Module 2 Handout

Introduction to Applied
Behavior Analysis
Florida Tech Behavior Analysis

Programs
Outline
q Introduction to Applied Behavior
Analysis (ABA)
q Introduction to Autism
Introduction to
Applied Behavior
Analysis (ABA)
Copyright ABA Technologies, Inc. 2017 1

Objective
q Applied behavior analysis (ABA)
a. Define
b. List the defining characteristics
c. Given an example, identify the
defining characteristic
d. List some applications
Applied Behavior Analysis (ABA)
q Science of behavior
q Aims to improve lives by:
§ Teaching new behavior or
§ Increasing or decreasing existing
behavior
Focus of ABA
q Figure out why people do the things
that they do
q Look for the effect(s) of the
environment on behavior
q Improve lives by changing the
environment

Main Goal of ABA Practice
q To improve quality of life and to help
others achieve meaningful outcomes
What ABA Does

q Develop new behavior
§ E.g., self-care skills
q Increase existing behavior
§ E.g., appropriate requests
q Decrease existing behavior
§ E.g., aggressive behavior
Question
q Fill in the blank
q ABA is the science of behavior that
looks to improve peoples’ lives by
_______ new behavior or increasing
or decreasing existing behavior.

Question
q The main goal of ABA practice is to:
a. Change the way people think
b. Cure autism
c. Eliminate behavior
d. Help individuals achieve
meaningful outcomes
Question
q Multiple select
q Select ALL that are true of ABA practice.
q ABA practice aims to:
q Teach new behavior
q Understand mental illness
q Increase appropriate behavior
q Improve lives
q Control people
q Decrease inappropriate behavior
Seven “Dimensions” of ABA

q In 1968, ABA was defined
q These are the seven features that
describe ABA
q The science of behavior informs our
procedures
Baer, Wolf, & Risley, 1968

7 Defining Characteristics of ABA
1. Applied
2. Behavioral
3. Analytic
4. Technological
5. Effective
6. Conceptually systematic
7. Generalization (has generality)
Applied
q ABA focuses on producing
meaningful change
§ Behavior that is “socially significant”
(important to the individual and society)
q Example:
§ Learning to drive
Behavioral
q Targets BEHAVIOR that is
observable and measurable
q ABA focuses on behavior as a target
for change
q Example:
§ Target nail-biting rather than “anxiety”

Analytic
q Look at the effect of the environment
on behavior by:
§ Changing the setting
§ Measuring behavior before/after
changes
q These are called “systematic
manipulations”
q Example: Empty dishwasher
Technological
q NOT computer technology
q Procedures clearly and precisely
described
q Allows for replication (doing it the
same way again)
q Example: Assembly instructions
Effective
q Effects of behavioral interventions
have to be large enough to make a
difference in the person’s life
q Measure behavior (collect data)
q Revise if the plan is not effective
q Example: Decreasing toileting
accidents

Conceptually Systematic
q Procedures linked to the basic
principles of behavior
q Understand WHY we use specific
procedures or teaching techniques
q Example: Using reinforcement to
teach a new skill
Generality
q Behavior change:
§ Maintains across time
§ Transfers to other settings and
situations
§ Spreads to other behaviors
q Example: Child greeting others
Question
q Applied q Observable behavior as
the target for change
q Technological q Clearly described
procedures
q Systematic
q Generality
manipulations
q Results in significant,
q Behavioral differential change
q Behavior change
q Analytic extended to new settings
q Meaningful to the
q Effective person/society
q Procedures are tied to
principles of behavior
q Conceptually systematic

Question
q Understanding the seven characteristics
of ABA is important because these
characteristics:
a. Define the field of psychology
b. Are procedures to use with all clients
c. Inform our procedures/practices in ABA
d. Allow us to measure behavior
Clinical Behavior Analysis

q Work with clients/consumers who
have:
§ Problem behavior
§ Behavioral excesses
§ Skill deficits
q Many have an intellectual or medical
diagnosis
Sample Clinical Specialty Areas

q Autism
q Intellectual disabilities
q Feeding or eating disorders
q Attention Deficit Hyperactivity Disorder
(ADHD), Attention Deficit Disorder (ADD),
Oppositional Defiance Disorder (ODD),
Obsessive Compulsive Disorder (OCD)
q Psychotic disorders
q Traumatic Brain Injury (TBI)

