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Emotional Effects of Applied Behavioral Analysis and Autism

Kathryn Castillo

Arizona State University

PPE 310: Healthy Learning Communities

Professor Jennifer Houston, PhD

30 November 2017
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Introduction

http://kportfolio310.weebly.com

Russel Barkley (2017) once said, The children who need love the most will always ask

for it in the most unloving ways (http://www.russellbarkley.org). This famous quote is the

foundation for Applied Behavior Analysis (ABA) based social skills program that is needed in

the special needs community, specifically for those diagnosed with Autism. The following

information in the below paper will explore the emotional effects that ABA has a on a child with

Autism in the short term and long term. Within my research, I will show how over the course of

the past decade, the field of Applied Behavior Analysis (ABA) has become synonymous in the

eyes of many parents, teachers and clinicians from other disciplines with treatment of autism

(Ross, 2016). ABA is the number one research-based technique used for children with special

needs. It has high success rates specifically for children with Autism and their emotional well-

being, thus encouraging the development of healthy and successful adults in the future We will

then explore the implications of ABA and how it can impact an individual and community in a

program that I have designed.

Business Plan

The program that will be created will be a social skills program for those with Autism

and/or emotional deficits. Each child will be grouped with other children that are working on the

same social goals and around the same age. They will walk through my social skills program and

progress through each level with the guidance of a skilled behavior therapist, or coach. The

need for social skills programs with a foundation in ABA is high within my community. Many of

the programs out here do not have that as their backbone. This program will also use natural

settings such as out in the community, playgrounds, gym settings etc. to help teach social skills.
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The classes will meet twice a week for an hour and a half each class. Classes will include one

outing a week and one class/gym setting a week. Within all sessions there will be a snack

portion, where children can learn appropriate table manners and social skills during eating

periods.

My research will be applied throughout the classroom environment, the programs start

itself and in the community through proper advertisement and education. The initial event that I

would hold to gain interest would be a fun parent-client event. Clients would be left with staff in

a confined, gym setting. Clients would be divided into appropriate groups and do fun activities

while their parents attend a parent workshop. During this parent workshop, parents will be

introduced to data collected and researched about the effectiveness of ABA, social skills and

emotional well-being. The program will be explained in detail. Parents will be encouraged and

then have the option to sign their children up for the class. The workshop will last for 45 minutes

with an optional 15 minutes of questions answered by me and the other supervising staff. If

parents do not decide to sign up, the hope is that the child has so much fun in our kid portion that

they ask their parents to sign them up for my program. To help encourage parents of children that

are non-verbal, we would invite them to sit in on a session of groups with non-verbal children.

There are many ways that children can communicate. It would be an amazing opportunity for

parents to see how we incorporate communication through things like the iPad, PECS or sign

language.

Each group will be working on different age-appropriate goals. For example, 5-year-olds

would be working on things such as how to follow directions or how to share. Our 12-year-old

would be working on things such as how to lose appropriately or how to advocate for their

feelings appropriately. Each group will have age specific goals and whatever level that group is
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capable of. For example, if we have a lower functioning group, the goals will be adjusted

accordingly so that they may be challenged and successful. This program will go from ages 3-17.

Group sizes will be no more than 6 in a group.

Practical Implications

Marketing

Posters/flyers will be created along with informational brochures about the company and

Autism. I will also include an example of a social story written by me that we will use in our

younger groups and samples of visuals used in our groups.

Sample of pictures and information given to parents during first parent meeting:
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This picture will be used as a tool for all

clients that need help to identify

emotional regulation.
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This picture will be used to help

parents understand the differences between positive reinforcement and bribery.

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The following flyer will be a sample for a specific social program offered

Kickball

A great time for

any age!

Want to earn a
class party with
pizza and ice
cream?

2/1/18-4/1/18 Come show your

good

KICKBALL FOR
sportsmanship as
we start our

4 -5TH TH
GRADERS
kickball lesson!

