Case Study #1 —
“Mentalistic Explanations for Autistic Behavior: A Behavioral Phenomenological Analysis” written by Lee L. Mason, Dan Davis, and Alonzo Andrews investigate autistic behavior and observe the verbal control parents have over their autistic children. Mason, Davis, and Andrews recorded results and identified the controlling relations for each “problem” behavior observed by the parents. This study uses reinforcement and verbal control, key concepts in behaviorism, to observe and alter challenging behaviors associated with autistic children.
Citation — Mason, L. L., Davis, D., & Andrews, A. (2016). MENTALISTIC EXPLANATIONS FOR AUTISTIC BEHAVIOR: A BEHAVIORAL PHENOMENOLOGICAL ANALYSIS. Behavior and Philosophy (Online), 43, 62-84. Retrieved from https://proxying.lib.ncsu.edu/index.php/login?url=https://search-proquest-com.prox.lib.ncsu.edu/docview/1792165693?accountid=12725
Link — “Mentalistic Explanations for Autistic Behavior: A Behavioral Phenomenological Analysis”
Case Study #2 —
“Are Autistic Children “Behaviorists”? An Examination of Their Mental-Physical and Appearance-Reality Distinctions” by Simon Baron-Cohen evaluates the ability of children with autism to distinguish between what is real and what is not. Barron-Cohen analyzes autistic children’s “theory of mind” and found deficits in the ability for children with autism to distinguish between appearance-reality and mental-physical. These findings weren’t consistent with other mentally handicapped children and/or neurotypical children with similar mental age suggesting that the deficits maybe autism-specific.
Citation — Baron-Cohen, S. (1989). Are autistic children “Behaviorists”? An examination of their mental-physical and appearance-reality distinctions. Journal of Autism and Developmental Disorders, 19(4), 579–600. doi: 10.1007/bf02212859
Case Study #3 —
“A Comparison of Typically Developing and Developmentally Delayed Three and Four Year Olds on Imitation and Emulation in Two Testing Conditions: Immediate and Delayed” written by Amanda Charlene Philp analyzes the difference between developmentally delayed children, for example children with autism, and neurotypical children when paying attention to imitation and emulation skills. This dissertation explains the difference in the behaviorism of typically developing children and children with autism.
Citation — Philp, A. C. (2016). A comparison of typically developing and developmentally delayed three- and four- year olds on imitation and emulation in two testing conditions: Immediate and delayed (Order No. 10102734). Available from Psychology Database. (1786678454). Retrieved from https://proxying.lib.ncsu.edu/index.php/login?url=https://search-proquest-com.prox.lib.ncsu.edu/docview/1786678454?accountid=12725
Applied Examples of Using Behaviorism with Autism —
- Behavioral Learning and Applied Behavior Analysis
- Applied Behavioral Analysis is a type of therapy that is typically used with individuals with autism and other developmental disorders. ABA (Applied Behavior Analysis) focuses on improving certain skills and behaviors, such as: communication, social skills, academics, and life skills. Life skills can include hygiene, grooming, and fine motor skills (“Applied Behavior Analysis”, Psychology Today). For example in an ABA therapy session a Registered Behavior Technician (RBT) or Board-Certified Behavior Analysts (BCBA) could work with an individual on their ability to sustain “play” with a partner for a certain amount of time.
- Applied Examples of ABA Therapy —
- An individual learning step by step how to wash their hair while limiting certain triggers such as sensation. Focusing on thoroughly cleaning their hair to an acceptable standard.
- Working on an individuals ability to communicate with another individual. The RBT or BCBA would focus on creating a social story, an example or script, that the client can follow to learn the basic back and forth of a conversation.