\/span>), more commonly referred to as Discrete Trial Instruc\u00adtion (<span class=\"caps\">DTI<\/span>) or Discrete Trial Teaching (<span class=\"caps\">DTT<\/span>), and B.F. Skinner\u2019s Analysis of Verbal Beha\u00advior, more commonly referred to as Applied Verbal Beha\u00advior (<span class=\"caps\">AVB<\/span> or simply <span class=\"caps\">VB<\/span>). This paper refers to <span class=\"caps\">DTT<\/span> as&nbsp;<span class=\"caps\">DTI<\/span>.&nbsp;<\/span><\/p>\n<p><b><u>Back\u00adground and results from Lovaas:<\/u><\/b><span> <\/span><\/p>\n<p><span>All parti\u00adci\u00adpants in the original Lovaas study (1987) had a&nbsp;diagnosis of autism and a&nbsp;chro\u00adno\u00adlo\u00adgical age of less than 40 months if non-verbal, and less than 46 months if presented with echo\u00adlalia. The expe\u00adri\u00admental group (n=19) received inten\u00adsive one-to-one treat\u00adment for more than 40 hours per week for two years, whereas Control Group 1 (n=19) received minimal one-to-one treat\u00adment, charac\u00adte\u00adrized by 10 hours or less, also for two years. Parti\u00adci\u00adpants were assi\u00adgned to one of these two groups based on the number of available staff and the distance parti\u00adci\u00adpants lived from <span class=\"caps\">UCLA<\/span>. An addi\u00adtional control group (Control Group 2) was comprised of 21 parti\u00adci\u00adpants selected from those parti\u00adci\u00adpa\u00adting in a&nbsp;previous study by Freeman, Ritvo, Need\u00adleman, <span class=\"amp\">&amp;<\/span>&nbsp;Yokota (1985). Data from this control group helped to control for biased parti\u00adci\u00adpant selec\u00adtion. Parti\u00adci\u00adpants were treated like Control Group 1&nbsp;subjects but were not treated by the <span class=\"caps\">DTI<\/span> team. The goal of this project was to maxi\u00admize treat\u00adment gains by provi\u00adding the inter\u00adven\u00adtion for most of the parti\u00adci\u00adpants\u2019 waking hours. Results showed 47% of the parti\u00adci\u00adpants in the expe\u00adri\u00admental treat\u00adment group achieved normal intellec\u00adtual func\u00adtio\u00adning as defined by normal-range <span class=\"caps\">IQ<\/span> scores and successful perfor\u00admance in first grade in a&nbsp;public school setting (Lovaas, 1987).&nbsp;<\/span><\/p>\n<p><span><span class=\"caps\">DTI<\/span>, as imple\u00admented in the original Lovaas study (1987), is a&nbsp;specia\u00adlized form of instruc\u00adtion that breaks down tasks\/instructions into smaller teachable units. This consists of a&nbsp;cue (<span class=\"caps\">SD<\/span>), prompt, student response, and a&nbsp;conse\u00adquence (i.e., rein\u00adforce\u00adment or feed\u00adback in the form of error correc\u00adtion). Gresham et al. (1999) define the core charac\u00adte\u00adristics of <span class=\"caps\">DTI<\/span> as a&nbsp;Discri\u00admi\u00adna\u00adtive Stimulus (<span class=\"caps\">SD<\/span>)-response-consequence type of instruc\u00adtional deli\u00advery that includes discri\u00admi\u00adna\u00adtion trai\u00adning and compli\u00adance with instruc\u00adtional commands (e.g., \u201cStand up\u201d and \u201cTouch your&nbsp;nose\u201d).&nbsp;<\/span><\/p>\n<p style=\"text-align: left;\"><b><u>Back\u00adground to the <span class=\"caps\">AVB<\/span> Approach:<\/u><\/b><span> <\/span><\/p>\n<p><span>The <span class=\"caps\">AVB<\/span> approach to teaching children with autism incor\u00adpo\u00adrates discrete trial instruc\u00adtion; however, for language acqui\u00adsi\u00adtion it relies on B.F. Skinner\u2019s clas\u00adsi\u00adfi\u00adca\u00adtion of language with initial emphasis on teaching expres\u00adsive language with manding (Carbone, 2003; Carbone, 2004; Sund\u00adberg <span class=\"amp\">&amp;<\/span>&nbsp;Partington, 1998). Although this approach has not been promoted by profes\u00adsio\u00adnals as an educa\u00adtional treat\u00adment package or method, consu\u00admers of this approach have taken it as&nbsp;such.&nbsp;<\/span><\/p>\n<p><span>This approach empha\u00adsizes the formal and func\u00adtional proper\u00adties of language and distin\u00adgu\u00adishes between several diffe\u00adrent types of func\u00adtional control (Sund\u00adberg, 2003). Skinner defined the mand as a&nbsp;type of verbal rela\u00adtion whose response form is controlled by a&nbsp;moti\u00adva\u00adtional variable, termed estab\u00adli\u00adshing opera\u00adtion (<span class=\"caps\">EO<\/span>) (i.e. satia\u00adtion, depri\u00adva\u00adtion, and aver\u00adsive stimu\u00adla\u00adtion), or more recently termed, moti\u00adva\u00adtional opera\u00adtion (<span class=\"caps\">MO<\/span>) (Laraway, Snycerski, Michael, <span class=\"amp\">&amp;<\/span>&nbsp;Poling, 2003). The mand is a&nbsp;type of verbal beha\u00advior where the speaker asks for what he or she wants, resul\u00adting in specific rein\u00adforce\u00adment (i.e., access to a&nbsp;desired item specific to the request) (Sund\u00adberg, 2003). Other verbal rela\u00adtions proposed by Skinner are tacts (label\u00adling items in the envi\u00adron\u00adments), echoic (repea\u00adting what is said), intra\u00adverbal (respon\u00adding to a&nbsp;verbal stimulus), textual (reading) tran\u00adscrip\u00adtive (writing). <\/span><\/p>\n<p><span>Advo\u00adcates of the <span class=\"caps\">AVB<\/span> approach credit Lovaas and colle\u00adagues for their contri\u00adbu\u00adtion and advance\u00adment to the field of <span class=\"caps\">ABA<\/span> in autism treat\u00adment but criti\u00adcize their work for failing to imple\u00adment the concepts and prin\u00adci\u00adples provided by Skinner in his book Verbal Beha\u00advior (1957). Parti\u00adcu\u00adlarly, Lovaas and colle\u00adagues\u2019 failure to make use of early mand trai\u00adning and transfer control proce\u00addures to teach across all the verbal operants.&nbsp;<\/span><\/p>\n<p style=\"text-align: left;\"><b><u>Diffe\u00adrences in the Curri\u00adculum <span class=\"caps\">DTI<\/span> and <span class=\"caps\">AVB<\/span> approa\u00adches:<\/u><\/b><span> <\/span><\/p>\n<p><span>The curri\u00adculum scope and sequence for <span class=\"caps\">DTI<\/span> programs is derived from resources such as Teaching Deve\u00adlo\u00adp\u00admen\u00adtally Disabled Children, The Me Book (Lovaas et al., 1981), Beha\u00advi\u00adoral Inter\u00adven\u00adtion for Young Children with Autism (Maurice, Green, <span class=\"amp\">&amp;<\/span>&nbsp;Luce, 1996), A&nbsp;Work in Progress (Leaf <span class=\"amp\">&amp;<\/span>&nbsp;McEa\u00adchin, 1999), and more recently, Teaching Indi\u00advi\u00adduals with Deve\u00adlo\u00adp\u00admental Delays, Basic Inter\u00adven\u00adtion Tech\u00adni\u00adques (Lovaas, 2003). Conside\u00adring, that there is no stan\u00addard assess\u00adment prac\u00adtice and nume\u00adrous curri\u00adculum resources, each child\u2019s program varies with regard to the order in which new tasks are presented. Skills gene\u00adrally begin being taught in the simp\u00adlest format and incre\u00adasing in comple\u00adxity. Gene\u00adra\u00adli\u00adsing each skill involves the children prac\u00adti\u00adsing the skill across instruc\u00adtors, mate\u00adrials, and settings, as well as programming for common stimuli and using multiple exemplars.&nbsp;<\/span><\/p>\n<p><span><span class=\"caps\">AVB<\/span> programs rely on the Assess\u00adment of Basic Language and Lear\u00adning Skills (<span class=\"caps\">ABLLS<\/span>) (Partington <span class=\"amp\">&amp;<\/span>&nbsp;Sund\u00adberg, 1998) as a&nbsp;stan\u00addard assess\u00adment tool and base\u00adline. The completed <span class=\"caps\">ABLLS<\/span> provides a&nbsp;visual display of the learner\u2019s strengths and weak\u00adne\u00adsses across 26 skill domains. No other guides to curri\u00adculum or teaching targe\u00adting this approach are commer\u00adci\u00adally available.&nbsp;<\/span><\/p>\n<p style=\"text-align: left;\"><b><u>Diffe\u00adrences in Rein\u00adforce\u00adment and Moti\u00adva\u00adtion in <span class=\"caps\">DTI<\/span> and <span class=\"caps\">AVB<\/span> approa\u00adches:<\/u><\/b><span> <\/span><\/p>\n<p><span><span class=\"caps\">DTI<\/span> programs typi\u00adcally employ a&nbsp;nega\u00adtive rein\u00adforce\u00adment para\u00addigm for learner moti\u00adva\u00adtion (i.e., the student can work for earned breaks from task) (Harris <span class=\"amp\">&amp;<\/span>&nbsp;Weiss, 1998). Addi\u00adtio\u00adnally, other compon\u00adents of an indi\u00advi\u00addua\u00adlized moti\u00adva\u00adtional system such as token systems of rein\u00adforce\u00adment and choice boards comprised of photos of poten\u00adtial rewards are incorporated.&nbsp;<\/span><\/p>\n<p><span>The <span class=\"caps\">AVB<\/span> approach places emphasis on the teacher initi\u00adally beco\u00adming a&nbsp;condi\u00adtioner rein\u00adforcer for the child. This is gained through pairing the teacher with rein\u00adforce\u00adment and demand fading proce\u00addure. The <span class=\"caps\">AVB<\/span> approach focuses on the issue of posi\u00adtive rein\u00adforce\u00adment and moti\u00adva\u00adtion to increase on-task beha\u00adviors. Dense sche\u00addules of rein\u00adforce\u00adment for initial mand trai\u00adning are conti\u00adnuous; fading to thinner and\/or variable sche\u00addules are imple\u00admented as quickly as possible during inten\u00adsive teaching time (<span class=\"caps\">ITT<\/span>) and faded as the learner is successful (Carbone, 2004). In an <span class=\"caps\">AVB<\/span> program, there tends to be less reli\u00adance on token boards, choice boards, and other visual displays that are common to moti\u00adva\u00adtional programs in a&nbsp;<span class=\"caps\">DTI<\/span> approach.&nbsp;<\/span><\/p>\n<p style=\"text-align: left;\"><b><u>Diffe\u00adrences in the Deli\u00advery of instruc\u00adtion in <span class=\"caps\">DTI<\/span> and <span class=\"caps\">AVB<\/span> approa\u00adches:<\/u><\/b><span> <\/span><\/p>\n<p><span>In <span class=\"caps\">DTI<\/span> programs, instruc\u00adtion is typi\u00adcally deli\u00advered via a&nbsp;1:1 or 1:2 teacher-to-student ratios (Harris <span class=\"amp\">&amp;<\/span>&nbsp;Weiss, 1998). The teacher and student are usually situated at a&nbsp;desk or table facing one another. Instruc\u00adtion is intro\u00adduced in an envi\u00adron\u00adment where distrac\u00adtions are mini\u00admized. Novel concepts are often intro\u00adduced in isola\u00adtion or mass trials.&nbsp;<\/span><\/p>\n<p><span><span class=\"caps\">AVB<\/span> programs also employ the 1:1 or 1:2 teacher-to student ratio, however, the initial phases of teaching take place in the natural envi\u00adron\u00adment and not at the table. <span class=\"caps\">AVB<\/span> programs empha\u00adsises Natural Envi\u00adron\u00adment Teaching (<span class=\"caps\">NET<\/span>) also referred to as inci\u00addental teaching. This form of teaching relies on the student\u2019s moti\u00adva\u00adtion for instruc\u00adtion and there is no speci\u00adfied teaching place. The deli\u00advery of instruc\u00adtion during <span class=\"caps\">ITT<\/span> is the same as that of discrete trial instruc\u00adtion. Both approa\u00adches would suggest a&nbsp;ratio of easy-to-hard tasks that is appro\u00adxi\u00adm\u00adately 8:2 or 7:3. In addi\u00adtion, the <span class=\"caps\">AVB<\/span> approach empha\u00adsizes teaching skills to fluency and a&nbsp;quick pace of instruc\u00adtion with shorter laten\u00adcies for the learner to respond (0\u20132 seconds as opposed to a&nbsp;tradi\u00adtional <span class=\"caps\">DTI<\/span> approach of 5\u20137 seconds).&nbsp;<\/span><\/p>\n<p style=\"text-align: left;\"><b><u>Diffe\u00adrences in promp\u00adting and Error Correc\u00adtion Proce\u00addure in <span class=\"caps\">DTI<\/span> and <span class=\"caps\">AVB<\/span> approa\u00adches:<\/u><\/b><span> <\/span><\/p>\n<p><span>In <span class=\"caps\">DTI<\/span> programs, initial reli\u00adance is on error\u00adless teaching proce\u00addures such as a&nbsp;most-to least promp\u00adting sequence, constant and progres\u00adsive time delay, stimulus fading, posi\u00adtional cues, and blocked errors (Agnew <span class=\"amp\">&amp;<\/span>&nbsp;Kates-McEl\u00adrath, 2004). As the learner acquires skills, the no-no-prompt error correc\u00adtion proce\u00addure is intro\u00adduced. This proce\u00addure presumes the student can respond correctly to the instruc\u00adtion or self-correct follo\u00adwing a \u201cNo\u201d or no alter\u00adna\u00adtive (\u201cTry again\u201d) from the teacher. This approach allows for two errors before promp\u00adting is provided (Pelios <span class=\"amp\">&amp;<\/span>&nbsp;Kates-McEl\u00adrath,&nbsp;2002).&nbsp;<\/span><\/p>\n<p><span>Although both rely on error\u00adless teaching methods as described above, the <span class=\"caps\">AVB<\/span> approach does not employ the no-no-prompt model of error correc\u00adtion. In addi\u00adtion, it places added emphasis on transfer trials follo\u00adwing errors of respon\u00adding (Carbone, 2003).&nbsp;<\/span><\/p>\n<p style=\"text-align: left;\"><b><u>Diffe\u00adrences in Language acqui\u00adsi\u00adtion in <span class=\"caps\">DTI<\/span> and <span class=\"caps\">AVB<\/span> approa\u00adches:<\/u><\/b><span> <\/span><\/p>\n<p><span>Tradi\u00adtional <span class=\"caps\">DTI<\/span> programs place an earlier emphasis on recep\u00adtive iden\u00adti\u00adfi\u00adca\u00adtion and\/or expres\u00adsive label\u00adling (tacting) of objects or photos rather, than teaching students to request desired items (manding) as in <span class=\"caps\">AVB<\/span> programs. In <span class=\"caps\">DTI<\/span> listener skills are targeted before speaker skills. As stated earlier the initial stages of the <span class=\"caps\">AVB<\/span> program involves stimulus-stimulus paring. During this stage the child\u2019s natu\u00adrally occur\u00adring vocalization(s) (i.e., babb\u00adling sounds) is estab\u00adlished as a&nbsp;condi\u00adtioned rein\u00adforcer through the temporal pairing of a&nbsp;therapist\u2019s vocal model with a&nbsp;desired item.&nbsp;<\/span><\/p>\n<p style=\"text-align: left;\"><b><u>Diffe\u00adrences in Data Coll\u00adec\u00adtion Proce\u00addures in <span class=\"caps\">DTI<\/span> and <span class=\"caps\">AVB<\/span> approaches:<\/u><\/b><span><\/span><\/p>\n<p><span>Tradi\u00adtional <span class=\"caps\">DTI<\/span> programs rely on teachers and thera\u00adpists to collect trial-by-trial data that reflect student perfor\u00admances during teaching (Harris <span class=\"amp\">&amp;<\/span>&nbsp;Weiss, 1998), often yiel\u00adding a&nbsp;percent correct in 10 or 20 trials. Task analytic data are coll\u00adected on skills targe\u00adting leisure, self-care, and voca\u00adtional domains.