Exploring the Relationship Between ABA Therapy and IQ Increment in Children with Autism.

Author: Leon Marmol Ocana

Institution Affiliation: American Institute of Mental Health inc

Abstract

Applied Behavior Analysis (ABA) therapy has been widely used for the treatment of autism spectrum disorders, aiming to improve social, communication, and learning skills in children. This study examines the relationship between ABA therapy and IQ increment in children with autism. A comprehensive review of research studies and data reveals a positive correlation between ABA intervention and improved cognitive functioning, suggesting that ABA therapy could potentially contribute to an increase in IQ in children with autism.

Introduction

Autism spectrum disorder (ASD) is a developmental disorder characterized by impairments in social interaction, communication, and repetitive or restricted behaviors (American Psychiatric Association, 2013). Applied Behavior Analysis (ABA) therapy is a research-based intervention that focuses on teaching adaptive skills and reducing maladaptive behaviors in individuals with autism (Cooper, Heron, & Heward, 2020). ABA therapy employs principles of learning and behavior to promote positive change in targeted areas, such as language, social skills, and self-help skills (Lovaas, 1987). The present study aims to explore the relationship between ABA therapy and IQ increment in children with autism.

Methods

A systematic review of the literature was conducted to gather information on the impact of ABA therapy on cognitive functioning in children with autism. Studies were identified through database searches, including PubMed, PsycINFO, and ERIC, using keywords such as "Applied Behavior Analysis," "ABA therapy," "autism," "IQ," and "cognitive functioning." Studies included in the review met the following criteria: (1) participants were children with autism, (2) the intervention was ABA therapy, and (3) the study measured cognitive functioning or IQ.

Results

The review identified several studies that reported a positive relationship between ABA therapy and improved cognitive functioning in children with autism (e.g., Eikeseth, Smith, Jahr, & Eldevik, 2007; Howard, Sparkman, Cohen, Green, & Stanislaw, 2005; Lovaas, 1987; Smith, Groen, & Wynn, 2000). The findings suggest that children who received ABA therapy demonstrated significant improvements in IQ scores compared to those who did not receive ABA therapy. Moreover, some studies reported that the intensity and duration of ABA therapy were positively correlated with the magnitude of IQ increment (e.g., Eikeseth et al., 2007; Howard et al., 2005).

Discussion

The results of this literature review indicate a positive correlation between ABA therapy and improved cognitive functioning in children with autism. This improvement may be attributed to the targeted teaching strategies employed in ABA therapy, which focus on building essential communication, social, and learning skills (Cooper et al., 2020). However, it is crucial to acknowledge the limitations in the current research, such as small sample sizes and the lack of control groups in some studies. Future research should aim to address these limitations and further investigate the long-term effects of ABA therapy on cognitive functioning and IQ increment in children with autism.

Conclusion

ABA therapy has been demonstrated to be an effective intervention for improving cognitive functioning in children with autism, as evidenced by the positive relationship between ABA therapy and IQ increment. Clinicians, educators, and parents should consider ABA therapy as a viable option for enhancing cognitive skills and overall development in children with autism. Further research is needed to better understand the long-term effects of ABA therapy on cognitive functioning and to optimize intervention strategies for children with autism.

Works Cited

1. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed ). Arlington, VA: American Psychiatric Publishing.

2. Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Hoboken, NJ: Pearson.

3. Eikeseth, S., Smith, T., Jahr, E., & Eldevik, S. (2007). Outcome for children with autism who began intensive behavioral treatment between ages 4 and 7: A comparison controlled study. Behavior Modification, 31(3), 264-278. https://doi.org/10.1177/0145445506291396

4. Howard, J. S., Sparkman, C. R., Cohen, H. G., Green, G., & Stanislaw, H. (2005). A comparison of intensive behavior analytic and eclectic treatments for young children with autism. Research in Developmental Disabilities, 26(4), 359-383. https://doi.org/10.1016/j.ridd.2004.09.005

5. Lovaas, O. I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology, 55(1), 3-9. https://doi.org/10.1037/0022-006X.55.1.3

6. Smith, T., Groen, A. D., & Wynn, J. W. (2000). Randomized trial of intensive early intervention for children with pervasive developmental disorder. American Journal on Mental Retardation, 105(4), 269-285. https://doi.org/10.1352/0895-8017(2000)105<0269:RTOIEI>2.0.CO;2