Association for Behavior Analysis International

Comprehensive ABA programming ("ABA therapy") is most commonly associated with children on the autism spectrum, with most states having mandates for insurance coverage of ABA therapy. However, only one state, Florida, has a mandate for ABA therapy for disabilities other than autism (including Down syndrome). The potential for ABA to improve behaviors and skills for children with other disabilities, such as Down syndrome is great, yet there is a dearth of research on such programming. Additionally, because Down syndrome can be known at an earlier age than that of some disabilities (such as autism), there is potential to begin ABA programming in infancy; however, research on ABA and infants is also scant. This paper presentation will review the current literature on programming for infants with DS and present a study that assessed feasibility of ABA programming for four infants with Down syndrome ages 5-18 months. We measured feasibility according to five of the eight criteria outlined by Bowen and colleagues (2009): Acceptability, Demand, Implementation, Practicality, and Limited Efficacy. Results suggest ABA programming is promising for this young population; recommendations will be made for researchers and practitioners.

Children with Fetal Alcohol Spectrum Disorder (FASD) are at risk for a host of learning challenges (e.g., difficulty with memory, attention, executive functioning, information processing, language, and motor tasks; Kodituwakku & Kodituwakku, 2014) and often exhibit higher rates of challenging behaviors (e.g., disruptive and uncooperative behavior) when compared to children with typical development (Jirikowic, Kartin, & Olson, 2008). Relatively few empirical studies have examined interventions to decrease problem behaviors in this population and almost no researchers have employed ABA strategies with this population. We conducted a series of four single case studies with four children with FASD ages 9 to 12 to study the effects of ABA interventions (self-monitoring, goal setting, and contingent reinforcement) on participants' compliance with home-related routines and academic responding. Studies took place in participants' home at times families identified as having high rates of problem behavior. Implementation of the interventions was associated with increases in compliance and academic responding and decreases in non-compliance and argumentative behaviors across all participants. Social validity assessment indicated participants' satisfaction with the studies' interventions and outcomes. We will present findings across studies and discuss implications for behavior analytic research and practice among individuals with FASD.