Shahla Ala'i-Rosales

Applied Behavior Analysis is a Science and, Therefore, Progressive.

Applied behavior analysis (ABA) is a science and, therefore, involves progressive approaches and outcomes. In this commentary we argue that the spirit and the method of science should be maintained in order to avoid reductionist procedures, stifled innovation, and rote, unresponsive protocols that become increasingly removed from meaningful progress for individuals diagnosed with autism spectrum disorder (ASD). We describe this approach as progressive. In a progressive approach to ABA, the therapist employs a structured yet flexible process, which is contingent upon and responsive to child progress. We will describe progressive ABA, contrast it to reductionist ABA, and provide rationales for both the substance and intent of ABA as a progressive scientific method for improving conditions of social relevance for individuals with ASD.

Using blended and guided technologies in a university course for scientist-practitioners Teaching Applied Behaviour Analysis to autism professionals

Although the incidence of autism spectrum disorders is increasing worldwide, there is a shortage of professionals trained to provide effective interventions. The article describes an advanced university course in Applied Behaviour Analysis (ABA) and autism tailored to meet the needs of Swedish professionals from multiple disciplines. The course implemented both blended-learning technologies (web, telecommunication, and in vivo) and guided-design (problem-solving) exercises to promote the scientist-practitioner model. Overall, students advanced their skills related to identifying extant scientific literature, choosing appropriate single-subject design evaluation methods, and critically analysing the effects of attempted interventions. Students rated the course as having high social validity and predicted the course content would positively affect their professional practice. The relevance of the course and future directions are discussed in the context of meeting the global need for effective autism intervention professionals.

Three important things to consider when starting intervention for a child diagnosed with autism.

Article discussing three important things to consider when starting intervention for a child diagnosed with autism.

Evaluation of caregiver training via telecommunication for rural Icelandic children with autism.

This article describes the development and results of behavioral training via telecommunication for three caregivers of children with autism. A single-subject, multiple baseline experimental design, replicated across caregivers, preschool children with autism, and tasks, was used to evaluate the effects of the training. Dependent measures were collected in vivo and via telecommunication and included parent, teacher, and child responses during naturalistic play. The intervention involved teaching caregivers methods to increase children’s sociocommunicative behavior. Both child and caregiver behaviors increased during intervention and follow-up observations. The results indicate that training via telecommunication is a promising alternative for families that do not have access to evidence-based intervention and expertise. The results are discussed in the context of technological benefits and difficulties during data based consulting. Further development is important to understand technological variables that enhance or hinder the progress of rural children and their caregivers.

Incidental Teaching: Happy Progress

Incidental teaching is contextualized instruction that takes advantage of naturally occurring opportunities – “incidents” – to teach valued skills in the context of child preference and use. The aim of this chapter is to present the potential benefits of incidental teaching for increasing social competence for children with autism. Competencies are comprised of groups of behaviors under the conditions of use that lead to particular outcomes. In this context, social behavior covers a wide expanse and can include diverse skills such as orienting, imitating, communicating, sharing, and negotiating. The social outcomes resulting from our teaching success also cover a wide expanse, ranging from play partnerships to situational friendships to enduring and loving companionships. Specific competency goals will vary in the context of a particular child and the values and norms of their social community. Our examples and recommendations focus on social behaviors, with the understanding that the practitioner will place these goals in the context of meaningful competencies. The essence of incidental teaching for social skills is to make the most of motivating variables and present conditions to help the learner learn component social skills, to maintain social engagement, and to develop mutually beneficial relationships. In this chapter, we provide a description of the theoretical framework supporting incidental teaching, illustrate basic incidental teaching procedures, summarize the empirical evidence base, and end with key recommendations based on theory, research, and our clinical experience.

Intercultural Blended Design Considerations: A Case Study of a Nordic-Baltic Course in Autism Intervention

Abstract Specialized educational programs previously unavailable to many students are now accessible to students spread throughout the world. In particular, this globalization presents new opportunities and challenges for universities educating professionals in the field of autism treatment. The aim of the present case study is to analyse the experiences of students who participated in an intercultural graduate level blended learning course in applied behaviour analysis with an autism focus. Students were enrolled in universities in four Nordic-Baltic countries. Country based focus group interviews and surveys were used to explore student’s experiences and perceptions. Results indicate that access to expertise and interacting with other cultures were noted to positively affect learning experience. Risk for cultural divide due to discrepancies in technology, differing pedagogical traditions, and understanding of English were also reported. Implications regarding the potential risks and benefits inherent in intercultural blended learning courses are discussed and suggestions are offered for enhancing the success of such courses.