Explore the vast range of titles available.

Interventions based on applied behaviour analysis are considered evidence based practice for autism spectrum disorders. Due to the shortage of highly qualified professionals required for their delivery, innovative models should be explored, such as telehealth. Telehealth utilises technology for remote training and supervision. The purpose of our study was to systematically review the literature researching telehealth and ABA. We analysed intervention characteristics, outcomes and research quality in 28 studies and identified gaps. Intervention characteristics were: (1) research design (2) participants (3) technology (4) dependent variables (5) aims. Outcomes were favourable with all studies reporting improvements in at least one variable. Quality ratings were significantly low. Implications for future research and practice are discussed in light of identified methodological downfalls.

Background This study focuses on the potential of Applied Behavior Analysis (ABA) to improve emotional and social skills in children with autism spectrum disorder. ABA is a well-established therapeutic approach that uses behavior modification techniques to encourage positive behaviors and reduce challenging ones. Despite its widespread use, further research is needed to better understand its specific impact on emotional and social development in autistic children. Objective This research aims to investigate an effective method for improving and enhancing institutionalized children’s social, communicative, and daily life skills. The study also examines the impact of behavioral analysis on these children’s social and emotional skills. Method The research is categorized as applied in terms of objectives and quasi-experimental in data collection. It involves a control group, an experimental group, and a covariance analysis model. The research population consists of 100 volunteer boys aged 4 to 11 residing in institutional care in Wuhan during the year 2023. Among them, 60 individuals were selected and divided into control and experimental groups, each comprising 30 participants. Data for the study were collected using the kindergarten inventory of social/ emotional tendencies (KIST. The applied behavioral analysis program was implemented individually for the experimental group in eight one-hour sessions twice a week. Findings Data analysis was conducted using SPSS-24 software and a multivariate analysis of the covariance method. The results indicated that the behavioral analysis program significantly impacts institutionalized children’s social and communicative skills, improving their daily lives ( p  < .05). Conclusion The findings of this study demonstrate that the applied behavior analysis program significantly improves the social, communicative, and daily life skills of institutionalized children with autism spectrum disorder. ABA interventions, delivered through structured sessions, effectively enhance emotional and social development, confirming its value as a therapeutic approach in institutional care settings.

Purpose>This paper aims to investigate the long-term impacts autistic adults experienced from childhood participation in the applied behavioural analysis (ABA).Design/methodology/approach>Possible participants were recruited through advertisements on social media and autism and ABA organisations. Possible participants were given the choice between an online or face-to-face interview or an anonymised online questionnaire.Findings>Reflections from 10 participants were indicative of a predominantly detrimental impact of ABA. Reflections gave rise to a core theme “recalling hidden harms of childhood experiences of ABA”. Outcomes are discussed in relation to the impact on autistic identity, current research and progressing understanding of the impacts of early intervention from the autistic perspective.Research limitations/implications>The practical implications of ABA are discussed alongside recommendations for future practice and research with the involvement of autistic individuals within interventive processes.Originality/value>This is the first paper to take an in-depth, qualitative approach to autistic experiences of ABA. The findings themselves are driven to conceptualise and give voice to the core impacts which carried through participants’ exploration and understanding of self.

The scientist practitioner model (SPM) or “Boulder Model” emphasizes training in research methods and the application of research findings to solving clinical problems. Within the science of applied behavior analysis (ABA), the scientist-practitioner model (SPM) is an integral component of the field. However, there are no data to report on the current state of the SPM within our field. A survey was administered among current Board Certified Behavior Analysts (BCBAs) to evaluate the current state of the SPM and research productivity. We also evaluated BCBA’s motivations for research involvement, the number of publications per respondent, and other important variables impacting research productivity. Overall, results indicate that the majority of respondents adhere to the SPM despite the lack of high research productivity. Suggestions on bridging the gap and possible future directions are discussed.

Applied behavior analysis (ABA) has become a popular behavioral therapy in the special education needs (SEN) community. ABA is used to manage SEN students’ behaviors by solving problems in socially important settings, and puts emphasis on having precise measurements on physical and observable events. In this work, we present how Internet of Things (IoT) technologies can be applied to enhance ABA therapy in normal SEN classroom settings. We measured (1) learning performance data, (2) learners’ physiological data, and (3) learning environment sensors’ data. Upon preliminary analysis, we have found that learners’ physiological data is highly diverse, while learner performance seems to be related to learners’ electrodermal activity. Our preliminary findings suggest the possibility of enhancing ABA for SEN with IoT technologies.

