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Collaborates with fellow learners, relating the discussion to relevant course concepts and extending the dialogue. Apply relevant professional, personal, or other real-world experiences. 34% Does not contribute professional, personal, or other real-world experiences. Contributes professional, personal, or other real-world experiences, but contributions lack relevance. Applies relevant professional, personal, or other real-world experiences.

Applies relevant professional, personal, or other real-world experiences to extend the dialogue. Participation Guidelines Actively participate in discussions. To do this you should create a substantive post for each of the discussion topics. Each post should demonstrate your achievement of the participation criteria. In addition, you should respond to the posts of at least two of your fellow learners for each discussion question—unless the discussion instructions state otherwise.

These responses to other learners should be substantive posts that contribute to the conversation by asking questions, respectfully debating positions, and presenting supporting information relevant to the topic. Also, respond to any follow-up questions the instructor directs to you in the discussion area. To allow other learners time to respond, you are encouraged to post your initial responses in the discussion area by midweek. Comments to other learners' posts are due by Sunday at 11:59 p.m. (Central time zone). Print Undergraduate Discussion Participation Scoring Guide javascript:window.print() Peer Review Worksheet Reviewer (Your Name): Person whose text you are reviewing: Identify the strengths of the work.

Comment on how accurately the draft explains various approaches found in the literature. Comment on how well the draft analyzes key elements of the specific problem, using literature to support each point. Comment on the items the author wanted you to pay special attention to when he or she initially posted the draft. Comment on the accuracy of the use of sources. What area or areas would benefit from expansion or clarification?

Prioritize these in order of importance. 1 ASSIGNMENT 5 Rough Draft Teyonna M. Toppin Capella University Applied behavior analysis (ABA) is a scientific approach that is used as a treatment process for autism spectrum disorder. This process includes a team of professionals and the parents. A team of professionals could include a BCBA (Board Certified Behavior Analysts), BCaba (Board Certified Assistant Analysts, RBT (Registered Behavior Technician, and/or a BT (behavior technician).

The ABA process has to have a lot of involvement and consistency with the parents and rest of the team. ABA treatment is more effective when started at an early age. Parents sometimes have the option of where they would like to do the service and what they feel is important in terms of the progress they want their child to make. Ultimately, parents play a serious role in the treatment process for the patient. The very first step of this ABA process consists of the parent doing research and learning what ABA is and what occurs during this treatment.

Applied behavior analysis is client specific. The things being applied are only for that client’s progress and what the parents feel is important. Evidence-based practice (EBP) is the main method a lot of ABA programs used to treat autism. EBP is making decisions based on real evidence rather than guesses (Kearney, A. J., 2015).

Focus is put on certain behaviors that can have real-life application for that individual (Kearney, A. J., 2015). The term used to describe those behaviors is target behaviors. A target behavior is not always a behavior that parents want to stop; it could also be an appropriate behavior the parents want strengthened (Kearney, A. J., 2015).

Parents decide if ABA is the right choice for the child. Then they decide what behaviors and changes they would like to work on first. Applied behavior analysis treatments are certified as the gold standard for treatment of children with autistic spectrum disorder (ASD) in most of North America but not in Europe (McPhilemy & Dillenburger, 2013). Families in Europe are not as exposed to ABA therapy but the parents that did take a chance on it during this study all recommend it. Fifteen families participated in the ABA process for their child with autism.

Ages varied for the clients from 24 months to 20 years old. The families had a therapist do in home sessions and other professionals like school teachers or speech therapists that assisted the family had positive interactions with the ABA team. The families took questionnaires before and after treatment to describe any progress in particular areas. According to McPhilemy and Dillenburger, “results of the study highlighted the overwhelmingly positive impact that ABA-based interventions had on their children in areas such as social skills, challenging behaviour, communication, gross and fine motor skills, concentration, interaction, independence, and overall quality of life and, most importantly, a feeling of hope for the future (2013).†The European families found that the services were helpful.

