Applied Behavior Analysis as an Intervention Strategy in Learners with Autism Spectrum Disorder

International Journal of Research and Scientific Innovation (IJRSI) | Volume VII, Issue VIII, August 2020 | ISSN 2321–2705

Applied Behavior Analysis as an Intervention Strategy in Learners with Autism Spectrum Disorder

Dr. George Mathenge Wairungu
Department of Early Childhood and Special Needs Education, Kenyatta University Kenya

Abstract: Autism Spectrum Disorder is a neurological developmental disorder that affects a child’s ability to communicate, and socialize. Children with ASD as well have nonfunctional repetitive behaviors, activities and restricted interests. Many children with ASD may have intellectual disabilities, anxiety and sensory processing disorders in a comorbid state. Commonly, learners with ASD exhibit inappropriate and challenging behaviors that comprise attention and in turn significant time is lost redirecting behavior in class and during therapy sessions. Unwanted Behaviors in learners with ASD play three functions inclusive of avoiding work, earning a reward and getting attention. Managing unwanted behavior require that teachers and families identify the core triggers and functional cause of the targeted behavior. This is usually achieved through conduction of an objective process known as functional behavior analyses. When this is done successfully then what follows is a scientific behavior modification approach known as Applied Behavior Analyses. This paper discusses the nature, principles and goals of Applied behavior analyses. A thorough review of literature from researchers and behavior management experts has been conducted to compile it.
Key words: applied behavior analyses, comorbidity, target behavior, discrete trial teaching, pivotal response teaching, functional behavior analyses, early intensive behavior intervention, positive behavior support

I. INTRODUCTION

Autism Spectrum Disorder (ASD) is a developmental disability that is caused by differences in the brain (CDC, 2020). It is characterized by a triad of deficits involving, communication, reciprocal social interaction, restricted repetitive patterns of behavior interests and activities (Ospina, et al, 2008). It is a neurological disorder that affects affectivity and social relation of the individuals. Monotonous and stereotyped activities are also common in the affected individuals. Many of the individuals with ASD present language disorders, and intellectual disabilities (Bartolomé-Villar et al., 2016). Around 70% of individuals with ASD have intellectual disabilities while 25 % have epilepsy. (Ospina, et al., 2008). Further, research indicates that up to 40% of children with Autism Spectrum Disorder (ASD) exhibit co-occurring anxiety symptoms (Lei, 2017). More than 90% of Individuals with ASD also have a condition known as sensory processing disorder arising from dysfunction of one or more of the eight sensory modalities (Wairungu, 2020).

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