&nbsp;<\/span><\/p>\n<p><i style=\"font-size: 16px;\"><span><span class=\"caps\">AVB<\/span> programs are charac\u00adte\u00adrized by first trial yes \/ no probe data. Probe data are often ideally coll\u00adected in the morning (school-based probe) and evening (home-based probe) for evidence of gene\u00adra\u00adli\u00adsa\u00adtion across settings and mate\u00adrials. Probe data allows the teacher to be available to focus on teaching as opposed to recor\u00adding each student response. It also faci\u00adli\u00adtates a&nbsp;quicker pace of instruc\u00adtion (Carbone, 2003). <\/span><br> <\/i><\/p>\n<p style=\"text-align: left;\"><i style=\"font-size: 16px;\"><span>Both approa\u00adches rely on visual displays of data as well as data-based decis\u00adions regar\u00adding student progress and program changes (Harris <span class=\"amp\">&amp;<\/span>&nbsp;Weiss, 1998).&nbsp;<\/span><\/i><\/p>\n<p><span>The <span class=\"caps\">AVB<\/span> approach however, favors cumu\u00adla\u00adtive graphing over tradi\u00adtional percen\u00adtages or number correct (Carbone, 2003).&nbsp;<\/span><\/p>\n<p style=\"text-align: left;\"><b><u>Recom\u00admen\u00adda\u00adtions for future rese\u00adarch:<\/u><\/b><span> <\/span><\/p>\n<p><span>Future rese\u00adarch should involve outcome measures for both approa\u00adches. Compa\u00adra\u00adtive rese\u00adarch between both approa\u00adches is also needed to assess which if any of the approa\u00adches is better than the other at incre\u00adasing language acqui\u00adsi\u00adtion in children with autism.<\/span><\/p>\n<p><\/p>\n<p style=\"text-align: left;\"><i style=\"font-size: 16px;\"><b>For a&nbsp;more compre\u00adhen\u00adsive read and further infor\u00adma\u00adtion please down\u00adload the paper from Beha\u00advior Analyst Today, <span class=\"caps\">VOLUME<\/span> 7, Issue 2, p.242:<span> <\/span><a href=\"https:\/\/www.thefreelibrary.com\/Behavioral+intervention+for+autism%3a+a+distinction+between+two...-a0170115032\" target=\"new\" rel=\"noopener noreferrer\">http:\/\/\u200bwww\u200b.beha\u200bvior\u200b-analyst\u200b-today\u200b.net<\/a><\/b><\/i><\/p>\n<p style=\"text-align: left;\">For the permis\u00adsion to post and trans\u00adlate this study from <span class=\"caps\">BAT<\/span> great thanks to: Dr. Joe Cautilli.<\/p>\n<p>For the summary great thanks to: Miss Geor\u00adgiana Eliza\u00adbeth Barzey.<\/p>\n<p style=\"text-align: left;\">Respon\u00adsible for the trans\u00adla\u00adtion: Silke Johnson<\/p>\n<p style=\"text-align: left;\"><a href=\"\/wp-content\/uploads\/studien\/12_Comparison_DTT_AVB_ENG.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Down\u00adload summary of the study as <span class=\"caps\">PDF<\/span><br> <img loading=\"lazy\" decoding=\"async\" src=\"\/wp-content\/uploads\/2019\/03\/PDF_Symbol_small.png%20\" alt=\"PDF Download\" width=\"64\" height=\"79\"><\/a><\/p>\n<hr>\n<p>[\/et_pb_toggle][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=\u201c1\u201d admin_label=\u201cStudie 7\u201d _builder_version=\u201c3.22.3\u201d background_color=\u201c#0c71c3\u201d custom_padding=\u201c35px|0px|0|0px|false|false\u201d collapsed=\u201con\u201d][et_pb_row column_structure=\u201c1_4,3_4\u201d custom_padding_last_edited=\u201con|phone\u201d _builder_version=\u201c3.25\u201d background_color=\u201c#f0b800\u201d custom_margin=\u201c0px||\u201d custom_margin_tablet=\u201d\u201d custom_margin_phone=\u201c0px||\u201d custom_margin_last_edited=\u201con|desktop\u201d custom_padding=\u201c15px|0px|13px|0|false|false\u201d custom_padding_tablet=\u201c10px||10px|\u201d custom_padding_phone=\u201c2px|||\u201d][et_pb_column type=\u201c1_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_text _builder_version=\u201c3.27.4\u201d text_font=\u201cIcons||||||||\u201d text_text_color=\u201d#ffffff\u201d text_font_size=\u201c70px\u201d header_font=\u201d||||||||\u201d max_width=\u201c30%\u201d max_width_tablet=\u201d\u201d max_width_phone=\u201c10%\u201d max_width_last_edited=\u201con|desktop\u201d custom_margin=\u201d||0px|8px\u201d custom_margin_tablet=\u201d||-1px|3px\u201d custom_margin_phone=\u201d||0px|3px\u201d custom_margin_last_edited=\u201con|tablet\u201d custom_padding=\u201d|||\u201d animation_style=\u201cbounce\u201d animation_direction=\u201cleft\u201d animation_speed_curve=\u201cease-in\u201d link_option_url=\u201d\/wp-content\/uploads\/studien\/13_Intensive_Behavioral_Intervention_ENG.pdf\u201d link_option_url_new_window=\u201con\u201d text_font_size_tablet=\u201c50px\u201d text_font_size_phone=\u201c30px\u201d text_font_size_last_edited=\u201con|phone\u201d text_letter_spacing__hover_enabled=\u201con\u201d]<\/p>\n<p>o<\/p>\n<p>[\/et_pb_text][\/et_pb_column][et_pb_column type=\u201c3_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_text _builder_version=\u201c3.27.4\u201d text_font=\u201d||||||||\u201d text_text_color=\u201d#ffffff\u201d header_font=\u201d||||||||\u201d header_text_color=\u201d#ffffff\u201d header_2_font=\u201d||||||||\u201d header_3_font=\u201d|700|||||||\u201d header_3_text_color=\u201c#0972c3\u201d header_3_line_height=\u201c1.1em\u201d max_width_tablet=\u201d\u201d max_width_phone=\u201c100%\u201d max_width_last_edited=\u201con|phone\u201d custom_margin=\u201d-5px|||-180px\u201d custom_margin_tablet=\u201d-15px||-20px|5px\u201d custom_margin_phone=\u201d-25px|0px|-18px|5px\u201d custom_margin_last_edited=\u201con|desktop\u201d custom_padding=\u201c11px||0px|0px\u201d custom_padding_tablet=\u201d\u201d custom_padding_phone=\u201d\u201d custom_padding_last_edited=\u201con|phone\u201d header_font_size_tablet=\u201d\u201d header_font_size_phone=\u201c30px\u201d header_font_size_last_edited=\u201con|phone\u201d header_3_font_size_tablet=\u201d\u201d header_3_font_size_phone=\u201c16px\u201d header_3_font_size_last_edited=\u201con|desktop\u201d]<\/p>\n<h3>13. Study about early Intensive Behavioral Intervention<\/h3>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=\u201c3.25\u201d custom_padding=\u201c0|0px|0|0px|false|false\u201d][et_pb_column type=\u201c4_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_toggle title=\u201cSummary of the study\u201d open_toggle_text_color=\u201c#e09900\u201d open_toggle_background_color=\u201d#ffffff\u201d closed_toggle_text_color=\u201d#ffffff\u201d closed_toggle_background_color=\u201crgba(255,255,255,0.51)\u201d icon_color=\u201d#ffffff\u201d module_id=\u201cStudie13\u201d module_class=\u201ccustom_tog\u201d _builder_version=\u201c3.22.7\u201d title_text_color=\u201c#000000\u201d title_font=\u201d|700|||||||\u201d title_font_size=\u201c20px\u201d body_font=\u201d||||||||\u201d body_text_align=\u201cjustify\u201d body_text_color=\u201c#000000\u201d custom_padding_tablet=\u201d|||5px\u201d custom_padding_phone=\u201c10px|5px|10px|5px\u201d custom_padding_last_edited=\u201con|phone\u201d title_font_size_tablet=\u201c17px\u201d title_font_size_phone=\u201c13px\u201d title_font_size_last_edited=\u201con|tablet\u201d body_font_size_tablet=\u201d\u201d body_font_size_phone=\u201c14px\u201d body_font_size_last_edited=\u201con|phone\u201d body_line_height_tablet=\u201c1.4em\u201d body_line_height_phone=\u201c1.4em\u201d body_line_height_last_edited=\u201con|desktop\u201d border_color_all=\u201c#e89700\u201d icon_color__hover_enabled=\u201con\u201d]<\/p>\n<h5 style=\"text-align: left;\"><b>A summarization of the study from&nbsp;<span class=\"caps\">AJMR<\/span>:<\/b><\/h5>\n<p style=\"text-align: left;\"><b>Early Inten\u00adsive Beha\u00advi\u00adoral Inter\u00adven\u00adtion: Outcomes for Children With Autism and Their Parents After Two&nbsp;Years<\/b><\/p>\n<p style=\"text-align: left;\"><span>(Bob Remington, Univer\u00adsity of Sout\u00adhampton, <span class=\"caps\">UK<\/span>; Richard P. Hastings, Univer\u00adsity of Wales, Bangor, <span class=\"caps\">UK<\/span>; Hanna Kovs\u00adhoff and Fran\u00adcesca degli Espi\u00adnosa, Univer\u00adsity of Sout\u00adhampton, <span class=\"caps\">UK<\/span>; Erik Jahr, Akershus Univer\u00adsity Hospital, Norway; Tony Brown, Paula Alsford, Monika Lemaic, and Nicholas Ward, Univer\u00adsity of Sout\u00adhampton, <span class=\"caps\">UK<\/span>)&nbsp;<\/span><b><\/b><\/p>\n<p style=\"text-align: left;\"><b><u>Back\u00adground:<\/u><\/b><\/p>\n<p style=\"text-align: justify;\"><span>This study assessed the effects of Early Inten\u00adsive Beha\u00advior Inter\u00adven\u00adtions (<span class=\"caps\">EIBI<\/span>) for preschool children with autism in Southern England. <span class=\"caps\">EIBI<\/span> is a&nbsp;highly struc\u00adtured and inten\u00adsive teaching approach based on the prin\u00adci\u00adples of Applied Beha\u00advior Analysis (<span class=\"caps\">ABA<\/span>). Children are taught a&nbsp;range of skills by trained thera\u00adpists. They break down skills into small teachable units that are easily acces\u00adsible for the lear\u00adners. Prior to this study there has been strong rese\u00adarch evidence suggesting that <span class=\"caps\">EIBI<\/span> is effec\u00adtive for a&nbsp;wide variety of children with autism. However the majo\u00adrity of this evidence is based on data from America. And prior to these findings there had been no data from a&nbsp;<span class=\"caps\">UK<\/span> sample to support the effi\u00adcacy of <span class=\"caps\">EIBI<\/span> for use with preschool children with autism in the&nbsp;<span class=\"caps\">UK<\/span>.&nbsp;<\/span><\/p>\n<p style=\"text-align: left;\"><b><u>The purpose of the rese\u00adarch:<\/u><\/b><span> <\/span><\/p>\n<p style=\"text-align: left;\"><span>The authors of this rese\u00adarch desi\u00adgned this study to address three key questions:&nbsp;<\/span><\/p>\n<ul type=\"circle\">\n<ul type=\"circle\">\n<li>Can <span class=\"caps\">EIBI<\/span> reduce the diagno\u00adstics symptoms asso\u00adciated with autism?<\/li>\n<li style=\"text-align: left;\">Can <span class=\"caps\">EIBI<\/span> have a&nbsp;posi\u00adtive impact on the language, cogni\u00adtive and beha\u00advi\u00adoral defi\u00adcits asso\u00adciated with autism?<\/li>\n<li>Does <span class=\"caps\">EIBI<\/span> contri\u00adbute to increased family pressures?<\/li>\n<\/ul>\n<\/ul>\n<p style=\"text-align: left;\"><b><u>Method:<\/u><\/b><\/p>\n<p style=\"text-align: justify;\"><span>Two groups of preschool children diagnosed with autism were recruited for this study. The first group of children consisted of 23 preschool children diagnosed with autism recei\u00adving <span class=\"caps\">EIBI<\/span> for a&nbsp;period of two years. The second group consisted of 21 children diagnosed with autism recei\u00adving a&nbsp;stan\u00addard educa\u00adtional provi\u00adsion from their local educa\u00adtion autho\u00adrity for a&nbsp;period of two years. Assess\u00adments for both groups took place before, a&nbsp;year into, at the end, and two years after the rese\u00adarch&nbsp;began.&nbsp;<\/span><\/p>\n<p style=\"text-align: left;\"><u>Parti\u00adci\u00adpants:<\/u><span> <\/span><\/p>\n<p><span>All children had received a&nbsp;diagnosis of autism and presented with no other medical or chronic illness. Children in both groups were aged between 30 months and 42 months and all lived in their family home.&nbsp;<\/span><\/p>\n<p style=\"text-align: left;\"><u>Measures:<\/u><span> <\/span><\/p>\n<p><span>A range of stan\u00addar\u00addized tests was used to assess the children, inclu\u00adding <span class=\"caps\">IQ<\/span> test. Parents were also assessed for their psycho\u00adlo\u00adgical well-being.&nbsp;<\/span><\/p>\n<p style=\"text-align: left;\"><b><u>Proce\u00addure:<\/u><\/b><span> <\/span><\/p>\n<p><span>Children in the <span class=\"caps\">EIBI<\/span> group received one-to-one inter\u00adven\u00adtion in their homes for an average of 25 hours per week over a&nbsp;two year period. The inter\u00adven\u00adtion was deli\u00advered by 3\u20135 tutors from a&nbsp;range of service provi\u00adders and also by the parents of the children, who were all trained to teach using the prin\u00adci\u00adples of <span class=\"caps\">ABA<\/span>. The <span class=\"caps\">EIBI<\/span> inter\u00adven\u00adtion group was taught a&nbsp;variety of key skills which included, play, language and cogni\u00adtion and adap\u00adtive behaviors.&nbsp;<\/span><\/p>\n<p><span>The children in the group not recei\u00adving <span class=\"caps\">EIBI<\/span>, received stan\u00addard provi\u00adsion from their local educa\u00adtion autho\u00adrity and some form of speech and language therapy.&nbsp;<\/span><\/p>\n<p style=\"text-align: left;\"><b><u>Results:<\/u><\/b><\/p>\n<p><span>Results found 26% of the children recei\u00adving <span class=\"caps\">EIBI<\/span> demons\u00adtrated substan\u00adtial gains in <span class=\"caps\">IQ<\/span>. Results further illus\u00adtrated that there were signi\u00adfi\u00adcant impro\u00adve\u00adments in intel\u00adli\u00adgence, daily living skills, motor skills, social skills, and in early social commu\u00adni\u00adca\u00adtion and language. Rela\u00adtive to the parents whose children received stan\u00addard provi\u00adsion, no increase in psycho\u00adlo\u00adgical adjus\u00adt\u00adment problems were noted with the parents whose children received <span class=\"caps\">EIBI<\/span>. Die Results also found a&nbsp;decrease in the problem beha\u00adviors and diagno\u00adstic symptoms asso\u00adciated with autism. Diffe\u00adrences between the two groups were still noted after 12 months.&nbsp;<\/span><\/p>\n<p style=\"text-align: left;\"><b><u>Conclu\u00adsion:<\/u><\/b><span> <\/span><\/p>\n<p><span>The findings from this study demons\u00adtrated that <span class=\"caps\">EIBI<\/span> can be effec\u00adtively imple\u00admented in the <span class=\"caps\">UK<\/span>. Although the inter\u00adven\u00adtion fell short of the recom\u00admended 40 hours per week, results were on the whole compa\u00adrable to those provided by the <span class=\"caps\">US<\/span>. Although the key ques\u00adtions of the rese\u00adarch had been addressed, the findings also brought addi\u00adtional ques\u00adtions. For example, it remains unclear which children are most likely to benefit from <span class=\"caps\">EIBI<\/span>, how to best evaluate and iden\u00adtify effec\u00adtive teaching metho\u00addo\u00adlo\u00adgies and curri\u00adcula, the long term effects of <span class=\"caps\">EIBI<\/span> and whether <span class=\"caps\">EIBI<\/span> can provide better outcomes than those reported thus&nbsp;far.&nbsp;<\/span><\/p>\n<p style=\"text-align: left;\"><b>This study is a&nbsp;summary of the original docu\u00adments. For a&nbsp;more compre\u00adhen\u00adsive read and further infor\u00adma\u00adtion please contact Bob Remington to receive the full study as <span class=\"caps\">PDF<\/span> at: R.\u200bE.\u200bRemington@\u200bsoton.\u200bac.\u200buk<span> <\/span><\/b><span><\/span><\/p>\n<p style=\"text-align: left;\"><b>Please note that every effort has been made to condense and provide a&nbsp;broad over\u00adview of this rese\u00adarch. However in order not to lose the key infor\u00adma\u00adtion some of the infor\u00adma\u00adtion in this summary has been copied directly form the original article. All credits of the summary whether directly worded or re-worded are solely given to the rese\u00adar\u00adchers. Please contact your <span class=\"caps\">ABA<\/span>\/<span class=\"caps\">VB<\/span> consul\u00adtant before imple\u00admen\u00adting any of the proce\u00addures conducted in this paper on your child.