Where Behavior Analysts Work
q Homes
q Schools
q Centers
§ E.g., autism centers, day training
programs
q Group homes and residential centers
q Institutions
§ E.g., psychiatric hospitals, medical
centers
Question
q Multiple select
q Select ALL the areas where clinical behavior
analysis might be used:
q Mainstream second grade classroom
q Clinic for individuals recovering from brain
injuries
q Center where adults with disabilities work
q High-end car dealership
q Autism treatment and research center
q Homes where adults with disabilities live
Introduction to
Autism

Congratulations!!!
q You have chosen an amazing field in
which we can help individuals live better
lives!
q Many of the people you serve will have
some kind of disability or impairment.
Many will have autism
q You won’t have to diagnose autism but
people may ask you about autism, so
here is some information that may help
Diversity
q Here is a brief overview of autism
and what to expect when working
with this population
q Everyone is an individual and has
different likes and dislikes, different
strengths and abilities, and different
areas in which help is needed
Diversity (continued)
q Your role will be to help implement
plans and programs to help your
clients
q The job is rewarding but it’s not
always easy! This can be hard work!

Objective
q Provide a brief overview of the
history of autism
History of Autism
q Once thought to be a form of
schizophrenia
q Differs from schizophrenia in terms of
symptoms, age of onset, family
history, etiology, and response to
treatment
Eugen Bleuler (1908)

q Coined the word “autism” in “self-
absorbed” schizophrenic patients

Leo Kanner (1943)
q Described children with common traits:
§ Impairments in social interaction, anguish for
changes, good memory, belated
echolalia, oversensitivity to certain stimuli
(especially sound), food problems, limitations
in spontaneous activity, good intellectual
potential, often coming from talented families
q He called the children “autistic” (Johns
Hopkins University)
Hans Asperger (1944)

q Wrote about a group of “autistic
psychopaths”
q In most aspects they resembled the
children of Kanner's description
q He didn’t mention echolalia as a linguistic
problem, but that the children talked like
little grown-ups, were more clumsy and
different from normal children
Bruno Bettelheim
q Wrote The Empty Fortress

q Called the children autistic
q Claimed that their disorder was due
to the coldness of their mothers
q “Refrigerator Moms”

1980s and 1990s
q Multitude of causes for autism were
hypothesized
q Similarities made it possible to group
under the same main diagnosis
q Individuals themselves were very
different
Question
q Autism was once thought to be a
form of schizophrenia.
a. True
b. False
Objective
q Prevalence of Autism Spectrum
Disorder (ASD)
a. State prevalence in the population
b. State prevalence of ASD in gender
c. State age of diagnosis
d. List possible reasons for the
increase in prevalence

Autism Spectrum Disorder (ASD)
Prevalence
q 1 in 68 children
q Between 1-1.5 million Americans
q Boys are 5 times more likely than
girls
Centers for Disease Control, 2014
Autism Spectrum Disorder (ASD)

Prevalence (continued)
q Affects all races, ethnic groups,
socioeconomic levels
q Most children with ASD are
diagnosed after age 4, even though
ASD can be diagnosed as early as
age 2
About 1 in 6 has a
Developmental Disability

A spectrum of skills and deficits
Increase in Prevalence of ASD

q Autism used to be relatively rare:
§ 1 in 10,000
q As of 2014 the CDC reports:
§ 1 in 68
Why the Increase in Prevalence?

q Increase in autism awareness
q Better at diagnosing
q Broader definition
q No medical test for autism
q Differences in diagnostic criteria
q Reporting differences
q True increase
q Increase in popularity

Insurance Autism Mandates
and Laws
Increase in Diagnoses
q The Journal of the American Medical
Association Pediatrics
q Suggests the primary cause of the
increase of ASD is due to changes in
how the disease is diagnosed
Coury, 2016
Question
q As of 2014, 1 in ___ children have
ASD.
a. 10
b. 68
c. 120
d. 300

