Applied Behavioral Analysis
There are a variety of behavioural and communicative educational approaches used to address the range of social, language, sensory and behavioural difficulties among children with autism. Current research provides insight into some of the most effective educational approaches or combination of approaches that teach skills which allow individuals with a extensive developmental disorder to develop to their fullest potential.
Research by Watling and Schwartz (2004) discusses the fulfilment of Applied Behavioural Analysis (ABA) as an appropriate educational mechanism for individuals with disabilities which rely on the principles of B.F. Skinner and behaviourism. For autistics, learning occurs only when demands are carefully structured, repeated
often and rewarded when the desired behaviour is produced. They believe that positive reinforcement is an effective technique for shaping behaviour and teaching new behaviours and skills. In 2001, Rosenwasser and Axlerod describe ABA as effective in reducing inappropriate and undesirable behaviours and increasing communication, learning, and appropriate behaviour for autistic individuals.
Contrary to ABA, TEACCH (Treatment and Education of Autistic and Related Communication Handicapped Children) focuses on the children with autism based on their skills, interests, and needs. It is based on the idea that the environment should be adapted to the individual with autism. Research by A. M. Hungelmann (2001) evaluates the effectiveness of a TEACCH-home based program. Results of her study indicate that children demonstrated significant gains in task mastery as they progressed through the program. Parents who participated in the experiment perceived the program as an effective means to remediate their child’s deficits. Another study by L. Ferrante, S. Panerai, and M. Zingale (2002) compares a TEACCH program with a non-specific program for disabled individuals. The program was applied to an experimental group while the control group was integrated into regular schools with a support teacher. The child's learning abilities are assessed using the Psycho Educational Profile-Revised (PEP-R) as well as another scale two times with a one-year interval in between. The scores of the experimental TEACCH group increased more than the non-specific control groups scores.
Research by Watling and Schwartz (2004) discusses the fulfilment of Applied Behavioural Analysis (ABA) as an appropriate educational mechanism for individuals with disabilities which rely on the principles of B.F. Skinner and behaviourism. For autistics, learning occurs only when demands are carefully structured, repeated
often and rewarded when the desired behaviour is produced. They believe that positive reinforcement is an effective technique for shaping behaviour and teaching new behaviours and skills. In 2001, Rosenwasser and Axlerod describe ABA as effective in reducing inappropriate and undesirable behaviours and increasing communication, learning, and appropriate behaviour for autistic individuals.
Contrary to ABA, TEACCH (Treatment and Education of Autistic and Related Communication Handicapped Children) focuses on the children with autism based on their skills, interests, and needs. It is based on the idea that the environment should be adapted to the individual with autism. Research by A. M. Hungelmann (2001) evaluates the effectiveness of a TEACCH-home based program. Results of her study indicate that children demonstrated significant gains in task mastery as they progressed through the program. Parents who participated in the experiment perceived the program as an effective means to remediate their child’s deficits. Another study by L. Ferrante, S. Panerai, and M. Zingale (2002) compares a TEACCH program with a non-specific program for disabled individuals. The program was applied to an experimental group while the control group was integrated into regular schools with a support teacher. The child's learning abilities are assessed using the Psycho Educational Profile-Revised (PEP-R) as well as another scale two times with a one-year interval in between. The scores of the experimental TEACCH group increased more than the non-specific control groups scores.