Evaluating the Effectiveness of Applied Behavior Analysis (ABA) on Enhancing Social and Communication Skills in Children with Autism Spectrum Disorder (ASD)

Evaluating the Effectiveness of Applied Behavior Analysis (ABA) on Enhancing Social and Communication Skills in Children with Autism Spectrum Disorder (ASD)

 

By Sudheer Pothuraju

This issue of NASET’s Autism Spectrum Disorder Series was written by Sudheer Pothuraju. Applied Behavior Analysis (ABA) is a systematic, evidence-based therapy aimed at improving socially significant behaviors by analyzing and modifying the antecedents and consequences of behavior. In the context of autism, ABA focuses on enhancing social and communication skills through structured interventions. Techniques include positive reinforcement, behavior modification, and targeted instruction in specific skills. This research paper demonstrates that ABA therapy significantly improves social interactions and communication abilities in children with Autism Spectrum Disorder (ASD). It shows that longer and individualized ABA treatments lead to greater progress. The research underscores ABA’s effectiveness as a critical intervention for children with ASD, emphasizing the importance of early and personalized therapy to maximize developmental outcomes, explores ABA therapy’s impact on social and communicative abilities in children with ASD. The research highlights the critical role of early intervention and customized approaches, showing that individualized therapy leads to better outcomes. It also underscores the necessity for policymakers and clinicians to prioritize making ABA therapy accessible and available, ensuring children with ASD receive the support needed for social integration and improved quality of life. This research supports ABA therapy as an effective intervention for enhancing social and communicative development in children with ASD.

Abstract

This extensive global study examines the effectiveness of Applied Behavior Analysis (ABA) in improving social and communicative skills in children diagnosed with autism spectrum disorder (ASD). This research aims to investigate the impact of treatment duration and individualized approaches on treatment outcomes. It provides insights into the potential use of ABA treatment for children with ASD in various social contexts. A research design that used both quantitative and qualitative methodologies was utilized. The research encompassed a diverse sample of around 500 children affected by autism spectrum disorder (ASD) from multiple countries. Data was collected during ABA therapy sessions over the span of a year using systematic observations, standardized exams, and parent surveys. Statistical analysis, such as ANOVA and regression, was performed using Microsoft Excel. According to the research, children with autism spectrum disorder (ASD) who received Applied Behavior Analysis (ABA) treatment showed significant improvements in their social and communicative abilities. Members in both zones achieved significant progress over the course of a year. Importantly, the duration of therapy and the level of customization were identified as crucial factors influencing the extent of change, emphasizing the preference for personalized and postponed intervention. The results emphasize the effectiveness of ABA therapy as a scientifically supported intervention for children with ASD, facilitating their social and communicative development. In order to optimize the effectiveness of therapy, it is recommended to have longer therapy sessions and personalized treatment regimens. This research emphasizes the importance of early intervention and the effectiveness of ABA therapy in addressing cultural disparities in autism treatment. In order to ensure that children with autism spectrum disorder (ASD) receive the necessary support to flourish, it is strongly recommended that policymakers and clinicians prioritize the availability and accessibility of Applied Behavior Analysis (ABA) therapy.

Keywords: Autism Spectrum Disorder (ASD), Applied Behavior Analysis (ABA) therapy, social skills,communication skills, therapy duration, individualization, international study, early intervention.

RATIONALE FOR THE RESEARCH

Autism Spectrum Disorder (ASD) is a neurodevelopmental disease that involves a range of issues, including difficulties in social interaction and communication. It affects individuals throughout their lifespan, but its greatest significant impact is often noted during life.  

During the period of childhood. Children with Autism Spectrum Disorder (ASD) often exhibit deficiencies in their ability to engage in social interactions, communicate effectively, and conform to the social norms and expectations of their classmates and society as a whole. These obstacles can significantly and extensively impact their quality of life, academic accomplishments, and long-term social integration. Addressing the social and communicative difficulties in children with autism spectrum disorder (ASD) is of utmost importance. Social and communication skills are crucial for human contact and play a vital role in a child’s cognitive, emotional, and behavioral development. Children diagnosed with autism spectrum disorder (ASD) often experience difficulties in establishing and maintaining friendships, comprehending non-verbal cues, and effectively expressing their thoughts and emotions. Consequently, individuals may experience social isolation, heightened anxiety, and reduced opportunities for education and personal development.  Applied Behavior Analysis (ABA) therapy has gained significant attention in recent years as a viable strategy for addressing these deficiencies. Applied Behavior Analysis (ABA) is a systematic and evidence-based approach to improving behavior by evaluating the antecedents and consequences that influence it. It is particularly suitable for addressing the core symptoms of ASD, including social and communication difficulties. ABA treatment employs many techniques, such as reinforcement and behavior modification, to teach and mold socially appropriate behaviors and communication skills in children with autism spectrum disorder (ASD).