Question
q Short answer
q Most children with ASD are
diagnosed after what age?
Question
q Boys are 5 times more likely than
girls to have a diagnosis of ASD.
a. True
b. False
Objective
q Autism Spectrum Disorder (ASD)
a. List diagnostic criteria
b. List behaviors of concern related
to ASD

What is Autism?
q Put simply: it is a developmental
disability that is defined by its
symptoms
What is Autism? (continued)

q Symptoms can be characterized by:
1. Behavioral excesses (behaviors that
occur too much) e.g., crying,
“tantruming,” “stimming,” etc.
2. Behavioral deficits (behaviors that don’t
occur enough) e.g., talking, social
interaction, play skills, etc.
What is the DSM-V?

q Diagnostic and Statistical Manual of
Mental Disorders, 5th edition (2013)
q American Psychiatric Association
q Classification and diagnostic tool
q Payments by health care providers
often require a DSM diagnosis

DSM-V Criteria are Observable
Behaviors
q DSM-V criteria are descriptive of
behaviors
q Many diagnostic teams will use
comprehensive standardized
instruments specifically developed
for the diagnosis of ASD to
demonstrate that observed behaviors
are clearly in the atypical range
Behaviors of Concern
q Lack of behavior or regression in
skills:
§ Lack of language development
§ Regression of language
§ Lack of pretend play
§ Lack of pointing
Behaviors of Concern (continued)
q Lack of response to one’s name, or

decreasing response to name
q Lack of pointing to indicate needs
and lack of response to pointing
behavior of others
q Lack of eye contact

Question
q Fill in the blank
q Autism is defined by its _________
(behavior excesses and deficits).
Question
q Autism is a ___ that is defined by its
symptoms.
a. Psychological disorder
b. Mental disorder
c. Developmental disability
d. Cognitive impairment
Severity Levels for ASD Measured

Across Social Communication and
Restricted, Repetitive Behaviors
• “Requiring support”
Level • Ex: able to speak in full sentences and engages
in communication but to- and-fro conversation
1 with others fails, and attempts to make friends
are odd and typically unsuccessful
• “Requiring substantial support”

Level • Ex: speaks simple sentences, interaction is
2 limited to narrow special interests, and has
markedly odd nonverbal communication
• “Requiring very substantial support”

Level • Ex: few words of intelligible speech, rarely
3 initiates interaction and, when he or she does,
makes unusual approaches to meet needs only
American Psychiatric Association, 2013

Autism: Social
q Persons with autism may possess
the following characteristics in
various combinations and in varying
degrees of severity:
§ Preference for being alone
§ Little or no eye contact
§ Avoidance of physical contact
(cuddling, affection, hugging)
§ Lack of appropriate play skills
Autism: Social (continued)

q Characteristics (continued):
§ Difficulty relating to other children and
adults
§ Lack of interest in other children and
what the other children are doing
§ Lack of response to verbal requests
§ No response when name is called
§ Indifference to others in distress or pain
Autism: Communication
q Persons with autism may possess the
following characteristics in various
combinations and in varying degrees of
severity:
§ Difficulty expressing needs (use of gestures,
hand leading, or pointing instead of words)
§ Echolalia (repeating words or phrases in
place of normal, responsive language)
§ Difficulty with reciprocal conversation

(continued)
q Language difficulties
§ Absence of or delayed speech and
language
§ May contribute to behavioral problems
(because of an inability to use
language to communicate
wants/needs)
(continued)
q Many children with autism can
develop functional language and
others can develop some type of
communication skills, such as sign
language or use of pictures
Autism: Repetitive/Restricted
Behavior
q Persons with autism may possess
the following characteristics in
various combinations and in varying
degrees of severity:
§ Stereotypic behavior vs. “self-
stimulation”
§ Obsessive compulsive behaviors (e.g.,
lining up objects)