<span> <\/span><\/b><span style=\"font-size: 16px; text-align: justify;\"> <\/span><\/p>\n<p style=\"text-align: left;\"><b><a href=\"\/wp-content\/uploads\/studien\/13_Intensive_Behavioral_Intervention_ENG.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Down\u00adload summary of the study as <span class=\"caps\">PDF<\/span><br> <img loading=\"lazy\" decoding=\"async\" src=\"\/wp-content\/uploads\/2019\/03\/PDF_Symbol_small.png%20\" alt=\"PDF Download\" width=\"64\" height=\"79\"><\/a><\/b><\/p>\n<p style=\"text-align: left;\"><i>We received permis\u00adsion to summa\u00adrize, to post and to trans\u00adlate this study from&nbsp;<span class=\"caps\">AJMR<\/span>.<\/i><\/p>\n<p>Order Detail <span class=\"caps\">ID<\/span>: 19908526<\/p>\n<p><span class=\"caps\">AMERICAN<\/span> <span class=\"caps\">JOURNAL<\/span> <span class=\"caps\">OF<\/span> <span class=\"caps\">MENTAL<\/span> <span class=\"caps\">RETARDATION<\/span> by R.E. Remington. Copy\u00adright 2007 by American Asso\u00adcia\u00adtion on Intellec\u00adtual Deve\u00adlo\u00adp\u00admental Disa\u00adbi\u00adli\u00adties. Repro\u00adduced with permis\u00adsion of American Asso\u00adcia\u00adtion on Intellec\u00adtual Deve\u00adlo\u00adp\u00admental Disa\u00adbi\u00adli\u00adties in the format Internet posting via Copy\u00adright Clearance Center.<\/p>\n<p><i>For the summary great thanks to: Miss Geor\u00adgiana Eliza\u00adbeth Barzey.<\/i><\/p>\n<p><i>Respon\u00adsible for the trans\u00adla\u00adtion: Silke Johnson<\/i><b><span> <\/span><\/b><\/p>\n<p><\/p>\n<hr>\n<p>[\/et_pb_toggle][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=\u201c1\u201d admin_label=\u201cStudie 7\u201d _builder_version=\u201c3.22.3\u201d background_color=\u201c#0c71c3\u201d custom_padding=\u201c35px|0px|0|0px|false|false\u201d collapsed=\u201con\u201d][et_pb_row column_structure=\u201c1_4,3_4\u201d custom_padding_last_edited=\u201con|phone\u201d _builder_version=\u201c3.25\u201d background_color=\u201c#f0b800\u201d custom_margin=\u201c0px||\u201d custom_margin_tablet=\u201d\u201d custom_margin_phone=\u201c0px||\u201d custom_margin_last_edited=\u201con|desktop\u201d custom_padding=\u201c15px|0px|13px|0|false|false\u201d custom_padding_tablet=\u201c10px||10px|\u201d custom_padding_phone=\u201c2px|||\u201d][et_pb_column type=\u201c1_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_text _builder_version=\u201c3.27.4\u201d text_font=\u201cIcons||||||||\u201d text_text_color=\u201d#ffffff\u201d text_font_size=\u201c70px\u201d header_font=\u201d||||||||\u201d max_width=\u201c30%\u201d max_width_tablet=\u201d\u201d max_width_phone=\u201c10%\u201d max_width_last_edited=\u201con|desktop\u201d custom_margin=\u201d||0px|8px\u201d custom_margin_tablet=\u201d||-1px|3px\u201d custom_margin_phone=\u201d||0px|3px\u201d custom_margin_last_edited=\u201con|tablet\u201d custom_padding=\u201d|||\u201d animation_style=\u201cbounce\u201d animation_direction=\u201cleft\u201d animation_speed_curve=\u201cease-in\u201d link_option_url=\u201d\/wp-content\/uploads\/studien\/14_Summary_of_CMO-R_GER.pdf\u201d link_option_url_new_window=\u201con\u201d text_font_size_tablet=\u201c50px\u201d text_font_size_phone=\u201c30px\u201d text_font_size_last_edited=\u201con|phone\u201d text_letter_spacing__hover_enabled=\u201con\u201d]<\/p>\n<p>o<\/p>\n<p>[\/et_pb_text][\/et_pb_column][et_pb_column type=\u201c3_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_text module_id=\u201c<span class=\"caps\">CMO<\/span>\u201d _builder_version=\u201c3.27.4\u201d text_font=\u201d||||||||\u201d text_text_color=\u201d#ffffff\u201d header_font=\u201d||||||||\u201d header_text_color=\u201d#ffffff\u201d header_2_font=\u201d||||||||\u201d header_3_font=\u201d|700|||||||\u201d header_3_text_color=\u201c#0972c3\u201d header_3_line_height=\u201c1.1em\u201d max_width_tablet=\u201d\u201d max_width_phone=\u201c100%\u201d max_width_last_edited=\u201con|phone\u201d custom_margin=\u201d-20px||-11px|-180px\u201d custom_margin_tablet=\u201d-15px||-20px|5px\u201d custom_margin_phone=\u201d-25px|0px|-18px|5px\u201d custom_margin_last_edited=\u201con|desktop\u201d custom_padding=\u201c11px||0px|0px\u201d custom_padding_tablet=\u201d\u201d custom_padding_phone=\u201d\u201d custom_padding_last_edited=\u201con|phone\u201d header_font_size_tablet=\u201d\u201d header_font_size_phone=\u201c30px\u201d header_font_size_last_edited=\u201con|phone\u201d header_3_font_size_tablet=\u201d\u201d header_3_font_size_phone=\u201c16px\u201d header_3_font_size_last_edited=\u201con|desktop\u201d]<\/p>\n<h3>14. The Role of the Reflexive Conditioned Motivating Operation (<span class=\"caps\">CMO<\/span>\u2011R) During Discrete Trial Instruction of Children with Autism<\/h3>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=\u201c3.25\u201d custom_padding=\u201c0|0px|0|0px|false|false\u201d][et_pb_column type=\u201c4_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_toggle title=\u201cSummary of the study\u201d open_toggle_text_color=\u201c#e09900\u201d open_toggle_background_color=\u201d#ffffff\u201d closed_toggle_text_color=\u201d#ffffff\u201d closed_toggle_background_color=\u201crgba(255,255,255,0.51)\u201d icon_color=\u201d#ffffff\u201d module_id=\u201cStudie14\u201d module_class=\u201ccustom_tog\u201d _builder_version=\u201c3.22.7\u201d title_text_color=\u201c#000000\u201d title_font=\u201d|700|||||||\u201d title_font_size=\u201c20px\u201d body_font=\u201d||||||||\u201d body_text_align=\u201cjustify\u201d body_text_color=\u201c#000000\u201d custom_padding_tablet=\u201d|||5px\u201d custom_padding_phone=\u201c10px|5px|10px|5px\u201d custom_padding_last_edited=\u201con|phone\u201d title_font_size_tablet=\u201c17px\u201d title_font_size_phone=\u201c13px\u201d title_font_size_last_edited=\u201con|tablet\u201d body_font_size_tablet=\u201d\u201d body_font_size_phone=\u201c14px\u201d body_font_size_last_edited=\u201con|phone\u201d body_line_height_tablet=\u201c1.4em\u201d body_line_height_phone=\u201c1.4em\u201d body_line_height_last_edited=\u201con|desktop\u201d border_color_all=\u201c#e89700\u201d icon_color__hover_enabled=\u201con\u201d]<\/p>\n<h5 style=\"text-align: left;\"><b>A summarization of the study from&nbsp;<span class=\"caps\">JEIBI<\/span>:<\/b><\/h5>\n<p><b>The Role of the Refle\u00adxive Condi\u00adtioned Moti\u00advating Opera\u00adtion (<span class=\"caps\">CMO<\/span>\u2011R) During Discrete Trial Instruc\u00adtion of Children with Autism<br> <\/b><\/p>\n<p><span>(Vincent J. Carbone, Barry Morgen\u00adstern, Gina Zecchin-Tirri <span class=\"amp\">&amp;<\/span>&nbsp;Laura Kolberg) <\/span><span style=\"font-size: 16px; text-align: left;\"> <\/span><\/p>\n<p><b>Back\u00adground:<br> <\/b><\/p>\n<p><span>There has been strong scien\u00adtific evidence to indi\u00adcate that the imple\u00admen\u00adta\u00adtion of the prin\u00adci\u00adples (Rein\u00adforce\u00adment, Extinc\u00adtion, Punish\u00adment, Stimulus Control and Moti\u00advating Opera\u00adtions) Applied Beha\u00advior Analysis (<span class=\"caps\">ABA<\/span>) is an effec\u00adtive inter\u00adven\u00adtion for children with autism over that of other interventions.&nbsp;<\/span><\/p>\n<p><span>Results from such rese\u00adarch has demons\u00adtrated that children who are taught inten\u00adsi\u00advely (25\u201340 hours per week) follo\u00adwing the prin\u00adci\u00adples of beha\u00advior analysis (as listed above) can make substan\u00adtial gains in cogni\u00adtive abili\u00adties and deve\u00adlo\u00adping age appro\u00adpriate social skills, Lovaas (1987). <\/span><\/p>\n<p style=\"text-align: left;\"><b>The purpose of the rese\u00adarch:<\/b><span> <\/span><\/p>\n<p><span>Much of the rese\u00adarch into the appli\u00adca\u00adtion of <span class=\"caps\">ABA<\/span> for children with autism has empha\u00adsized the importance moti\u00advating these children to comply with and respond to teacher directed instruc\u00adtional tasks. Accor\u00adding to Koegel, Carter and Koegel (1998) moti\u00adva\u00adtion is pivotal to the teaching of children with autism; its crea\u00adtion can lead to the deve\u00adlo\u00adp\u00adment of a&nbsp;wide range of skills.&nbsp;<\/span><\/p>\n<p><span>A funda\u00admental compo\u00adnent of inten\u00adsive <span class=\"caps\">ABA<\/span> programs for children with autism is the imple\u00admen\u00adta\u00adtion of discrete trial instruc\u00adtion. Discrete trial instruc\u00adtion follows the three-term-contin\u00adgency arran\u00adge\u00adment as proposed by Skinner (1968). This involves: the presen\u00adta\u00adtion of a&nbsp;stimulus by an instructor, the occur\u00adrence of the response, and a&nbsp;conse\u00adquence which follows the response, in order to streng\u00adthen or weaken the likeli\u00adhood of that response occur\u00adring under similar condi\u00adtions. Although discrete trial instruc\u00adtion is highly bene\u00adfi\u00adcial in the acqui\u00adsi\u00adtion of skills, the high demand requi\u00adre\u00adments of this method are the same condi\u00adtions that typi\u00adcally evoke problem beha\u00advior in the form of tant\u00adrum\u00adming, flop\u00adping, high rates of stero\u00adty\u00adpies, aggres\u00adsion, and self-injury.&nbsp;<\/span><\/p>\n<p><span>Conse\u00adquently, a&nbsp;thorough concep\u00adtual under\u00adstan\u00adding and prac\u00adtical reper\u00adtoire related to the modi\u00adfi\u00adca\u00adtion of instruc\u00adtional varia\u00adbles that reduce escape and avoid\u00adance main\u00adtained problem beha\u00advior of children with autism appears essen\u00adtial. The purpose of this paper is to provide an over\u00adview of the beha\u00advi\u00adoral analysis of moti\u00adva\u00adtion during discrete trial instruc\u00adtion and a&nbsp;re-inter\u00adpre\u00adta\u00adtion of the effects of ante\u00adce\u00addent varia\u00adbles as moti\u00adva\u00adtion opera\u00adtions (<span class=\"caps\">MO<\/span>), and more speci\u00adfi\u00adcally, the refle\u00adxive moti\u00advating opera\u00adtion or <span class=\"caps\">CMO<\/span>\u2011R. <\/span><\/p>\n<p style=\"text-align: left;\"><b>The Estab\u00adli\u00adshing Opera\u00adtion<\/b><span> <\/span><\/p>\n<p><span>The term Estab\u00adli\u00adshing Opera\u00adtion (<span class=\"caps\">EO<\/span>) as defined by Michael (1993) describes an envi\u00adron\u00admental event or stimulus condi\u00adtion that makes someone \u201cwant some\u00adthing\u201d and leads to actions that can produce to what is wanted. A&nbsp;large amount of problem beha\u00adviors (as described earlier) in children with autism during discrete trial instruc\u00adtion may result from a&nbsp;moti\u00adva\u00adtion of some\u00adthing (<span class=\"caps\">EO<\/span>), for example, atten\u00adtion, toy, removal of tasks and demands. An <span class=\"caps\">EO<\/span> that increases the value of a&nbsp;condi\u00adtioned nega\u00adtive rein\u00adforce\u00adment and evokes any beha\u00advior that has led to a&nbsp;decrease in the present aver\u00adsive condi\u00adtion is known as a&nbsp;Refle\u00adxive Condi\u00adtioned Moti\u00advating Opera\u00adtion or <span class=\"caps\">CMO<\/span>\u2011R. <\/span><\/p>\n<p style=\"text-align: left;\"><b>The <span class=\"caps\">CMO<\/span>\u2011R and Teaching Children with Autism<\/b><span> <\/span><\/p>\n<p><span>Respon\u00adding main\u00adtained by escape and avoid\u00adance of instruc\u00adtional demands accounts for up to 48% of self-inju\u00adrious and aggres\u00adsive beha\u00adviors of persons with deve\u00adlo\u00adp\u00admental disa\u00adbi\u00adli\u00adties (Derby et al., 1992; Iwata et al., 1994). These types of escape and avoid\u00adance beha\u00adviors inter\u00adfere with lear\u00adning. This is further compli\u00adcated when instruc\u00adtions and demands during discrete trial instruc\u00adtions act as a&nbsp;<span class=\"caps\">CMO<\/span>\u2011R (Sund\u00adberg,&nbsp;1993).&nbsp;<\/span><\/p>\n<p style=\"text-align: left;\"><b>Methods to Reduce the Effects of the <span class=\"caps\">CMO<\/span>\u2011R During Discrete Trial Instruc\u00adtion:<\/b><span> <\/span><\/p>\n<p style=\"text-align: left;\"><i><b>1. Programming Compe\u00adting Rein\u00adforcers<\/b><\/i><span> <\/span><\/p>\n<p><span>Beha\u00adviors main\u00adtained by nega\u00adtive rein\u00adforce\u00adment (e.g. the removal of a&nbsp;demand or task to engage in a&nbsp;preferred acti\u00advity) can be weak\u00adened by programming diffe\u00adren\u00adtial rein\u00adforce\u00adment of alter\u00adna\u00adtive beha\u00adviors (<span class=\"caps\">DRA<\/span>) or deli\u00adve\u00adring rein\u00adforce\u00adment non-contin\u00adgently (via <span class=\"caps\">NCR<\/span> proce\u00addures) during high demand situa\u00adtions. Studies inves\u00adti\u00adga\u00adting parti\u00adci\u00adpants whose problem beha\u00adviors had been acquired and main\u00adtained by nega\u00adtive rein\u00adforce\u00adment. They found that by programming concur\u00adrent sche\u00addules of rein\u00adforce\u00adment in which task demands were posi\u00adtively rein\u00adforced could lead to a&nbsp;decrease in problem beha\u00adviors without modi\u00adfying main\u00adtai\u00adning contin\u00adgen\u00adcies or the use of extinc\u00adtion for problem beha\u00adviors. A&nbsp;study by DeLeon et al; (2002) inves\u00adti\u00adgated the effects of posi\u00adtive and nega\u00adtive rein\u00adforce\u00adment on problem beha\u00adviors main\u00adtained by nega\u00adtive rein\u00adforce\u00adment with a&nbsp;chained demand. A&nbsp;child with autism was provided the oppor\u00adtu\u00adnity to choose a&nbsp;posi\u00adtive rein\u00adforcer (i.e., potato chip) or nega\u00adtive rein\u00adforcer (i.e., break) after comple\u00adting a&nbsp;sche\u00adduled number of responses. When the number of demands was rela\u00adtively low, the parti\u00adci\u00adpant reliably chose the posi\u00adtive rein\u00adforcer. It appeared that the presence of the posi\u00adtive rein\u00adforcer decreased the value of task termi\u00adna\u00adtion as a&nbsp;rein\u00adforcer. However, her prefe\u00adrence swit\u00adched to the break when the number of tasks required for rein\u00adforce\u00adment increased to more than 10. The authors concluded that the switch to the prefe\u00adrence for a&nbsp;break when demands were increased indi\u00adcated the demands had returned to their initial status as a&nbsp;<span class=\"caps\">CMO<\/span>\u2011R and ther\u00ade\u00adfore increased the value of task removal and evoked the participant\u2019s choice beha\u00advior of a&nbsp;break.