Part 1Research summary feedback 1;
“ Re-write an abstract
2. Define the behaviors (DV & IV)
3. What data was collected and reported
4. What were the results – you shared how many participants were present
5. What are the intervention – don’t just list it please explain it.
6. What are you thoughts and ideas??
Revise summary 1 and 3 article summaries following the above given comments and the
template attached.
Part 2
Revise Research summary 2 following the comments below and the template:
– File attached with feedback :
“ Abstract – look at the structure you discuss findings then list the type of experimental
design then go back to findings.
The behaviors listed are incorrect. The DV is: acquisition to learning programs and IV is
playful physical contact
* make sure you edit – mands became “bands” and “minds” – the last two sentences of the
data collection section don’t seem to make sense.
* Editing – in this sentence (For Partaker A, interobserver agreement was realized for 37% of
the forums) from the IOA section I don’t understand what “partaker” and “forums” are
referring to.
Design – this is not a true statement – “This design can be considered a quasi-experimental
rather than an authentic experimental design since there was no random assignment of
participants to different situations.”
Experimental Intervention: Sentences like these don’t work in an scientific paper. It appears
that key words from the original article were changed for synonyms but it is not in the
verbal behavior of the science and it does not make sense. Please reach out to me regarding
this. Sentence example: In the pre-meeting play and no pre-meeting play conditions,
members’ right reactions to learning unit introductions were built up with edibles and vocal
acclaim, while a proper amendment strategy accommodated wrong responses or no
reaction.”
Part 3
Then do a 6 slides presentation for each article (content only) of the summary (3ppts)
1
Applied Behavior Analysis
Research Method and Measurements
Dr. K Baker
April 4th 2023
Applied Behavior Analysis
Abstract
2
This publication by Yu et al (2020) explores applied behavior analysis on children and
young people with autism spectrum disorders. Cognitive, linguistic, social-communicative,
problem-behavioral, adaptive-behavioral, emotional, symptomatic of autism, and quality-of-life
outcomes were the eight types of outcomes measured. Seven out of the eight outcome measures
showed enhancements. No studies were included that assessed participants’ quality of life. In
addition, only 32 (4%) of the 770 included study records evaluated the effects of applied
behavior analysis, compared the results to those obtained with a control or other intervention,
and did not need the acquisition of a criterion skill to indicate success. The results highlight the
necessity for large-scale prospective studies that compare applied behavior analysis with other
forms of interventions and include evaluations of the subject quality of life.
Definitions of behaviors studied and the changes
Many interventions exist today that are grounded on applied behavior and share a
common set of features. These items are:
A prominent intervention choice for nonverbal children with ASD in clinical and
educational settings is the Picture Exchange Communication System, a manualized program that
teaches children how to use an exchange-based communication system.
Deconstructing a skill into its constituent components is the primary focus of Discrete
Trial Training, which consists of a series of direct and methodical instruction methods that are
repeated until the child acquires the ability.
Children benefit from Pivotal Response Therapy when the environment is optimized for
the use of target structures and they are given opportunities to use these structures in the context
3
of play. Interventions for ASD can take many forms, but they should all be consistent with ABA
principles and show improvement in ASD-related tasks.
Data Collected and Reported
✓ Data collected
Data extraction and bias evaluation followed Cochrane Collaboration Guidelines. After
deleting 306 duplicates, 1,117 titles, and abstracts were reviewed, excluding 1,242. 19 of 33 fulltext articles were excluded due to various reasons555 6–102-month-olds (278 experimental and
277 control) were included. Clinicians diagnosed ASD in all 14 investigations. The efficacy of
intervention programs for autistic children as a whole was studied through a meta-analysis. There
were major impacts from engaging in social activities, talking to others, and using figurative
language.
✓ Reported data
•
Consequences of Autism Spectrum Disorder Symptoms
The overall quality of the evidence was graded as moderate, with eleven research looking
at the consequences of ASD symptoms in general.
•
The end result of socialization
The overall quality of the evidence was graded as moderate, with only six research
looking at the effects of socializing.
•
Conversation results
There were seven researches that looked at the effects of communication, and they
provided “moderate” quality data.
4
•
Results of effective language use
The total quality of evidence was graded as moderate, with only four studies looking at
the consequences of expressive language.
•
Adaptive behavior outcome
The total quality of the evidence is evaluated as moderate, with only six research
reporting effects on adaptive behavior.