Event Description Heading Make new friends
Are you ready to learn some new skills on how to kick, throw and and have a blast
catch a kickball? Have you always wondered how to play one of the
best games in elementary? And make new friends at the same
time? Well we have a treat for you! Come out take out our kickball
class starting January 1st. At the culmination of our kickball
adventure get ready to earn the best pizza and ice cream party a
kid could ask for!

COMPANY NAME
Marquez Elementary
123 Vista St. North Hills, CA
91343

Telephone: (818) 909-1765

www.kickballisfun.edu

Dates and Times

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This will be a brochure given to parents for our clients with emotional disturbances:
Relevance to Children in
School
As educators it is our responsibility to
set our students up for success. If we
do not teach appropriate self-
regulation skills, our students will
suffer.
Dr. Ponitz points out that, With
regard to early development,
children who learn to control
themselves and make good choices
do better socially and academically
than children who are overly angry,
aggressive or impulsive.
8
Impact on
Development
Adults can greatly influence
how a child can self-regulate.
By modeling appropriately, an
educator can give the tools to
be potentially successful adult.
Without being taught these
skills, children can grow into
adults that are erratic, have
anxiety, and make poor
irrational choices in their lives.
Self-regulation is vital skill to
learn as an adolescent to be
able to become a great student
and developing adult. This skill
will help later with stresses of HOW DO WE DEVELOP
life: money, job, death, SELF-REGULATION IN
children, and major life CHILDREN AND
decisions. ADOLESCENTS SO THEY
WILL FIND SUCCESS IN
LIFE (AGES 8-12)?
By Katy Castillo
Front Side
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Risks and Preventions

Helpful Resources
When teachers
Self-Regulation in Classrooms is an
deliberately teach self- awesome website that has fun and
engaging games. Ideas and activities
regulation as part of Risks: for all age groups. You can find their
website at: https://self-
everyday experiences, Difficulty dealing with stress
regulationintheclassroom.wikispaces.
com/Games+and+Exercises
Array of mental health issues
they help children Depression and anxiety
Pinterest is the best website for great
ideas for your classroom, activities
become actively Physical health and handouts. Really fun and
Poor concentration creative! Their website is:
engaged learners, Poor grades https://www.pinterest.com/search/pi
Unable to maintain social ns/?q=self%20regulation%20classroo
laying the foundation relationships m%20teachers&rs=guide&0=self%7Ct
yped&1=regulation%7Ctyped&2=clas
for years of future Prevention: sroom%7Ctyped&3=teachers%7Cguid
e%7Cword%7C2&add_refine=teacher
success in school and Proper lesson planning s%7Cguide%7Cword%7C2
Fun and engaging activities and Reaching INReaching OUT is a
life. (Developing Young Childrens Self- games
informative website that you can give
your students parents. It gives
Regulation through Everyday Experiences by Break area and break time
helpful tips and strategies. The
Iris Flores) Positive and warm adult attention website is:
http://www.reachinginreachingout.c
om/resources-parents-
selfcontrol.htm

Back Side
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Funding

Funding for my program will be done in three ways. Those that are eligible can pay

through insurance. For those that clients of the regional center, they will receive direct funding

for this program once approved. Lastly, any client that does not qualify for those two ways can

pay privately. We will offer scholarships once a year to those to a select few. Everything will be

purchased through investors money and my own personal money to start the company through

the initial workshop. Each class will be $90. Those that will be private pay can choose to pay

weekly or monthly. All other clients going through regional center, we will bill regional center

quarterly. Students will be allowed to cancel classes 24 hours in advance and will not be billed.

Anything under the 24-hour time period, will be billed. Students can stop the program at any

time with advance notice.

Engagement

This will help create a community within the special needs community. It will help

parents network with other parents dealing with the same issues. It will also hopefully help create

lasting bonds of friendships for children with Autism that may be hard to find otherwise. To

encourage continued active participation, coaches will provide fun and interactive experiences

each week. Children will move through the program and graduate to new levels. Fun community

events will be done bi-monthly to encourage active participation with the program and

community.