Repetitive/Restricted Behavior
(continued)
q Characteristics (continued):
§ Repetitive, or odd play for extended
periods of time
§ Insistence on routine and sameness
§ Difficulty with interruption or change of
routine/schedule
Individuality Disclaimer
q “Children with autism can learn to
function productively, show gains
with appropriate education and
treatment” and learn to hold jobs, live
on their own, marry, and have
children. As individuals, “people with
autism have unique personalities and
combinations of characteristics.”
Autism Society of America
Question
q What does the “Spectrum” in ASD
mean?
a. High vs. low functioning individuals
as defined by a variety of measures
such as behavioral deficits and
excesses, educational placement,
etc.
b. The level of support required
c. Both of the above

Objective
q Explain some of the most commonly
hypothesized causes of autism that
are used to explain the disorder
What Causes Autism?

q Environment? q Infections?
q Vaccinations? q Environmental
q Biological Toxins?
Factors? q Physical
q Genetics? Abnormalities?
q Poor parenting? q Combination?
What Causes Autism?

“Cold Mother” Myth
q Lack of nurturing and love on the part
of the child’s parents causes autism
§ Original theory after autism first
documented
q Although this is highly outdated,
some people still subscribe to this
theory of “refrigerator moms”
Vaccination Accusations
q Concern about MMR vaccine (as well
as others)
§ Methylmercury is a toxic substance
linked to cancer (thimerosal contains
ethylmercury)
§ Many parental reports: “My child was
diagnosed soon after being vaccinated”
Meet the Press, 2005
Vaccination Accusations
(continued)
qAndrew Wakefield:
§ Published parent reports, tentative link,
before research
§ Paid $100,000 by lawyers/parents,
suing manufacturers

Actual Vaccination Research
q Brent Taylor (1999)
§ 500 children with autism, half
vaccinated
§ Age of onset same for both groups
q Madsen (2002)
§ 500,000 children with autism in
Denmark
§ 100,000 vaccinated and 400,000 not
§ Prevalence the same
Actual Vaccination Research

(continued)
q Natalie Smith (2001)
§ Dramatic increase in incidence of autism
§ No increase in percentage of children
immunized
q Kaye, et al. (2001)
§ 1988 and 1993, autism incidence increased
§ MMR immunization rates remained the same
q Thimerosal removed in Canada/Denmark,
same prevalence
Vaccination Rebuttal
q Centers for Disease Control,
American Academy of Pediatrics,
National Academy of Science
Institute of Medicine, World Health
Organization, and UK’s Medical
Research Council all state that there
is no evidence that the MMR
vaccination and autism are related

Vaccination Rebuttal (continued)
q Institute of Medicine (2001) stated,
“evidence favors rejection of a causal
relationship”
q American Academy of Pediatrics (2004)
states, “there is no scientific data to link
Thimerosal used as a preservative in
vaccines with any pediatric neurological
disorder, including autism”
Question
q Based on the research, vaccines are
a possible cause and/or contributing
factor in causing autism.
a. True
b. False
c. Undetermined, more research is
needed
How is Autism Diagnosed?

q Let’s review the facts…
§ No medical test for autism
§ No blood test or brain scan
§ No MRI or X-ray
§ No genetic test or marker

How is Autism Diagnosed?
(continued)
q Observation of behavior
§ Individual exhibits certain behaviors
(excesses)
§ Individual does not exhibit certain
behaviors (deficits)
Genetics: What is Known

q Autism runs in families
§ In families with one child with autism,
there is a 2-18% chance of having
another
Genetics: What is known

(continued)
q Twin Studies
§ Identical twins: if one has autism, 36-
95% chance the other will have autism
§ Non-identical twins: if one has autism,
0-31% chance the other has ASD

Genetics
Genetics Research
q Weiss et al. (2008)
§ Association between Microdeletion and
Microduplication
§ Missing or extra pieces of DNA
§ Found deletion and duplication in 1% of
population; studied an estimated
15,000 cases of autism
§ May not sound significant, but will help
point researchers in the right direction
Infections
q Suggested causes BUT not known yet…
§ Exposure to viruses in utero or first years
of life
§ Linked to some underlying medical
condition
• Metabolic disorders, congenital infections,
genetic disorders, developmental brain
abnormalities, neurological disorders acquired
after birth