•
The end result of basic life skills
The overall quality of the evidence was graded as moderate, with five research looking at
the effects of daily living skills.
•
The Effect of Intelligence
We found four studies that measured IQ and found that the quality of the evidence was
moderate.
•
Other results
For verbal, and nonverbal IQ, restricted and repetitive behavior, and motor and cognition,
the difference between them was negligible statistically.
Results
There was a total of 555 participants from 14 different randomized controlled trials that
went into this meta-analysis. Standardized mean differences for autistic general symptoms
ranged from d=-0.36 (95% CI -1.31, 0.58; Z=0.75, p=0.45) to d=-0.04 (95% CI -0.44, 0.36;
Z=0.20, p=0.84) for receptive language to d=-0.30 (95% CI -0.02, 0.61; Z=1.84, p=0.07) for
5
communication. These results suggested that ABA-based intervention goals for children with
ASD might include improving their socialization, communication, and expressive language
skills. However, no noticeable improvements were seen in areas such as verbal IQ, nonverbal IQ,
restricted and repetitive behavior, motor and cognitive abilities, or general autistic
characteristics.
Experimental Interventions
Three studies employed PECS, five used ESDM, and five used ABA-based intervention.
Eight therapists, five instructors, and one parent administered the studies. Seven studies urged
parents or carers to help generalize skills to the home, and one required them to collaborate with
therapists on house visits and monitoring and trained parents to utilize the ESDM method every
day in semimonthly meetings. The intervention lasted 2–36 months and each session lasted 30–
120 minutes. Intervention sites included centers, elementary schools, mainstream schools,
institutions, kindergartens, hospital developmental-behavioral pediatrics departments, and
homes. The local Institutional Review Board authorized all studies and parents gave informed
permission. Everyone was divided into three intervention groups. ITG patients underwent
instruction immediately after baseline evaluation and the delayed treatment group got training
nine months later and immediately after the close of the second assessment. No instruction was
given to NTG patients.
Commendations
According to the paper, children with ASD may benefit from ABA-based intervention in
the areas of socialization, communication, and expressive language. I’ve always been curious
about autistic kids, and this article helped me learn more. However, no significant effects were
6
found for any of the measures of intelligence, verbal intelligence, nonverbal intelligence,
restricted and repetitive behavior, motor abilities, or cognition associated with ASD. The sample
size was small hence difficult to draw meaningful conclusions about the relative merits of the
various therapies for autistic children. Further rigorous research is needed to fully understand the
potential of behavior therapy for children with autism.
References
7
Yu, Q., Li, E., Li, L., & Liang, W. (2020). Efficacy of interventions based on applied behavior
analysis for autism spectrum disorder: A meta-analysis. Psychiatry investigation, 17(5), 432.
1
Emotion Recognition Intervention Success
Student’s Name
Professor’s Name
Institutional Affiliation
Course Code
Date
2
Emotion Recognition Intervention Success
Abstract
Downs & Strand (2008) investigated whether a behaviorally related evaluation and
intervention project could modify emotion identification skills in kids with retard
development and disorders. The researchers focused on specific behaviors associated with
recognizing basic and advanced emotions rather than abstract concepts. Sixteen children were
included in the study, with half assigned to an experimental group receiving direct emotion
recognition guidance utilizing a discrete preliminary preparation system and the other half to
a control group receiving regular preschool programming. The results showed that the
experimental group exhibited massive development in feeling acknowledgment scores over
the scholarly year contrasted with the benchmark group. Children with higher verbal abilities
and baseline scores showed the most remarkable improvement, while those with severe
language delays and autism had limited gains.
The word count for my abstract of the article is 125 words.
Definition of behavior
The specific behaviors examined and targeted for change were the children’s capacity
to realize primary and high-level feelings. The researchers conjectured those small kids with
formative postponements and handicaps, who got immediate guidance in feeling
acknowledgment, would show massive development in their capacity to identify different
emotions. The study also aimed to determine whether emotion recognition improvements
would enhance understanding of other emotionally relevant stimuli. The focus was on
assessing and improving specific behavioral skills related to emotion recognition rather than
abstract constructs.
Data Collection
3
Acknowledgment Evaluation, members were surveyed toward the start and end of the
academic year utilizing sets of twelve photos. The kids in the exploratory gathering were
assessed around like clockwork with various assortments of photographs on days when they
didn’t get feeling acknowledgment guidance. The reactions were recorded as proper or
mistaken when the youngster highlighted the designated profound articulation in each photo.