Committee

There will be a committee or board comprised of members that show outstanding

leadership abilities within the special needs community. There will be 8 board members plus me
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so that there is always an odd number of people. I will only vote to be the tie breaker. These

members can be parents, professionals or supporters of the special needs community. The

committees jobs would include scheduling and planning of all community events, voting on

important issue for the program, and any other pertinent information that would be needed for

the program.

Recognition

This event will help shine a light on an issue that is very important to the success of those

with Autism within my community. It will help educate parents, further the understanding of the

need for programs such as these and help develop a more successful future special needs youth. I

will also invite newspapers and media to big community events to expand awareness and to get

our companys name out in the special needs community.

Scheduling

Event will begin on January 5, 2018 at the Pali Rec Center. Groups will meet at the Rec

center twice a week at various times for an hour and a half each session. This program will run

indefinitely. For those that are only receiving funding through regional center, those clients will

be eligible until they are age 23.

Introduction to Research

O. Ivar Lovaas founded what is today known as Applied Behavior Analysis. This

technique is the backbone to behavior modification. Applied Behavior Analyis (ABA), is

specifically known for its effectiveness for those with special needs and Autism. Lovass,

studies indicated that many children who received early intensive ABA made dramatic gains in

development (Eiksmith & Smith, 2010, p.375). This belief is reinforced through the research

provided in the following paper. ABA can have dramatic long term emotional effects on those
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with Autism. Within my research, I will show how over the course of the past decade, the field

of Applied Behavior Analysis (ABA) has become synonymous in the eyes of many parents,

teachers and clinicians from other disciplines with treatment of autism (Ross, 2016, p. 528).

Review of Literature

Today, autism is estimated to affect 1 in 88 children, with the incidence in boys

estimated to be 1 in 54 (Natural Solutions, 2012, p.42). This staggering number is indicative of

how many people, specifically males, that Autism effects. All of the literature that is being

reviewed is directly done on children with Autism. Research indicates that early intervention is

necessary to be an impact on those with Autism. Findings from Whalon, Conroy, Martinez, &

Werch (2015), show that children in school settings, diagnosed with autism, benefit from social

skills interventions. According to Beamish, Davies and Salter (2016), an Australian study

explored the effects of child-centered play therapy (CCPT) on the social and emotional growth of

3 young children with autism ages 46 years. Behavior is looked as something similar to a

symptom or condition that is a result of a disorder, not something that just happens (Ross, 2007).

Method

Three boys between the ages 5.5 and 6 were all participants of the Australian study. They

each had a diagnosis of Autism Spectrum Disorder (ASD). All boys lived with both parents,

attended formal schooling, and had fluent expressive and receptive language skills (Beamish,

W., Davies, M. & Salter, K., 2016, p. 83). All of the parents of the three boys reported behavior

issues and problems that caused them to seek outside help (Beamish, W., Davies, M. & Salter,

K., 2016). The Adaptive Behavior Assessment System, Second Edition, Parent Form and the

Developmental Behavior Checklist Parent/Carer (ABAS-II and DBC-P) were used as formal

assessments when evaluating the children. These formal assessments included DBC-P, a 96-item
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questionnaire and the ABAS-II, that includes a measurement of independent functioning in 10

areas. The informal measures used were: Goal Attainment Scale (GAS), parent reflections,

therapy notes. Parents complete the ABAS-II and DBC-P prior to the study. Parents complete the

other assessments throughout the intervention.

Results

Children improved in both formal and informal measurements after the CCPT

intervention was completed (Beamish, W., Davies, M. & Salter, K., 2016, p. 82). Specifically, in

emotional growth, qualitative and quantitative data showed that all three children showed

positive improvements. To the contrary, all three parents reported something different

individually. The results of this study showed that CCPT intervention,

was effective in assisting participating children to enhance their social and emotional

skill sets. Overall findings from the present study are consistent with the literature

indicating that CCPT is an intervention that can support the development of social and

emotional growth for children both with and without autism (Beamish, W., Davies, M.