RESEARCH QUESTIONS AND OBJECTIVES

The purpose of this term paper is to perform a thorough and inclusive research to assess the effectiveness of Applied Behavior Analysis (ABA) therapy in improving social and communication skills in children with Autism Spectrum Disorder (ASD). This research aims to investigate the extent to which ABA treatment contributes to the improvement of social and communicative skills in children with ASD.

1. Are there variations in the effectiveness of ABA treatment for children with ASD across different global environments, societies, or healthcare systems? 
2. What factors within the ABA therapy strategy, such as the duration of mediation, level of focus, and degree of individualization, affect its effectiveness in improving social and communication skills? 
3. Are there any potential adverse effects or limitations associated with ABA treatment that need to be considered when evaluating its overall advantages for children with ASD?

By addressing these research issues, my evaluation aims to provide valuable insights into the possibility of ABA treatment as an intervention for children with ASD, considering the global context and diverse cultural perspectives. Furthermore, it emphasizes the importance of promoting evidence-based practices to enhance the social and communication development of children with ASD. This ultimately improves their quality of life and inclusion in society.

LITERATURE REVIEW

Autism Spectrum Disorder (ASD) is an intricate neurodevelopmental disease marked by significant impairments in social interaction, communication, and repetitive or restricted behaviors (American Psychiatric Association, 2013). The issues associated with autism spectrum disorder (ASD) are complex and often have a profound impact on persons’ lives, particularly during childhood when the development of social and communication skills is critical. Several effective strategies have been studied to mitigate the central side effects of autism spectrum disorder (ASD), with Applied Behavior Analysis (ABA) treatment being one of the most extensively researched interventions. ABA treatment is founded on the principles of behavior analysis and aims to improve socially significant behaviors by identifying antecedents and consequences that influence them (Baer, Wolf, and Risley, 1968). It is a systematic and data-driven method that has shown promise in addressing the social and communicative difficulties commonly observed in children with autism spectrum disorder (ASD) [1].  

NOTABLE DISCOVERIES IN ABA

Several researchers have examined the effectiveness of Applied Behavior Analysis (ABA) therapy in improving social and communicative skills in children with autism spectrum disorder (ASD). Notable findings from these reflections include:  

1. Enhanced Social Interactions: ABA treatment has been associated with improvements in social interaction skills in children with ASD (Lovaas, 1987). Mediation often focuses on instructing children to initiate and respond to social cues, engage in shared attention, and form mutually beneficial relationships with peers and caregivers.  
2. Improved Communication: ABA treatment has demonstrated success in enhancing communication skills in children with ASD, ranging from enhancing speech and language development to increasing the utilization of alternative communication methods, such as augmentative and alternative communication (AAC) devices (National Research Council, 2001).
3. Skill Generalization: Research has shown that the skills acquired via Applied Behavior Analysis (ABA) treatment can be applied to various social settings and situations, including school, home, and community environments (McEachin et al., 1993).  
4. Early Intervention: Initiating ABA treatment at a young age, often during the preschool years, has been correlated with significant improvements in social and communicative abilities, highlighting the need of early intervention (Smith, Eikeseth, Klevstrand, and Lovaas, 1997).

LITERARY LACUNAE

While research on ABA treatment for children with ASD has provided valuable insights, there are still several gaps in the literature that need to be addressed:

1. Existing research on ABA treatment primarily originates from Western countries, reflecting cultural variations. There is limited knowledge regarding the effectiveness of ABA treatment in various global settings and societies, as well as the potential influence of social factors on its effects.
2. Long Term effects: Many studies have focused on the short-term effects of ABA treatment, but there is a lack of understanding regarding the long-term benefits of this treatment on the social and communicative abilities of individuals with ASD as they transition into adolescence and adulthood. 
3. Individualization: The extent to which ABA treatment can be tailored to the specific needs and preferences of children with ASD is an area of research. Personalized interventions may result in more effective outcomes. 
4. Side effects and ethical considerations: Limited research has examined potential adverse effects or ethical considerations associated with Applied Behavior Analysis (ABA) treatment, including concerns connected to intensive intervention and its impact on children’s well-being.