Concerning Feeling Understanding Appraisal, all members were given 20 inquiries toward
the start and end of the academic year to decide their degree of close-to-home
comprehension. The evaluation comprised five levels, with four queries on each level.
Reactions were coded as right or wrong; every kid got an all-out score on each level and for
the full measure.
The Feeling Acknowledgment Guidance was conveyed through a discrete preliminary
preparation procedure (DTT). The kids in the trial bunch got coordinated direct guidance in
10-to 15-minute blocks of time. Each discrete initial guidance unit lasted 3-10 seconds and
comprised five sections.
Interobserver Agreement
The interobserver agreement, also called reliability, was assessed in the study. The
deal was measured by comparing the scores of two research assistants who independently
scored 25% of the feeling acknowledgment and comprehension appraisals. The results
showed 100% interobserver agreement for the emotion recognition assessment scores. For the
emotion understanding assessment scores, the interobserver agreement ranged from 95% to
100%.
Design
The design was a single-subject design used in this research. This design involved
measuring changes in emotion recognition accuracy for every member of the exploratory
group over the school year. It considered looking at individual contrasts in youngster qualities
4
and their relationship with the rate or general improvement in feeling acknowledgment
abilities. The concentrate likewise utilized a different gauge plan to guarantee that any notices
earned in handling respect exactness were expressly credited to the feeling acknowledgment
preparation and not impacted by youngster development or evaluation practice impacts.
Although the study included a control group for between- and within-group statistical
comparisons, it was not an actual experimental design as participants were not randomly
assigned to groups.
Experimental Intervention
The experimental intervention used in this study was emotion recognition instruction
using discrete trial training methodology (DTT). The kids in the trial cluster received direct
one-on-one instruction in emotion recognition for approximately 10-15 minutes during their
preschool hours. The DTT sessions consisted of a five-part process: discriminative stimulus
(cue), prompt, response, consequence, and inter-trial interval. The instructor presented a
signal or question to the child, provided prompts if needed, and reinforced correct answers
with praise or access to preferred items. Mistaken reactions brought about the saved portion
of uplifting feedback and the execution of provoked learning trials. The instruction
progressed from basic to more complex emotions as the child demonstrated mastery.
Conversely, the benchmark group received a consistent preschool line-up without a specific
emotion recognition training curriculum.
Participants
Sixteen kids (nine males and seven females) were incorporated into the research. The
members were signed up for an openly supported formative preschool in Washington state.
These kids were alluded to and signed up for the preschool due to exhibiting a tremendous
growth defer in at least one field, like correspondence, coordinated movements,
social/versatile way of behaving, and cognizance. While some kids had particular disorders
5
like autism, most kids showed developmental retardation and were susceptible to poor
educational and psychological effects even though they were yet to get a medical evaluation.
The kids were divided into experimental and control groups arbitrarily.
Results
The study examined how an intervention affected sixteen children with developmental
disabilities’ emotion detection and comprehension capacities. The experimental and control
groups were compared using between-group analysis. The results indicated no differences
between the two groups’ initial evaluations for recognizing emotions. The experimental group
significantly surpassed the control group at the year-end review. Studies conducted within
groups revealed that while the trial group’s performance improved dramatically over the
school semester, the control group’s results remained unchanged.
Children in the trial group portrayed more incredible observable advancement than
those in the control group concerning personal evaluations of participant assessments. In
contrast to the control group, which had no members who achieved the highest year-end
score, four children in the trial group did. For kids in the experimental group, the pace of
score changes over time seemed relatively constant, pointing to a regular growth pattern.
Regarding child characteristics, those with the most significant gains in emotion
recognition had the higher verbal capacity and benchmark feeling acknowledgment scores.
Members with seriously delayed language and low benchmark scores showed minimal
improvement. Participants with autism showed the most negligible gains in emotion
recognition preciseness, while those with delays in cognition, communication, and
social/adaptive behavior achieved maximum scores.
Regarding emotional understanding, no significant differences existed between the
trial and benchmark groups at baseline or year-end. However, the experimental group showed
a trend towards increased scores, approaching significance.
6
Commendations
One commendable aspect of the study is its focus on specific behavioral skills related
to emotion recognition rather than abstract constructs. The researchers focused on concrete
behaviors that could be changed and quantified using a behaviorally oriented assessment and
intervention strategy, increasing the findings’ usefulness and relevance.
