Association for Behavior Analysis International

An increasing literature outlines empirically supported criteria related to treatment components shown to produce the most robust outcomes for children participating in ABA programs. Larger scale analyses of ABA outcomes with children have been heavily focused on examination of intensive behavioral intervention for children with autism spectrum disorder (ASD) delivered in home-based settings. This literature has been a primary contributing factor to the introduction of insurance reform laws in a majority of states mandating coverage of ABA intervention for individuals with ASD. The accessibility of ABA intervention has grossly increased as a result of funding made possible by insurance reform. Treatment outcomes for ABA involving provision of services in alternative settings such as public schools are much less prevalent in the literature. Similarly, outcome analyses related to intensive behavioral intervention for children with developmental delays other than ASD are sparse. Replication and presentation of outcomes is necessary to support further funding and access to ABA across populations, needs, and settings. The current symposium examines delivery of ABA in home, specialized education, and general education settings. First, an analysis for children enrolled in either focused or comprehensive ABA home-based programming will be presented in related to skills acquired and outcomes achieved with varying levels of service. Next, various outcomes including skill acquisition rates within and across developmental domains and for children with ASD as well as other delays enrolled in a public school program in which they were provided intensive ABA will be discussed. Finally, the outcomes obtained for general education students exposed to a treatment package involving goal setting and daily feedback will be discussed.

Board Certified Behavior Analysts. Graduate Students approaching certification

The practice of Applied Behavior Analysis (ABA) in the treatment of children with autism has been widely accepted as an empirically validated treatment, therefore many health insurance carriers now provide funding for such services. Reporting on learner treatment outcomes as a result of participating in these programs, however, may often be limited to mastery of treatment goals or other insensitive assessment measures. The current paper seeks to discuss and examine learner outcome data such as skill acquisition data in relation to variables such as standardized assessment and reassessment results, age, duration enrolled in the ABA program, proportion of recommended treatment hours received, and treatment goals met across multiple participants enrolled in either a focused or comprehensive ABA insurance-funded treatment program. Results are discussed in terms of the potential relationship between the proportion of recommended treatment hours received and reassessment results and overall learner outcomes. Moreover, recommendations and rationale toward additional measurement and analysis beyond the standard skill or goal mastery are provided. In short, the outcome data presented provide continued support for insurance funded ABA treatment while providing a unique conceptualization of learner outcomes.

Intensive behavioral intervention based on the principles of applied behavior analysis (ABA) has been repeatedly shown to be effective for children with autism spectrum disorder as well as other developmental delays. The literature outlines an empirically-supported criteria related to the treatment components that have shown to produce the most robust outcomes for children participating in ABA intervention programs. Many times, ABA intervention programs that meet the outlined recommendations involve provision of services within the child's home or in private school settings. The current paper presents various outcome data collected for periods extending up to 3 years for students receiving behavior analytic intervention within a public school district. The classrooms involved are a result of multiyear collaboration between a public school district and an ABA organization. In particular, outcomes related to rates of skill acquisition, maintenance and generalization of acquired skills, and undesirable behavior will be presented for students with a range of developmental disabilities including autism spretrum disorder, downs syndrome, and cerebral palsy. The implications of these data as well as future directions related to student progress and methods for measuring and evaluating outcomes will be discussed.

This study examined the effectiveness of goal setting, performance feedback, and a reinforcement contingency on goal mastery for general education students ranging from the elementary to high school levels. Fifteen students and their primary classroom teachers were involved in goal setting. Students received daily written feedback related to their goals via a paper form or text message depending on grade level and participated in a brief weekly meeting with a "coach" during which they received feedback via a graph of their performance toward their goals. Students earned access to entry in a weekly lottery conducted at each school campus contingent on each daily goal met. Measures of social validity were collected for students and teachers pre and post participation in the study to examine intervention acceptability as well as concerns, attitudes, and information related to student performance. Results indicated that the intervention was effective in increasing student's performance on goal related tasks. Teacher and students responses on the post participation questionnaires were consistent with student improvements observed in the data.