&nbsp;<\/span><\/p>\n<p style=\"text-align: left;\"><i><b>2. Pairing and Embed\u00adding the Instruc\u00adtional Envi\u00adron\u00adment with Posi\u00adtive Rein\u00adforce\u00adment<\/b><\/i><span> <\/span><\/p>\n<p><span>McGill (1999) suggests paring and embed\u00adding the teaching context, mate\u00adrials and personnel with an \u201cimpro\u00adving set of condi\u00adtions\u201d via the deli\u00advery of posi\u00adtive rein\u00adforce\u00adment. This would reduce the aver\u00adseness of the teaching envi\u00adron\u00adment, thus making escape and avoid\u00adance beha\u00adviors (often asso\u00adciated with problem beha\u00adviors) less likely.&nbsp;<\/span><\/p>\n<p style=\"text-align: left;\"><i><b>3. Error\u00adless Instruc\u00adtion<\/b><\/i><span> <\/span><\/p>\n<p><span>Rese\u00adarch has illus\u00adtrated that when students make frequent errors during an instruc\u00adtional task, problem beha\u00adviors often occur at a&nbsp;high rate. Instruc\u00adtional methods that reduce the frequency of errors have been demons\u00adtrated to reduce the level of problem beha\u00advior. \u201cAn analysis of these results in terms of moti\u00adva\u00adtional varia\u00adbles suggests that errors may func\u00adtion as an <span class=\"caps\">MO<\/span> and increase the rein\u00adfor\u00adcing value of task removal or termi\u00adna\u00adtion. If the instructor prevents or at least mini\u00admizes errors during instruc\u00adtion (i.e., error\u00adless lear\u00adning) the <span class=\"caps\">CMO<\/span>\u2011R is abolished and students engage in fewer problem beha\u00adviors.\u201d Error\u00adless lear\u00adning has been employed via the use of response prompts, ante\u00adce\u00addent prompts. \u201cThe reduc\u00adtion in errors probably func\u00adtioned as an aboli\u00adshing opera\u00adtion that reduced the effec\u00adti\u00adve\u00adness of escape as a&nbsp;rein\u00adfor\u00adcing conse\u00adquence and as a&nbsp;result reduced escape-moti\u00advated problem behavior.\u201d&nbsp;<\/span><\/p>\n<p style=\"text-align: left;\"><i><b>4. Stimulus Demand Fading<span> <\/span><\/b><\/i><span><\/span><\/p>\n<p><span>Instruc\u00adtional demands are often asso\u00adciated with the <span class=\"caps\">CMO<\/span>\u2011R in a&nbsp;number of studies. Such findings have demons\u00adtrated that escape moti\u00advated problem beha\u00adviors can be drama\u00adti\u00adcally reduced by remo\u00adving demands. However, such an approach would also signi\u00adfi\u00adcantly reduce the number of lear\u00adning oppor\u00adtu\u00adni\u00adties. Several studies have high\u00adlighted that demand fading wherein the instructor deli\u00advers one instruc\u00adtional demand at about the midpoint of the session. Over succes\u00adsive sessions, more demands were faded into the session. The results suggested that the fading proce\u00addures acce\u00adle\u00adrated the beha\u00advior reduc\u00adtion effects of extinc\u00adtion. These results were probably obtained because the original task demands func\u00adtioned as a&nbsp;<span class=\"caps\">CMO<\/span>\u2011R that increased the value of escape-moti\u00advated problem beha\u00advior. Removal of demands weak\u00adened the <span class=\"caps\">MO<\/span> and decreased escape-moti\u00advated problem beha\u00adviors. Their gradual re-intro\u00adduc\u00adtion in some cases did not create enough of a&nbsp;<span class=\"caps\">CMO<\/span>\u2011R to increase escape moti\u00advated problem beha\u00adviors. Modi\u00adfying the rate, diffi\u00adculty, and effort of responses during discrete trial instruc\u00adtion appears to reduce escape- and avoid\u00adance-moti\u00advated problem beha\u00adviors. Over time, instruc\u00adtors may be able to fade in the rate, diffi\u00adculty, and effort of demands until high levels of instruc\u00adtional parti\u00adci\u00adpa\u00adtion are reached without problem behavior.&nbsp;<\/span><\/p>\n<p style=\"text-align: left;\"><i><b>5. Pace of Instruc\u00adtion<\/b><\/i><span> <\/span><\/p>\n<p><span>Studies have illus\u00adtrated that short Inter-Trial-Inter\u00advals (<span class=\"caps\">ITI<\/span>) are corre\u00adlated with reduced stereo\u00adtypic beha\u00adviors and higher correct rates of respon\u00adding when compared to long <span class=\"caps\">ITI<\/span>. Fast paced instruc\u00adtion has been corre\u00adlated with less off-task beha\u00adviors and higher skill acqui\u00adsi\u00adtion. \u201cPace of instruc\u00adtion probably func\u00adtions as an aboli\u00adshing opera\u00adtion, redu\u00adcing the value of escape and avoid\u00adance as rein\u00adforcers. Speci\u00adfi\u00adcally, during the <span class=\"caps\">ITI<\/span>, rein\u00adforce\u00adment is not available and with longer, as compared to shorter inter\u00advals, the child receives a&nbsp;lower rate of rein\u00adforce\u00adment for instruc\u00adtional sessions of equal dura\u00adtion. A&nbsp;recent study by Roxburgh and Carbone (2007) inves\u00adti\u00adgated this issue directly and found that during instruc\u00adtion of children with autism, shorter ITIs produced a&nbsp;higher rate of rein\u00adforce\u00adment and ther\u00ade\u00adfore less problem beha\u00advior. During long ITIs, the learner likely receives auto\u00admatic rein\u00adforce\u00adment for stereo\u00adtypic beha\u00advior. In contrast, instruc\u00adtional demands deli\u00advered at a&nbsp;brisk pace reduce the rate of rein\u00adforce\u00adment available through auto\u00admatic rein\u00adforce\u00adment and increases the rate of soci\u00adally mediated posi\u00adtive rein\u00adforce\u00adment available.\u201d&nbsp;<\/span><\/p>\n<p style=\"text-align: left;\"><i><b>6. Inters\u00adpersal Instruc\u00adtion<\/b><\/i><span> <\/span><\/p>\n<p><span>A number of studies have illus\u00adtrated that problem beha\u00adviors can be decreased by inters\u00adper\u00adsing easy and diffi\u00adcult tasks. Problem beha\u00adviors can be reduced during this proce\u00addure as the inters\u00adpersal of \u201ceasy tasks func\u00adtions as a&nbsp;<span class=\"caps\">CMO<\/span>\u2011R because they are corre\u00adlated with a&nbsp;worsening set of condi\u00adtions related to low rates of rein\u00adforce\u00adment, high rates of errors, and higher rates of social disap\u00adpr\u00adoval. By inters\u00adper\u00adsing easy tasks with more diffi\u00adcult tasks the value of the <span class=\"caps\">CMO<\/span>\u2011R is reduced. It is recom\u00admended to combine extinc\u00adtion with inters\u00adpersal instruc\u00adtion to ensure its effec\u00adti\u00adve\u00adness (Zarcone, Iwata, Hughes, <span class=\"amp\">&amp;<\/span>&nbsp;Vollmer, 1993). It is also important to avoid presen\u00adting easy tasks imme\u00addia\u00adtely follo\u00adwing problem beha\u00advior. If this were to occur, problem beha\u00advior would likely be streng\u00adthened by nega\u00adtive reinforcement.\u201d&nbsp;<\/span><\/p>\n<p style=\"text-align: left;\"><b>Conclu\u00adsion:<\/b><span> <\/span><\/p>\n<p><span><span class=\"dquo\">\u201c<\/span>A thorough under\u00adstan\u00adding of the prin\u00adciple of moti\u00adva\u00adtion and an analysis of instruc\u00adtional methods as MOs can provide beha\u00advior analysts with a&nbsp;powerful tech\u00adno\u00adlogy for redu\u00adcing problem beha\u00advior during discrete trial instruc\u00adtion. With know\u00adledge of the concept of the <span class=\"caps\">CMO<\/span>\u2011R, beha\u00advior analysts may be better equipped to evaluate, select, and imple\u00adment instruc\u00adtional methods that reduce escape and avoid\u00adance beha\u00advior exhi\u00adbited by a&nbsp;large percen\u00adtage of children with autism and related disabilities.\u201d&nbsp;<\/span><\/p>\n<p style=\"text-align: left;\">We hope that this has served as a&nbsp;useful intro\u00adduc\u00adtion and summary into the concept of the <span class=\"caps\">CMO<\/span>\u2011R.<\/p>\n<p><a href=\"\/wp-content\/uploads\/studien\/14_Summary_CMO-R_ENG.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Down\u00adload summary of the study as <span class=\"caps\">PDF<\/span><\/a><b><a href=\"\/wp-content\/uploads\/studien\/14_Summary_CMO-R_ENG.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><br> <img loading=\"lazy\" decoding=\"async\" src=\"\/wp-content\/uploads\/2019\/03\/PDF_Symbol_small.png%20\" alt=\"PDF Download\" width=\"64\" height=\"79\"><\/a><\/b><br> For a&nbsp;more compre\u00adhen\u00adsive read and further infor\u00adma\u00adtion <a href=\"https:\/\/psycnet.apa.org\/record\/2014-52744-004\" target=\"_blank\" rel=\"noopener noreferrer\">please down\u00adload the paper here<\/a>.<\/p>\n<p><i>For the permis\u00adsion to post this study from <span class=\"caps\">JEIBI<\/span> great thanks to: Dr. Joe Cautilli.<\/i><\/p>\n<p><i>For the summary great thanks to: Miss Geor\u00adgiana Eliza\u00adbeth Barzey.<\/i><\/p>\n<p><i>Respon\u00adsible for the trans\u00adla\u00adtion: Silke Johnson<\/i><\/p>\n<hr>\n<p>[\/et_pb_toggle][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=\u201c1\u201d admin_label=\u201cStudie 7\u201d module_id=\u201c15\u201d _builder_version=\u201c4.5.1\u201d background_color=\u201c#0c71c3\u201d custom_padding=\u201c35px|0px|0|0px|false|false\u201d collapsed=\u201con\u201d][et_pb_row column_structure=\u201c1_4,3_4\u201d custom_padding_last_edited=\u201con|phone\u201d _builder_version=\u201c3.25\u201d background_color=\u201c#f0b800\u201d custom_margin=\u201c0px||\u201d custom_margin_tablet=\u201d\u201d custom_margin_phone=\u201c0px||\u201d custom_margin_last_edited=\u201con|desktop\u201d custom_padding=\u201c15px|0px|13px|0|false|false\u201d custom_padding_tablet=\u201c10px||10px|\u201d custom_padding_phone=\u201c2px|||\u201d][et_pb_column type=\u201c1_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_text _builder_version=\u201c3.27.4\u201d text_font=\u201cIcons||||||||\u201d text_text_color=\u201d#ffffff\u201d text_font_size=\u201c70px\u201d header_font=\u201d||||||||\u201d max_width=\u201c30%\u201d max_width_tablet=\u201d\u201d max_width_phone=\u201c10%\u201d max_width_last_edited=\u201con|desktop\u201d custom_margin=\u201d||0px|8px\u201d custom_margin_tablet=\u201d||-1px|3px\u201d custom_margin_phone=\u201d||0px|3px\u201d custom_margin_last_edited=\u201con|tablet\u201d custom_padding=\u201d|||\u201d animation_style=\u201cbounce\u201d animation_direction=\u201cleft\u201d animation_speed_curve=\u201cease-in\u201d link_option_url=\u201d\/wp-content\/uploads\/studien\/15_Summary_of_Sign_Language_and_Mand_Training_GER.pdf\u201d link_option_url_new_window=\u201con\u201d text_font_size_tablet=\u201c50px\u201d text_font_size_phone=\u201c30px\u201d text_font_size_last_edited=\u201con|phone\u201d text_letter_spacing__hover_enabled=\u201con\u201d]<\/p>\n<p>o<\/p>\n<p>[\/et_pb_text][\/et_pb_column][et_pb_column type=\u201c3_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_text _builder_version=\u201c3.27.4\u201d text_font=\u201d||||||||\u201d text_text_color=\u201d#ffffff\u201d header_font=\u201d||||||||\u201d header_text_color=\u201d#ffffff\u201d header_2_font=\u201d||||||||\u201d header_3_font=\u201d|700|||||||\u201d header_3_text_color=\u201c#0972c3\u201d header_3_line_height=\u201c1.1em\u201d max_width_tablet=\u201d\u201d max_width_phone=\u201c100%\u201d max_width_last_edited=\u201con|phone\u201d custom_margin=\u201d-5px|||-180px\u201d custom_margin_tablet=\u201d-15px||-20px|5px\u201d custom_margin_phone=\u201d-25px|0px|-18px|5px\u201d custom_margin_last_edited=\u201con|desktop\u201d custom_padding=\u201c11px||0px|0px\u201d custom_padding_tablet=\u201d\u201d custom_padding_phone=\u201d\u201d custom_padding_last_edited=\u201con|phone\u201d header_font_size_tablet=\u201d\u201d header_font_size_phone=\u201c30px\u201d header_font_size_last_edited=\u201con|phone\u201d header_3_font_size_tablet=\u201d\u201d header_3_font_size_phone=\u201c16px\u201d header_3_font_size_last_edited=\u201con|desktop\u201d]<\/p>\n<h3>15. Study about Manding<\/h3>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=\u201c3.25\u201d custom_padding=\u201c0|0px|0|0px|false|false\u201d][et_pb_column type=\u201c4_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_toggle title=\u201cSummary of the study\u201d open_toggle_text_color=\u201c#e09900\u201d open_toggle_background_color=\u201d#ffffff\u201d closed_toggle_text_color=\u201d#ffffff\u201d closed_toggle_background_color=\u201crgba(255,255,255,0.51)\u201d icon_color=\u201d#ffffff\u201d module_id=\u201cStudie15\u201d module_class=\u201ccustom_tog\u201d _builder_version=\u201c3.22.7\u201d title_text_color=\u201c#000000\u201d title_font=\u201d|700|||||||\u201d title_font_size=\u201c20px\u201d body_font=\u201d||||||||\u201d body_text_align=\u201cjustify\u201d body_text_color=\u201c#000000\u201d custom_padding_tablet=\u201d|||5px\u201d custom_padding_phone=\u201c10px|5px|10px|5px\u201d custom_padding_last_edited=\u201con|phone\u201d title_font_size_tablet=\u201c17px\u201d title_font_size_phone=\u201c13px\u201d title_font_size_last_edited=\u201con|tablet\u201d body_font_size_tablet=\u201d\u201d body_font_size_phone=\u201c14px\u201d body_font_size_last_edited=\u201con|phone\u201d body_line_height_tablet=\u201c1.4em\u201d body_line_height_phone=\u201c1.4em\u201d body_line_height_last_edited=\u201con|desktop\u201d border_color_all=\u201c#e89700\u201d icon_color__hover_enabled=\u201con\u201d]<\/p>\n<h5 style=\"text-align: left;\"><b>A summarization of the study from the Carbone Clinic:<\/b><\/h5>\n<p><b>Incre\u00adasing Voca\u00adliza\u00adtions of Children with Autism Using Sign Language and Mand Training<\/b><\/p>\n<p style=\"text-align: left;\"><span>(Vivian Atta\u00adnasio, Lisa Delaney, Vincent J. Carbone, Gina Zecchin-Tirri, and Emily J. Sweeney-Kerwin)&nbsp;<\/span><\/p>\n<p><b style=\"font-size: 16px; text-align: left;\"><b>Back\u00adground:<\/b><span> <\/span><\/b><\/p>\n<p style=\"text-align: justify;\">Manual sign language has been shown to support the deve\u00adlo\u00adp\u00adment of vocal verbal beha\u00advior in some indi\u00advi\u00adduals with autism and deve\u00adlo\u00adp\u00admental disa\u00adbi\u00adli\u00adties. (Mirenda <span class=\"amp\">&amp;<\/span>&nbsp;Erickson, 2000; Mirenda, 2003; Tincani, 2004). However there is a&nbsp;subset of children with autism for whom sign language may not faci\u00adli\u00adtate vocal produc\u00adtion (Mirenda, 2003). In those cases it may be neces\u00adsary to add other beha\u00advi\u00adoral inter\u00adven\u00adtions to increase the deve\u00adlo\u00adp\u00adment of vocal respon\u00adding. Language trai\u00adning programs that mani\u00adpu\u00adlate moti\u00adva\u00adtive varia\u00adbles to teach manding have been shown to increase spon\u00adta\u00adn\u00adeity (Shafer, 1994) and voca\u00adliza\u00adtions (Charlop-Christy, Carpenter, LeBlanc <span class=\"amp\">&amp;<\/span>&nbsp;Kellett, 2002).<\/p>\n<p>Skinner (1957) defined the mand as a&nbsp;verbal response which is evoked by some condi\u00adtions of depri\u00adva\u00adtion, satia\u00adtion, or aver\u00adsion and which is rein\u00adforced by a&nbsp;conse\u00adquence specific to the moti\u00adva\u00adtional variable.