It’s crucial to remember that the study has certain restrictions. The absence of random group
assignment makes it more difficult to substantiate a link between the intervention and the
observed changes. Furthermore, a larger sample size might restrict the data’s capacity to be
generalized. Moreover, the study mainly focused on emotion recognition and understanding
without considering potential broader implications on social and adaptive behavior.
In terms of practice, this study emphasizes the efficacy of behaviorally-based
programs in promoting emotion identification skills. Practitioners working with children with
developmental delays can consider incorporating similar strategies, such as discrete trial
training, to improve emotion recognition abilities. However, it is essential to account for
individual differences in verbal skills and baseline scores when tailoring interventions.
Additionally, the findings emphasize the importance of ongoing assessment and progress
monitoring to ensure personalized and effective interventions.
7
Reference
Downs, A., & Strand, P. (2008). Effectiveness of emotion recognition training for young
children with developmental delays. Journal of Early and Intensive Behavior
Intervention, 5(1), 75.
1
Applied Behavioral analysis (ABA ), Meta-Analysis:
Khajayah little
Saint Elizabeth University
Research Method and Measurements
Dr. K Baker
June 11, 2023
2
Applied Behavioral analysis (ABA ), Meta Analysis
Ayllon and Azrin (1968) published “Reinforcer Sampling: A Technique for Increasing the
Behavior of Mental Patients” in the Journal of Applied Behavior Analysis. Through the approach
of reinforcer sampling, they attempted to improve the behaviors of mental patients in their study.
Individuals with mental diseases such as schizophrenia and intellectual impairments were
identified and given suitable reinforcers as part of the study. Ayllon and Azrin reported behavioral
changes in their patients after using this approach, indicating the potential usefulness of reinforcer
sampling in mental health settings.
Ayllon and Roberts (1974) investigated the association between academic achievement and
discipline issues in school settings in their subsequent study. Their study, “Eliminating Discipline
Problems by Strengthening Academic Performance,” published in the Journal of Applied Behavior
Analysis, investigated the hypothesis that enhancing academic performance may lead to a
reduction in disciplinary concerns. Ayllon and Roberts discovered that students’ disciplinary issues
decreased as their academic performance improved through a series of treatments focused at
improving academic abilities and delivering positive reinforcement. This study underlined the
significance of academic performance in encouraging positive conduct in student.
Beard and Sugai (2004) established the “First Step to Success” approach in their paper
published in Behavioral Disorders, shifting the focus to early intervention for children at risk of
antisocial behavior. This program attempted to avoid the development of more serious conduct
issues in elementary school students who shown indicators of antisocial behavior. The
intervention, which was based on applied behavior analysis concepts, focused on teaching social,
emotional, and behavioral skills while providing a supportive and structured setting. Positive
3
findings included a decrease in antisocial conduct and an improvement in prosocial abilities among
participating students.
Makrygianni et al. (2018) conducted a rigorous meta-analysis to evaluate the effectiveness
of applied behavior analytic therapy for kids with autism spectrum disorder (ASD), going beyond
these individual studies. They analyzed various studies, including behavior analytic therapy for
ASD kids, and their findings were published in the journal Research in Autism Spectrum
Disorders. The meta-analysis found that ABA therapy enhanced social interaction, adaptive
behaviors, communication abilities, and overall developmental results. These results highlighted
the value of ABA therapy in addressing the unique needs of ASD patients..
Furthermore, in the Encyclopedia of Autism Spectrum Disorders, Dyer (2020) provides an
in-depth discussion of applied behavior analysis (ABA) in the context of autism spectrum
disorders. The author emphasized the essential concepts of ABA, such as positive reinforcement,
shaping, prompting, and generalization, emphasizing their importance in tackling the particular
obstacles that people with ASD confront. The customized character of ABA therapies, as well as
their emphasis on encouraging positive behavior change, skill development, and independence,
were underlined in the paper.
Finally, as described in Verywell Mind, Cherry (2021) provided insights into how ABA
treatment works. The essay gave a thorough overview of ABA therapy’s concepts, procedures, and
applications. It described how ABA therapists select target behaviors, conduct functional behavior
assessments, create behavior intervention plans, and use reinforcement methods to help individuals
in a variety of situations achieve positive behavior change. The article also emphasized the
4
significance of data gathering and analysis in tracking development and making informed
decisions during ABA therapy.