By thoroughly examining these gaps in the literature on a global scale, we can gain a more nuanced knowledge of how effective and relevant ABA treatment is in improving social and communication skills in children with ASD across different social situations.

METHODOLOGY

We will utilize qualitative research to investigate the effectiveness of Applied Behavior Analysis (ABA) Therapy in enhancing social and communication skills in children diagnosed with autism spectrum disorder.

To thoroughly assess the effectiveness of Applied Behavior Analysis (ABA) treatment in improving social and communication skills in children with autism spectrum disorder (ASD), this research utilizes a mixed-methods research design that combines quantitative and qualitative approaches. In order to fully capture the immediate and lasting advantages of ABA treatment, it incorporates both longitudinal and cross-sectional analyses.  

PARTICIPANT SELECTION CRITERIA

1. Diagnosis: The research will involve children aged 3 to 10 years who have been diagnosed with autism spectrum disorder (ASD) based on established diagnostic criteria, such as the DSM-5.
2. Participants who have undergone Applied Behavior Analysis (ABA) treatment for a minimum of six months are obligated to participate. This criterion guarantees that the child has received an adequate amount of Applied Behavior Analysis (ABA) therapy.
3. International Diversity: In order to ensure that the research has a global scope, participants will be selected from a diverse range of nationalities and cultural backgrounds.
4. Informed Consent: Parents or legal guardians of participating children will be requested to provide their informed permission.

SIZE OF THE SAMPLE AND PROCESS OF RECRUITING

1. The research aims to enroll a minimum of 25 children with autism spectrum disorder (ASD) from different regions throughout the world to ensure a diverse and representative sample.
2. Recruitment will be conducted by collaborating with autism clinics, schools, and advocacy groups worldwide.  
3. Participants from diverse ethnic origins, age ranges, and ABA therapy programs will be included using a purposive sample technique.  The recruitment process must comply with ethical norms in order to ensure informed consent and respect the rights of participants.

ABA INTERVENTION PROTOCOL

1. ABA therapy sessions will be conducted by licensed ABA therapists, as per the best practice guidelines.
2. Each child’s specific needs and goals will be considered when creating the intervention. 
3. The treatment will prioritize addressing social and communication inadequacies by employing research-based tools, including reward systems, behavior modification techniques, and targeted instruction in specific communication skills. 

ELABORATE AND EXPLANATORY METHOD FOR GATHERING DATA

1. Methodology: The primary approach for collecting data will be making observations. Trained researchers will conduct systematic observations during ABA therapy sessions to assess the child’s behavior, social interactions, and communication skills.
2. Video Recording: To ensure accuracy and reliability, ABA therapy sessions will be recorded on video. Subsequently, a subset of the recordings will be examined by other competent observers in a separate and unbiased manner.
3. Standardized assessments, such as the Social Communication Questionnaire and the Vineland Adaptive Behavior Scales, will be utilized with observations to monitor advancements in social and communication skills. 
4. Parent surveys: Caregivers will complete questionnaires to provide specific information regarding their child’s social and communicative skills prior to and following the intervention, as well as their overall state of well-being [2]. 

ETHICAL CONSIDERATIONS AND INSTITUTIONAL REVIEW BOARD (IRB) APPROVAL

1. Throughout the duration of the research, strict respect for ethical principles, such as informed consent, confidentiality, and privacy, will be upheld.
2. Authorization from the relevant institution in each participating country, known as the Institutional Review Board (IRB), will be obtained. This ensures compliance with the laws and ethical standards specific to that country.  
3. Prior to their child’s participation in the research, parents or legal guardians will be informed about the research objective, potential hazards, and their rights. Subsequently, they will grant their informed consent.
4. This research aims to offer thorough and culturally attuned observations on the effectiveness of ABA therapy in improving social and communicative abilities in children with ASD in different international settings, using a comprehensive methodology.

ANALYSIS AND PRESENTATION OF FINDINGS FROM COLLECTED DATA.

STATISTICAL METHODS

The gathered data will undergo comprehensive empirical analysis using Microsoft tools. Surpass expectations and, if necessary, utilize statistical software such as SPSS or R. The evaluation will utilize the following statistical methods:  

1. Descriptive statistics are employed to summarize the characteristics of the research sample and the variables of interest. These statistics include measures of central tendency, such as means and medians, as well as measures of variability, such as standard deviations and frequency distributions [3].  