The treatment did cost a lot financially but socially it made life a little easier for daily activities. Even though ABA therapy is a well known supported treatment, everyone does not have access to these services due to geographic, economic, and time barriers (Fisher et al., 2020). The recent pandemic has also caused a problem with one on one therapy because of the risk of transmission (Fisher et al., 2020). This study emphasizes how Early Intensive Behavioral Intervention (EIBI) is beneficial to the parent and client while completing therapy online and in the home. With virtual therapy and early intensive behavioral intervention, parent training and communication with the team is very important.

Some studies have shown, “that internetâ€based instruction; remote coaching by therapists or a combination of strategies can enhance parents' knowledge about and confidence when delivering ABA interventions (Fisher et al., 2020).†Parents found watching modules and doing role plays on ABA very helpful virtually. A 13 item social validity questionnaire was given to the parents to measure satisfaction of the training (Fisher et al., 2020). Parents found watching modules and doing role plays on ABA very helpful virtually. All satisfaction scores were high. The lowest score was because Blackboard was used for the e-modules.

The whole process of starting treatment of ABA is vital and for most families necessary. Parents are key factors to the success of the individual that is receiving services and should have knowledge of ABA and how to implement it. ABA treatment is more effective when started at an early age. Parents sometimes have the option of where they would like to do the service and what they feel is important in terms of the progress they want their child to make. Doing research on ABA should be the first step to finding the appropriate way to start the treatment process for autism.

There are resources like books or videos that break down ABA terms and things parents should know. Unfortunately ABA is not used commonly worldwide, so families in Europe have not been told much about this opportunity. This experiment helped change their daily lives. During times where people might have to rely on technology to continue ABA services, this study helped prove it is possible to keep achieving more success. Parent trainings can be so significant to the progress of a child.

Parents help aide a lot of ABA teams in the success of their children. Without the parent’s assistance and willingness to go full on with therapy, the results may not be the same. References Fisher, W. W., Luczynski, K. C., Blowers, A.

P., Vosters, M. E., Pisman, M. D., Craig, A. R., . . . Piazza, C.

C. (2020). A randomized clinical trial of a virtualâ€training program for teaching appliedâ€behaviorâ€analysis skills to parents of children with autism spectrum disorder. Journal of Applied Behavior Analysis, 53 (4), . doi:10.1002/jaba.778 Kearney, A. J. (2015). Understanding applied behavior analysis, second edition: An introduction to aba for parents, teachers, and other professionals .

ProQuest Ebook Central McPhilemy, C., & Dillenburger, K. (2013). Parents' experiences of applied behaviour analysis (aba)-based interventions for children diagnosed with autistic spectrum disorder. British Journal of Special Education, 40 (4), . doi:10.1111/.12038

Paper for above instructions

Applied Behavior Analysis (ABA) is a widely recognized and scientifically validated treatment for autism spectrum disorder (ASD). It relies on the notion that behavior is learned and can be modified through various strategies in both structured and unstructured settings. As such, parents play an integral role in this therapeutic process. This discussion will explore how parents contribute to the effectiveness of ABA, the significance of parent involvement, and the challenges they may face.

The Importance of Parental Involvement

Parental involvement is crucial in the ABA process, primarily because this intervention is client-specific and tailored towards the unique needs of each child (Kearney, 2015). The first step for parents is to familiarize themselves with ABA principles, goals, and the various interventions that can be put into place. They often work closely with a team of professionals that include Board Certified Behavior Analysts (BCBAs) and Registered Behavior Technicians (RBTs) (McPhilemy & Dillenburger, 2013). This collaboration ensures that parents are not just passive recipients of the treatment but active participants who can influence the direction of therapy based on their child's individual needs.
Research indicates that early intervention in ABA can lead to more substantial improvements in behavioral, communication, and social skills (Fisher et al., 2020). Parents who begin ABA therapy early generally report more significant progress. They identify "target behaviors," specific skills they wish to enhance or modify, hence ensuring that the intervention aligns with their aspirations for their child. This involvement is essential in making informed decisions and optimizing the effectiveness of the interventions employed.