In conclusion, Beard and Sugai (2004) provided an early intervention program for kids
who were at risk, whereas Ayllon and Azrin (1968) and Ayllon and Roberts (1974) studied behavior
modification techniques. Makrygianni et al. (2018) performed a meta-analysis to show that ABA
treatments are effective for kids with ASD. Both Dyer (2020) and Cherry (2021) provided in-depth
summaries of ABA ideas and applications. The article by Dyer in the Encyclopedia of Autism
Spectrum Disorders is a thorough resource that outlines the core ideas of ABA and how to use
them to meet the unique requirements of ASD patients. In Cherry’s post for Verywell Mind, she
highlighted the ABA treatment’s protocols and the process of behavior modification to explain it
in simple words.
Together, these materials provide a comprehensive understanding of applied behavior
analysis (ABA) and its uses. Research by Ayllon and Azrin (1968) and Ayllon and Roberts
(1974) expands our understanding of behavior modification techniques and their effectiveness in
altering behavior. For children who are at risk, Beard and Sugai (2004) offer an evidence-based
early intervention strategy that places a strong emphasis on the use of behavior analytic ideas. By
proving that ABA therapy for kids with ASD are effective, Makrygianni et al. (2018) expand the
corpus of research in this area. Last but not least, Dyer (2020) and Cherry (2021) give deeper
understandings of ABA principles, tactics, and the behavior modification process, providing a
comprehensive understanding of ABA in a number of contexts.
5
References
Ayllon, T. & Roberts, M. D. (1974). Eliminating discipline problems by strengthening Academic
performance. Journal of Applied Behavior Analysis, 7, 71-76.
Ayllon, T., & Azrin, N. H. (1968). Reinforcer sampling: A technique for increasing the behavior of
mental patients. Journal of Applied Behavior Analysis, 1, 13-20.
Beard, K. Y., & Sugai, G. (2004). First Step to Success: An early intervention for elementary children at
risk for antisocial behavior. Behavioral Disorders, 29, 396-409.
Dyer, K. (2020). Applied Behavior Analysis (ABA). Encyclopedia of Autism Spectrum
Disorders, 1–8. https://doi.org/10.1007/978-1-4614-6435-8_1004-3
Kendra Cherry, Mse. (2021, July 4). How aba therapy works. Verywell Mind.
https://www.verywellmind.com/what-is-an-aba-design-2794809
Makrygianni, M. K., Baird, G., Ben-Itzchak, E., Bibby, P., Eikeseth, S., Fava, L., Fernell, E.,
Flanagan, H. E., Howard, J. S., Kuppens, S., Peters-Scheffer, N., Rivard, M., Spreckley, M.,
Sterne, J. A., Strauss, K., Virues-Ortega, J., & Grindle, C. F. (2018, April 7). The
effectiveness of applied behavior analytic interventions for children with autism
spectrum disorder: A meta-analytic study. Research in Autism Spectrum Disorders.
https://www.sciencedirect.com/science/article/abs/pii/S1750946718300485
School of Graduate and Continuing Education
Applied Behavior Analysis
Research Methods (Experimental Design)
ABA 603 – Fall 2020 – Online
Research Summary Template
Name:
Date:
R.S. #: _________________
1) Provide the full bibliographical form for the article that you summarized. Use the correct
form, including double spacing, according to the Publication Manual of the American
Psychological Association, 7th edition.
2) Provide a one paragraph abstract in your own words. The abstract should not exceed 200
words and it is double-spaced. Include the word count from your computer. The word count for
my abstract of the article is ______ words. Any portion of your summary that involves direct
quotes should be in quotation marks with the page citation per APA. Use past tense throughout
this section and all other relevant sections.
3) Fully define the behaviors that were studied and changed as a result of the experimental
intervention. Use operational and scientific terms. Give the behaviors not construct terms like
“on-task.”
4) How were the data collected and reported? Do not use the following as a checklist; rather,
describe in sentence form using these terms. Do use the appropriate terminology including but
not limited to: a) Event recordings: Reported in Percentages, Rate, Number, or Other; b)
Interval recording, Whole, Partial, Interval in seconds, Continuous, or Rotated/discontinuous
observe/record, or Other; c) Trials: Reported in Number, Rate, Percentages, or Other; d) Learn
Units or teacher behavior and responses to learn units: Reported in Number, Rate,
Percentages, this includes learn units even if not identified as such, because the paper
preceded identification of learn units or the writers were naïve to the usage of the term; e) Time
Sampling (after intervals of time, Intervals of time between observations; f) Other procedures
such as probe trials.
