1. Applied Behavior Analysis for Autism Spectrum Disorders Presentation by: Arlena Jordan

2. Overview “Screams, Slaps, and Love” Photo Essay The Autism Spectrum Disorders Causes of the Autism Spectrum Disorders Origin of Applied Behavior Analysis Purpose and Goals of Applied Behavior Analysis Implementation of Applied Behavior Analysis Using Behaviorism Main Criticism of Applied Behavior Analysis

3. “Screams, Slaps, and Love” 1965 Life magazine photo essay portraying four children with autism. They were referred to as: “utterly withdrawn children whose minds are sealed against all human contact and whose madness had turned their homes into hell” (Grant, 1965) Depicted pictures of therapists using techniques such as administering electric shock to a child Known as suffering from childhood schizophrenia Previously, autism was treated using the psychoanalytic approach, but this Life article explored the idea of a new behaviorist technique that used punishments and rewards to change the child’s behavior.

5. Autism Spectrum Disorders Referred to as a spectrum of disorders that share similar traits having to do with social interaction, verbal/nonverbal communication, and repetitive behaviors Autism Asperger’s Syndrome Pervasive Developmental Disorder

6. Autism Frequently nonverbal - expressive through gestures echolalia - repeating words, sounds, patterns ec Lack of social or emotional reciprocity Strong adherence to daily routines and patterns Impairment in behaviors such as eye contact, facial expressions Lack of engaging in shared vision No spontaneous social interaction Stereotypies - repetitive patterns of behavior Low- and high- functioning Difficulty in communication; apparent language delay Focused interests

7. Asperger’s Syndrome Tends to understand language very literally ec Lack of social or emotional reciprocity Strong adherence to daily routines and patterns Impairment in behaviors such as eye contact, facial expressions No spontaneous social interaction and trouble developing strong peer relationships Stereotypies - repetitive patterns of behavior and mannerisms Should not be confused with high functioning autism Development of speech and language but inadequate social and communication skills

8. Pervasive Developmental Disorder - Not Otherwise Specified “Atypical autism” Example: severe deficit in socialization, but no presence of stereotypes Undeveloped diagnosis because there are many combinations and degrees of deficits in one area and not another No table of symptoms in the DSM -IV- TR ec

9. Biological Factors Speculative Family Studies - show that there may be a genetic component to ASD though the gene pattern has yet to be discovered 1998 Study found less oxytocin in blood plasma of autistic individuals A later rat study, showed that the ones lacking oxytocin could not recognize other mice or their mother’s scent White matter abnormalities in the brain - connects parts of the brain to each other No strong evidence as to vaccines for measles and mumps playing a role Environmental Poisoning

10. Questions How would you, as a future educator, feel about having a student with ASD in your classroom? What possible challenges would this pose to your instruction? To the other students?

11. Applied Behavior Analysis Proposed by Ivar Lovaas from the Neuropsychiatric Institute at UCLA Identification and modification of objective, observable, and measurable behaviors To teach social and communicative skills in order to respond appropriately to environmental stimuli The ABCs Antecedent - what happens right before the behavior Behavior - the behavior itself Consequence - what happens after the behavior Identify the cause of the behavior (i.e wanting something, wanting to get something out of something else, looking for sensory input) Help children with autism communicate their wants and needs effectively

12. Intended Goals of ABA Decrease self-injurious, aggressive, or violent behaviors Increase expression and communication skills Increase the initiation and reciprocation of social interactions Increase self-care skills How?

13. ABA and Behaviorism Behaviorism - human and animal behavior is explained in terms of conditions and response to environmental situations and stimuli Behavior is modified due to the consequences of that behavior, which makes it more or less likely for the behavior to occur Positive Reinforcement - receiving a reward to increase the likelihood of behavior Negative Reinforcement - taking away an aversive stimulus to increase the likelihood of behavior Positive Punishment - giving something aversive in order to decrease likelihood of behavior Negative Punishment - removal of something good in order to decrease likelihood of behavior

14. Case Study What is the antecedent? The behavior? The consequence? If you were an analyst, what type of interventions would you put in place for Billy? Think about the desired outcome: do you want to increase or decrease the behavior Billy, one of Dr. Lovaas’ 7 year-old patients, frequently went into violent fits during his Winnie the Pooh phase whenever he did not have his Pooh doll. His mother always kept replacements within reach to pacify him. She would go to great lengths to acquire one, terrified of his rages whenever he ripped or lost one (Grant, 1965)

15. Criticisms of ABA Bruno Bettelheim, psychoanalyst Felt autism was due to the manifestation of “repressed egos” and “refrigerator mothers” Believed ABA reduced children to the “level of Pavlovian dogs” and “pliable robots”

16. Question Do you feel that what Bettelheim is saying is true: are analysts simply training children to act? Is there real learning about social cues and the world with ABA? Think: Why do we do things? Is it because we are responding to environmental stimuli in a certain way to bring about the desired outcome?

17. Question After hearing about the purpose, goals, and effects of utilizing ABA, have your feelings about having a child with autism in your classroom changed or remained the same?

18. Summary Autism Spectrum Disorders is an umbrella term for three disorders in which individuals have varying degrees of deficits in social interaction, verbal/nonverbal communication, and emotional/behavioral control Utilizing the theory of behaviorism, in the form of Applied Behavior Analysis, therapists can identify the causes for certain behaviors and implement rewards or punishments in order to increase/decrease these behaviors