Skip to main content
SpringerLink
Log in

Applied Behavior Analysis and Its Application to Autism and Autism Related Disorders

  • Chapter
  • First Online:
Applied Behavior Analysis for Children with Autism Spectrum Disorders

Abstract

This chapter will be basic foundations. The theory behind operant conditioning will be the first part of the chapter. Next terms and concepts will be reviewed such as reinforcement, shaping, etc. The presentation of these concepts will include applications to autism. The chapter will conclude with current developments in theory (e.g., functional assessment, positive behavioral supports)

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 89.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 119.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 169.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Anglesea, M. M., Hoch, H., & Taylor, B. A. (2008). Reducing rapid eating in teenagers with autism: Use of a pager prompt. Journal of Applied Behavior Analysis, 41, 107–111.

    Article  PubMed  Google Scholar 

  • Athens, E. S., Vollmer, T. R., Sloman, K. N., & St. Peter Pipkin, C. (2008). An analysis of vocal stereotypy and therapist fading. Journal of Applied Behavior Analysis, 41, 291–297.

    Article  PubMed  Google Scholar 

  • Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1, 91–97.

    Article  PubMed  Google Scholar 

  • Brithwaite, K. L., & Richdale, A. L. (2000). Functional communication training to replace challenging behaviors across two behavioral outcomes. Behavioral Interventions, 15, 21–36.

    Article  Google Scholar 

  • Buckley, S. D., & Newchok, D. K. (2006). Analysis and treatment of problem behavior evoked by music. Journal of Applied Behavior Analysis, 39, 141–144.

    Article  PubMed  Google Scholar 

  • Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18, 111–126.

    Article  PubMed  Google Scholar 

  • Catania, A. C. (1998). Learning (4th ed.). Upper Saddle River, NJ: Prentice Hall.

    Google Scholar 

  • Charlop, M. H., Kurtz, P. F., & Casey, F. G. (1990). Using aberrant behaviors as reinforcers for autistic children. Journal of Applied Behavior Analysis, 23, 163–181.

    Article  PubMed  Google Scholar 

  • Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Prentice Hall.

    Google Scholar 

  • DeQuinzio, J. A., Townsend, D. B., Sturmey, P., & Poulson, C. L. (2007). Generalized imitation of facial models by children with autism. Journal of Applied Behavior Analysis, 40, 755–759.

    PubMed  Google Scholar 

  • Dibley, S., & Lim, L. (1999). Providing choice making opportunities within and between daily school activities. Journal of Behavioral Education, 9, 117–132.

    Article  Google Scholar 

  • Dunlap, G., Iovannone, R., & Kincaid, D. (2008). Essential components for effective autism educational programs. In J. Luiselli (Ed.), Effective practices for children with autism. Oxford: Oxford University Press.

    Google Scholar 

  • Ferster, C. B., & Skinner, B. F. (1957). Schedules of reinforcement. East Norwalk, CT: Appleton-Century-Croft.

    Book  Google Scholar 

  • Foxx, R. M., & Azrin, N. H. (1973). The elimination of autistic self-stimulatory behavior by overcorrection. Journal of Applied Behavior Analysis, 6, 1–14.

    Article  PubMed  Google Scholar 

  • Gresham, F. M., & MacMillan, D. L. (1998). Early intervention project: Can its claims be substantiated and its effects replicated? Journal of Autism and Developmental Disorders, 28, 5–13.

    Article  PubMed  Google Scholar 

  • Grow, L. L., Kelley, M. E., Roane, H. S., & Shillingsburg, A. M. (2008). Utility of extinction-induced response variability for the selection of mands. Journal of Applied Behavior Analysis, 41, 15–24.

    Article  PubMed  Google Scholar 

  • Gutierrez, A., Vollmer, T. R., Dozier, C. L., Borrero, J. C., Rapp, J. T., Bourret, J. C., et al. (2007). Manipulating establishing operations to verify and establish stimulus control during mand training. Journal of Applied Behavior Analysis, 40, 645–658.

    PubMed  Google Scholar 

  • Hagopian, L. P., Bruzek, J. L., Bowman, L. G., & Jennett, H. K. (2007). Assessment and treatment of problem behavior occasioned by interruption of free-operant behavior. Journal of Applied Behavior Analysis, 40, 89–103.

    Article  PubMed  Google Scholar 

  • Hagopian, L. P., Contrucci Kuhn, S. A., Long, E. S., & Rush, K. S. (2005). Schedule thinning following communication training: Using competing stimuli to enhance tolerance to decrements in reinforcer density. Journal of Applied Behavior Analysis, 38, 177–193.

    Article  PubMed  Google Scholar 

  • Hagopian, L. P., Fisher, W. W., Sullivan, M. T., Acquisto, J., & LeBlanc, L. A. (1998). Effectiveness of functional communication training with and without extinction and punishment: A summary of 21 inpatient cases. Journal of Applied Behavior Analysis, 31, 211–235.