<\/p>\n<p>A time delay or prompt delay proce\u00addure follo\u00adwing the presen\u00adta\u00adtion of a&nbsp;vocal model to increase vocal spon\u00adta\u00adn\u00adeity and produc\u00adtion, has been shown to be effec\u00adtive. (Halle, Marshall, <span class=\"amp\">&amp;<\/span>&nbsp;Spradlin1979; Halle, Baer, <span class=\"amp\">&amp;<\/span>&nbsp;Spradlin, 1981; Carr <span class=\"amp\">&amp;<\/span>&nbsp;Kolog\u00adinsky, 1983; Charlop, Schreibman, <span class=\"amp\">&amp;<\/span>&nbsp;Thibo\u00addeau, 1985; Bennett, Gast, Wolery, <span class=\"amp\">&amp;<\/span>&nbsp;Schuster, 1986; Matson, Sevin, Frid\u00adeley, <span class=\"amp\">&amp;<\/span>&nbsp;Love, 1990; Ingenmey <span class=\"amp\">&amp;<\/span>&nbsp;Van Houten, 1991; Charlop <span class=\"amp\">&amp;<\/span>&nbsp;Trasowech,1991; Matson, Sevin, Box, <span class=\"amp\">&amp;<\/span>&nbsp;Francis, 1993).<\/p>\n<p>The time delay proce\u00addures imple\u00admented in these studies had been shown to be effec\u00adtive with parti\u00adci\u00adpants who had a&nbsp;vocal reper\u00adtoire that was depen\u00addent upon promp\u00adting. The time delay proce\u00addure had not been previously tested for its value initia\u00adting new vocal responses in children with autism who used sign language as their primary form of commu\u00adni\u00adca\u00adtion instead of voca\u00adliza\u00adtions, or had few vocalizations.<\/p>\n<p style=\"text-align: left;\"><b>The purpose of the rese\u00adarch:<\/b><span> <\/span><\/p>\n<p style=\"text-align: justify;\"><span>The purpose of this study was to deter\u00admine the effects of sign mand trai\u00adning combined with a&nbsp;time delay, vocal prompt and diffe\u00adren\u00adtial rein\u00adforce\u00adment proce\u00addure on the deve\u00adlo\u00adp\u00adment of voca\u00adliza\u00adtions in children with autism for whom sign language mand trai\u00adning alone had not produced vocal responding.&nbsp;<\/span><\/p>\n<p style=\"text-align: left;\"><b>Method:<\/b><span> <\/span><\/p>\n<p><u>Parti\u00adci\u00adpants:<\/u><br> <span>Three male parti\u00adci\u00adpants were used in this study. Two of the parti\u00adci\u00adpants were age four (Tony) and six (Nick) and both diagnosed with autism. The third parti\u00adci\u00adpant was age four, diagnosed with Down Syndrome (Ralph). All parti\u00adci\u00adpants had limited recep\u00adtive, tact and intra\u00adverbal repertoires.&nbsp;<\/span><\/p>\n<p><span>Tony manded via American Sign Language (<span class=\"caps\">ASL<\/span>) for 15 items, those were present and highly moti\u00advating. The Kaufman Assess\u00adment (Kaufman Speech Praxis Assess\u00adment, 1995) found that Tony had a&nbsp;weak echoic reper\u00adtoire which involved appro\u00adxi\u00adma\u00adtions to (consonsant \u2014 vowel \u2014 conso\u00adnant (<span class=\"caps\">CVC<\/span>) (<span class=\"caps\">CVC<\/span> words for example, \u201coh no\u201d and \u201coboe.\u201d). <\/span><\/p>\n<p><span>Nick required partial physical prompts or full physical prompts to produce his manual sign mands. However his manding reper\u00adtoire was considered as weak. During the modi\u00adfied Kaufman Speech Praxis Assess\u00adment, Nick did not echo any vocal responses.&nbsp;<\/span><\/p>\n<p><span>Ralph used manual sign language to mand for 10 items that were present and highly motivating.&nbsp;<\/span><\/p>\n<p style=\"text-align: left;\"><b>Setting:<\/b><span> <\/span><\/p>\n<p><span>The study was conducted in each of the participant\u2019s class\u00adroom. Each room had six to eight children with at least three (3) adults.&nbsp;<\/span><\/p>\n<p style=\"text-align: left;\"><b>Defi\u00adning Responses:<\/b><span> <\/span><\/p>\n<p><span>This study measured the occur\u00adrence of voca\u00adliza\u00adtions during sign manding, either follo\u00adwing a&nbsp;time delay or after the presen\u00adta\u00adtion of a&nbsp;vocal prompt. Any sound made by the parti\u00adci\u00adpant was iden\u00adti\u00adfied and recorded as a&nbsp;voca\u00adliza\u00adtion. A&nbsp;word appro\u00adxi\u00adma\u00adtion was defined as a&nbsp;vowel-conso\u00adnant (<span class=\"caps\">VC<\/span>) or conso\u00adnant-vowel (<span class=\"caps\">CV<\/span>) combi\u00adna\u00adtion that were in the name of the item presented.&nbsp;<\/span><\/p>\n<p style=\"text-align: left;\"><b>Recor\u00adding Proce\u00addure:<\/b><span> <\/span><\/p>\n<p><u>Base\u00adline:<\/u><br> <span>Voca\u00adliza\u00adtions and appro\u00adxi\u00adma\u00adtions were recorded by the participant\u2019s instructor. Instruc\u00adtors sat next to the child at a&nbsp;table with their data sheets. Six poten\u00adtial rein\u00adforcers, which included edibles, movies and toys, were placed in a&nbsp;random rota\u00adtion throug\u00adhout the session appro\u00adxi\u00adm\u00adately one foot away from the learner. Instruc\u00adtors recorded voca\u00adliza\u00adtions or word appro\u00adxi\u00adma\u00adtions by writing the phonetic spel\u00adling of each vocal response with the prompt level neces\u00adsary to evoke the vocal response. Inter-observer agree\u00adment was conducted for 30% of all sessions. Inter-observer agree\u00adment ranged between 96%-100% with an average of 99% percent agreement.&nbsp;<\/span><\/p>\n<p style=\"text-align: justify;\"><u>Time Delay and Vocal Prompt:<\/u><br> <span>During the inter\u00adven\u00adtion phase, the examiner sat at a&nbsp;table appro\u00adxi\u00adm\u00adately two feet across from the parti\u00adci\u00adpant in his class\u00adroom. The items the parti\u00adci\u00adpant would poten\u00adti\u00adally mand for were on the table next to the expe\u00adri\u00admenter. All parti\u00adci\u00adpants had six diffe\u00adrent rein\u00adforcers present at every session. There were two sessions per day each consis\u00adting of 50 trials. Each trial began with the expe\u00adri\u00admenter holding the item at eye level as a&nbsp;signal to the parti\u00adci\u00adpant that rein\u00adforce\u00adment was available contin\u00adgent on them signing for the item. When the parti\u00adci\u00adpant signed, the rein\u00adforcer was not imme\u00addia\u00adtely deli\u00advered and instead a&nbsp;five second time delay was imple\u00admented. During the five second delay, any voca\u00adliza\u00adtion by the parti\u00adci\u00adpant resulted in deli\u00advery of the rein\u00adforcer immediately.&nbsp;<\/span><\/p>\n<p><span>If the parti\u00adci\u00adpant did not voca\u00adlize during the time delay interval, the expe\u00adri\u00admenter would say the name of the desired item as a&nbsp;vocal prompt and wait two seconds for a&nbsp;response.&nbsp;<\/span><\/p>\n<p><span>If a&nbsp;voca\u00adliza\u00adtion occurred within two seconds of the presen\u00adta\u00adtion of the vocal stimulus (prompt) the rein\u00adforcer was deli\u00advered immediately.&nbsp;<\/span><\/p>\n<p><span>If no voca\u00adliza\u00adtion occurred, the vocal prompt was re-presented two more&nbsp;times.<\/span><\/p>\n<p><span>The rein\u00adforcer was deli\u00advered imme\u00addia\u00adtely upon hearing any voca\u00adliza\u00adtion or word appro\u00adxi\u00adma\u00adtion from the parti\u00adci\u00adpant follo\u00adwing the vocal prompts.&nbsp;<\/span><\/p>\n<p><span>If no voca\u00adliza\u00adtion or word appro\u00adxi\u00adma\u00adtion occurred the rein\u00adforcer was deli\u00advered at the end of the sequence of presen\u00adta\u00adtions of the vocal prompts.&nbsp;<\/span><\/p>\n<p style=\"text-align: left;\"><b>Main\u00adten\u00adance:<\/b><span> <\/span><\/p>\n<p><span>Main\u00adten\u00adance data was coll\u00adected ten months follo\u00adwing the comple\u00adtion of the expe\u00adri\u00admental condi\u00adtion. Four sessions of main\u00adten\u00adance data were conducted during which each targeted item was presented once. Each session consisted of six trials and there was one session a&nbsp;day for four conse\u00adcu\u00adtive days. Each trial began with the expe\u00adri\u00admenter holding up the item to the participant\u2019s eye level in order to signal the avai\u00adla\u00adbi\u00adlity of the reinforcer.&nbsp;<\/span><\/p>\n<p><span>If the parti\u00adci\u00adpant signed for the item correctly within five seconds of the presen\u00adta\u00adtion the item was deli\u00advered immediately.&nbsp;<\/span><\/p>\n<p><span>If the parti\u00adci\u00adpant did not sign for the item imme\u00addia\u00adtely or signed incor\u00adrectly, the expe\u00adri\u00admenter provided a&nbsp;manual or gestural prompt to evoke the response. Using the same response defi\u00adni\u00adtion as in the expe\u00adri\u00admental condi\u00adtion, the expe\u00adri\u00admenter recorded the occur\u00adrence of any voca\u00adliza\u00adtion or word appro\u00adxi\u00adma\u00adtion that the parti\u00adci\u00adpant produced when he signed. Inter-observer agree\u00adment was 100% across all participants.&nbsp;<\/span><\/p>\n<p style=\"text-align: left;\"><b>Results:<\/b><span> <\/span><\/p>\n<p><span>When the expe\u00adri\u00admental condi\u00adtion was intro\u00adduced Tony\u2019s voca\u00adliza\u00adtions or word appro\u00adxi\u00adma\u00adtions went from an average of about 20% during base\u00adline to about 95% in treat\u00adment. Tony main\u00adtained an average of about 95% of voca\u00adliza\u00adtions or word appro\u00adxi\u00adma\u00adtions while manding during main\u00adten\u00adance sessions.&nbsp;<\/span><\/p>\n<p><span>The frequency of voca\u00adliza\u00adtions or word appro\u00adxi\u00adma\u00adtions for Ralph imme\u00addia\u00adtely increased to appro\u00adxi\u00adm\u00adately 70% from a&nbsp;base\u00adline percen\u00adtage of near zero upon ente\u00adring treat\u00adment and then stabi\u00adlized with about 95% of trials contai\u00adning vocal responses for the last few treat\u00adment sessions. 10 month follow-up data indi\u00adcates that Ralph\u2019s voca\u00adliza\u00adtions during sign manding were main\u00adtained at a&nbsp;level substan\u00adti\u00adally higher than baseline.&nbsp;<\/span><\/p>\n<p><span>Nick\u2019s voca\u00adliza\u00adtions imme\u00addia\u00adtely increased to appro\u00adxi\u00adm\u00adately 10% during treat\u00adment and steadily increased to 40% throug\u00adhout treat\u00adments sessions as compared to a&nbsp;base\u00adline percen\u00adtage of near zero. The ten month follow-up data indi\u00adcated that Nick\u2019s voca\u00adliza\u00adtions while sign manding were main\u00adtained at a&nbsp;level substan\u00adti\u00adally higher than baseline.&nbsp;<\/span><\/p>\n<p style=\"text-align: left;\"><b>Discus\u00adsion:<\/b><span> <\/span><\/p>\n<p><span>The results of this study demons\u00adtrate that sign mand oppor\u00adtu\u00adni\u00adties combined with a&nbsp;prompt delay proce\u00addure and vocal promp\u00adting with diffe\u00adren\u00adtial rein\u00adforce\u00adment for sound produc\u00adtion can increase the frequency and variety of voca\u00adliza\u00adtions in children with autism and other deve\u00adlo\u00adp\u00admental disabilities.&nbsp;<\/span><\/p>\n<p><span>Tony demons\u00adtrated the highest percen\u00adtage of trials with voca\u00adliza\u00adtions and word appro\u00adxi\u00adma\u00adtions and was the only parti\u00adci\u00adpant to develop the produc\u00adtion of the word \u201cmovie\u201d as a&nbsp;mand to view a&nbsp;video. He entered the study with the stron\u00adgest vocal reper\u00adtoire in that he produced the grea\u00adtest number and variety of sounds during the base\u00adline sound inventory.&nbsp;<\/span><\/p>\n<p><span>Main\u00adten\u00adance data show that Tony and Ralph continued to voca\u00adlize at a&nbsp;high rate while sign manding despite no treat\u00adment for a&nbsp;ten month period. The fact that the time delay proce\u00addure produced a&nbsp;rela\u00adtively higher rate of voca\u00adliza\u00adtions as compared to the vocal prompt proce\u00addure impli\u00adcates the role of extinc\u00adtion. It appears that failure to rein\u00adforce the sign mand imme\u00addia\u00adtely during treat\u00adment may have led to response varia\u00adtion in the form of vocal responses consis\u00adtent with the side-effects frequently asso\u00adciated with extinc\u00adtion (Lerman and Iwata, 1996).&nbsp;<\/span><\/p>\n<p><span>This article is a&nbsp;summary of the original paper which can be down\u00adloaded from <\/span><a href=\"http:\/\/www.carboneclinic.com\/research.aspx\" target=\"new\" rel=\"noopener noreferrer\">www\u200b.carbo\u200bne\u200bclinic\u200b.com\/\u200br\u200be\u200bs\u200be\u200ba\u200br\u200bc\u200bh\u200b.\u200ba\u200bspx<\/a><span> <\/span><\/p>\n<p style=\"text-align: left;\"><b>Please note that every effort has been made to condense and provide a&nbsp;broad over\u00adview of this rese\u00adarch. However in order not to lose the key infor\u00adma\u00adtion some of the infor\u00adma\u00adtion in this summary has been copied directly form the original article. All credits of the summary whether directly worded or re-worded are solely given to the rese\u00adar\u00adchers. Please contact your <span class=\"caps\">ABA<\/span>\/<span class=\"caps\">VB<\/span> consul\u00adtant before imple\u00admen\u00adting any of the proce\u00addures conducted in this paper on your child.<span> <\/span><\/b><\/p>\n<p><b style=\"font-size: 16px; text-align: left;\"><b>Please contact your <span class=\"caps\">ABA<\/span>\/<span class=\"caps\">VB<\/span> consul\u00adtant before imple\u00admen\u00adting any of the proce\u00addures conducted in the paper on your child.<\/b><br> <\/b><\/p>\n<p><a href=\"\/wp-content\/uploads\/studien\/15_Summary_Manding_ENG.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Down\u00adload summary of the study as <span class=\"caps\">PDF<\/span><b style=\"font-size: 16px; text-align: left;\"><b><br> <img loading=\"lazy\" decoding=\"async\" src=\"\/wp-content\/uploads\/2019\/03\/PDF_Symbol_small.png%20\" alt=\"PDF Download\" width=\"64\" height=\"79\"><\/b><\/b><\/a><\/p>\n<p><a href=\"https:\/\/www.ncbi.nlm.nih.gov\/pmc\/articles\/PMC2998260\/\" target=\"_blank\" rel=\"noopener noreferrer\">Read the original study&nbsp;here<\/a><\/p>\n<p style=\"text-align: left;\"><i>For the permis\u00adsion to post this study we thank: Dr. Vincent Carbone, Ed.D., <span class=\"caps\">BCBA<\/span><\/i><span> <\/span><\/p>\n<p><i>For the summary great thanks to: Miss Geor\u00adgiana Eliza\u00adbeth Barzey.