Brochures for Autism Spectrum Disorder Analysis 2022
Added on 2022-09-12
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Running head: BROCHURES FOR AUTISM SPECTRUM DISORDER
BROCHURES FOR AUTISM SPECTRUM DISORDER
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BROCHURES FOR AUTISM SPECTRUM DISORDER
Name of the Student:
Name of the University:
Author note:
1BROCHURES FOR AUTISM SPECTRUM DISORDER
Applied Behavioral Analysis (ABA): Token Economy
Children with Autism Spectrum Disorders (ASD) are known to demonstrate a range of unique behaviors which are
often regarded as undesirable, such as: inability to respond or demonstrate any interest during interactions or
learning, avoidance of engaging in play, a tendency to socially isolate themselves, inability to empathize with other’s
emotions, feelings of sadness or being upset over minor changes and frequent engagement in repetitive behaviors or
phrases and inability to give valid responses to questions during teaching (Roane, Fisher & Carr, 2016). Applied
Behavioral Analysis (ABA) interventions comprise of a range of therapeutic strategies designed for the purpose of
understanding factors influencing the specific behaviors and responses demonstrate by children with ASD as well
as for the purpose of reducing the above problematic behaviors in order to increase desirable learning behaviors
associated with improved attention, memory, social interaction and overall academic behavior (Odom, Hall &
Suhrheinrich, 2019).
Token economy is a type of ABA intervention
comprising of positive reinforcement strategies in
which the concerned child with ASD is awarded or
gifted a ‘token’ or some ‘reward’ which they can ‘earn’
or use to obtained desirable awards, after
demonstrating a form of behavior or response regarded
as positive or targeted by the teacher within the
educational setting. Token economies are used
frequently within educational settings for the purpose
of increasing or decreasing any behavior which are
considered to be positive or negative by the teacher.
These can comprise of dummy coins, stars or a reward
board calculating points for each child earning a
‘token’.
Target Population
The target population upon which token
economies have been evidenced to yield beneficial
effects is children demonstrating problematic ASD
behaviors like lack of attention, empathy, ability to
memorize or inability to learn a new phrase or word (El
Zein et al., 2016).
Applied Behavioral Analysis (ABA): Token Economy
Children with Autism Spectrum Disorders (ASD) are known to demonstrate a range of unique behaviors which are
often regarded as undesirable, such as: inability to respond or demonstrate any interest during interactions or
learning, avoidance of engaging in play, a tendency to socially isolate themselves, inability to empathize with other’s
emotions, feelings of sadness or being upset over minor changes and frequent engagement in repetitive behaviors or
phrases and inability to give valid responses to questions during teaching (Roane, Fisher & Carr, 2016). Applied
Behavioral Analysis (ABA) interventions comprise of a range of therapeutic strategies designed for the purpose of
understanding factors influencing the specific behaviors and responses demonstrate by children with ASD as well
as for the purpose of reducing the above problematic behaviors in order to increase desirable learning behaviors
associated with improved attention, memory, social interaction and overall academic behavior (Odom, Hall &
Suhrheinrich, 2019).
Token economy is a type of ABA intervention
comprising of positive reinforcement strategies in
which the concerned child with ASD is awarded or
gifted a ‘token’ or some ‘reward’ which they can ‘earn’
or use to obtained desirable awards, after
demonstrating a form of behavior or response regarded
as positive or targeted by the teacher within the
educational setting. Token economies are used
frequently within educational settings for the purpose
of increasing or decreasing any behavior which are
considered to be positive or negative by the teacher.
These can comprise of dummy coins, stars or a reward
board calculating points for each child earning a
‘token’.
Target Population
The target population upon which token
economies have been evidenced to yield beneficial
effects is children demonstrating problematic ASD
behaviors like lack of attention, empathy, ability to
memorize or inability to learn a new phrase or word (El
Zein et al., 2016).
2BROCHURES FOR AUTISM SPECTRUM DISORDER
Research Efficiency
Token economies have been evidenced in the case control study by Whitney, Cooper & Lingo, 2018), to yield
positive behavior within children with ASD since they induce feelings of motivation and encouragement in the child
and thus, pave the way for increased levels of attention, empathy and social interaction in such children.
Additionally, according to Cihon et al., (2019), token economies have been evidenced to be feasible since they are
understood easily by children and also pave the way for easy identification of motivating factors for children with
ASD by both parents and teachers. As per Nottingham et al., (2017), token economies have also been evidenced to
be advantageous in enhancing the effectiveness of other ABA interventions, quickening the time for positive
behaviors within ASD children as well as reduced likelihood of inducing saturation when used in a various and
novel forms.