Environmental Toxins
q “Autism Belt”
§ Leominster, MA
§ New Jersey
q “No exposure to toxin thalidomide is
associated with later diagnosis.”
q “Can’t rule out other toxins causing
similar symptoms.”
National Institute of Health, 2011
Physical Abnormalities
q Limbic System: Amygdala and
Hippocampus
§ Part of brain that has to do with
emotions, aggression, and sensory
input, either overdeveloped or
underdeveloped
Physical Abnormalities (continued)
q Cerebellum
§ Two areas of the cerebellum, either
overdeveloped or underdeveloped
q Serotonin levels
q Beta-endorphin levels
§ Hyper or hypo-sensitive to pain

Physical Abnormalities (continued)
q T-cell levels: immune system

§ Decreased levels would make
someone more susceptible to
contracting illness
Sensory Impairments
q Many people with autism have
sensory impairments (of one or more
senses)
§ Hypo-sensitive
• Lack of sensory feeling (no pain)
§ Hyper-sensitive
§ Excessive sensory feeling (loud noises,
tactile defensive)
§ Symptoms or causes?
Question
q Multiple select
q Select all that are TRUE:
q Vaccinations are probably
contributing factors to autism
q Genetics are probably involved in
the development of autism
q There is no known cause of autism

Summary
q What is autism and what causes it?
§ Developmental disability
§ Diagnosis derived from behavior!
§ No brain scan or blood test
§ Evident by age 3 but normally
diagnosed after age 4
Summary (continued)
q What is autism and what causes it?
§ We don’t know
§ Possible interaction between organic and
environmental variables
§ Assumed biological disorder, most likely of
genetic origin characterized by qualitative
differences in:
1. Social communication
2. Repetitive and stereotyped behaviors
Question
q Short answer
q A parent asks you, “What causes
autism?”
q What will you say?
q Type your response to this simple,
but emotionally charged question.

General Treatment Information
Why Parents Use Ineffective

Treatments
q Parents want the best for their kids
and are often desperate for help
q Parents fall victim to misleading
claims that encourage them to try
unsafe, expensive, and ineffective
non-evidence-based treatments

Treatments (continued)
q Anyone can start a journal or post a
study on the Internet
q Fringe treatment providers prey on
desperation and fear, and deceive
parents with numerous unfounded
claims
National Autism Conference, 2014

q Multiple testimonials do not equal
good science!
q Consumers need to be educated
before starting services
q Parents/caretakers don’t know what
questions to ask or who to ask

q Parents often put their trust in so-
called “experts” and professionals
q Many parents look to doctors,
psychologists, and others to guide
the treatment decisions
q Parents need access to training and
resources to make choices for their
child
Question
q Why would parents use ineffective treatments?
a. They don’t know what questions to ask or
who to ask
b. They trust so-called “experts” and
professionals
c. Parents are left on their own to find
treatment, with lots of confusing and
conflicting information
d. All of the above
e. Only B and C

Objective
q Effective treatments/interventions for
individuals with Autism Spectrum
Disorder (ASD)
a. Define evidence-based practice
b. Describe its importance
What is Evidence-Based Practice?
q Use of procedures that have been

studied with strong experimental
designs and results that have been
replicated, peer-reviewed, and
published
Why Should We Care?

q “If we provide treatments that lack evidence to
support their usefulness in a particular
population of patients, we risk wasting patients’
time and money, increasing their health risks,
and not being paid for our services. In the
educational setting, using procedures with no
efficacy puts us at risk for slowing children’s
progress and wasting time precious to their
development and learning.”
Logemann, 2000

Selecting Effective Treatments
q ASD is very expensive
q Effective treatment can reduce cost
ABA and Autism: Research

q 60+ years of success with individuals
of all ages
q 45+ years of success treating
children with ASD
q Over 1500 peer-reviewed, scientific
articles
q Over 50+ years of NIMH funding of
ABA research
Evidence for ABA in Autism

Treatment
q National Autism Center Standards
Report
q Maine Administrators Report
q Missouri Autism Guidelines

Treatment (continued)
q Research articles
§ Numerous published articles in a wide
range of behavioral, educational, and
disability focused peer-reviewed
journals

