Due Date: weekly Percentage of Course Grade: 20%. Undergraduate Discussion Participation Grading Rubric Criteria Non-performance Basic Proficient Distinguished Apply relevant course concepts, theories, or materials correctly. 33% Does not explain relevant course concepts, theories, or materials. Explains relevant course concepts, theories, or materials. Applies relevant course concepts, theories, or materials correctly. Analyzes course concepts, theories, or materials correctly, using examples or supporting evidence. Collaborate with fellow learners, relating the discussion to relevant course concepts. 33% Does not collaborate with fellow learners. Collaborates with fellow learners without relating the discussion to the relevant course concepts. Collaborates with fellow learners, relating the discussion to relevant course concepts. Collaborates with fellow learners, relating the discussion to relevant course concepts and extending the dialogue. Apply relevant professional, personal, or other real-world experiences. 34% Does not contribute professional, personal, or other real-world experiences. Contributes professional, personal, or other real-world experiences, but contributions lack relevance. Applies relevant professional, personal, or other real-world experiences. Applies relevant professional, personal, or other real-world experiences to extend the dialogue. Participation Guidelines Actively participate in discussions. To do this you should create a substantive post for each of the discussion topics. Each post should demonstrate your achievement of the participation criteria. In addition, you should respond to the posts of at least two of your fellow learners for each discussion question—unless the discussion instructions state otherwise. These responses to other learners should be substantive posts that contribute to the conversation by asking questions, respectfully debating positions, and presenting supporting information relevant to the topic. Also, respond to any follow-up questions the instructor directs to you in the discussion area. To allow other learners time to respond, you are encouraged to post your initial responses in the discussion area by midweek. Comments to other learners' posts are due by Sunday at 11:59 p.m. (Central time zone). Print Undergraduate Discussion Participation Scoring Guide javascript:window.print() Peer Review Worksheet Reviewer (Your Name): Person whose text you are reviewing: Identify the strengths of the work. Comment on how accurately the draft explains various approaches found in the literature. Comment on how well the draft analyzes key elements of the specific problem, using literature to support each point. Comment on the items the author wanted you to pay special attention to when he or she initially posted the draft. Comment on the accuracy of the use of sources. What area or areas would benefit from expansion or clarification? Prioritize these in order of ...

1. Due Date: weekly
Percentage of Course Grade: 20%.
Undergraduate Discussion Participation Grading Rubric
Criteria Non-performance Basic Proficient Distinguished
Apply relevant course concepts,
theories, or materials correctly.
33%
Does not explain relevant
course concepts, theories,
or materials.
Explains relevant course concepts,
theories, or materials.
Applies relevant course
concepts, theories, or
materials correctly.
Analyzes course concepts, theories, or
materials correctly, using examples or
supporting evidence.
Collaborate with fellow
learners, relating the discussion
to relevant course concepts.
33%

2. Does not collaborate with
fellow learners.
Collaborates with fellow learners
without relating the discussion to
the relevant course concepts.
Collaborates with fellow
learners, relating the
discussion to relevant course
concepts.
Collaborates with fellow learners,
relating the discussion to relevant course
concepts and extending the dialogue.
Apply relevant professional,
personal, or other real-world
experiences.
34%
Does not contribute
professional, personal, or
other real-world
experiences.
Contributes professional, personal,
or other real-world experiences, but
contributions lack relevance.
Applies relevant professional,
personal, or other real-world
experiences.
Applies relevant professional, personal,

3. or other real-world experiences to extend
the dialogue.
Participation Guidelines
Actively participate in discussions. To do this you should create
a substantive post for each of the discussion topics.
Each post should demonstrate your achievement of the
participation criteria. In addition, you should respond to the
posts of at least two of your fellow learners for each discussion
question—unless the discussion instructions state
otherwise. These responses to other learners should be
substantive posts that contribute to the conversation by
asking questions, respectfully debating positions, and
presenting supporting information relevant to the topic. Also,
respond to any follow-up questions the instructor directs to you
in the discussion area.
To allow other learners time to respond, you are encouraged to
post your initial responses in the discussion area by
midweek. Comments to other learners' posts are due by Sunday
at 11:59 p.m. (Central time zone).
Print
Undergraduate Discussion Participation Scoring
Guide
javascript:window.print()
Peer Review Worksheet

4. Reviewer (Your Name):
Person whose text you are reviewing:
Identify the strengths of the work.
Comment on how accurately the draft explains various
approaches found in the literature.
Comment on how well the draft analyzes key elements of the
specific problem, using literature to support each point.
Comment on the items the author wanted you to pay special
attention to when he or she initially posted the draft.
Comment on the accuracy of the use of sources.
What area or areas would benefit from expansion or
clarification? Prioritize these in order of importance.
1
ASSIGNMENT 5
Rough Draft
Teyonna M. Toppin

