The aim of this master's thesis is to describe the possibilities of interprofessional cooperation of an occupational therapist and a behavioral analyst in selected personal activities of daily living in children with autism spectrum disorder (ASD). With the help of activity analysis the view of both experts was demonstrated resulting in the description of their therapeutic intervention. The theoretical part describes the basic characteristics of ASD including selected personal activities of daily living with which children with ASD may have difficulties. The following chapters are about the basic principles of occupational therapy including the description of activity analysis, which is one of the important evaluation methods in occupational therapy. Furthermore the history and the basic characteristics of applied behavioral analysis (ABA) is described focusing on activity analysis used in the ABA program. The next chapter describes the common areas of both professions including shared elements and therapeutic approaches. The last chapter is devoted to the description of the interprofessional cooperation of an occupational therapy and a behavioral analyst. The practical part consists of 3 descriptive case studies in which an occupational therapist and a behavioral analyst performed a task analysis...

A Psicoterapia Analítica Funcional (FAP) baseia-se no behaviorismo radical e propõe como mecanismo de mudança a modelagem de comportamentos clinicamente relevantes (CCR) na interação terapêutica. Diversas pesquisas tem comprovado a eficácia desse mecanismo de mudança, porém um estudo detalhado das variáveis envolvidas nessa modelagem se faz necessário. Nesse sentido, o presente estudo teve como objetivos verificar os efeitos sobre os CCRs produzidos por dois tipos de intervenções: FAP não sinalizada (FAPNS) e FAP sinalizada (FAPS), e comparar essas intervenções com intervenções analítico comportamentais com foco em análise de contingências externas à terapia (ACE). As intervenções FAPNS consistiram na modelagem de CCRs na interação terapêutica. Já as intervenções FAPS, além da modelagem continham as seguintes variáveis: 1. sinalização e descrição pelo terapeuta da ocorrência de CCRs na interação com o cliente; 2. descrição do terapeuta ao cliente do impacto que os CCRs produzem nele (com relação a sentimentos, pensamentos, etc.); e 3. paralelos realizados pelo terapeuta dos comportamentos do cliente em sessão e fora dela.. Foi utilizado um delineamento intra-sujeito de reversão, de tratamentos múltiplos (A1 B1 A2 C1 A3 B2 A4 C2 A5) para estudar os efeitos dessas intervenções em dois clientes com problemas em relacionamentos interpessoais. A ordem de apresentação das fases foi alternada para cada participante. As sessões foram filmadas e analisadas utilizando o instrumento Functional Analytic Psychotherapy Rating Scale FAPRS. Foram analisadas 27 sessões de cada participante. Os resultados corroboram que a modelagem dos CCRs é o mecanismo de mudança na FAP, visto que os CCRs2 aumentaram de frequência e os CCRs1 diminuíram nas fases em que a FAPS ou FAPNS foram introduzidas. Com o delineamento utilizado conseguimos observar as reversões nas frequências de CRBs nas mudanças entre as fases FAP e ACE. Não foram encontradas diferenças evidentes entre as duas formas de intervenção, FAPS e FAPNS, indicando que a modelagem ocorre quando o terapeuta apresenta a consequência adequada aos CCRs, independente da descrição dos comportamentos / Functional Analytic Psychotherapy (FAP) is based on radical behaviorism and proposes that the shaping of clinically relevant behavior (CRB) is the instrument of behavioral change. Many researches demonstrated this mechanism, but a detailed analysis of the variables is necessary. The objective of this research was to study the effects of two different FAP interventions on CRBs: Non-signalized FAP Interventions (FAPNS) and signalized FAP interventions (FAPS), and compare those interventions with sessions of behavioral psychotherapy, with focus on analysis of contingencies external to therapy (ACE). FAPNS interventions consist of shaping the client´s behavior throughout the course of therapeutic interaction. FAPS interventions, in addition to shaping CRBs during therapeutic interaction, contain the following variables: 1) signaling and description by the therapist of the occurrence of CRBs during the interaction with the client, 2) description of the CRBs impact on the therapist (e.g., the therapists feelings, thoughts, etc., produced by the clients CRBs), and 3) description of parallels between CRBs and the clients behavior outside therapeutic setting. We used a within-subject withdrawal design with multiple treatments (A1 - B1 - A2 - C1 - A3 - B2 - A4 - C2 - A5) to study those variables in two clients with interpersonal relationship problems. We controlled the order of presentation of each phase for the participants. The sessions were filmed and then coded using the Functional Analytic Psychotherapy Rating Scale-FAPRS. 27 sessions of each participant were analyzed. The results show that the shaping process of CRBs is the main mechanism of change in FAP since the CRBs 2 increased while the CRBs 1 decreased during FAPS and FAPNS phases. We observed the reversion of CRBs frequencies between FAP and non FAP phases (ACE), but we did not find differences between FAPS and FAPNS interventions. This indicates that the shaping process of CRBs occur when the therapist presents the precise consequences for each CRBs, even if the consequences do not include the description of the behaviors that take place between therapist and client