Treatment (continued)
q Learner data
§ Probably the strongest argument for
ABA
q U.S. Surgeon General
§ Recommends that the only research-
based intervention for autism is ABA
Question
q Procedures that have been studied with
strong experimental designs and results,
and have been replicated, peer-reviewed,
and published are:
a. Research
b. Evidence-based treatments
c. Unestablished treatments
d. Science

Applied Behavior Analysis (ABA)
q Scientific study of behavior

q A look at why and how behavior
changes
q Target socially significant behavior
ABA (continued)
q Procedures have been supported
through reliable and objective
research
§ Research shows that ABA methods are
effective at increasing behavior,
teaching new skills, and reducing
inappropriate behavior
An Umbrella of ABA
q Many interventions use the principles of
ABA, such as:
§ Verbal Behavior training
§ Discrete Trial Training
§ Functional assessment
§ Pivotal Response Training
§ Modeling
§ Chaining
§ Shaping

An Umbrella of ABA (continued)
q Interventions that use the principles of
ABA (continued):
§ Functional Communication Training
§ Natural Environment Teaching
§ Errorless teaching
§ Fast-paced instruction
§ Prompting
§ Transfer of stimulus control
§ Programmed generalization, etc.
An Umbrella of ABA (continued)

q ABA uses:
§ Continuous measurement/data
collection
§ Ongoing analysis of data/graphs
• To assess treatment and guide
programming decisions and changes
How Does ABA Relate to Autism?
q Incorporates behavior-analytic
principles in applied settings (school,
home, community)
q Focus on positive reinforcement for
appropriate target behaviors

(continued)
q Increasing areas of behavioral deficit
(language, self-care, social skills)
and decreasing behavioral excesses
(self-injurious behavior, self-stims,
“tantrums,” crying, aggression, etc.)

(continued)
q Breaks down learning tasks into
simple components in order to
develop more complex skills
q We target the very behaviors that set
kids with ASD apart from other
“neurotypically” developing kids their
age
Why ABA for Autism?

q Behaviors can be changed through
environmental modifications!
§ “Autism is a syndrome of behavioral
deficits and excesses that have a
neurological basis, but are nonetheless
amenable to change in response to
specific, carefully programmed,
constructive interactions with the
environment.” (Green, 1996)

Question
q Multiple select
q Select all that are true regarding why ABA is an
appropriate treatment for ASD:
q We target the very behaviors that set kids
with autism apart from other “neurotypically
developing kids their age”
q It works!
q Behaviors can be changed through
environmental modifications
Question
q Fill in the blanks
q Research shows ABA methods are
effective at ________ socially
significant behavior and teaching
new skills.
q Research also shows ABA methods
are effective at _______
inappropriate behavior.
Objective
q Explain the importance of Early
Intervention for children with Autism
Spectrum Disorder (ASD)

Early Intervention
q Don’t wait for the child to meet the
criteria outlined in the DSM
q Instead, watch for developmental
markers and milestones
q Remember, we treat the behavior,
not the diagnosis!
q Get appropriate services early on!
Early Intervention
Effectiveness of Early Intervention
q 25-40 hours per week for three years

q About 50% of children with autism
and (no more than) mild mental
retardation who receive early
intervention with ABA attain normal
IQs and are educated in regular
classrooms with minimal assistance

Early Intervention
q Need to teach skills to help acquire
developmental markers; heavy focus on
echoics and mands
q Training caregivers as therapists has
advantages, as they provide strong
environmental influence on behavior and
they will be with the child the most
q Decrease future need for services
Cost of Services of Early

Intervention versus Lifetime
q Early diagnosis and intervention can cut
the lifelong care costs by 2/3
§ Average lifetime cost for a person with
autism is over $4 million
§ Children with autism and severe destructive
behavior cost $8 million over a lifetime
§ Average cost of early, intensive ABA is
$150,000 over about 3 years
§ Average lifetime savings from ABA treatment
is between $1.6 and $2.7 million
What You Can Do

1. Be able to answer questions about the
cause(s) of autism and the various
treatment options (both effective and
ineffective)
2. Write to your state legislatures and be a
voice for evidenced-based practices
3. Be a resource for parents, educators, and
other types of service providers

