Applied Behavior Analysis as an Intervention Strategy in Learners with Autism Spectrum Disorder

Dr. George Mathenge Wairungu
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Dr. George Mathenge Wairungu: Department of Early Childhood and Special Needs Education, Kenyatta University Kenya

International Journal of Research and Scientific Innovation, 2020, vol. 7, issue 8, 87-92

Abstract: Autism Spectrum Disorder is a neurological developmental disorder that affects a child’s ability to communicate, and socialize. Children with ASD as well have nonfunctional repetitive behaviors, activities and restricted interests. Many children with ASD may have intellectual disabilities, anxiety and sensory processing disorders in a comorbid state. Commonly, learners with ASD exhibit inappropriate and challenging behaviors that comprise attention and in turn significant time is lost redirecting behavior in class and during therapy sessions. Unwanted Behaviors in learners with ASD play three functions inclusive of avoiding work, earning a reward and getting attention. Managing unwanted behavior require that teachers and families identify the core triggers and functional cause of the targeted behavior. This is usually achieved through conduction of an objective process known as functional behavior analyses. When this is done successfully then what follows is a scientific behavior modification approach known as Applied Behavior Analyses. This paper discusses the nature, principles and goals of Applied behavior analyses. A thorough review of literature from researchers and behavior management experts has been conducted to compile it.

Date: 2020
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