<\/i><span> <\/span><\/p>\n<p><i>Respon\u00adsible for the trans\u00adla\u00adtion: Silke Johnson<\/i><span> <\/span><\/p>\n<hr>\n<p>[\/et_pb_toggle][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=\u201c1\u201d admin_label=\u201cStudie 7\u201d _builder_version=\u201c3.22.3\u201d background_color=\u201c#0c71c3\u201d custom_padding=\u201c35px|0px|0|0px|false|false\u201d collapsed=\u201con\u201d][et_pb_row column_structure=\u201c1_4,3_4\u201d custom_padding_last_edited=\u201con|phone\u201d _builder_version=\u201c3.25\u201d background_color=\u201c#f0b800\u201d custom_margin=\u201c0px||\u201d custom_margin_tablet=\u201d\u201d custom_margin_phone=\u201c0px||\u201d custom_margin_last_edited=\u201con|desktop\u201d custom_padding=\u201c15px|0px|13px|0|false|false\u201d custom_padding_tablet=\u201c10px||10px|\u201d custom_padding_phone=\u201c2px|||\u201d][et_pb_column type=\u201c1_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_text _builder_version=\u201c3.27.4\u201d text_font=\u201cIcons||||||||\u201d text_text_color=\u201d#ffffff\u201d text_font_size=\u201c70px\u201d header_font=\u201d||||||||\u201d max_width=\u201c30%\u201d max_width_tablet=\u201d\u201d max_width_phone=\u201c10%\u201d max_width_last_edited=\u201con|desktop\u201d custom_margin=\u201d||0px|8px\u201d custom_margin_tablet=\u201d||-1px|3px\u201d custom_margin_phone=\u201d||0px|3px\u201d custom_margin_last_edited=\u201con|tablet\u201d custom_padding=\u201d|||\u201d animation_style=\u201cbounce\u201d animation_direction=\u201cleft\u201d animation_speed_curve=\u201cease-in\u201d link_option_url=\u201d\/wp-content\/uploads\/studien\/16_Summary_Varying_Teaching_ENG.pdf\u201d link_option_url_new_window=\u201con\u201d text_font_size_tablet=\u201c50px\u201d text_font_size_phone=\u201c30px\u201d text_font_size_last_edited=\u201con|phone\u201d text_letter_spacing__hover_enabled=\u201con\u201d]<\/p>\n<p>o<\/p>\n<p>[\/et_pb_text][\/et_pb_column][et_pb_column type=\u201c3_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_text _builder_version=\u201c3.27.4\u201d text_font=\u201d||||||||\u201d text_text_color=\u201d#ffffff\u201d header_font=\u201d||||||||\u201d header_text_color=\u201d#ffffff\u201d header_2_font=\u201d||||||||\u201d header_3_font=\u201d|700|||||||\u201d header_3_text_color=\u201c#0972c3\u201d header_3_line_height=\u201c1.1em\u201d max_width_tablet=\u201d\u201d max_width_phone=\u201c100%\u201d max_width_last_edited=\u201con|phone\u201d custom_margin=\u201d-5px|||-180px\u201d custom_margin_tablet=\u201d-15px||-20px|5px\u201d custom_margin_phone=\u201d-25px|0px|-18px|5px\u201d custom_margin_last_edited=\u201con|desktop\u201d custom_padding=\u201c11px||0px|0px\u201d custom_padding_tablet=\u201d\u201d custom_padding_phone=\u201d\u201d custom_padding_last_edited=\u201con|phone\u201d header_font_size_tablet=\u201d\u201d header_font_size_phone=\u201c30px\u201d header_font_size_last_edited=\u201con|phone\u201d header_3_font_size_tablet=\u201d\u201d header_3_font_size_phone=\u201c16px\u201d header_3_font_size_last_edited=\u201con|desktop\u201d]<\/p>\n<h3>16. Study about Fluent Teaching<\/h3>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=\u201c3.25\u201d custom_padding=\u201c0|0px|0|0px|false|false\u201d][et_pb_column type=\u201c4_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_toggle title=\u201cSummary of the study\u201d open_toggle_text_color=\u201c#e09900\u201d open_toggle_background_color=\u201d#ffffff\u201d closed_toggle_text_color=\u201d#ffffff\u201d closed_toggle_background_color=\u201crgba(255,255,255,0.51)\u201d icon_color=\u201d#ffffff\u201d module_id=\u201cStudie16\u201d module_class=\u201ccustom_tog\u201d _builder_version=\u201c3.22.7\u201d title_text_color=\u201c#000000\u201d title_font=\u201d|700|||||||\u201d title_font_size=\u201c20px\u201d body_font=\u201d||||||||\u201d body_text_align=\u201cjustify\u201d body_text_color=\u201c#000000\u201d custom_padding_tablet=\u201d|||5px\u201d custom_padding_phone=\u201c10px|5px|10px|5px\u201d custom_padding_last_edited=\u201con|phone\u201d title_font_size_tablet=\u201c17px\u201d title_font_size_phone=\u201c13px\u201d title_font_size_last_edited=\u201con|tablet\u201d body_font_size_tablet=\u201d\u201d body_font_size_phone=\u201c14px\u201d body_font_size_last_edited=\u201con|phone\u201d body_line_height_tablet=\u201c1.4em\u201d body_line_height_phone=\u201c1.4em\u201d body_line_height_last_edited=\u201con|desktop\u201d border_color_all=\u201c#e89700\u201d icon_color__hover_enabled=\u201con\u201d]<\/p>\n<h5 style=\"text-align: left;\"><b>A summarization of the study from the Carbone Clinic:<\/b><\/h5>\n<p><b>The Effects of Varying Teacher Presen\u00adta\u00adtion Rates on Respon\u00adding during Discrete Trial Training<\/b><\/p>\n<p style=\"text-align: left;\"><span>(Carole A. Roxbo\u00adrough, <span class=\"caps\">BCABA<\/span>, Vincent J. Carbone, <span class=\"caps\">BCBA<\/span>, and Gina Zecchin, <span class=\"caps\">BCABA<\/span>)&nbsp;<\/span><\/p>\n<p><b style=\"font-size: 16px; text-align: left;\"><b><u>Back\u00adground:<\/u><\/b><span> <\/span><\/b><\/p>\n<p><b style=\"font-size: 16px; text-align: left;\"> <\/b><\/p>\n<p style=\"text-align: justify;\">A signi\u00adfi\u00adcant amount of children diagnosed with autism engage in high rates of escape and avoid\u00adance beha\u00adviors (Koegel, Koegel, Frea and Smith, 1995) during instruc\u00adtional sessions. Addi\u00adtio\u00adnally, self-stimu\u00adla\u00adtory beha\u00advior (such as rocking and hand flap\u00adping) in children with autism often inter\u00adferes with acqui\u00adring new skills and conduc\u00adting simple discri\u00admi\u00adna\u00adtion tasks (Covert and Koegel, 1972). When self-stimu\u00adla\u00adtory beha\u00advior is reduced lear\u00adning occurs at a&nbsp;higher rate (Covert and Koegel, 1972).<\/p>\n<p style=\"text-align: justify;\">Ther\u00ade\u00adfore, one of the funda\u00admental aims for many children with autism may parti\u00adally depend on teachers mani\u00adpu\u00adla\u00adting instruc\u00adtional varia\u00adbles. Those lead to improved learner atten\u00adtion to teacher directed acti\u00advi\u00adties for reasonable periods of time each day. (Drash <span class=\"amp\">&amp;<\/span>&nbsp;Tudor, 1993).<\/p>\n<p style=\"text-align: justify;\">Discrete Trial Trai\u00adning (<span class=\"caps\">DTT<\/span>) is a&nbsp;method which is modelled after Skinner\u2019s (1968) three term contin\u00adgency arran\u00adge\u00adment. whereby a&nbsp;stimulus is presented by a&nbsp;teacher, a&nbsp;response is evoked, and a&nbsp;conse\u00adquence follows the response in order to streng\u00adthen or weaken its likeli\u00adhood of occur\u00adring again under similar conditions.<\/p>\n<p style=\"text-align: justify;\">The imple\u00admen\u00adta\u00adtion of <span class=\"caps\">DTT<\/span> has yielded long term bene\u00adfits for children with autism (Lovaas, 1987, Smith, 1999, McEa\u00adchin, Smith <span class=\"amp\">&amp;<\/span>&nbsp;Lovaas, 1993). However, the high demand requi\u00adre\u00adments of Discrete Trial Trai\u00adning may evoke problem beha\u00advior such as tant\u00adrum\u00adming, flop\u00adping, high rates of self stimu\u00adla\u00adtory beha\u00adviors, aggres\u00adsion, and self injury. Smith (2001) explains \u201c\u2026 children with autism may attempt to escape or avoid almost all teaching situa\u00adtions, as well as any requests that adults make of them\u201d (p.&nbsp;89).<\/p>\n<p style=\"text-align: justify;\">Conse\u00adquently, a&nbsp;thorough concep\u00adtual under\u00adstan\u00adding and prac\u00adtical reper\u00adtoire related to the modi\u00adfi\u00adca\u00adtion of instruc\u00adtional varia\u00adbles that reduce escape and avoid\u00adance main\u00adtained problem beha\u00advior of children with autism appears essential.<\/p>\n<p style=\"text-align: justify;\">Mani\u00adpu\u00adla\u00adtion of instruc\u00adtional varia\u00adbles related to the conse\u00adquence of beha\u00adviors such as rein\u00adforce\u00adment and extinc\u00adtion have been exten\u00adsi\u00advely studied in the beha\u00advior reduc\u00adtion lite\u00adra\u00adture. Recently, addi\u00adtional emphasis has been placed upon the mani\u00adpu\u00adla\u00adtion of ante\u00adce\u00addent varia\u00adbles to reduce inter\u00adfe\u00adring beha\u00adviors when teaching persons with deve\u00adlo\u00adp\u00admental disa\u00adbi\u00adli\u00adties and autism (Carbone, Morgen\u00adstern <span class=\"amp\">&amp;<\/span>&nbsp;Zecchin (2006).<\/p>\n<p style=\"text-align: justify;\">Little rese\u00adarch has focused on the effects of teacher rate of presen\u00adta\u00adtion of instruc\u00adtional demands as an ante\u00adce\u00addent variable. Only two studies that included autistic children have measured the effects of teacher rate of presen\u00adta\u00adtion of instruc\u00adtional demands. Both of these studies (Koegel, Dunlap, <span class=\"amp\">&amp;<\/span>&nbsp;Dyer, (1980) and Dunlap, Dyer <span class=\"amp\">&amp;<\/span>&nbsp;Koegel (1983)) mani\u00adpu\u00adlated the dura\u00adtion of inter trial inter\u00advals (<span class=\"caps\">ITI<\/span>) resul\u00adting in either slow or fast pace presen\u00adta\u00adtion of instruc\u00adtional demands. <span class=\"caps\">ITI<\/span> was defined as the dura\u00adtion of time between the deli\u00advery of the conse\u00adquence for one beha\u00advior and the presen\u00adta\u00adtion of the next instruc\u00adtional stimulus or demand.<\/p>\n<p style=\"text-align: justify;\">Koegel et al (1980) inves\u00adti\u00adgated the func\u00adtional rela\u00adti\u00adonship between <span class=\"caps\">ITI<\/span> dura\u00adtion and correct learner respon\u00adding in children with autism. The rese\u00adar\u00adchers used both long dura\u00adtions which ranged from 4&nbsp;seconds to 26 seconds and short dura\u00adtions which range from 1&nbsp;to 4&nbsp;seconds. Results demons\u00adtrated that shorter dura\u00adtion of ITIs produced a&nbsp;higher rate of correct responses and a&nbsp;decrease in self stimu\u00adla\u00adtory behaviors.<\/p>\n<p style=\"text-align: justify;\">Dunlap et al (1983) repli\u00adcated Koegel et al\u2019s (1980) study and then extended the findings by precisely measu\u00adring occur\u00adrences of self-stimu\u00adla\u00adtory responses in their parti\u00adci\u00adpants who were children with autism. Results from this study found that self-stimu\u00adla\u00adtory responses decreased with shorter <span class=\"caps\">ITI<\/span> and correct respon\u00adding increased.<\/p>\n<p style=\"text-align: justify;\">The effects of teacher presen\u00adta\u00adtion rates on other topo\u00adgra\u00adphies and func\u00adtions of problem beha\u00advior frequently emitted by children with autism during inten\u00adsive teaching sessions has been inves\u00adti\u00adgated with various mani\u00adpu\u00adla\u00adtions of <span class=\"caps\">ITI<\/span>\u2019s (down\u00adload article for a&nbsp;full review).<\/p>\n<p><b><u>The purpose of the rese\u00adarch:<\/u><\/b><span> <\/span><\/p>\n<p style=\"text-align: left;\"><u>There were four aims of this&nbsp;study:<\/u><\/p>\n<ul type=\"circle\">\n<ul type=\"circle\">\n<li style=\"text-align: left;\">To repli\u00adcate the findings of other rese\u00adar\u00adchers regar\u00adding the effects of alte\u00adring the pace of instruc\u00adtional demands on the occur\u00adrences of problem beha\u00advior and correct respon\u00adding during instruc\u00adtional settings with children with autism.<\/li>\n<li style=\"text-align: left;\">To examine the effects of teacher rate of presen\u00adta\u00adtion of instruc\u00adtional demands with children with autism who exhi\u00adbited self-stimu\u00adla\u00adtory beha\u00advior and responses that appeared to be main\u00adtained by a&nbsp;history of social reinforcement.<\/li>\n<li style=\"text-align: left;\">To measure oppor\u00adtu\u00adni\u00adties to respond and magni\u00adtude of rein\u00adforce\u00adment as a&nbsp;func\u00adtion of faster vs. slower rates of teacher presen\u00adta\u00adtion of demands.<\/li>\n<li style=\"text-align: left;\">To measure three rates of presen\u00adta\u00adtion commonly recom\u00admended in instruc\u00adtional programs for children with autism.<\/li>\n<\/ul>\n<\/ul>\n<p style=\"text-align: left;\"><b><u>Method:<\/u><\/b><span> <\/span><\/p>\n<p style=\"text-align: left;\"><u>Parti\u00adci\u00adpants:<br> <\/u><\/p>\n<p style=\"text-align: justify;\"><span>Two children with a&nbsp;diagnosis of autism recei\u00adving a&nbsp;combi\u00adna\u00adtion of school and home based inter\u00adven\u00adtion using Applied Beha\u00advior Analysis (<span class=\"caps\">ABA<\/span>) with emphasis upon teaching commu\u00adni\u00adca\u00adtion skills using B.F. Skinner\u2019s analysis of verbal beha\u00advior were used in this&nbsp;study.&nbsp;<\/span><\/p>\n<p><span>Both children\u2019s program included one-on-one inten\u00adsive teaching in the form of Discrete Trial Trai\u00adning inters\u00adpersed with lear\u00adning oppor\u00adtu\u00adni\u00adties in the more natu\u00adra\u00adlized envi\u00adron\u00adments in the home setting. A&nbsp;similar program was imple\u00admented for both children in the school setting for part of the instruc\u00adtional day.&nbsp;<\/span><\/p>\n<p><span>Both parti\u00adci\u00adpants exhi\u00adbited high rates of disrup\u00adtive beha\u00advior during instruc\u00adtional sessions and ther\u00ade\u00adfore were selected to parti\u00adci\u00adpate in this&nbsp;study.&nbsp;<\/span><\/p>\n<p style=\"text-align: left;\"><u>Setting:<\/u><span> <\/span><\/p>\n<p style=\"text-align: justify;\"><span>All of the expe\u00adri\u00admental sessions were carried out in the home of each parti\u00adci\u00adpant. The instruc\u00adtional setting for each child was in the family living room where a&nbsp;tele\u00advi\u00adsion was available to display videos as a&nbsp;form of rein\u00adforce\u00adment. Each child was seated at an instruc\u00adtional table. A&nbsp;video camera was also set up on a&nbsp;tripod next to the instruc\u00adtional table for purposes of recor\u00adding each session.&nbsp;<\/span><\/p>\n<p style=\"text-align: left;\"><b><u>Depen\u00addent varia\u00adbles, Response Defi\u00adni\u00adtions and Measu\u00adre\u00adment Proce\u00addures:<\/u><\/b><span> <\/span><\/p>\n<p style=\"text-align: left;\"><b style=\"font-size: 16px; text-align: left;\"><span>The depen\u00addent varia\u00adbles which were measured were:<\/span><\/b><\/p>\n<ul type=\"circle\">\n<ul type=\"circle\">\n<li style=\"text-align: left;\">Frequency of problem beha\u00advior (self-stimu\u00adla\u00adtory beha\u00advior; aggres\u00adsion \/ self inju\u00adrious beha\u00advior, bolting from the instruc\u00adtional table) that inter\u00adfered with instruc\u00adtional demands were exhibited<\/li>\n<li style=\"text-align: left;\">Frequency of teacher presented instruc\u00adtional demands<\/li>\n<li style=\"text-align: left;\">Magni\u00adtude or dura\u00adtion of reinforcement<\/li>\n<li style=\"text-align: left;\">Percen\u00adtage of correct responses.<\/li>\n<\/ul>\n<\/ul>\n<p>Each of the depen\u00addent varia\u00adbles was measured follo\u00adwing each expe\u00adri\u00admental session by tran\u00adscribing the responses from the video recor\u00adding of the session. A&nbsp;data recor\u00adding sheet deve\u00adloped speci\u00adfi\u00adcally to measure frequency of problem beha\u00advior, frequency of instruc\u00adtional oppor\u00adtu\u00adni\u00adties, frequency of responses per session, magni\u00adtude of video presen\u00adta\u00adtion as a&nbsp;form of rein\u00adforce\u00adment, and percen\u00adtage of correct and incor\u00adrect responses was&nbsp;used.