& Salter, K., 2016, p. 82).

Synthesis of Information

Throughout the research that I have done for this project, I have found that all four

literatures support the idea that early intervention with Applied Behavior Analysis, or ABA,

overwhelming helps with the emotional effects of those with Autism Spectrum Disorder. The

similar themes throughout were early intervention. Lovaas, the founder, shows this throughout

his research and literature. In the Australian study, we can see the effects of CCTP intervention

and the positive effect it had on those that were 5.5 and 6 years old. Again, the overall conclusion

of all four literatures was that ABA has a positive long-lasting effect on the emotional well-being
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of those with Autism. Throughout all of the reading, there was not one study that showed any

negative consequences of ABA and Autism. One article by Ross, did mention that ABA must be

done correctly to be effective. If done poorly, it could have negative lasting effects. This research

is great for my workplace as this is the population that we specifically work with. ABA is the

technique that our company implements for children with Autism and behavioral difficulties.

This provides employees with the backing and hope that if done correctly, they can make a huge

impact on the special needs population.

Conclusion

The emotional effects of ABA and Autism can be seen through childrens social

interactions and interactions with those around them. ABA can provide a profound foundation for

the emotional success of a child transitioning into adulthood. This technique, if used properly,

can help a child that could be lost emotionally, become successful in the future. Programs like

the one I would like to implement that focus on the development of social skills, emotional well-

being infused with ABA, can provide children with a fun and impactful way to learn good

coping, social and emotional skills. I would like to see this program expand in the future as a

business that helps children with all special needs. I hope to grow this program over the next 5-

10 years. I would like to see children eventually graduate out of the program once they are ready

with skills that will help them as adults. I hope to provide my community with a safe place for all

children with special needs to go without any judgement and people who are willing to help.

Like with all great things, it takes time. In the case of a child with Autism, time and ABA are the

recipe for success!

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Reference

Barkley, R. (2017). Dedicated to Education and Research on ADHD. Retrieved from

http://www.russellbarkley.org/

Beamish, W., Davies, M. & Salter, K. (2016, Apr). The effects of child-centered play therapy

(CCPT) on the social and emotional growth of young Australian children with autism.

Retrieved from https://search-proquest-com.ezproxy1.lib.asu.edu/docview/1776660595?

OpenUrlRefId=info:xri/sid:primo&accountid=4485

Eikseth, S. & Smith, T. (2010, Dec 14). O. Ivar Lovaas: Pioneer of Applied Behavior Analysis

and Intervention for Children with Autism. Retrieved from

http://web.b.ebscohost.com.ezproxy1.lib.asu.edu/ehost/pdfviewer/pdfviewer?vid=2&sid=

9d231413-87ed-44be-a31a-783932c7baee%40sessionmgr101

Natural Solutions, (2012, Apr). Autism putting the pieces together, 42-46. Retrieved from

http://login.ezproxy1.lib.asu.edu/login?url=https://search-proquest- com.ezproxy1.

lib.asu.edu/docview/1030776558?accountid=4485

Ross, R. (2007, Nov 04). Beyond Autism Treatment: The Application of Applied Behavior

Analysis in the Treatment of Emotional and Psychological Disorders. Retrieved from

https://search-proquest-com.ezproxy1.lib.asu.edu/docview/1644174379/fulltextPDF/

36E72B3CD0944595PQ/1?accountid=4485

Whalon, K., Conroy, M., Martinez, J., & Werch, B. (2015). School-Based Peer-Related Social

Competence Interventions for Children with Autism Spectrum Disorder: A Meta-Analysis

Descriptive Review of Single Case Research Design Studies. Journal Of Autism &

Developmental Disorders, 45(6), 1513-1531. doi:10.1007/s10803-015-2373-1 Retrieved

from http://web.b.ebscohost.com.ezproxy1.lib.asu.edu/ehost/pdfviewer/pdfviewer?
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vid=1&sid=8a44fba9-baf6-4481-9d4d-c31312fdb09e%40sessionmgr103