Check the following. The target was learning________ performance _____ both ______
5a) Interobserver agreement (Often referred to, erroneously, as reliability). a) Percentage or
number of sessions with interobserver agreements____, b) Mean % of agreement across all
sessions____, c) Range of % of agreement from the lowest_____ to highest ____, d) (If given)
Mean agreed intervals percentage____ Non Agreed Intervals____% (Describe in sentence form
do not use as check list.)
5b) Design was a _________ Describe design________. Was it or was not a true
experimental design? ________
6) List the tactic or tactics (the experimental intervention) and summarize how it was
done such that you could use the procedure.
7) How many participants were studied? _______. How were the participants labeled or
described (e.g., developmentally delayed, second graders, students, teachers)?
8) Briefly summarize the results (use trend, range, mean, variability, overlap, slope and level
when you have mastered the terms). Was a functional relation shown? Yes__ No___. Do not
use tables or copies of figures. Be brief but be thorough about the specific findings.
9) Comments, commendations, critique: you must include this. The term critique does
not mean that you necessarily need to be critical. What did you think was important, or
not, about the study? How can / could this relate to your practice?
EMOTION
RECOGNITION
INTERVENTION
SUCCESS
Name:
Date:
R.S. #: _________________
ABSTRACT
➢The study conducted by Downs and Strand (2008) aimed to investigate whether
Jens Martensson
a behaviorally related evaluation and intervention project could modify emotion
identification skills in children with developmental delays and disorders.
➢Specifically, the researchers focused on specific behaviors associated with
recognizing basic and advanced emotions rather than abstract concepts.
➢Findings from the study indicated that the experimental group exhibited
significant improvements in emotion acknowledgment scores over the academic
year compared to the control group.
➢Children with higher verbal abilities and baseline scores showed the most
remarkable improvement.
2
DEFINITIONS OF
BEHAVIOR
• The specific behaviors examined and targeted for change
were the children’s capacity to acquire learning programs.
postponements and handicaps, who received playful physical
contact as the independent variable, would significantly
improve their capacity to acquire different learning
programs.
• The study also aimed to determine whether improving
learning program acquisition would enhance understanding of
other relevant stimuli.
• The focus was on assessing and improving specific behavioral
3
skills related to learning program acquisition rather than
abstract constructs.
Jens Martensson
• The researchers conjectured that small kids with formative
DATA COLLECTION AND DATA REPORTED
Jens Martensson
4
Experimental Design and Procedures
Caption lorem ipsum
Interventions
Jens Martensson
6
Commendations
Jens Martensson
7
Bibliography
for young children with developmental delays. Journal of Early and
Intensive Behavior Intervention, 5(1), 75.
8
Jens Martensson
Downs, A., & Strand, P. (2008). Effectiveness of emotion recognition training
EMOTION
RECOGNITION
INTERVENTION
SUCCESS
Name:
Date:
R.S. #: _________________
ABSTRACT
➢The study conducted by Downs and Strand (2008) aimed to investigate whether
Jens Martensson
a behaviorally related evaluation and intervention project could modify emotion
identification skills in children with developmental delays and disorders.
➢Specifically, the researchers focused on specific behaviors associated with
recognizing basic and advanced emotions rather than abstract concepts.
➢Findings from the study indicated that the experimental group exhibited
significant improvements in emotion acknowledgment scores over the academic
year compared to the control group.
➢Children with higher verbal abilities and baseline scores showed the most
remarkable improvement.
2
DEFINITIONS OF
BEHAVIOR
• The specific behaviors examined and targeted for change
were the children’s capacity to acquire learning programs.
postponements and handicaps, who received playful physical
contact as the independent variable, would significantly
improve their capacity to acquire different learning
programs.
• The study also aimed to determine whether improving
learning program acquisition would enhance understanding of
other relevant stimuli.
• The focus was on assessing and improving specific behavioral
3
skills related to learning program acquisition rather than
abstract constructs.
Jens Martensson
• The researchers conjectured that small kids with formative
DATA COLLECTION AND DATA REPORTED
Jens Martensson
4
Experimental Design and Procedures
Interventions
Jens Martensson
6
Commendations
Jens Martensson
7
Bibliography
for young children with developmental delays. Journal of Early and
Intensive Behavior Intervention, 5(1), 75.