School-Wide Positive Behavior Interventions and Support (SWPBIS) is an evidence- based application of Applied Behavior Analysis (ABA) to address and prevent problem behaviors from occurring, promote pro-social behaviors, and create a positive learning environment for all students. There are many secondary interventions that have been utilized within the framework of SWPBIS that have high success rates. However, the research conducted on the use of Check-In/Check-Out (CICO), a secondary intervention, has focused its attention more on its effectiveness in public elementary schools. There is a lack of research evaluating the effectiveness of CICO in alternative school settings. This study provides an extension to the literature by examining the effects of the CICO program with school-aged children residing in a mental health treatment facility. Using a concurrent multiple baseline across participants design, students were exposed to a CICO intervention strategy in which problem behaviors were targeted for reduction and academic engagement was targeted for acquisition. All three students showed substantial decreases in problem behavior and increases in academic engagement when the CICO intervention was in place.

A Psicoterapia Analítica Funcional (FAP) baseia-se no behaviorismo radical e propõe como mecanismo de mudança a modelagem de comportamentos clinicamente relevantes (CCR) na interação terapêutica. Diversas pesquisas tem comprovado a eficácia desse mecanismo de mudança, porém um estudo detalhado das variáveis envolvidas nessa modelagem se faz necessário. Nesse sentido, o presente estudo teve como objetivos verificar os efeitos sobre os CCRs produzidos por dois tipos de intervenções: FAP não sinalizada (FAPNS) e FAP sinalizada (FAPS), e comparar essas intervenções com intervenções analítico comportamentais com foco em análise de contingências externas à terapia (ACE). As intervenções FAPNS consistiram na modelagem de CCRs na interação terapêutica. Já as intervenções FAPS, além da modelagem continham as seguintes variáveis: 1. sinalização e descrição pelo terapeuta da ocorrência de CCRs na interação com o cliente; 2. descrição do terapeuta ao cliente do impacto que os CCRs produzem nele (com relação a sentimentos, pensamentos, etc.); e 3. paralelos realizados pelo terapeuta dos comportamentos do cliente em sessão e fora dela.. Foi utilizado um delineamento intra-sujeito de reversão, de tratamentos múltiplos (A1 B1 A2 C1 A3 B2 A4 C2 A5) para estudar os efeitos dessas intervenções em dois clientes com problemas em relacionamentos interpessoais. A ordem de apresentação das fases foi alternada para cada participante. As sessões foram filmadas e analisadas utilizando o instrumento Functional Analytic Psychotherapy Rating Scale FAPRS. Foram analisadas 27 sessões de cada participante. Os resultados corroboram que a modelagem dos CCRs é o mecanismo de mudança na FAP, visto que os CCRs2 aumentaram de frequência e os CCRs1 diminuíram nas fases em que a FAPS ou FAPNS foram introduzidas. Com o delineamento utilizado conseguimos observar as reversões nas frequências de CRBs nas mudanças entre as fases FAP e ACE. Não foram encontradas diferenças evidentes entre as duas formas de intervenção, FAPS e FAPNS, indicando que a modelagem ocorre quando o terapeuta apresenta a consequência adequada aos CCRs, independente da descrição dos comportamentos / Functional Analytic Psychotherapy (FAP) is based on radical behaviorism and proposes that the shaping of clinically relevant behavior (CRB) is the instrument of behavioral change. Many researches demonstrated this mechanism, but a detailed analysis of the variables is necessary. The objective of this research was to study the effects of two different FAP interventions on CRBs: Non-signalized FAP Interventions (FAPNS) and signalized FAP interventions (FAPS), and compare those interventions with sessions of behavioral psychotherapy, with focus on analysis of contingencies external to therapy (ACE). FAPNS interventions consist of shaping the client´s behavior throughout the course of therapeutic interaction. FAPS interventions, in addition to shaping CRBs during therapeutic interaction, contain the following variables: 1) signaling and description by the therapist of the occurrence of CRBs during the interaction with the client, 2) description of the CRBs impact on the therapist (e.g., the therapists feelings, thoughts, etc., produced by the clients CRBs), and 3) description of parallels between CRBs and the clients behavior outside therapeutic setting. We used a within-subject withdrawal design with multiple treatments (A1 - B1 - A2 - C1 - A3 - B2 - A4 - C2 - A5) to study those variables in two clients with interpersonal relationship problems. We controlled the order of presentation of each phase for the participants. The sessions were filmed and then coded using the Functional Analytic Psychotherapy Rating Scale-FAPRS. 27 sessions of each participant were analyzed. The results show that the shaping process of CRBs is the main mechanism of change in FAP since the CRBs 2 increased while the CRBs 1 decreased during FAPS and FAPNS phases. We observed the reversion of CRBs frequencies between FAP and non FAP phases (ACE), but we did not find differences between FAPS and FAPNS interventions. This indicates that the shaping process of CRBs occur when the therapist presents the precise consequences for each CRBs, even if the consequences do not include the description of the behaviors that take place between therapist and client

