Using Applied Behavior Analysis Procedures to Reduce Maladaptive Behaviors and Increase Appropriate Behavior of Individuals with Autism and Other Intellectual Disabilities
John Nathans
Co-Presenters: Individual Presentation
College: College of Education
Major: Applied Behavior Analysis
Faculty Research Mentor: Randi Sarokoff
Abstract:
Applied Behavior Analysis (ABA) is a widely used intervention approach for individuals with autism and other developmental disabilities. This study aimed to assess the extent to which evidence-based ABA strategies are utilized by professionals in the field and to evaluate their perceived effectiveness in reducing disruptive behaviors. A survey was distributed to professionals at a private school specializing in ABA interventions and an ABA Agency specializing in in-home ABA therapy. The author developed the survey using the literature review as a guide for the survey questions. Participants who agreed to participate in this study, all of whom had prior training in at least one evidence-based practice, responded to a 26-question survey that included demographic questions and inquiries about their use and perceptions of ABA strategies. Hypothesized results from the study are expected to reveal that Functional Communication Training (FCT) was the most highly used procedure to reduce maladaptive behavior. In addition, it is hypothesized that the professionals who used FCT found this intervention very effective. This study will provide insight into the most commonly implemented interventions to reduce maladaptive behavior, their effectiveness as rated by practitioners, and potential gaps between training and real-world application. These results have implications for ABA training programs, professional development, and the refinement of intervention strategies to enhance outcomes for individuals with autism and other developmental disabilities.