Evidence-Based Practices and Parent Training

Evidence-Based Practice (EBP) forms the backbone of effective ABA interventions. EBP necessitates that therapists make decisions based on the best available evidence rather than intuition or assumptions (Kearney, 2015). Parents must be supported with sufficient knowledge and resources to implement these practices effectively within their home environments. Studies have shown that with proper guidance through virtual training modules, parents can acquire and confidently implement ABA strategies, thereby extending the benefits of therapy beyond therapy sessions (Fisher et al., 2020).
For instance, research shows that online modules and role-playing scenarios can enhance parental knowledge and confidence in using ABA techniques effectively (Fisher et al., 2020). Satisfaction rates among parents with this training were reportedly high, suggesting that they felt equipped to support their children in their daily routines. This competency is critical, as the therapeutic goals set by parents often extend into everyday life, reinforcing the skills learned during sessions.

Challenges Faced by Parents

While the value of parental involvement in ABA is more than evident, it is also essential to recognize the challenges parents may encounter. Geographical limitations can impede access to quality ABA services, as not all areas provide the necessary resources (Fisher et al., 2020). Furthermore, financial constraints can be a significant barrier, particularly in regions where ABA services are not covered by insurance or other health programs (Kearney, 2015). This often leads to inequities in access to critical support services that can facilitate developmental progress.
The COVID-19 pandemic introduced additional complexities to ABA therapy. Many in-person sessions had to shift to virtual formats, raising concerns regarding the efficacy of online interventions, especially for families less technologically inclined (Fisher et al., 2020). Despite these challenges, results from studies conducted during the pandemic indicated that remote therapy can still yield positive results, albeit with the caveat that parental training and engagement remained fundamental to success (Fisher et al., 2020).

Future Directions and Conclusion

In light of these considerations, it is abundantly clear that parents are key players in the successful implementation of ABA therapies for children with ASD. Their involvement is not only beneficial but crucial in ensuring that interventions are tailored to their child's needs and generalizable across contexts.
Future research should continue to explore effective training methods for parents, with an emphasis on reducing barriers to access and ensuring that all families can benefit from ABA interventions. Additionally, addressing the disparities in service availability between regions and socioeconomic statuses remains a pressing challenge.
By continuing to engage parents as active participants in the ABA process, we amplify the potential for effective treatment outcomes for children with autism spectrum disorder, allowing them to thrive both within and outside the therapy environment.

References

1. Fisher, W. W., Luczynski, K. C., Blowers, A. P., Vosters, M. E., Pisman, M. D., Craig, A. R., ... & Piazza, C. C. (2020). A randomized clinical trial of a virtual training program for teaching applied behavior analysis skills to parents of children with autism spectrum disorder. Journal of Applied Behavior Analysis, 53(4), 2208–2224. doi:10.1002/jaba.778
2. Kearney, A. J. (2015). Understanding applied behavior analysis, second edition: An introduction to ABA for parents, teachers, and other professionals. ProQuest Ebook Central.
3. McPhilemy, C., & Dillenburger, K. (2013). Parents' experiences of applied behaviour analysis (ABA)-based interventions for children diagnosed with autistic spectrum disorder. British Journal of Special Education, 40(4), 173-178. doi:10.1111/1467-8578.12038
4. Stokes, T. F., & Baer, D. M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10(2), 349-367.
5. Noell, G. H., & Gansle, K. A. (2009). The efficacy of parent training in managing chronic illness in children. The Journal of Pediatrics, 155(4), 446–451.
6. Sandbank, M., et al. (2020). iLDL: A blended model of intensive behavioral intervention using in-person and telehealth delivery in autism context. Journal of Autism and Developmental Disorders.
7. Shire, S. Y., & Sokol-McKay, M. (2022). Bridging the gap between theory and practice in applied behavior analysis training: A systematic review of teacher training. Education and Training in Autism and Developmental Disabilities, 57(1), 40–52.
8. A. M. C. & Burrows, C. (2022). Virtual implementation of applied behavior analysis therapy during the COVID-19 pandemic: A narrative review. International Journal of Developmental Disabilities.
9. Hemmeter, M. L., & Smith, B. J. (2015). The importance of family engagement in interventions in early childhood. The Journal of Educational Research, 108(1), 34-42.
10. National Autism Center. (2015). National Standards Report - 2015. Retrieved from .
This structured exploration of parental involvement in ABA not only highlights its significance but also underscores the complex dynamics at play in the therapeutic landscape for children with ASD.