<\/p>\n<p style=\"text-align: left;\"><b><u>Design:<\/u><\/b><span> <\/span><\/p>\n<p><span>Using an alter\u00adna\u00adting treat\u00adment design teacher demands were presented at the rate of every second, every five seconds or every 10 seconds during expe\u00adri\u00admental sessions. For example, a&nbsp;teacher might hold up a&nbsp;picture of an object and ask the learner \u201cwhat is it?\u201d. Instruc\u00adtional demands which were presented 1&nbsp;second after the parti\u00adci\u00adpants responded were referred to as the fast teacher presen\u00adta\u00adtion condi\u00adtion. Instruc\u00adtional demands which were presented 5&nbsp;seconds after the parti\u00adci\u00adpants responded were referred to as the medium teacher presen\u00adta\u00adtion condi\u00adtion. Instruc\u00adtional demands which were presented 10 seconds after the parti\u00adci\u00adpants responded were referred to as the slow teacher presen\u00adta\u00adtion condi\u00adtion. A&nbsp;non base\u00adline alter\u00adna\u00adting treat\u00adments design between 1, 5&nbsp;and 10 second was imple\u00admented randomly.&nbsp;<\/span><\/p>\n<p style=\"text-align: left;\"><b><u>Proce\u00addure:<\/u><\/b><span> <\/span><\/p>\n<p><span>Two sessions were conducted a&nbsp;day each lasting 10 minutes. Throug\u00adhout each session the instructor presented instruc\u00adtional demands either every one, five or ten second interval. Instruc\u00adtional tech\u00adni\u00adques inclu\u00adding error correc\u00adtion, promp\u00adting proce\u00addures, types of skills presented, number of demands before a&nbsp;rein\u00adforcer (sche\u00addule of rein\u00adforce\u00adment), inters\u00adpersal of mastered and target skills and mixing of skill domains were held constant for each parti\u00adci\u00adpant across all three expe\u00adri\u00admental condi\u00adtions. All problem beha\u00advior during teaching trials was recorded as instances of problem beha\u00advior. The oppor\u00adtu\u00adnity to view about a&nbsp;minute of a&nbsp;preferred video was used as reinforcement.&nbsp;<\/span><\/p>\n<p style=\"text-align: left;\"><b><u>Results:<\/u><\/b><\/p>\n<p><span>Results indi\u00adcated that both lear\u00adners engaged in higher rates of problem beha\u00advior during the slow teacher presen\u00adta\u00adtion. Both lear\u00adners were presented with more instruc\u00adtional demands during the fast presen\u00adta\u00adtion. Both lear\u00adners received more rein\u00adforce\u00adment during fast presen\u00adta\u00adtion than the medium and slow paced condi\u00adtions. Results also indi\u00adcated that both lear\u00adners produced more responses during fast paced condi\u00adtion that the medium or slow paced condi\u00adtions. Results also showed that there was no diffe\u00adrence in percen\u00adtage of correct responses for either learner during the three conditions.&nbsp;<\/span><\/p>\n<p style=\"text-align: left;\"><b><u>Discus\u00adsion:<\/u><\/b><span> <\/span><\/p>\n<p><span>Consis\u00adtent with findings from previous studies, the results of this study illus\u00adtrated that fast paced instruc\u00adtion produced posi\u00adtive outcomes on the frequency of problem beha\u00advior, magni\u00adtude of rein\u00adforce\u00adment, number of instruc\u00adtional demands and the number of responses for the parti\u00adci\u00adpants in this study. However, the results of this study failed to illus\u00adtrate that faster rates of instruc\u00adtional presen\u00adta\u00adtion increases correct respon\u00adding. Despite this, the results promote the importance of fast paced instruc\u00adtion for children with autism.&nbsp;<\/span><\/p>\n<p><span>A limi\u00adta\u00adtion of this study is that only a&nbsp;small number of parti\u00adci\u00adpants were used; future rese\u00adarch inclu\u00adding a&nbsp;func\u00adtional analysis of problem beha\u00advior prior to the imple\u00admen\u00adta\u00adtion will add to an analysis of the diffe\u00adren\u00adtial effects of pace of instruc\u00adtion related to the func\u00adtions of problem behavior.&nbsp;<\/span><\/p>\n<p><a href=\"\/wp-content\/uploads\/studien\/15_Summary_Manding_ENG.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Down\u00adload summary of the study as <span class=\"caps\">PDF<\/span><b><br> <img loading=\"lazy\" decoding=\"async\" src=\"\/wp-content\/uploads\/2019\/03\/PDF_Symbol_small.png%20\" alt=\"PDF Download\" width=\"64\" height=\"79\"><\/b><\/a><\/p>\n<p><b>Please note that every effort has been made to condense and provide a&nbsp;broad over\u00adview of this rese\u00adarch. However in order not to lose the key infor\u00adma\u00adtion some of the infor\u00adma\u00adtion in this summary has been copied directly form the original article. All credits of the summary whether directly worded or re-worded are solely given to the rese\u00adar\u00adchers. Please contact your <span class=\"caps\">ABA<\/span>\/<span class=\"caps\">VB<\/span> consul\u00adtant before imple\u00admen\u00adting any of the proce\u00addures conducted in this paper on your child.<span> <\/span><\/b><\/p>\n<p><b style=\"font-size: 16px; text-align: left;\"><b>Please contact your <span class=\"caps\">ABA<\/span>\/<span class=\"caps\">VB<\/span> consul\u00adtant before imple\u00admen\u00adting any of the proce\u00addures conducted in the paper on your child.<\/b> <\/b><\/p>\n<p><a href=\"https:\/\/www.ncbi.nlm.nih.gov\/pubmed\/23144174\" target=\"_blank\" rel=\"noopener noreferrer\"><b>Read the original study&nbsp;here.<\/b><\/a><\/p>\n<p style=\"text-align: left;\"><span style=\"font-size: 16px; text-align: justify;\"><i>For the permis\u00adsion to post this study we thank: Dr. Vincent Carbone, Ed.D., <span class=\"caps\">BCBA<\/span><\/i><span> <\/span><\/span><\/p>\n<p><i>For the summary great thanks to: Miss Geor\u00adgiana Eliza\u00adbeth Barzey.<\/i><span> <\/span><\/p>\n<p><i>Respon\u00adsible for the trans\u00adla\u00adtion: Silke Johnson<\/i><\/p>\n<hr>\n<p>[\/et_pb_toggle][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=\u201c1\u201d admin_label=\u201cStudie 7\u201d _builder_version=\u201c4.4.7\u201d background_color=\u201c#0c71c3\u201d custom_padding=\u201c35px|0px|0|0px|false|false\u201d collapsed=\u201con\u201d][et_pb_row column_structure=\u201c1_4,3_4\u201d custom_padding_last_edited=\u201con|phone\u201d _builder_version=\u201c4.4.7\u201d background_color=\u201c#f0b800\u201d custom_margin=\u201c0px||\u201d custom_margin_tablet=\u201d\u201d custom_margin_phone=\u201c0px||\u201d custom_margin_last_edited=\u201con|desktop\u201d custom_padding=\u201c15px|0px|13px|0|false|false\u201d custom_padding_tablet=\u201c10px||10px|\u201d custom_padding_phone=\u201c2px|||\u201d][et_pb_column type=\u201c1_4\u201d _builder_version=\u201c4.4.7\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_text _builder_version=\u201c4.4.7\u201d text_font=\u201cIcons||||||||\u201d text_text_color=\u201d#ffffff\u201d text_font_size=\u201c70px\u201d header_font=\u201d||||||||\u201d max_width=\u201c30%\u201d max_width_tablet=\u201d\u201d max_width_phone=\u201c10%\u201d max_width_last_edited=\u201con|desktop\u201d custom_margin=\u201c12px||0px|8px|false|false\u201d custom_margin_tablet=\u201d||-1px|3px\u201d custom_margin_phone=\u201d||0px|3px\u201d custom_margin_last_edited=\u201con|tablet\u201d custom_padding=\u201d|||\u201d animation_style=\u201cbounce\u201d animation_direction=\u201cleft\u201d animation_speed_curve=\u201cease-in\u201d link_option_url=\u201d\/wp-content\/uploads\/studien\/16_Summary_Varying_Teaching_ENG.pdf\u201d link_option_url_new_window=\u201con\u201d text_font_size_tablet=\u201c50px\u201d text_font_size_phone=\u201c30px\u201d text_font_size_last_edited=\u201con|phone\u201d text_letter_spacing__hover_enabled=\u201con\u201d]<\/p>\n<p>o<\/p>\n<p>[\/et_pb_text][\/et_pb_column][et_pb_column type=\u201c3_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_text _builder_version=\u201c4.4.7\u201d text_font=\u201d||||||||\u201d text_text_color=\u201d#ffffff\u201d header_font=\u201d||||||||\u201d header_text_color=\u201d#ffffff\u201d header_2_font=\u201d||||||||\u201d header_3_font=\u201d|700|||||||\u201d header_3_text_color=\u201c#0972c3\u201d header_3_line_height=\u201c1.1em\u201d max_width_tablet=\u201d\u201d max_width_phone=\u201c100%\u201d max_width_last_edited=\u201con|phone\u201d custom_margin=\u201d-5px|||-180px\u201d custom_margin_tablet=\u201d-15px||-20px|5px\u201d custom_margin_phone=\u201d-25px|0px|-18px|5px\u201d custom_margin_last_edited=\u201con|desktop\u201d custom_padding=\u201c11px||0px|0px\u201d custom_padding_tablet=\u201d\u201d custom_padding_phone=\u201d\u201d custom_padding_last_edited=\u201con|phone\u201d header_font_size_tablet=\u201d\u201d header_font_size_phone=\u201c30px\u201d header_font_size_last_edited=\u201con|phone\u201d header_3_font_size_tablet=\u201d\u201d header_3_font_size_phone=\u201c16px\u201d header_3_font_size_last_edited=\u201con|desktop\u201d]<\/p>\n<h3>17. <strong>Reducing pupils\u2019 barriers to learning in a&nbsp;special needs school: integrating applied behavior <\/strong><strong>analysis into Key Stages 1\u20133<\/strong><\/h3>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=\u201c3.25\u201d custom_padding=\u201c0|0px|0|0px|false|false\u201d][et_pb_column type=\u201c4_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_toggle title=\u201cSummary of the study\u201d open_toggle_text_color=\u201c#e09900\u201d open_toggle_background_color=\u201d#ffffff\u201d closed_toggle_text_color=\u201d#ffffff\u201d closed_toggle_background_color=\u201crgba(255,255,255,0.51)\u201d icon_color=\u201d#ffffff\u201d module_id=\u201cStudie17\u201d module_class=\u201ccustom_tog\u201d _builder_version=\u201c4.4.7\u201d title_text_color=\u201c#000000\u201d title_font=\u201d|700|||||||\u201d title_font_size=\u201c20px\u201d body_font=\u201d||||||||\u201d body_text_align=\u201cjustify\u201d body_text_color=\u201c#000000\u201d custom_padding_tablet=\u201d|||5px\u201d custom_padding_phone=\u201c10px|5px|10px|5px\u201d custom_padding_last_edited=\u201con|phone\u201d title_font_size_tablet=\u201c17px\u201d title_font_size_phone=\u201c13px\u201d title_font_size_last_edited=\u201con|tablet\u201d body_font_size_tablet=\u201d\u201d body_font_size_phone=\u201c14px\u201d body_font_size_last_edited=\u201con|phone\u201d body_line_height_tablet=\u201c1.4em\u201d body_line_height_phone=\u201c1.4em\u201d body_line_height_last_edited=\u201con|desktop\u201d border_color_all=\u201c#e89700\u201d icon_color__hover_enabled=\u201con\u201d]<\/p>\n<h5 style=\"text-align: left;\"><strong>Laura Pitts, Stacey Gent and Marguerite L. Hoerger<\/strong><\/h5>\n<p><b style=\"font-size: 16px; text-align: left;\"><b><u><br>Abstract:<\/u><\/b><\/b><\/p>\n<p>Inter\u00adven\u00adtions based on applied beha\u00adviour analysis (<span class=\"caps\">ABA<\/span>) have been shown to improve outcomes for young children with autism spec\u00adtrum disorder (<span class=\"caps\">ASD<\/span>), but there is very little rese\u00adarch into outcomes for older pupils. This study evaluated the effec\u00adti\u00adve\u00adness of an <span class=\"caps\">ABA<\/span> inter\u00adven\u00adtion for pupils with <span class=\"caps\">ASD<\/span> and addi\u00adtional lear\u00adning diffi\u00adcul\u00adties in a&nbsp;<span class=\"caps\">UK<\/span> special needs school. The aim of the inter\u00adven\u00adtion was to reduce barriers to lear\u00adning for indi\u00advi\u00adduals aged four to 13 years old. Beha\u00advior analysts colla\u00adbo\u00adrated with school-based teaching teams to design and imple\u00adment func\u00adtion-based beha\u00advior support plans, indi\u00advi\u00addual educa\u00adtion programs and <span class=\"caps\">ABA<\/span> teaching stra\u00adte\u00adgies, and to promote the gene\u00adra\u00adliza\u00adtion of skills. Pupils were assessed at base\u00adline and again follo\u00adwing one academic year of inter\u00adven\u00adtion. The pupils demons\u00adtrated signi\u00adfi\u00adcant gains in lear\u00adning skills, language and commu\u00adni\u00adca\u00adtion, social and play skills and self-help skills. Pupils of all ages acquired essen\u00adtial \u2018lear\u00adning to learn\u2019 skills which have reduced their barriers to lear\u00adning and are enab\u00adling them to learn more effec\u00adtively. The article discusses how a&nbsp;beha\u00advi\u00adoral model was successfully and afford\u00adably imple\u00admented across key stages within a&nbsp;special educa\u00adtional needs school.<\/p>\n<p><\/p>\n<p>Link to the full article: <a href=\"https:\/\/onlinelibrary.wiley.com\/doi\/full\/10.1111\/1467-8578.12251\">https:\/\/onlinelibrary.wiley.com\/doi\/full\/10.1111\/1467\u20138578.12251<\/a><\/p>\n<p><\/p>\n<hr>\n<p>[\/et_pb_toggle][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=\u201c1\u201d custom_padding_last_edited=\u201con|phone\u201d admin_label=\u201cStudie 7\u201d _builder_version=\u201c4.5.1\u201d background_color=\u201c#0c71c3\u201d custom_margin=\u201d||||false|false\u201d custom_padding=\u201c35px|0px|0px|0px|false|false\u201d custom_padding_tablet=\u201d\u201d custom_padding_phone=\u201d\u201d bottom_divider_color=\u201d#4ca32e\u201d collapsed=\u201con\u201d][et_pb_row column_structure=\u201c1_4,3_4\u201d custom_padding_last_edited=\u201con|phone\u201d _builder_version=\u201c3.25\u201d background_color=\u201c#f0b800\u201d custom_margin=\u201c0px||\u201d custom_margin_tablet=\u201d\u201d custom_margin_phone=\u201c0px||\u201d custom_margin_last_edited=\u201con|desktop\u201d custom_padding=\u201c15px|0px|13px|0|false|false\u201d custom_padding_tablet=\u201c10px||10px|\u201d custom_padding_phone=\u201c2px|||\u201d][et_pb_column type=\u201c1_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_text _builder_version=\u201c3.27.4\u201d text_font=\u201cIcons||||||||\u201d text_text_color=\u201d#ffffff\u201d text_font_size=\u201c70px\u201d header_font=\u201d||||||||\u201d max_width=\u201c30%\u201d max_width_tablet=\u201d\u201d max_width_phone=\u201c10%\u201d max_width_last_edited=\u201con|desktop\u201d custom_margin=\u201d||0px|8px\u201d custom_margin_tablet=\u201d||-1px|3px\u201d custom_margin_phone=\u201d||0px|3px\u201d custom_margin_last_edited=\u201con|tablet\u201d custom_padding=\u201d|||\u201d animation_style=\u201cbounce\u201d animation_direction=\u201cleft\u201d animation_speed_curve=\u201cease-in\u201d link_option_url=\u201d\/wp-content\/uploads\/studien\/16_Summary_Varying_Teaching_ENG.pdf\u201d link_option_url_new_window=\u201con\u201d text_font_size_tablet=\u201c50px\u201d text_font_size_phone=\u201c30px\u201d text_font_size_last_edited=\u201con|phone\u201d text_letter_spacing__hover_enabled=\u201con\u201d]<\/p>\n<p>o<\/p>\n<p>[\/et_pb_text][\/et_pb_column][et_pb_column type=\u201c3_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_text _builder_version=\u201c3.27.4\u201d text_font=\u201d||||||||\u201d text_text_color=\u201d#ffffff\u201d header_font=\u201d||||||||\u201d header_text_color=\u201d#ffffff\u201d header_2_font=\u201d||||||||\u201d header_3_font=\u201d|700|||||||\u201d header_3_text_color=\u201c#0972c3\u201d header_3_line_height=\u201c1.1em\u201d max_width_tablet=\u201d\u201d max_width_phone=\u201c100%\u201d max_width_last_edited=\u201con|phone\u201d custom_margin=\u201d-5px|||-180px\u201d custom_margin_tablet=\u201d-15px||-20px|5px\u201d custom_margin_phone=\u201d-25px|0px|-18px|5px\u201d custom_margin_last_edited=\u201con|desktop\u201d custom_padding=\u201c11px||0px|0px\u201d custom_padding_tablet=\u201d\u201d custom_padding_phone=\u201d\u201d custom_padding_last_edited=\u201con|phone\u201d header_font_size_tablet=\u201d\u201d header_font_size_phone=\u201c30px\u201d header_font_size_last_edited=\u201con|phone\u201d header_3_font_size_tablet=\u201d\u201d header_3_font_size_phone=\u201c16px\u201d header_3_font_size_last_edited=\u201con|desktop\u201d]<\/p>\n<h3>18.