Applied Behavior Analysis ABA and Autism Spectrum Disorders ASD

Applied Behavior Analysis (ABA) & Autism Spectrum Disorders (ASD)

The work of Cummings and Carr (2009) entitled "Evaluating Progress in Behavioral Programs for Children with Autism Spectrum Disorders Via Continuous and Discontinuous Measurement" reports a study that conducted an examination of the effect of two sets of data collected on skill acquisition and maintenance in behavioral treatment programs for children with autism spectrum disorders in terms of the influence of two frequencies that are differentiated.

Methodology & Data Collection/Analysis

It is reported that the provision of "behavior-analytic treatment" that is intensive in nature has been found to "produce substantial improvements in the repertoires of children with autism spectrum disorders." (Cummings and Carr, 2009, p.57) Cummings and Carr report that two approaches that are of a "disparate" nature "have emerged in the autism treatment community. In continuous measurement systems, it is reported, "data regarding learner responding and prompt level are recorded for every trial." (Cummings and Carr, 2009, p.57) It is reported that the approach used enables a "comprehensive, ongoing account of the learner's performance across all programmed learning opportunities." (Cummings and Carr, 2009, p. 57) It is reported that there have propositions of a different measurement. Data, during measurement that is discontinuous are reported to be recorded "for a subset of learning opportunities. " (Cummings and Carr, 2009, p.58) Continuous measurement might produce a better overall behavioral sample, frequent recording could increase the duration of sessions and interfere with important aspects of teaching." (Cummings and Carr, 2009, p.59) In contrast, measurement that is discontinuous results in a performance record that is not complete with damage being done to acquisition programming due to the behavioral sample being lacking in data. There is little research that informs this area of debate according to Cummings and Carr (2009, p.58) It is reported that continuous measurement methods are generally chosen for production of records that are complete on the observed behavior and that discontinuous measurement methods including such as "interval recording…momentary time sampling is that chosen in view of the observer being under restrictions such as a requirement that multiple participants behavior be measured. (Cummings and Carr, 2009, paraphrased) It is reported that there have been quite a few studies to conduct comparison of "various discontinuous measurement methods with continuous measurement benchmarks." (Cummings and Carr, 2009, p.59) It is reported that studies have been able to identify the following: (i) The relative utility of specific discontinuous measurement methods for estimating behavior; and (ii) How these methods affect clinical decisions. (Cummings and Carr, 2009, p. 60) The findings therefore are not such that can be "directly applied to restricted-operant procedures" however, these findings may serve as "a methodological model for studying the impact of measurement within these procedures." (Cummings and Carr, 2009, p. 60) Because of the critical nature of measurement to behavioral acquisition programs, there has been a certain amount of debate over the necessity of measurement frequency. The study reported by Cummings and Carr reports having compared performance under both the continuous and discontinuous measurement system and to have done so across "a number of curriculum areas in behavioral treatment programs for children with autism spectrum disorders." (Cummings and Carr, 2009, p.60) The study conducted by Cummings and Carr is reported to assess each participant through use of the Behavioral Language Assessment Form (BLAF) for documentation of the individual's "prestudy verbal repertoire." (Cummings and Carr, 2009, p.60) The BLAF is reported as a "rapid informant assessment that assesses 12 basic language-related skills areas." (Cummings and Carr, 2009, p.60) It is reported that sessions were conducted in the individual's home, school, or university research room two to four times each day, and 3 to 7 days each week. The study involved participants being exposed to "two types of curricular programs: (i) new programs; and (ii) programs with the individual's previously mastered skills. Programs were chosen for participants on the basis of: (i) parental interview; and (ii) direct-observation curriculum assessment. (Cummings and Carr, 2009, p.61) Data collection involved 10 acquisition program trials with scoring using continuous or discontinuous measurement.

III. Findings of the Study