    Article  PubMed  Google Scholar 

  • Handen, B. L., Apolito, P. M., & Seltzer, G. B. (1984). Use of differential reinforcement of low rates of behavior to decrease repetitive speech in an autistic adolescent. Journal of Behavioral Therapy and Experimental Psychiatry, 15, 359–364.

    Article  Google Scholar 

  • Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1994). Toward a functional analysis of self-injury. Journal of Applied Behavior Analysis, 27, 197–209. (Reprinted from Analysis and Intervention in Developmental Disabilities, 2, 3–20, 1982).

    Article  PubMed  Google Scholar 

  • Jerome, J., Frantino, E. P., & Sturmey, P. (2007). The effects of errorless learning and backward chaining on the acquisition of internet skills in adults with developmental disabilities. Journal of Applied Behavior Analysis, 40, 185–189.

    Article  PubMed  Google Scholar 

  • Kennedy, C. H. (2005). Single-case design for educational research. Boston, MA: Allyn & Bacon.

    Google Scholar 

  • Koegel, R. L., & Koegel, L. K. (2006). Pivotal response treatments for autism: communication, social, and academic development. Baltimore, MD: Brookes Press.

    Google Scholar 

  • Laraway, S., Snycerski, S., Michael, J., & Poling, A. (2003). Motivating operations and terms to describe them: Some further refinements. Journal of Applied Behavior Analysis, 36, 407–414.

    Article  PubMed  Google Scholar 

  • Lerman, D. C., Iwata, B. A., & Wallace, M. D. (1999). Side effects of extinction: Prevalence of bursting and aggression during the treatment of self-injurious behavior. Journal of Applied Behavior Analysis, 32, 1–8.

    Article  PubMed  Google Scholar 

  • Lovaas, O. I. (1981). Teaching developmentally disabled children: The me book. Baltimore, MD: University Park.

    Google Scholar 

  • Lovaas, O. I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology, 55, 3–9.

    Article  PubMed  Google Scholar 

  • Mangus, B., Henderson, H., & French, R. (1986). Implementation of a token economy by peer tutors to increase on-task physical activity time of autistic children. Perceptual and Motor Skills, 1, 97–98.

    Google Scholar 

  • Maurice, C., Green, G., & Luce, S. C. (1996). Behavioral intervention for young children with autism. Austin, TX: Pro-Ed.

    Google Scholar 

  • McEachin, J. J., Smith, T., & Lovaas, O. I. (1993). Long-term outcome for children with autism who received early intensive behavioral treatment. American Journal on Mental Retardation, 97, 359–372.

    PubMed  Google Scholar 

  • Mesibov, G., & Howley, M. (2003). Accessing the curriculum for pupils with autistic spectrum disorders: Using the TEACCH programme to help inclusion. London: David Fulton Publishers.

    Google Scholar 

  • Mesibov, G. B., Shea, V., & Schopler, E. (2004). The TEACCH approach to autism spectrum disorders. New York, NY: Springer.

    Google Scholar 

  • Michael, J. (1982). Distinguishing between discriminative and motivational functions of stimuli. Journal of the Experimental Analysis of Behavior, 1, 149–155.

    Article  Google Scholar 

  • Newman, B., Tuntigian, L., Ryan, C., & Reinecke, D. (1997). Self-management of a DRO procedure by three students with autism. Behavioral Interventions, 12, 149–156.

    Article  Google Scholar 

  • Ray, K. P., Skinner, C. H., & Watson, T. S. (1999). Transferring stimulus control via momentum to increase compliance in a student with autism: A demonstration of collaborative consultation. School Psychology Review, 28, 622–628.

    Google Scholar 

  • Reed, G. K., Ringdahl, J. E., Wacker, D. P., Barretto, A., & Andelman, M. S. (2005). The effects of fixed-time and contingent schedules of negative reinforcement on compliance and aberrant behavior. Research in Developmental Disabilities, 3, 281–295.

    Article  Google Scholar 

  • Reichow, B., & Wolery, M. (2009). Comprehensive synthesis of early intensive behavioral interventions for young children with autism based on the UCLA young autism project model. Journal of Autism and Developmental Disorders, 39(1), 23–41.

    Article  PubMed  Google Scholar 

  • Ricciardi, J. N., Luiselli, J. K., & Camare, M. (2006). Shaping approach responses as intervention for specific phobia in a child with autism. Journal of Applied Behavior Analysis, 39, 445–448.

    Article  PubMed  Google Scholar 

  • Ringdahl, J. E., Christensen, T. J., & Boelter, E. W. (2009). Further evaluation of idiosyncratic functions for severe problem behavior: Aggression maintained by access to walks. Behavioral Interventions doi:10.1002/bin.289

    Google Scholar 

  • Ringdahl, J. E., Falcomata, T. S., Christensen, T. J., Bass-Ringdahl, S. M., Lentz, A., Dutt, A., et al. (2009). Evaluation of a pre-treatment assessment to select mand topographies for functional communication training. Research in Developmental Disabilities, 30(2), 330–341.