&nbsp;<strong>Using applied behavior analysis as standard practice in a&nbsp;<span class=\"caps\">UK<\/span> special needs school<\/strong><\/h3>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=\u201c3.25\u201d custom_padding=\u201c0|0px|0|0px|false|false\u201d][et_pb_column type=\u201c4_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_toggle title=\u201cSummary of the study\u201d open_toggle_text_color=\u201c#e09900\u201d open_toggle_background_color=\u201d#ffffff\u201d closed_toggle_text_color=\u201d#ffffff\u201d closed_toggle_background_color=\u201crgba(255,255,255,0.51)\u201d icon_color=\u201d#ffffff\u201d module_id=\u201cStudie18\u201d module_class=\u201ccustom_tog\u201d _builder_version=\u201c4.5.1\u201d title_text_color=\u201c#000000\u201d title_font=\u201d|700|||||||\u201d title_font_size=\u201c20px\u201d body_font=\u201d||||||||\u201d body_text_align=\u201cjustify\u201d body_text_color=\u201c#000000\u201d custom_margin=\u201d||0px||false|false\u201d custom_padding=\u201d||||false|false\u201d custom_padding_tablet=\u201d|||5px\u201d custom_padding_phone=\u201c10px|5px|10px|5px\u201d custom_padding_last_edited=\u201con|phone\u201d title_font_size_tablet=\u201c17px\u201d title_font_size_phone=\u201c13px\u201d title_font_size_last_edited=\u201con|tablet\u201d body_font_size_tablet=\u201d\u201d body_font_size_phone=\u201c14px\u201d body_font_size_last_edited=\u201con|phone\u201d body_line_height_tablet=\u201c1.4em\u201d body_line_height_phone=\u201c1.4em\u201d body_line_height_last_edited=\u201con|desktop\u201d border_color_all=\u201c#e89700\u201d icon_color__hover_enabled=\u201con\u201d]<\/p>\n<h5><strong>Denise Foran, Marguerite Hoerger, Hannah Philpott, Elin Walker Jones, J. Carl Hughes and Jonathan Morgan<br><\/strong><\/h5>\n<p><strong><\/strong><\/p>\n<p><b style=\"font-size: 16px; text-align: left;\"><b><u>Abstract:<\/u><\/b><\/b><\/p>\n<p>This article describes how applied beha\u00advior analysis can be imple\u00admented effec\u00adtively and afford\u00adably in a&nbsp;main\u00adtained special needs school in the <span class=\"caps\">UK<\/span>. Beha\u00advior analysts colla\u00adbo\u00adrate with class\u00adroom teachers to provide early inten\u00adsive beha\u00advior educa\u00adtion for young children with autism spec\u00adtrum disor\u00adders (<span class=\"caps\">ASD<\/span>), and func\u00adtion based beha\u00advi\u00adoral inter\u00adven\u00adtions for children between the ages of three and 18 years. Data are presented that show how the model is effec\u00adtive. Children with <span class=\"caps\">ASD<\/span> under the age of seven made signi\ufb01\u00adcant gains on intel\u00adli\u00adgence quotient and on a&nbsp;range of skills inclu\u00adding language, social and play, and academic skills follo\u00adwing three academic terms of inter\u00adven\u00adtion. Case study data for two children reveal a&nbsp;marked decrease in chal\u00adlen\u00adging beha\u00advior follo\u00adwing a&nbsp;func\u00adtion based beha\u00advi\u00adoral inter\u00adven\u00adtion. These inter\u00adven\u00adtions have led to greater inde\u00adpen\u00addence, inte\u00adgra\u00adtion and access to curri\u00adcular acti\u00advi\u00adties. These data show that children are making signi\ufb01\u00adcant gains within this cost-effec\u00adtive&nbsp;model.<\/p>\n<p><\/p>\n<p>Link to the full article: <a href=\"https:\/\/onlinelibrary.wiley.com\/doi\/full\/10.1111\/1467-8578.12088\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/onlinelibrary.wiley.com\/doi\/full\/10.1111\/1467\u20138578.12088<\/a><\/p>\n<hr>\n<p>[\/et_pb_toggle][et_pb_code _builder_version=\u201c3.21.1\u201d]<!-- [et_pb_line_break_holder] -->\t<!-- [et_pb_line_break_holder] -->[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=\u201c1\u201d custom_padding_last_edited=\u201con|phone\u201d admin_label=\u201cStudie 7\u201d _builder_version=\u201c3.22.3\u201d background_color=\u201c#0c71c3\u201d custom_padding=\u201c35px|0px|84px|0px|false|false\u201d custom_padding_tablet=\u201d\u201d custom_padding_phone=\u201d\u201d bottom_divider_style=\u201cwave2\u201d bottom_divider_color=\u201d#4ca32e\u201d collapsed=\u201con\u201d][et_pb_row column_structure=\u201c1_4,3_4\u201d custom_padding_last_edited=\u201con|phone\u201d _builder_version=\u201c3.25\u201d background_color=\u201c#f0b800\u201d custom_margin=\u201c0px||\u201d custom_margin_tablet=\u201d\u201d custom_margin_phone=\u201c0px||\u201d custom_margin_last_edited=\u201con|desktop\u201d custom_padding=\u201c15px|0px|13px|0|false|false\u201d custom_padding_tablet=\u201c10px||10px|\u201d custom_padding_phone=\u201c2px|||\u201d][et_pb_column type=\u201c1_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_text _builder_version=\u201c4.5.1\u201d text_font=\u201cIcons||||||||\u201d text_text_color=\u201d#ffffff\u201d text_font_size=\u201c70px\u201d header_font=\u201d||||||||\u201d max_width=\u201c30%\u201d max_width_tablet=\u201d\u201d max_width_phone=\u201c10%\u201d max_width_last_edited=\u201con|desktop\u201d custom_margin=\u201c10px|||8px|false|false\u201d custom_margin_tablet=\u201d||-1px|3px\u201d custom_margin_phone=\u201d||0px|3px\u201d custom_margin_last_edited=\u201con|tablet\u201d custom_padding=\u201d||||false|false\u201d animation_style=\u201cbounce\u201d animation_direction=\u201cleft\u201d animation_speed_curve=\u201cease-in\u201d link_option_url=\u201d\/wp-content\/uploads\/studien\/16_Summary_Varying_Teaching_ENG.pdf\u201d link_option_url_new_window=\u201con\u201d text_font_size_tablet=\u201c50px\u201d text_font_size_phone=\u201c30px\u201d text_font_size_last_edited=\u201con|phone\u201d text_letter_spacing__hover_enabled=\u201con\u201d]<\/p>\n<p>o<\/p>\n<p>[\/et_pb_text][\/et_pb_column][et_pb_column type=\u201c3_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_text _builder_version=\u201c4.5.1\u201d text_font=\u201d||||||||\u201d text_text_color=\u201d#ffffff\u201d header_font=\u201d||||||||\u201d header_text_color=\u201d#ffffff\u201d header_2_font=\u201d||||||||\u201d header_3_font=\u201d|700|||||||\u201d header_3_text_color=\u201c#0972c3\u201d header_3_line_height=\u201c1.1em\u201d max_width_tablet=\u201d\u201d max_width_phone=\u201c100%\u201d max_width_last_edited=\u201con|phone\u201d custom_margin=\u201d-5px|||-180px\u201d custom_margin_tablet=\u201d-15px||-20px|5px\u201d custom_margin_phone=\u201d-25px|0px|-18px|5px\u201d custom_margin_last_edited=\u201con|desktop\u201d custom_padding=\u201c11px||0px|0px\u201d custom_padding_tablet=\u201d\u201d custom_padding_phone=\u201d\u201d custom_padding_last_edited=\u201con|phone\u201d header_font_size_tablet=\u201d\u201d header_font_size_phone=\u201c30px\u201d header_font_size_last_edited=\u201con|phone\u201d header_3_font_size_tablet=\u201d\u201d header_3_font_size_phone=\u201c16px\u201d header_3_font_size_last_edited=\u201con|desktop\u201d]<\/p>\n<h3>19.&nbsp;<strong>Keep it to yourself? Parent emotion suppression influences physiological linkage and interaction behavior<\/strong><\/h3>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=\u201c3.25\u201d custom_padding=\u201c0|0px|0|0px|false|false\u201d][et_pb_column type=\u201c4_4\u201d _builder_version=\u201c3.25\u201d custom_padding=\u201d|||\u201d custom_padding__hover=\u201d|||\u201d][et_pb_toggle title=\u201cSummary of the study\u201d open_toggle_text_color=\u201c#e09900\u201d open_toggle_background_color=\u201d#ffffff\u201d closed_toggle_text_color=\u201d#ffffff\u201d closed_toggle_background_color=\u201crgba(255,255,255,0.51)\u201d icon_color=\u201d#ffffff\u201d module_id=\u201cStudie19\u201d module_class=\u201ccustom_tog\u201d _builder_version=\u201c4.5.1\u201d title_text_color=\u201c#000000\u201d title_font=\u201d|700|||||||\u201d title_font_size=\u201c20px\u201d body_font=\u201d||||||||\u201d body_text_align=\u201cjustify\u201d body_text_color=\u201c#000000\u201d custom_padding_tablet=\u201d|||5px\u201d custom_padding_phone=\u201c10px|5px|10px|5px\u201d custom_padding_last_edited=\u201con|phone\u201d title_font_size_tablet=\u201c17px\u201d title_font_size_phone=\u201c13px\u201d title_font_size_last_edited=\u201con|tablet\u201d body_font_size_tablet=\u201d\u201d body_font_size_phone=\u201c14px\u201d body_font_size_last_edited=\u201con|phone\u201d body_line_height_tablet=\u201c1.4em\u201d body_line_height_phone=\u201c1.4em\u201d body_line_height_last_edited=\u201con|desktop\u201d border_color_all=\u201c#e89700\u201d icon_color__hover_enabled=\u201con\u201d]<\/p>\n<h5><strong>Sara F. Waters, Helena Rose Karnilowicz, Tessa V. West, Wendy Berry Mendes<br>\n<\/strong><\/h5>\n<p><b style=\"font-size: 16px; text-align: left;\"><b><u><br>Abstract:<\/u><\/b><\/b><br> Parents can influence children\u2019s emotional responses through direct and subtle beha\u00advior. In this study we examined how parents\u2019 acute stress responses might be trans\u00admitted to their 7- to 11-year-old children and how parental emotional suppres\u00adsion would affect parents\u2019 and children\u2019s physio\u00adlo\u00adgical responses and beha\u00advior. Parents and their children (N = 214; Ndyads = 107; 47% fathers) completed a&nbsp;labo\u00adra\u00adtory visit where we initi\u00adally sepa\u00adrated the parents and children and subjected the parent to a&nbsp;stan\u00addar\u00addized labo\u00adra\u00adtory stressor that reliably acti\u00advates the body\u2019s primary stress systems. Before reuni\u00adting with their children, parents were randomly assi\u00adgned to either suppress their affec\u00adtive state\u2014hide their emotions from their child\u2014or to act natu\u00adrally (control condi\u00adtion). Once reunited, parents and children completed a&nbsp;conflict conver\u00adsa\u00adtion and two inter\u00adac\u00adtion tasks toge\u00adther. We measured their sympa\u00adthetic nervous system (<span class=\"caps\">SNS<\/span>) responses and observed inter\u00adac\u00adtion beha\u00advior. We obtained three key findings: (a) suppres\u00adsing mothers\u2019 <span class=\"caps\">SNS<\/span> responses influenced their child\u2019s <span class=\"caps\">SNS<\/span> responses; (b) suppres\u00adsing fathers\u2019 <span class=\"caps\">SNS<\/span> responses were influenced by their child\u2019s <span class=\"caps\">SNS<\/span> responses; and \u00a9 dyads with suppres\u00adsing parents appeared less warm and less engaged during inter\u00adac\u00adtion than control dyads. These findings reveal that parents\u2019 emotion regu\u00adla\u00adtion efforts impact parent\u2013child stress trans\u00admis\u00adsion and compro\u00admise inter\u00adac\u00adtion quality. Discus\u00adsion focuses on short-term and long-term conse\u00adquences of parental emotion regu\u00adla\u00adtion and children\u2019s social-emotional deve\u00adlo\u00adp\u00adment. (Psyc\u00adInfo Data\u00adbase Record \u00a9 2020 <span class=\"caps\">APA<\/span>, all rights reserved)<\/p>\n<p><\/p>\n<p>Refe\u00adrence and link to the article:<br> Waters, S. F., Karni\u00adlo\u00adwicz, H. R., West, T. V., <span class=\"amp\">&amp;<\/span>&nbsp;Mendes, W. B. (2020). Keep it to yourself? Parent emotion suppres\u00adsion influences physio\u00adlo\u00adgical linkage and inter\u00adac\u00adtion beha\u00advior. Journal of Family Psycho\u00adlogy. Advance online publi\u00adca\u00adtion. <a href=\"https:\/\/doi.org\/10.1037\/fam0000664\" target=\"_blank\" rel=\"noopener noreferrer\">Link to the full article<\/a><\/p>\n<hr>\n<p>[\/et_pb_toggle][et_pb_code _builder_version=\u201c3.21.1\u201d]<!-- [et_pb_line_break_holder] -->\t<!-- [et_pb_line_break_holder] -->[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n<span class=\"et_bloom_bottom_trigger\"><\/span>","protected":false},"excerpt":{"rendered":"<p>o1. Maxi\u00admi\u00adzing the poten\u00adtial for infants at-risk for autism spec\u00adtrum disorder through a&nbsp;parent-mediated verbal beha\u00advior inter\u00adven\u00adtio\u00adnAmy Tanner <span class=\"amp\">&amp;<\/span>&nbsp;Kate\u00adrina Dounavi The human brain under\u00adgoes the most trans\u00adfor\u00adma\u00adtive deve\u00adlo\u00adp\u00adment period in all post-natal life from birth to 36 months, going from simple connec\u00adtions to complex connec\u00adtions respon\u00adsible for social beha\u00advior, commu\u00adni\u00adca\u00adtion and cogni\u00adtion (Courchesne <span class=\"amp\">&amp;<\/span> [\u2026]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":7357,"menu_order":3,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"","_et_gb_content_width":"","wp_typography_post_enhancements_disabled":false,"footnotes":""},"difl_page_category":[],"class_list":["post-7401","page","type-page","status-publish","hentry"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.3 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Studies &#187; Melody Learning Center<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.melodycenter.de\/en\/aba-vb\/studies\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Studies on ABA\/VB\" \/>\n<meta property=\"og:description\" content=\"Current study: Maximizing the potential for infants at-risk for autism spectrum disorder through a parent-mediated verbal behavior intervention\" \/>\n<meta property=\"og:url\" content=\"https:\/\/www.melodycenter.de\/en\/aba-vb\/studies\/\" \/>\n<meta property=\"og:site_name\" content=\"Melody Learning Center\" \/>\n<meta property=\"article:publisher\" content=\"https:\/\/www.facebook.com\/MelodyLearningCenter\/\" \/>\n<meta property=\"article:modified_time\" content=\"2020-12-19T13:50:59+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/www.melodycenter.de\/wp-content\/uploads\/2019\/05\/startseite_facebook_logo-1.png\" \/>\n\t<meta property=\"og:image:width\" content=\"1200\" \/>\n\t<meta property=\"og:image:height\" content=\"628\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/png\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data1\" content=\"185 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https:\\\/\\\/www.melodycenter.de\\\/en\\\/aba-vb\\\/studies\\\/\",\"url\":\"https:\\\/\\\/www.melodycenter.de\\\/en\\\/aba-vb\\\/studies\\\/\",\"name\":\"Studies &#187; 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