ABA-Based Programs for Children Diagnosed With Autism Spectrum Disorder: Parental and Professional Experiences at School and at Home

Abstract

Having a child diagnosed with Autism Spectrum Disorder (ASD) poses a range of challenges to families, many of which can be addressed through appropriate intervention. A study of parental (n = 95) and professional (n = 67) experiences was carried out in relation to two settings: (a) schools that provided intensive interventions based on the science of Applied Behavior Analysis (ABA), and (b) non-intensive ABA-based home programs. Results show that parents whose children attend ABA-based schools were generally more satisfied with their child's educational provision, monitoring procedures, and level of staff training, than parents who were not offered ABA-based education in schools.

KEYWORDS:

• applied behavior analysis (ABA)
• autism spectrum disorder (ASD)
• home-tuition
• parental experiences
• school provision

Acknowledgments

This research was funded with a grant from the Royal Irish Academy's Third Sector Research Program under an initiative called “Developing Charity Strategy Through Partnership.”

Notes

Note. ABA = Applied Behavior Analysis. Based on data for 93 children.

*Director qualified behavior analyst—trained to BCBA/PhD level.

Note. ABA = Applied Behavior Analysis. Based on data for 93 children.

*Director qualified behavior analyst—trained to BCBA/PhD level.

Note. ABA = Applied Behavior Analysis; TEACCH = Treatment and Education of Autistic and related Communication Handicapped Children (Schopler, Mesibov, DeVillis, & Short, 1981).

Note. ABA = Applied Behavior Analysis.

*Provided by qualified behavior analyst—trained to BCBA/PhD level.