Limited research has explored how to best train caregivers to support their child with autism spectrum disorder (ASD) despite caregivers being well suited to promote generalization and maintenance of their child’s skills in the natural environment. Children with ASD have been shown to benefit from social skill training, which is not always conducted in the natural context. This research examined the efficacy of behavioral skills training (BST) with, and without in situ training (IST), for teaching caregivers how to also use BST to support their child’s context-specific social skills. Although caregivers met mastery criterion within BST sessions, their skills did not generalize to the natural environment until IST was introduced. The implications of the findings are discussed.

This study investigates demographic and clinical factors associated with initiation, continuation, and adherence to behavioral health treatment (BHT) among children with autism spectrum disorder. Among 293 insured children referred for applied behavior analysis (ABA) based BHT, 23% never initiated treatment. Among those initiating treatment, 31% discontinued treatment within 1 year of treatment initiation, and only 15% received 80% or more of recommended treatment hours. Younger age at referral to treatment, private health insurance, and receiving more than 10 h/week of BHT were associated with treatment engagement. Co-occurring psychiatric and medical conditions were related to treatment discontinuation among children 5 years or older. These findings suggest specific subgroups that may benefit from additional support with engaging in recommended behavioral health treatment.

Background Autism spectrum disorder (ASD) negatively impacts mental health, particularly in mothers of autistic children who experience heightened stress. Applied behaviour analysis (ABA) and music therapy are recognised interventions for improving ASD symptoms. However, the specific benefits of parent–child music therapy and ABA for autistic children and their mothers remain uncertain. This study evaluated the effects of parent–child music therapy on preschool autistic children and their mothers. Method A randomised controlled trial was conducted with 100 mother–child pairs assigned to either the control group receiving ABA or the intervention group receiving both music therapy and ABA. Qualitative interviews were conducted post-intervention for 12 mothers. Results Children in the intervention group exhibited lower scores for ASD symptoms than those in the control group. Moreover, mothers in the intervention group demonstrated reduced dysfunctional parent–child interaction, lower overall parental stress, significantly improved family functioning, and increased levels of hope compared with those in the control group. Mothers held positive views regarding music therapy. Conclusions Combining ABA with parent–child music therapy can alleviate ASD symptoms in children and reduce stress in mothers. Improved parent–child interaction and enhanced family functioning further support the benefits of this combined approach. Parent–child music therapy, combined with ABA demonstrated positive outcomes for autistic children, including reduced ASD symptoms, improved parent–child interaction, decreased parental stress, enhanced family functioning, and increased hope. These findings highlight the potential of incorporating music therapy as a valuable component in the comprehensive treatment of ASD. Trial registration This study was registered in the Chinese Clinical Trial registry (05/07/2021, ChiCTR2100048261, https://www.chictr.org.cn/showproj.html?proj=128957 ). Ethical approval was obtained from the Research Ethics Committee of Fujian Medical University and the study hospital (Fujian Provincial Maternity and Child Health Hospital; 2017 − 105), and informed consent was obtained from all subjects and/or their legal guardian(s).

Background: Supervision of behavior analysts seeking certification and supervision of service delivery are key processes in the provision of quality behaviour analytic services to individuals with developmental disabilities. Our study is the first to examine international supervisory practices within the field of applied behaviour analysis. Method: An online survey was distributed to 92 professionals internationally, assessing supervisory practice, supervisor support, work demands, job satisfaction, and burnout. Results: Findings indicate high satisfaction with the supervisor and supervisory experience. Excessive work demands positively correlate with high burnout and low job satisfaction. Half of all professionals only worked with one or two clients before certification. Supervisor and collegial support seem to decrease the likelihood of suffering burnout and increase job satisfaction, although relationships were not statistically significant. Conclusions: Supervisor and collegial support warrant further research as protective factors. Implications for an evidence-based supervisory practice that produces ethical and competent supervisees are discussed.

Children with autism spectrum disorder (ASD) often face challenges developing prelinguistic skills, delaying or preventing language acquisition. This study used an Applied Behavior Analysis and Verbal Behavior (ABA-VB) approach to teach six pivotal prelinguistic skills to a 3-year-old with ASD. The six skills include the speaking skills of (1) pointing, (2, 3) generalized imitation with and without objects, and (4) producing vocalizations; and the listening skills of (5) joint attention and (6) following simple instructions. Each of these skills were developed in independent teaching programs that included a pretest, intervention with different prompt fading phases, independent posttest, and generalization and maintenance tests. Programs were implemented through discrete trial training (DTT) in 1.5-hour sessions, 4 days a week. After a six-month intervention, the child met the acquisition criteria for all six skills. The skills were generalized with other materials, people, and contexts, and were maintained over time. Results support the effectiveness of ABA-VB for teaching prelinguistic skills and developing pivotal behaviors that promote the learning of more complex verbal skills in children with autism.