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Complete your research and evaluate the methodologies used to define the behavio

by | Jun 18, 2022 | Psychology | 0 comments


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Complete your research and evaluate the methodologies used to define the behavior, the ways in which that behavior is measured in the ABA field, and the treatment methodologies and experimental designs utilized to treat that behavior. You must synthesize the findings of at least five recent journal articles in your final paper. Be sure to address all components in the scoring guide for distinguished work. Target Behavior: Repetitive Questioning Subject/Settings: School setting, 12 year old boy with Autism, anxiety and OCD diagnosis. Design: The idea of this study is to analyze and approach continuous repetitive questioning, to decrease the amount of repetitive questions (over the same topic) over the school day. Frequency, duration and ABC data will be collected. No changes in routine for school day, responses to questions were available and given in the same tone with the same answer. References to use for articles of studies and interventions: Benson, R., Stickney, L., Smetter, J., & Steglitz, J. (2016). Modified Exposure and Response Prevention for the Treatment of Comorbid OCD-Like Repetitive Behavior and Developmental Disability: A Case Study. Clinical Case Studies, 15(6), 484–500. Boyd, B. A., Mcdonough, S. G., & Bodfish, J. W. (2012). Evidence-Based Behavioral Interventions for Repetitive Behaviors in Autism. Journal of Autism and Developmental Disorders, 42(6), 1236-48. Geils, C., & Knoetze, J. (2008). Conversations with Barney: A Conversation Analysis of Interactions with a Child with Autism. South African Journal of Psychology, 38(1), 200–224. Jiujias, M., Kelley, E., & Hall, L. (2017). Restricted, Repetitive Behaviors in Autism Spectrum Disorder and Obsessive–Compulsive Disorder: A Comparative Review.Child Psychiatry and Human Development, 48(6), 944-959. Mooney, E. L., Gray, K. M., & Tonge, B. J. (2006). Early features of autism: Repetitive behaviours in young children. European Child & Adolescent Psychiatry, 15(1), 12-8. Oliver, C., Woodcock, K. A., & Humphreys, G. W. (2009). The relationship between components of the behavioural phenotype in prader-willi syndrome. Journal of Applied Research in Intellectual Disabilities, 22(4), 403-407. Raulston, T. J., Hansen, S. G., Machalicek, W., Laura, L. M., & Carnett, A. (2019). Interventions for Repetitive Behavior in Young Children with Autism: A Survey of Behavioral Practices. Journal of Autism and Developmental Disorders, 49(8), 3047-3059. Rodgers, J., Glod, M., Connolly, B., & Mcconachie, H. (2012). The Relationship Between Anxiety and Repetitive Behaviours in Autism Spectrum Disorder.Journal of Autism and Developmental Disorders, 42(11), 2404-9. Scahill, Aman, M. G., Lecavalier, L., Halladay, A. K., Bishop, S. L., Bodfish, J. W., Grondhuis, S., Jones, N., Horrigan, J. P., Cook, E. H., Handen, B. L., King, B. H., Pearson, D. A., McCracken, J. T., Sullivan, K. A., & Dawson, G. (2015). Measuring repetitive behaviors as a treatment endpoint in youth with autism spectrum disorder. Autism., 19(1), 38–52. Wood, J., & Ahmari, S. E. (2015). A Framework for Understanding the Emerging Role of Corticolimbic-Ventral Striatal Networks in OCD-Associated Repetitive Behaviors. Frontiers in systems neuroscience, 9, 171. Woodcock, K., Oliver, C., & Humphreys, G. (2009). Associations between repetitive questioning, resistance to change, temper outbursts and anxiety in prader-willi and fragile-X syndromes. Journal of Intellectual Disability Research, 53(3), 265-278.

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