5. Capella University
Applied behavior analysis (ABA) is a scientific approach that is
used as a treatment process for autism spectrum disorder. This
process includes a team of professionals and the parents. A team
of professionals could include a BCBA (Board Certified
Behavior Analysts), BCaba (Board Certified Assistant Analysts,
RBT (Registered Behavior Technician, and/or a BT (behavior
technician). The ABA process has to have a lot of involvement
and consistency with the parents and rest of the team. ABA
treatment is more effective when started at an early age. Parents
sometimes have the option of where they would like to do the
service and what they feel is important in terms of the progress
they want their child to make. Ultimately, parents play a serious
role in the treatment process for the patient.
The very first step of this ABA process consists of the parent
doing research and learning what ABA is and what occurs
during this treatment. Applied behavior analysis is client
specific. The things being applied are only for that client’s
progress and what the parents feel is important. Evidence-based
practice (EBP) is the main method a lot of ABA programs used
to treat autism. EBP is making decisions based on real evidence
rather than guesses (Kearney, A. J., 2015).

6. Focus is put on certain behaviors that can have real-life
application for that individual (Kearney, A. J., 2015). The term
used to describe those behaviors is target behaviors. A target
behavior is not always a behavior that parents want to stop; it
could also be an appropriate behavior the parents want
strengthened (Kearney, A. J., 2015). Parents decide if ABA is
the right choice for the child. Then they decide what behaviors
and changes they would like to work on first.
Applied behavior analysis treatments are certified as the gold
standard for treatment of children with autistic spectrum
disorder (ASD) in most of North America but not in Europe
(McPhilemy & Dillenburger, 2013). Families in Europe are not
as exposed to ABA therapy but the parents that did take a
chance on it during this study all recommend it. Fifteen families
participated in the ABA process for their child with autism.
Ages varied for the clients from 24 months to 20 years old. The
families had a therapist do in home sessions and other
professionals like school teachers or speech therapists that
assisted the family had positive interactions with the ABA team.
The families took questionnaires before and after treatment to
describe any progress in particular areas. According to
McPhilemy and Dillenburger, “results of the study highlighted
the overwhelmingly positive impact that ABA-based
interventions had on their children in areas such as social skills,
challenging behaviour, communication, gross and fine motor
skills, concentration, interaction, independence, and overall
quality of life and, most importantly, a feeling of hope for the
future (2013).” The European families found that the services
were helpful. The treatment did cost a lot financially but
socially it made life a little easier for daily activities.
Even though ABA therapy is a well known supported treatment,
everyone does not have access to these services due to
geographic, economic, and time barriers (Fisher et al., 2020).
The recent pandemic has also caused a problem with one on one
therapy because of the risk of transmission (Fisher et al., 2020).
This study emphasizes how Early Intensive Behavioral

7. Intervention (EIBI) is beneficial to the parent and client while
completing therapy online and in the home. With virtual therapy
and early intensive behavioral intervention, parent training and
communication with the team is very important.
Some studies have shown, “that internet‐ based instruction;
remote coaching by therapists or a combination of strategies can
enhance parents' knowledge about and confidence when
delivering ABA interventions (Fisher et al., 2020).” Parents
found watching modules and doing role plays on ABA very
helpful virtually. A 13 item social validity questionnaire was
given to the parents to measure satisfaction of the training
(Fisher et al., 2020). Parents found watching modules and doing
role plays on ABA very helpful virtually. All satisfaction
scores were high. The lowest score was because Blackboard was
used for the e-modules.
The whole process of starting treatment of ABA is vital and for
most families necessary. Parents are key factors to the success
of the individual that is receiving services and should have
knowledge of ABA and how to implement it. ABA treatment is
more effective when started at an early age. Parents sometimes
have the option of where they would like to do the service and
what they feel is important in terms of the progress they want
their child to make. Doing research on ABA should be the first
step to finding the appropriate way to start the treatment
process for autism.
There are resources like books or videos that break down ABA
terms and things parents should know. Unfortunately ABA is
not used commonly worldwide, so families in Europe have not
been told much about this opportunity. This experiment helped
change their daily lives. During times where people might have
to rely on technology to continue ABA services, this study
helped prove it is possible to keep achieving more success.
Parent trainings can be so significant to the progress of a child.
Parents help aide a lot of ABA teams in the success of their
children. Without the parent’s assistance and willingness to go
full on with therapy, the results may not be the same.

8. References
Fisher, W. W., Luczynski, K. C., Blowers, A. P., Vosters, M.
E., Pisman, M. D., Craig, A. R., . . . Piazza, C. C. (2020). A
randomized clinical trial of a virtual‐ training program for
teaching applied‐ behavior‐ analysis skills to parents of
children with autism spectrum disorder. Journal of Applied
Behavior Analysis,53(4), 1856-1875. doi:10.1002/jaba.778
Kearney, A. J. (2015). Understanding applied behavior analysis,
second edition: An introduction to aba for parents, teachers, and
other professionals. ProQuest Ebook
Central https://ebookcentral-proquest-com.library.capella.edu
McPhilemy, C., & Dillenburger, K. (2013). Parents' experiences
of applied behaviour analysis (aba)-based interventions for
children diagnosed with autistic spectrum disorder. British
Journal of Special Education,40(4), 154-161. doi:10.1111/1467-
8578.12038