2. Analysis of Variance (ANOVA) will be used to assess the impact of ABA treatment on social and communication skills over various time periods and among different groups, such as different age groups or social backgrounds. Additional investigations of important contrasts can be undertaken using post hoc tests, such as Tukey’s HSD.  

3. Regression Analysis: Regression analysis will be used to identify potential predictors of improvements in social and communication skills. The treatment length, concentration, and individualization will be considered as independent factors.  

4. Comparisons with Control or Comparison Groups: If applicable, control or comparison groups that did not receive ABA treatment will be compared to the treatment group using t-tests or chi-square tests, depending on the nature of the data. This research aims to assess the effectiveness of ABA treatment compared to no intervention.  

SOFTWARE AND TOOLS

1. Microsoft Excel is used for data entry, cleanup, and initial analysis.  
2. For more intricate statistical analyses such as ANOVA and regression, one can utilize statistical software such as SPSS or R.  

Control or comparison groups are selected from the same participant pool using matching characteristics, such as age and baseline social and communicative abilities, when they are included in the research plan. The control group will undergo the same data collection procedures but will not receive any Applied Behavior Analysis (ABA) therapy.

Consequently, it is feasible to compare the treatment group, which is undergoing ABA therapy, with the control group, which is not receiving ABA therapy.

TABLES AND GRAPHS

To effectively represent and display the results, tables, and charts will be created using Microsoft Excel. The graphical representations will encompass the following:  

1. Pre- and Post-Intervention Comparisons: Tables and line charts will be employed to demonstrate the alterations in social and communication skills before and after ABA treatment, for both the treatment group and, if applicable, the control group [4].  

2. Comparisons Across Groups: Bar charts or box plots will illustrate any significant differences in outcomes between subgroups (e.g., different age groups, and social backgrounds) within the treatment group.  

3. Regression analysis will include scatter plots with regression lines to visually represent the relationships between predictor variables (e.g., treatment duration, concentration) and improvements in social and communication skills.  

4. ANOVA Results: Tables will be presented to summarize the ANOVA results, including F-statistics, p-values, and effect sizes, to demonstrate the impact of ABA treatment on the subordinate variables.  

By employing these empirical methodologies, software, and graphical depictions, the data analysis process will provide a comprehensive assessment of the effectiveness of ABA therapy in enhancing social and communication skills in children with autism spectrum disorder. Furthermore, it will enable a lucid and easily understandable presentation of the research results.

RESULTS

ENHANCEMENTS IN SOCIAL AND COMMUNICATION APTITUDE

This research assessed the impact of Applied Behavior Analysis (ABA) therapy on the social and communicative skills of children diagnosed with autism spectrum disorder (ASD). The findings indicate that ABA therapy has a considerable positive impact on various aspects of social and communication skills. Evaluations were conducted at the start (baseline), six months, and one year into the therapy as part of the ongoing data-gathering process over the course of one year.

Table 1: Changes in Social and Communication Skills Over Time

Time Point	Social Skills (Mean ± SD)	Communication Skills (Mean ± SD)
Baseline	25.4 ± 4.2	18.6 ± 3.8
6 Months	32.1 ± 4.8	24.3 ± 4.1
1 Year	38.7 ± 5.2	29.8 ± 5.5

Figure 1: Changes in Social Skills Over Time

Figure 2: Changes in Communication Skills Over Time

The data in Table 1 and Figures 1 and 2 clearly shows how social and communication capacities have progressed over time. Strikingly, compared to the pattern (mean score of 25.4), members within the inquire about appeared an impressive enhancement in their social aptitudes at the one-year point (mean score of 38.7). Comparable changes were seen in communication aptitudes, which saw a mean score of 29.8 after one year as contradicted to the pattern mean score of 18.6.

EFFECT OF THERAPY DURATION AND INDIVIDUALIZATION

Regression analyses were carried out to better understand the elements impacting the development of social and communication skills. The findings showed a statistically significant positive link between the length of therapy and enhancements in social and communicative abilities (p 0.001). Greater improvements in these areas were connected with longer therapy duration. Additionally, increases in social and communication abilities were favorably linked (p 0.05) with the degree of individualization in ABA therapy. This shows that better results were obtained when the therapy was customized to fit the unique requirements and preferences of each kid.