We Change Lives by Teaching
Skills!
Resources for Parents, Consumers

and Intervention Providers
q Association for Science in Autism
Treatment
q National Autism Conference
(archives of videos of presentations
including speakers such as Dr. Vince
Carbone, Dr. Brian Iwata, Dr. Mark
Sundberg)
Resources for Parents, Consumers and

Intervention Providers (continued)
q National Professional Development
Center on Autism Spectrum Disorders;
briefs for all 24 identified evidence-based
practices and downloadable PDF files
q The Verbal Behavior Approach by Mary
Lynch Barbera

Sundberg, M.L. and Partington, J.W. (1998).
Teaching language to children with autism or
other developmental disabilities. Pleasant Hill,
CA: Behavior Analysts, Inc.
References
q American Psychiatric Association. (2013).
Diagnostic and statistical manual of
mental disorders (5th ed.). Washington,
DC: Author.
q Association for Science in Autism
Treatment: http://asatonline.org/
q Asperger, H. (1944/1991). Die
“autistischen psychopathen” im
kindesalter. Archive fur Psychiatrie und
Nervenkrankheiten, 117, 76–136.
References (continued)
q Autism Society of America. Retrieved

2004 from: http://www.autism-society.org/
q Baer, D. M., Wolf, M. M., & Risley, T. R.
(1968). Some current dimensions of
applied behavior analysis. Journal of
applied behavior analysis, 1(1), 91-97.

q Behavior Analyst Certification Board.
(2014). Applied behavior analysis
treatment of autism spectrum disorder:
Practice guidelines for healthcare funders
and managers. Retrieved from bacb.com:
http://bacb.com/wp-
content/uploads/2016/08/ABA_Guidelines
_for_ASD.pdf
q Bettelheim, B. (1967). Empty fortress.
Simon and Schuster.
q Bijou, S. W., & Baer, D. M. (1965). Child
Development: universal stage of infancy
(Vol. 2). Appleton-Century-Crofts.
q Centers for Disease Control and Prevention
(CDC). (2014). Prevalence of autism spectrum
disorders among children aged 8 years– Autism
and Developmental Disabilities Monitoring
Network, 11 sites, United States, 2010. MMWR
Surveillance Summaries, 63(2), 1-21.
q Centers for Disease Control and Prevention
(CDC). (2012). Key findings: Trends in the
prevalence of developmental disabilities in U.S.
children, 1997-2008. Atlanta: Department of
Health and Human Services.

q Coury, D. L. (2016). What are the facts about
autism spectrum disorders, selective serotonin
reuptake inhibitors, and assisted reproductive
technology. The Journal of the American
Medical Association, Pediatrics, 170(9),
e161444-161444.
q Dietert, Rodney R., Janice M. Dietert, and
Jamie C. DeWitt. "Environmental risk factors for
autism." Emerging health threats journal 4.1
(2011): 7111.
q Fusar-Poli, P., & Politi, P. (2008). Paul
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Introduction to Applied

Florida Tech Behavior Analysis

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Applied Behavior Analysis (ABA)

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What ABA Does

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Seven “Dimensions” of ABA

Baer, Wolf, & Risley, 1968

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Baer, Wolf, & Risley, 1968

Baer, Wolf, & Risley, 1968

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Baer, Wolf, & Risley, 1968

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Baer, Wolf, & Risley, 1968

Baer, Wolf, & Risley, 1968

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Clinical Behavior Analysis

Sample Clinical Specialty Areas

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Eugen Bleuler (1908)

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Hans Asperger (1944)

q Wrote The Empty Fortress

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Centers for Disease Control, 2014

Autism Spectrum Disorder (ASD)

Centers for Disease Control, 2014

Centers for Disease Control, 2012

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Increase in Prevalence of ASD

Why the Increase in Prevalence?

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What is Autism? (continued)

What is the DSM-V?

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Behaviors of Concern (continued)

q Lack of response to one’s name, or

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Severity Levels for ASD Measured

• “Requiring substantial support”

• “Requiring very substantial support”

American Psychiatric Association, 2013

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Autism: Social (continued)

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What Causes Autism?

What Causes Autism?

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Meet the Press, 2005

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Actual Vaccination Research

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How is Autism Diagnosed?

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