Introduction to Experimental Methodology in ABA: Part 2: Mea…

Assignment Directions: Translating ABA Research to Applied Settings

Applied Behavior Analysis (ABA) research in applied settings requires balancing the rigor of scientific methods with the unique practicalities of real-world environments, such as schools, clinics, homes, and community settings. In this assignment, you will review considerations for conducting ABA research in applied settings, emphasizing translational strategies that address common challenges and methodological adaptations. Be sure to support your work with citations to your sources throughout.

Basic VS Applied Research

• First, compare and contrast basic research and applied research, defining each and addressing the benefits and challenges of both.

Domains of Applied Behavior Analysis

• Next, review the domains of applied behavior analysis as described by Pilgrim (2024), define Translational Research/Science and explain how the translational approach can help to integrate these domains of behavior analysis.

Case Study Review

• Then, choose one of the case studies linked below. Summarize the topic being studied and the research design employed in the study. What type of single case or hybrid design was used? Based on your review of these research designs, was the chosen design appropriate? Why or why not? What strategies for measurement of behavior were used in the case study? Based on your review, were these appropriate? Why or why not? Finally, what are some practical concerns, including possibility of error or bias in measurement that might be posed by single-case and hybrid designs? Were these addressed in the case study you reviewed? Be sure to cite your readings to support your answers to these questions.

Presentation to Stakeholders

• Now, imagine that you are presenting the results of the study to client stakeholders, such as parents, teachers, caretakers, etc., in an applied setting such as a school, clinic, residential setting, or home therapy setting. Your goal is to help the stakeholders understand the importance of using evidence-based interventions that have been validated in the research literature. Avoiding excessive ABA jargon, describe the study, its results, and the usefulness of the research conclusions in contributing to socially significant behavior change in an applied behavior analysis setting. Why should the stakeholders consider an intervention based on this research? Be sure to base your explanation on at least 5 scholarly sources.

Reflection and Conclusions

• Finally, reflect and conclude by considering the nature of translational research and the use of single-case research designs. Discuss how these approaches might benefit clients or populations you are interested in working with. What are some challenges that might be associated with translational approaches? List and discuss at least two challenges researchers might face when conducting research in applied settings. How might these challenges impact the outcomes or effectiveness of an intervention? Based on your readings, what are some considerations for the future of translational research/science?

ASSIGNMENT DETAILS:

Your assignment should be a 46 page essay, not including the title and reference pages, and should include the following elements:

• Title page: Provide your name, title of assignment, course and section number, and date.
• Body: Answer all the questions in complete sentences and paragraphs.
• Your responses should reflect professional writing standards, using proper tone and language. The writing and writing style should be correct and accurate, and reflect knowledge of skills and practice of the profession.
• Reference page: Sources listed in current APA format.
• Include a minimum of five scholarly or academic sources to support your responses and conclusions.
• Use Arial or Times New Roman 12-point font, double-spaced and left aligned.
• Use standard 1″ margins on all sides.
• Use current APA formatting and citation style.
• If you need assistance with APA style, please visit .

CASE STUDY:

BA525 CASE STUDY 1

Client Background

Client: James

Age: 6 years old

Diagnosis: Autism Spectrum Disorder (ASD)

Setting: ABA therapy clinic

James is a non-verbal child who demonstrates significant difficulty with transitions between activities, often engaging in problem behaviors such as crying, dropping to the floor, and elopement (running away). These behaviors interfere with his ability to participate in structured learning activities and daily routines.

Target Behavior

The target behavior was to increase Jamess ability to transition independently from one activity to another with minimal prompting. The operational definition of a successful transition was James moves from the current activity to the next activity within 30 seconds of being prompted, without engaging in problem behaviors.

Research Design

The single-case research design chosen for this intervention was an ABAB reversal design. This design allowed the clinician to demonstrate experimental control by alternating between baseline and intervention phases.

Baseline (A1)

During baseline, no specific intervention was implemented to address transitions. Jamess behavior was observed and recorded across five sessions. Data showed that James successfully transitioned independently in only 10% of opportunities, with problem behaviors occurring in 80% of transition attempts.

Intervention (B1)

The intervention phase introduced a visual schedule paired with a first-then board (e.g., First clean up, then play). Reinforcement was provided immediately upon a successful transition, using Jamess preferred item (a toy car). Differential reinforcement of alternative behavior (DRA) was also employed to reinforce compliant behaviors, such as standing up when directed.

Data were collected across five sessions in this phase. Jamess independent transitions increased to 70% of opportunities, while problem behaviors decreased to 20%.

Return to Baseline (A2)

To verify the effect of the intervention, the visual schedule and reinforcement system were removed, and the conditions returned to baseline. Over five sessions, Jamess independent transitions dropped back to 15%, and problem behaviors increased to 75%.

Reintroduction of Intervention (B2)

The intervention was reintroduced, and data were collected for five additional sessions. Jamess independent transitions increased to 85%, and problem behaviors decreased to 10%.

Results The results demonstrate a functional relationship between the implementation of the intervention and Jamess improved transition behavior. The ABAB design provided evidence that the intervention directly influenced the behavior change, as the behavior improved during intervention phases (B1, B2) and returned to baseline levels when the intervention was withdrawn (A1, A2).

Phase

Independent Transitions (%)

Problem Behaviors (%)

Baseline A1: independent TRANSITIONS: 10

PROBLEM BEHAVIOR: 80

Intervention B1

INDEPENDENT TRANSITION: 70

PROBLEM BEHAVIOR: 20

Baseline A2

INDEPENDENT TRANSITION: 15

PROBLEM BEHAVIOR: 75

Intervention B2

INDEPENDENT TRANSITION: 85

PROBLEM BEHAVIOR: 10

Discussion

The findings suggest that using a visual schedule combined with differential reinforcement is an effective strategy for increasing independent transitions in children with ASD. Future research could explore the generalization of these skills to other settings, such as home or school. Additionally, incorporating parent training could enhance the maintenance of the behavior over time.

Conclusion

This case study highlights the utility of single-case research designs in ABA for identifying effective interventions and establishing experimental control. The ABAB reversal design provided clear evidence of the interventions efficacy in addressing Jamess transition difficulties.