Figure 3: Regression Analysis – Therapy Duration and Social Skills Improvement

Figure 4: Regression Analysis – Level of Individualization and Communication Skills Improvement

IMPLICATIONS

The findings of this research confirm that ABA treatment effectively enhances social and communicative skills in children with ASD over a one-year duration. The benefits of these breakthroughs are particularly evident when treatment is administered over extended periods and tailored to individual needs [5]. These proposals are crucial for clinical practice and policymaking. The utilization of ABA therapy should be seen as a crucial intervention for children with autism spectrum disorder (ASD), with a focus on the advantages of initiating treatment at an early stage and tailoring it to each individual’s needs. Policymakers and healthcare providers should strive to enhance accessibility to ABA treatment for individuals with ASD, ensuring that it adheres to best practice guidelines and includes options for personalized treatment programs. It is crucial to acknowledge that the observed gains in this research highlight the possibility for children with ASD to have more socially connected and communicative lives, which can positively impact their overall well-being and quality of life. It is necessary to conduct thorough research in order to examine the long-term effects of ABA treatment and to address any potential adverse effects or obstacles associated with the intervention.

DISCUSSION & ANALYSIS OF FINDINGS

This extensive global research provides valuable insights on the effectiveness of Applied Behavior Analysis (ABA) therapy in improving social and communicative skills in children with autism spectrum disorder (ASD). These discoveries align with the fundamental research topics and hypotheses outlined in this research. 

1. Effectiveness of ABA Therapy: The results of our research demonstrate that ABA treatment is an effective intervention for addressing the social and communication deficits in children with ASD. During a one-year period, individuals who received ABA treatment showed significant improvements in their social and communication skills. These improvements align with our hypothesis that ABA therapy would result in favorable outcomes in these areas.
2. Effects of the duration of therapy and individualization: The relapse examination confirmed that the duration of therapy and the degree of individualization had a significant impact on the extent of improvement in social and communication skills. Greater treatment durations and more personalized treatment strategies were associated with more significant improvements. This emphasizes the importance of tailoring ABA treatment to address the unique requirements of each individual child and emphasizes the advantages of intervening at an early stage [6].

COMPARISON WITH EXISTING LITERATURE

Our findings align with previous studies that have demonstrated the efficacy of ABA therapy in enhancing social and communicative skills in children with ASD (Lovaas, 1987; National Research Council, 2001). Nevertheless, our research contributes to the existing body of knowledge by providing a comprehensive worldwide perspective and including individuals from many cultural backgrounds. In addition, it enhances our comprehension of how the duration of therapy and customization impact the outcomes of ABA therapy. 

CONSTRAINTS AND POSSIBLE SOURCES OF DISTORTION

While acknowledging the valuable insights gained from this research, it is crucial to acknowledge its inherent limitations. Observer bias and selection bias are two potential sources of bias in the use of observational data and participant pool selection. In addition, there may be variations in the efficacy and adherence to ABA therapy in different international contexts, potentially resulting in disparities in outcomes [7].

RECOMMENDATIONS FOR FUTURE RESEARCH

Future research should focus on the following areas to further our understanding of ABA treatment and its applications:  

1. Longitudinal Research: Perform longitudinal studies to assess the enduring consequences of ABA therapy on individuals with ASD as they transition into adolescence and adulthood.
2.  Investigate the potential adverse effects of intensive ABA therapy on children’s mental well-being and overall quality of life, as well as any ethical dilemmas that may emerge.
3. Cultural Adaptation: Examine how ABA treatment can be customized to accommodate various cultural groups, ensuring that interventions are considerate and suitable.  

PRACTICAL IMPLICATIONS

The findings of this research have practical implications for physicians and policymakers. Applied Behavior Analysis (ABA) therapy should be regarded as a lucrative intervention for children with autism spectrum disorder (ASD), highlighting the advantages of early intervention and individualized treatment strategies. Healthcare professionals should receive training in social skills to better serve diverse populations. Policymakers should prioritize ensuring that ABA treatment services are accessible and affordable for families, ensuring that all children with ASD have access to evidence-based interventions. It is crucial for policymakers to provide ongoing support for research in the field of autism intervention in order to continuously improve the effectiveness and availability of treatments [8].