    Article  PubMed  Google Scholar 

  • Ringdahl, J. E., Kitsukawa, K., Andelman, M. S., Call, N., Winborn, L., Barretto, A., et al. (2002). Differential reinforcement with and without instructional fading. Journal of Applied Behavior Analysis, 35, 291–294.

    Article  PubMed  Google Scholar 

  • Risley, T. R. (1968). The effects and side effects of punishing the autistic behaviors of a deviant child. Journal of Applied Behavior Analysis, 1, 21–34.

    Article  PubMed  Google Scholar 

  • Roane, H. S., Fisher, W. W., Sgro, G. M., Falcomata, T. S., & Pabico, R. R. (2004). An alternative method of thinning reinforcer delivery during differential reinforcement. Journal of Applied Behavior Analysis, 37, 213–218.

    Article  PubMed  Google Scholar 

  • Rusch, F. R., Rose, T., & Greenwood, C. R. (1988). Introduction to behavior analysis in special education. Prentice Hall: Englewood Cliffs, NJ.

    Google Scholar 

  • Shabani, D. B., & Fisher, W. W. (2006). Stimulus fading and differential reinforcement for the treatment of needle phobia in a youth with autism. Journal of Applied Behavior Analysis, 39, 449–452.

    Article  PubMed  Google Scholar 

  • Shabani, D. B., Katz, R. C., Wilder, D. A., Beauchamp, K., Taylor, C. R., & Fischer, K. J. (2002). Increasing social initiations in children with autism: Effects of a tactile prompt. Journal of Applied Behavior Analysis, 35, 79–83.

    Article  PubMed  Google Scholar 

  • Shirley, M. J., Iwata, B. A., Kahng, S., Mazaleski, J. L., & Lerman, D. C. (1997). Does functional communication training compete with ongoing contingencies of reinforcement? An analysis during response acquisition and maintenance. Journal of Applied Behavior Analysis, 30, 93–104.

    Article  PubMed  Google Scholar 

  • Simpson, R. L. (2005). Autism spectrum disorders: Interventions and treatments for children and youth. Thousand Oaks, CA: Corwin Press.

    Google Scholar 

  • Skinner, B. F. (1953). Science and human behavior. New York, NY: The Free Press.

    Google Scholar 

  • Smith, M. D. (1987). Treatment of pica in an adult disabled by autism by differential reinforcement of incompatible behavior. Journal of Behavioral Therapy and Experimental Psychiatry, 18, 285–288.

    Article  Google Scholar 

  • Sulzer-Azaroff, B., & Mayer, G. R. (1991). Behavior analysis for lasting change. New York, NY: Harcourt Brace College Publishers.

    Google Scholar 

  • Tarbox, R. F., Ghezzi, P. M., & Wilson, G. (2006). The effects of token reinforcement on attending in a young child with autism. Behavioral Interventions, 21, 155–164.

    Article  Google Scholar 

  • Taylor, B. A., & Levin, L. (1998). Teaching a student with autism to make verbal initiations: Effects of a tactile prompt. Journal of Applied Behavior Analysis, 31, 651–654.

    Article  PubMed  Google Scholar 

  • Taylor, B. A., Hoch, H., Potter, B., Rodriguez, A., Spinnato, D., & Kalaigan, M. (2005). Manipulating establishing operations to promote initiations toward peers in children with autism. Research in Developmental Disabilities, 26, 385–392.

    Article  PubMed  Google Scholar 

  • Thompson, R. H., Fisher, W. W., & Contrucci, S. A. (1998). Evaluating the reinforcing effects of choice in comparison to reinforcement rate. Research in Developmental Disabilities, 18, 181–187.

    Article  Google Scholar 

  • Tiger, J. H., Hanley, G. P., & Bruzek, J. (2008). Functional communication training: A review and practical guide. Behavior Analysis in Practice, 1, 16–23.

    Google Scholar 

  • Vollmer, T. R. (2002). Punishment happens: Some comments on Lerman and Vorndran’s review. Journal of Applied Behavior Analysis, 35, 469–473.

    Article  PubMed  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Pediatrics, Division of Pediatric Psychology, Children’s Hospital of Iowa, Center for Disabilities and Development, 100 Hawkins Drive, Iowa City, IA, 5222427011, USA

    Joel E. Ringdahl, Todd Kopelman & Terry S. Falcomata

Authors
  1. Joel E. Ringdahl
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Todd Kopelman
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Terry S. Falcomata
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Joel E. Ringdahl .

Editor information

Editors and Affiliations

  1. Department of Psychology, Louisiana State University, Baton Rouge, 70803, U.S.A.

    Johnny L. Matson

Rights and permissions

Reprints and permissions

Copyright information

© 2009 Springer Science+Business Media, LLC

About this chapter

Cite this chapter

Ringdahl, J.E., Kopelman, T., Falcomata, T.S. (2009). Applied Behavior Analysis and Its Application to Autism and Autism Related Disorders. In: Matson, J. (eds) Applied Behavior Analysis for Children with Autism Spectrum Disorders. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-0088-3_2

Download citation

Publish with us

Policies and ethics

Search

Navigation