Date Approved

10-4-2016

Embargo Period

10-5-2016

Document Type

Thesis

Degree Name

M.A. School Psychology

Department

Educational Services and Leadership

College

College of Education

First Advisor

Allen, Terri

Second Advisor

Williams, Barbara

Subject(s)

Children with autism spectrum disorders; Anxiety disorders

Disciplines

Child Psychology | Special Education and Teaching

Abstract

Children diagnosed with Autism may present numerous internalizing and externalizing behaviors. In order to help decrease problematic behaviors and promote positive behaviors, early intervention programs are often put into place. Applied Behavior Analysis (ABA) is a method of intervention based in operant conditioning, and is used to alter socially useful behavior (Kearney, A. 2008). Although ABA can be effective in decreasing problematic behavior, it could be argued that children diagnosed with Autism exhibit a range of symptoms that may be more internalizing in nature, and not particularly responsive to ABA (Herbert, Brandsma, 2002: Fryling, 2011). Research states that 84% of individuals diagnosed with autism experience an anxiety disorder and/or anxious behaviors (Ollendick, Oswald, Scahill & White, 2009). This study aimed to explore relationship between the level of an Applied Behavior Analysis (ABA) intervention and student anxiety.

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