Treatment Feasibility
In terms of acceptability, demand and
integration, ABA interventions comprising of token
economy has been evidenced to be one of the simplest
strategies of inducing behavior change which can be
implemented individual, within classroom settings
and is widely acceptable and understood by both
children and parents alike (Solis et al., 2016). In terms
of adaptability and practicality however, it may not
be feasible to use a single token economy system for
ethnically or linguistically diverse ASD children
which in turn, raises the difficulty of maintaining
multiple token economies. Additionally, within
classrooms comprising of older children with ASD,
the token economy may be perceived to be
competitive in nature and may demonstrate
perception of unfairness and injustice to other
children and their parents who are not being awarded
tokens (Lydon, Healy & Grey, 2017).
Generalizability
Due to the relative simplicity of this intervention,
the benefits of the token economy can be generalized to
educational settings delivering ASD teaching and
learning facilities for children with ASD. However, as
discussed previously, the intervention may be difficult to
implement across a class consisting of multilingual
children or children belonging to diverse ethnic and
cultural backgrounds (Townley-Cochran et al., 2017).
Weaknesses
Despite its proven effectiveness, there is however limited research concerning the benefits of a token
economy upon adults or older children or adolescents with ASD. Additionally, despite its ability to encourage the
achievement of positive behaviors in children with ASD, it is worthwhile to remember that ASD children often find
routine to be desirable and thus, changes within the existing learning or teaching system are likely to induce feelings
of sadness or disengagement in such children (Almeida et al., 2018). Such risks are thus, likely to occur if the teacher
decides to withdraw or halt to token economy system. There is limited research regarding on how long the token
economy should continue or the strategies which may be required to combat the possible negative behaviors which
may be demonstrated by the child in response to sudden absence of this ABA intervention (Townley-Cochran et al.,
2017).
Research Efficiency
Token economies have been evidenced in the case control study by Whitney, Cooper & Lingo, 2018), to yield
positive behavior within children with ASD since they induce feelings of motivation and encouragement in the child
and thus, pave the way for increased levels of attention, empathy and social interaction in such children.
Additionally, according to Cihon et al., (2019), token economies have been evidenced to be feasible since they are
understood easily by children and also pave the way for easy identification of motivating factors for children with
ASD by both parents and teachers. As per Nottingham et al., (2017), token economies have also been evidenced to
be advantageous in enhancing the effectiveness of other ABA interventions, quickening the time for positive
behaviors within ASD children as well as reduced likelihood of inducing saturation when used in a various and
novel forms.
Treatment Feasibility
In terms of acceptability, demand and
integration, ABA interventions comprising of token
economy has been evidenced to be one of the simplest
strategies of inducing behavior change which can be
implemented individual, within classroom settings
and is widely acceptable and understood by both
children and parents alike (Solis et al., 2016). In terms
of adaptability and practicality however, it may not
be feasible to use a single token economy system for
ethnically or linguistically diverse ASD children
which in turn, raises the difficulty of maintaining
multiple token economies. Additionally, within
classrooms comprising of older children with ASD,
the token economy may be perceived to be
competitive in nature and may demonstrate
perception of unfairness and injustice to other
children and their parents who are not being awarded
tokens (Lydon, Healy & Grey, 2017).
Generalizability
Due to the relative simplicity of this intervention,
the benefits of the token economy can be generalized to
educational settings delivering ASD teaching and
learning facilities for children with ASD. However, as
discussed previously, the intervention may be difficult to
implement across a class consisting of multilingual
children or children belonging to diverse ethnic and
cultural backgrounds (Townley-Cochran et al., 2017).
Weaknesses
Despite its proven effectiveness, there is however limited research concerning the benefits of a token
economy upon adults or older children or adolescents with ASD. Additionally, despite its ability to encourage the
achievement of positive behaviors in children with ASD, it is worthwhile to remember that ASD children often find
routine to be desirable and thus, changes within the existing learning or teaching system are likely to induce feelings
of sadness or disengagement in such children (Almeida et al., 2018). Such risks are thus, likely to occur if the teacher
decides to withdraw or halt to token economy system. There is limited research regarding on how long the token
economy should continue or the strategies which may be required to combat the possible negative behaviors which
may be demonstrated by the child in response to sudden absence of this ABA intervention (Townley-Cochran et al.,
2017).
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