With the ratification of the Individuals with Disabilities in Education Act (IDEA) in 2006, states were required to permit public schools to provide varying levels of intervention for students who showed that they were struggling in one or more core educational areas (Department of Education 300.307(a) (2), 2006). This recommendation supported the use of the framework known as Response to Intervention (RtI) that was familiar in the research literature (Department of Education, 2006). The theoretical framework chosen to support the RtI process in which three RtI programs are being analyzed is Applied Behavior Analysis (ABA). ABA is a theory that suggests interventions initiated to create improvement for an area in which a person has learning or developmental challenges needs to be carefully evaluated individually with each case and then a series of proactive responses to the data are initiated with the goal of having the individual experience improvement and growth (Axelrod, 2012). Therefore, the purpose of this study is to compare the CST reading proficiency scores of socio-economically challenged middle school students who participated in one of three interventions: low reading students who participated in an intensive reading program, low reading students who participated in the English Language Development (ELD) program, and low reading students who only participated in a Sustained Silent Reading program. The methodology chosen was a quasi-experimental study because there were three independent variables: the Intensive Intervention Group (II), the English Language Development Intervention Group (ELD), and the Silent Sustained Reading Intervention Group (SSR). A Multivariate Analysis of Variance (MANOVA) was conducted on all three independent variables using the dependent variable to establish any significant differences and to measure any possible academic mean growth. Two research questions were analyzed, including how the three groups scores would compare using the MANOVA and the impact of the interventions when comparing sixth, seventh, and eighth graders to each other as separate groups. The results indicate that the use of Applied Behavior Analysis Creating research based intervention systems at the middle school can have positive results and can justify utilizing financial resources at the middle school level to provide RtI systems.

The aim of this thesis is to describe and evaluate the education of an autistic pupil in the mainstream school according to the principles of applied behavioural analysis. The default method is the Pennsylvania Verbal Behavior Project, which was implemented at a Czech primary school. The thesis presents a theoretical description of this educational method and its particular techniques. Their practical application is illustrated by the research case study report of a pupil, who was observed in my research. In this research case analysis, I have analysed the input skills of the observed pupil and his progress in particular areas and evaluated status not only according to the VB-MAPP diagnostic material. Description of the development of verbal behaviour is the core objective systematically developed by this educational method and it is an integral part of the pupil's active participation in joint learning. The thesis comes with a new perspective on the education of pupils with autism in the framework of common education at primary school. Pupils involved in this type of education can enter the school even though they are not yet adequately equipped with verbal skills and would not benefit from frontal teaching and common learning process. They are integrated into the ordinary class with respect to...

TITLE: Developing Communication Skills in Children with Autism Using Verbal Behavior - Applied Behavior Analysis AUTHOR: Bc. Kateřina Chrapková DEPARTMENT: The Department of Special Education SUPERVISOR: doc. PaedDr. Jiřina Klenková, Ph.D. ABSTRACT: This thesis deals with the development of communication skills in children with autism using Verbal Behavior - Applied Behavioral Analysis (VB-ABA). The aim of this work is to introduce VB-ABA approach as an effective intervention for people with Autism Spectrum Disorders (ASD). It is a monographic work with emphasis on a theory. The empirical part consist evaluative single-case study. The thesis is devided into six theoretical and one empirical chapter. The first theoretical chapter presents the issue of communication in a view of behaviorism and compares this approach with classical linguistics. The second chapter describes theories of language acquisition and language development from behavioral and linguistic perspective. The third chapter discusses the development of children's speech in the context of ontogeny and its functions. The fourth chapter deals with the issue of communication skills in the context of ASD. The fifth chapter introduces evidence based practice and provides information on current international research of interventions for persons...