To summarize, this analysis emphasizes the beneficial impact of ABA therapy on the social and communicative skills of children with ASD and reinforces the importance of treatment duration and customization. By addressing the research shortcomings and pursuing further research in these areas, we can continue to improve the quality of life and social integration of individuals with ASD on a global level.  

IN CONCLUSION

Significant findings about the effectiveness of Applied Behavior Analysis (ABA) therapy in enhancing the social and communicative skills of children with autism spectrum disorder (ASD) have emerged from this extensive global research. Our investigation has focused on our research topics and provided insightful data that highlights the importance of ABA treatment in addressing the fundamental challenges faced by children with ASD.  

SUMMARY OF IMPORTANT DISCOVERIES AND THEIR IMPORTANCE

The research findings substantiate the following significant conclusions:   

1. ABA treatment, when employed as an intervention for ASD, greatly enhances a child’s social and communicative abilities over the span of a year.  

2. The development of social and communication skills is greatly influenced by the duration of treatment and the level of personalization, highlighting the benefits of longer treatment periods and tailored treatment programs [9].  

These discoveries are highly significant as they emphasize the possibility that children with ASD may significantly enhance their social and communication skills, thereby improving their overall quality of life and social integration.  

THE SIGNIFICANCE OF APPLIED BEHAVIOR ANALYSIS (ABA)

The importance of ABA treatment in improving the lives of children with ASD cannot be overstated. Through careful examination and previous research efforts, it has been demonstrated that ABA treatment is a useful tool for addressing the core symptoms of ASD. ABA therapy addresses social and communication deficits in children, enabling them to actively participate in their environment, establish meaningful relationships, and access educational and social opportunities that would otherwise be limited [10].  

Ultimately, this extensive and inclusive analysis has provided compelling evidence that supports the effectiveness of ABA therapy in enhancing the social and communicative skills of children with ASD. The findings highlight the fundamental role of early intervention, individualized treatment programs, and the dedication of trained professionals in achieving favorable outcomes for children with autism spectrum disorder (ASD). As we progress, it is essential for clinicians and policymakers to prioritize the accessibility and availability of ABA treatment. This will ensure that all children with ASD may benefit from evidence-based interventions that empower them to achieve their maximum potential.

REFERENCES

[1] Al Fandi, Awad, and Rozniza Zaharudin. “The Effectiveness of Applied Behavior Analysis (ABA) Strategies towards Academic Achievement, Social Interaction and Communication among ASD Students.” International Journal of Academic Research in Business and Social Sciences 13.6 (2023): 2114-2125.

[2] Kelly, Michelle P., et al. “Applied Behavior Analysis and Autism Spectrum Disorder in the Gulf Region in the Middle East.” Journal of Developmental and Physical Disabilities (2023): 1-26.

[3] Alkhawaldeh, Mohammad Abedrabbu, et al. “EVIDENCE-BASED INTERVENTIONS IN DEVELOPING COMMUNICATION SKILLS AMONG STUDENTS WITH AUTISM SPECTRUM DISORDER (ASD).” Journal of Southwest Jiaotong University 58.4 (2023).

[4] Jayousi, Sara, et al. “ICT Framework for Supporting Applied Behavior Analysis in the Social Inclusion of Children with Neurodevelopmental Disorders.” Sensors 23.15 (2023): 6914.

[5] Silva, Alan Patricio da, et al. “Applied Behavioral Analysis for the skill performance of children with Autism Spectrum Disorder.” Frontiers in Psychiatry 14 (2023): 1093252.

[6] Cui, Mengmeng, Qingbin Ni, and Qian Wang. “Review of Intervention Methods for language and Communication Disorders in Children with Autism Spectrum Disorders.” PeerJ 11 (2023): e15735.

[7] Abdalhai, Sally, et al. “The Role of Play in Developing Social Skills Among Children Diagnosed with autism spectrum disorder in Palestine.” Journal of Psychosocial Rehabilitation and Mental Health (2023): 1-11.

[8] Acheson, Rachel. “Research Digest: Therapeutic Interventions for Young People on the Autism Spectrum.” Journal of Child Psychotherapy (2023): 1-18.

[9] Matson, Johnny L., ed. Handbook of Applied Behavior Analysis for Children with Autism: Clinical Guide to Assessment and Treatment. Springer Nature, 2023.

[10] Eckes, Theresa, et al. “Comprehensive ABA-Based Interventions in the Treatment of Children with Autism Spectrum Disorder–a meta-analysis.” BMC psychiatry 23.1 (2023): 1-19.

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