Comparing Low Dosages of ABA Treatment on Children's Treatment Gains and School Readiness

摘要

Objectives The current study analyzed the data from a 1-year pragmatic clinical trial on the effectiveness of a naturalistic implementation of the PEAK Relational Training System in a public school setting. Methods We accessed student records from two classrooms at the same grade level within one public school. Students' assignments in these two classrooms were based on the severity of their diagnosis. Students in both classrooms received conventional special education services and applied behavior analysis intervention based on the PEAK Relational Training System. Post hoc analyses were conducted after one school year to compare students' behavior skill levels, school readiness skills, and their relationship with their daily dosage of ABA intervention. Results Post hoc analyses indicated a significant difference in students' behavior skill level and school readiness skills at the beginning of the school year. Significant differences were also found in the amount of PEAK interventions delivered to each classroom. At the end of the school year, all students demonstrated improvements on the PEAK pre-assessment (p < .001) and the Bracken School Readiness Assessment (BSRA; p < .001). A secondary analysis examined variables that predicted students' progress and showed that their daily ABA dosage (R-2 = .278) was a significant predictor of their BSRA improvement. Conclusions The current study added to a growing body of research demonstrating the utility and feasibility of implementing PEAK-based interventions in special education settings. Behavior interventions along with special education practices produced significant outcomes on students' overall skill level and school readiness. Implications of applying a low dosage of ABA intervention are discussed.