Interventions Supported by Significant Scientific Evidence
1.Applied Behavior Analysis (ABA)
ABA is defined as the process of applying behavioral principles to change specific behaviors and simultaneously evaluating the effectiveness of the intervention. ABA emphasizes both prevention and remediation of problem behavior. Significant attention is given to the social and physical environment, including the antecedent conditions and consequences that elicit and maintain behavior. Numerous empirical studies have documented the effectiveness of ABA with individuals with ASD.
2.Discrete Trial Training (DTT)
DTT often incorporates the use of errorless learning, shaping, modeling, prompting, facing, correction, and reinforcement to encourage skill acquisition. It is especially well-suited for skills that can be taught in small, repeated steps. Research indicates that DTT can produce powerful behavioral outcomes in the areas of language, motor skills, imitation and play, emotional expression, academics, and the reduction of self-stimulatory and aggressive behaviors.
3.Functional Communication Training (FCT)
a behavioral methodology that replaces disruptive or inappropriate behavior with more appropriate and effective communication. After the communicative “functions” of disruptive behaviors are determined through functional behavioral analysis, socially appropriate behaviors are taught as replacements for problem behaviors. FCT has a strong research base, especially using single-subject research designs, and FCT has been shown to significantly reduce problem behavior and to increase communication and social interaction.
4.Pivotal Response Training (PRT)
The NPDC describes PRT as a systematic method for applying the scientific principles of ABA. PRT builds on a child’s initiative and interests, which makes it particularly effective in developing communication, play, and social behaviors. This strategy enhances the pivotal learning variables of motivation, responding to multiple cues, self-management, and self-initiation, which serves to influence target behaviors within a natural setting.
5.Antecedent-Based Interventions.
Specific antecedent procedures that are frequently used for ASD include choice, behavioral momentum, cueing and prompting, modifying task demands, errorless learning, priming, non-contingent reinforcement, and time delay. These types of interventions can be used with all ages and ability levels.
Source: https://www.interventionsunlimited.com/editoruploads/files/Iowa%20DHS%20Autism%20Interventions%206-10-11.pdf
1.Applied Behavior Analysis (ABA)
ABA is defined as the process of applying behavioral principles to change specific behaviors and simultaneously evaluating the effectiveness of the intervention. ABA emphasizes both prevention and remediation of problem behavior. Significant attention is given to the social and physical environment, including the antecedent conditions and consequences that elicit and maintain behavior. Numerous empirical studies have documented the effectiveness of ABA with individuals with ASD.
2.Discrete Trial Training (DTT)
DTT often incorporates the use of errorless learning, shaping, modeling, prompting, facing, correction, and reinforcement to encourage skill acquisition. It is especially well-suited for skills that can be taught in small, repeated steps. Research indicates that DTT can produce powerful behavioral outcomes in the areas of language, motor skills, imitation and play, emotional expression, academics, and the reduction of self-stimulatory and aggressive behaviors.
3.Functional Communication Training (FCT)
a behavioral methodology that replaces disruptive or inappropriate behavior with more appropriate and effective communication. After the communicative “functions” of disruptive behaviors are determined through functional behavioral analysis, socially appropriate behaviors are taught as replacements for problem behaviors. FCT has a strong research base, especially using single-subject research designs, and FCT has been shown to significantly reduce problem behavior and to increase communication and social interaction.
4.Pivotal Response Training (PRT)
The NPDC describes PRT as a systematic method for applying the scientific principles of ABA. PRT builds on a child’s initiative and interests, which makes it particularly effective in developing communication, play, and social behaviors. This strategy enhances the pivotal learning variables of motivation, responding to multiple cues, self-management, and self-initiation, which serves to influence target behaviors within a natural setting.
5.Antecedent-Based Interventions.
Specific antecedent procedures that are frequently used for ASD include choice, behavioral momentum, cueing and prompting, modifying task demands, errorless learning, priming, non-contingent reinforcement, and time delay. These types of interventions can be used with all ages and ability levels.
Source: https://www.interventionsunlimited.com/editoruploads/files/Iowa%20DHS%20Autism%20Interventions%206-10-11.pdf
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