8
Jens Martensson
Downs, A., & Strand, P. (2008). Effectiveness of emotion recognition training
Applied Behavior
Analysis
Research Method
and Measurements
Name:
Date:
R.S. #: _________________
Abstract
• To better understand how applied behavior analysis (ABA) helps kids and
teens with autism, Yu et al. (2020) undertook a study.
• Cognitive, linguistic, social-communicative, problem-behavioral, adaptivebehavioral, emotional, symptomatic of autism, and quality-of-life
outcomes were the eight types of outcomes examined.
• Results indicated enhancements in seven out of the eight outcome
measures.
• Only 32 (4%) out of the 770 study records evaluated the effects of ABA,
compared the results to other interventions or control groups, and did not
require acquiring a criterion skill to indicate success.
• These results highlight the importance of conducting large-scale
prospective studies that directly compare ABA to alternative intervention
methods and also include quality-of-life assessments of the individuals.
• While this research indicates ABA’s potential benefits for people with ASD,
a more in-depth evaluation of its efficacy and comparison to alternative
therapies is necessary.
Definitions of behaviors studied and the changes
• The first intervention, the Picture Exchange Communication System (PECS), is frequently employed for nonverbal
children with ASD.
• The dependent variable of PECS intervention is the acquisition and improvement of communication skills using the
exchange-based system.
• Discrete Trial Training (DTT) is another intervention aiming to deconstruct complex skills into constituent
components.
• The primary focus of DTT is on systematically teaching these components through direct and systematic
instruction methods.
• The dependent variable for DTT is the mastery and acquisition of the specific targeted skills.
• The independent variable is the implementation of DTT, which includes the structured delivery of instructions,
repetition of trials, and gradual progression until the desired skill is acquired.
• Pivotal Response Therapy (PRT) is an intervention that benefits children with ASD by optimizing the environment
for using target structures and providing opportunities for their application within play contexts.
• The dependent variable in PRT is utilizing the target structures, encompassing language and social communication
skills during play activities.
• The independent variable is creating an environment conducive to PRT, which involves optimizing the
surroundings and providing play-based opportunities for the child to practice and generalize the targeted
structures.
Data Collected and Reported
• Data collected
• a) Event Recording
• Data extraction and bias evaluation followed
Cochrane Collaboration Guidelines.
• After deleting 306 duplicates, 1,117 titles
and abstracts were reviewed, excluding
1,242. 19 of 33 full-text articles were
excluded for various reasons555 6–102month-olds (278 experimental and 277
control) were included.
• Clinicians diagnosed ASD in all 14
investigations. The efficacy of intervention
programs for autistic children was studied
through a meta-analysis.
• There were significant impacts from
engaging in social activities, talking to
others, and using figurative language.
• Reported data
• Consequences of Autism
Spectrum Disorder Symptoms
• The result of socialization
• Conversation results
• Results of effective language
use
• Adaptive behavior outcome
• The result of essential life
skills
• The Effect of Intelligence
Experimental Procedures
• Three studies employed PECS, five used ESDM, and five used ABA-based intervention.
• Eight therapists, five instructors, and one parent administered the studies.
• Seven studies urged parents or careers to help generalize skills to the home, and one
required them to collaborate with therapists on house visits and monitoring and trained
parents to utilize the ESDM method every day in semimonthly meetings.
• The intervention lasted 2–36 months, and each session lasted 30–120 minutes. Intervention
sites included centers, elementary schools, mainstream schools, institutions, kindergartens,
hospital developmental-behavioral pediatrics departments, and homes.
• The local Institutional Review Board authorized all studies, and parents gave informed
permission.
• Everyone was divided into three intervention groups.
• ITG patients underwent instruction immediately after baseline evaluation, and the delayed
treatment group got training nine months later and immediately after the close of the
second assessment.
• No instruction was given to NTG patients.
• Design
• The experiment did not use a true experimental design.
• An independent variable is manipulated while subjects are randomly assigned to
one of many groups (including a control group). Participants were not randomly
assigned to the intervention groups; a control group was not explicitly
mentioned.
• Participants were randomly assigned to one of three groups:
➢
The immediate treatment group (ITG), the delayed treatment group (DTG),
or the non-treatment group (NTG).
• The ITG was trained right after the initial assessment, while the DTG trained right
after the second exam nine months later. There was no direction given to the
NTG.
• According to the data, the design is more appropriately labeled as quasiexperimental than experimental.
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