Effects Of Applied Behavior Modification On The Mathematical Learning Of Children With Autism
| dc.contributor.author | SIEW LOOI, TEAW | |
| dc.date.accessioned | 2016-05-18T07:11:31Z | |
| dc.date.available | 2016-05-18T07:11:31Z | |
| dc.date.issued | 2015-08 | |
| dc.description.abstract | The importance of using positive reinforcement in promoting a desired behavior or addressing behavioral challenges in children with autism has been established in the literature. The aim of this study was to investigate the effectiveness of positive reinforcement on the mathematical learning behavior of children with autism. The present study also examined the influence of positive reinforcement on the efforts to complete tasks and the reduction of disruptive and challenging autistic behaviors. Twenty children with autism participated in this study. An observation that generated quantitative and qualitative data was conducted to examine the effect of positive reinforcement. There were ten sessions of observation in the study, with three different phases: baseline, intervention, and maintenance. The instrument of the present study was mathematics worksheets which consisted of five questions on the topic of additions below 10. The participants were required to complete the worksheet individually during each session. An edible reinforcer was delivered after each desired outcome (correct answer) for their mathematical learning bahavior. The number of correct answers given, length of time spent to complete tasks, and behaviors were observed and recorded. Repeated measures ANOVA was used to test the hypotheses of present study. Results indicated that there were significant differences in mathematics achievement and learning behavior of children with autism across the sessions. There was a significant increase in the number of correct answers given by children with autism with the delivery of a positive reinforcer. Also, the length of time that they took to complete the mathematics tasks decreased significantly. Further, children with autism were found to put in more effort in answering the questions and reduce autistic behaviors when there was a positive reinforcer. Implementation of positive reinforcement was found to be effective to improve the learning outcomes of children with autism and to reduce autistic behaviors. As a conclusion, the findings of the present study provided further support for the idea that learning and problematic autistic behaviors may be amenable to modification in children with autism via positive reinforcement. In addition, it enhanced our understanding of the learning process of children with autism and also created awareness about their needs. Also, these findings would be useful in assisting special educationists to develop an effective school syllabi meant for children with autism. Therefore, a further step of teaching children with autism by using positive reinforcement should be implemented. Lastly, limitations of the study and suggestions for future research were also discussed. | en_US |
| dc.identifier.uri | http://hdl.handle.net/123456789/2046 | |
| dc.subject | Effects Of Applied Behavior Modification | en_US |
| dc.subject | On The Mathematical Learning Of Children With Autism | en_US |
| dc.title | Effects Of Applied Behavior Modification On The Mathematical Learning Of Children With Autism | en_US |
| dc.type | Thesis | en_US |