Behavior Analysis and Autism Spectrum Disorder

Psychology PS501-03

Dr. Valerie Balldin

March 18, 2014

Behavior Analysis and Autism Spectrum Disorder

Abstract

Autism refers to a group of development brain syndromes, collectively known as Autism Spectrum Disorders (ASD).The term spectrum is a wide range of symptoms, skills, and levels of disability, or impairments that children with ASD can have. Some of the ASD children are insignificantly impaired by their symptoms while others are severe.

Behavior Analysis and Autism Spectrum Disorder

According to American Psychiatric Association; "Autism is a neuro-development syndrome defined by deficits in social reciprocity and communication, and by unusual restricted, repetitive behaviors.” (American Psychiatric Association, 2000).

It is a condition that usually begins at infancy-before or by three years old. Affected children begin by not using words to communicate though they may recite the alphabet and familiar passages. There is a wide variation of the degree in the way autism spectrum affects individuals. Each child with autism has a unique abilities, challenges and symptoms.

Understanding Autism Spectrum Disorder: Even though Autism is not a single Disorder; but it is a spectrum of closely related Disorders with a shared core of symptoms: makes every child on the spectrum suffer problems to some degree with communication, empathy, social skills and grapples with rigid-like behaviors.

Importantly the level of disability and combination of symptoms differs tremendously from one child to another. Hewitt concluded “two kids with the same diagnosis may look very different when it comes to their behavior abilities.” ( Hewitt, 2005).

Types of Autism Spectrum Disorder

Autism Spectrum Disorder belongs to an umbrella category of five childhood- onset conditions known as pervasive developmental disorders (PDD). And though some Autism specialist use the term pervasive developmental disorder interchangeably; however when most people talk about Autism Spectrum Disorder, they are usually referring to the three most common PDDs:

Autism

A) Asperger’s disorder

B) Pervasive Developmental Disorder also known as (PDD-NOS)

Signs and symptoms of Autism spectrum syndrome:

a. In many cases, the signs and indications of Autism Spectrum disorders includes problems with speech, language, social skills, restricted activities and interests. Nevertheless, when it comes to severity of the symptoms, their combinations, and behavior patterns; there exists enormous differences (Rodriguez, 2011).

C) Signs and symptoms of Autism spectrum Disorder (Social Skills)

D) Simple social interaction may appear to be a feat to children suffering from ASD. The symptoms may include

• Infrequent or inappropriate body language, gestures, and facial expression e.g. avoiding eye contact or using body language not matching what they are saying.

• Struggle or unable to make friends with other children on the same age level.

• Resistance to being touched.

• Trouble understanding other individual’s feelings, reactions and non-verbal cues.

• Unlikely to approach others or pursue social interaction; come across as aloof and detached and prefer to be alone.

• Deficiency of interest in other individuals, sharing or achievements (e.g. sharing a toy).

• Signs and symptoms of ASD(Speech and language)

• Problems of speech and language are a warning sign of ASD.

Symptoms may include:

• Lack of understanding simple questions or statements.

• Taking what’s said too literary, missing humor. Irony, sarcasm.

• Difficulty communicating needs and desires.

• Trouble starting conversation, neither keeping it going.

• Repeating words and phrases over and over without making sense.

• Speaking in an abnormal tone or voice, or with an odd rhythm or pitch.

• Signs and symptoms of ASD (Restricted behavior and play)

• Clumsiness, abnormal posture, odd ways of doing things.

• Repetitive body activities. Example: hand flapping, rocking spinning and moving continuously.

• Infatuated attachment to unusual objects such as rubber bands, keys and watches.

• A strong need for repetitiveness, order, and routines (arranges toys in line and follows a rigid routine). Gets up-set by change in routine or environment.

• Preoccupation with specific topics of interest, often involving numbers or symbols.

• Absorbed by whirling objects, moving pieces, or parts of toys such as spinning the wheels of a toy car as a substitute of playing with the entire car.

Intervention module for an eight (8) years- old autistic child

A) Differential Reinforcement Techniques.

Differential reinforcement interventions are exceedingly recommended in administering positive reinforcement. That is to say: instead of punishing the unwanted behavior to minimize its occurrence, you can remove it by utilizing positive reinforcement in a prescribed method.

1) Reduction in frequency of an undesired behavior (DRL)

2) The absence of the unwanted behavior during a selected time period (DRO) or

3) Substitution of a more appropriate behavior in the place of the unsuitable one (DRA) or

4) The promotion of a preferable behavior that will prevent the future occurrence of the inappropriate one (DRI).

The approaches are positive in nature since we use rewards as motivation technique to assist the 8 years-old child behaviors instead of punishing him. While logical punishment can be combined with these procedures to great and a more powerful change program. (Verdick, 2012). Differential Reinforcement of Other Behavior (DRO)

DRO has proven useful in decreasing, severe, or repetitive behaviors, especially in those students regarded as retarded or autistic. DRO is one technique of applied behavior analysis. How to use DRO

1. Define the behavior of concern in specific terms

2. Conduct frequency

3. Observe how long the student holds on to the undesirable behavior before reinforcement.

C. Negative Reinforcement:

In an attempt to upsurge the likelihood of a behavior occurring in the future, I would apply negative reinforcement by subtracting the removal of unwanted behaviors both physical and verbal.

References:

Verdick, E., Reeve, E., & Kobyluch, N. (2012). The survival guide for kids with autism spectrum disorders (and their parents). Minneapolis, MN: Free Spirit Pub

Rodriguez, A. M. (2011). Autism spectrum disorders. Minneapolis, MN: Twenty-First Century Books.

Hewitt, S. (2005). Specialist support approaches to autism spectrum disorder students in mainstream settings. Philadelphia, PA: Jessica Kingsley Publishers.

Turkington, C., & Anan, R. (2007). The encyclopedia of autism spectrum disorders. New York: Facts On File