1 LITERATURE REVIEW Behavioral Analysis Approach to Potential Treatment of Autism Spectrum Disorder Learner’s Name Capella University PSY5002: Foundations of Theory and Practices for Master's Psychology Learners Literature Review July, 2020 Copyright ©2020 Capella University. Copy and distribution of this document are prohibited. 2 LITERATURE REVIEW Abstract Interventions for autism and the larger spectrum of disorders referred to as autism spectrum disorder (ASD) primarily cater to children with autism, whereas adults with autism are largely ignored despite the difficulties they face. My analysis of the psychological literature produced on autism and adults reveals that behavioral interventions are moderately to highly effective in mitigating the symptoms of ASD. My interview with a behavior analyst has provided me with insights into behavior analysis and an ethical principle to guide my future practice. The phenomenon of the optimal outcome individual suggests that there is a slight possibility for individuals with autism to lose their diagnosis. However, I have found that most studies focus on the benefits of behavioral interventions. An integrated approach that uses behavioral analysis and other fields related to the mind (such as neuroscience) could help understand and treat ASD. Accordingly, additions have been made to my goals. Copyright ©2020 Capella University. Copy and distribution of this document are prohibited. 3 LITERATURE REVIEW Behavioral Analysis Approach to Potential Treatment of Autism Spectrum Disorder Autism, or autistic disorder, is one of the disorders classified under autism spectrum disorder (ASD). Individuals diagnosed with ASD characteristically display social deficits that are often exacerbated by intellectual disabilities. Although some individuals might develop their skills enough to raise themselves above the threshold for diagnosis of ASD, most struggle with ASD throughout their lives (Anderson et al., 2014; Fein et al., 2013). Assistance for treating ASD exists primarily for children, but little research has been produced on the occurrence and effects of ASD among adults (Lai et al., 2014). An estimated one in 88 children is diagnosed with ASD in sites across the United States under surveillance by the Autism and Developmental Disabilities Monitoring Network (Baio et al., 2018). Of these autistic children, only 1–16% lose their diagnosis as they progress into adulthood (Anderson et al., 2014). However, there is a general dearth of psychological research on autism in adults and a subsequent lack of support systems for them. My research question addresses the core of the treatment of autism in adults: What practices help mitigate the difficulties faced by adults with autism? Well-Being and Self-Sufficiency The ideal type of life envisioned for an individual with autism is one of general well- b ...

1. 1 LITERATURE REVIEW
Behavioral Analysis Approach to Potential Treatment of Autism
Spectrum Disorder
Learner’s Name

2. Capella University
PSY5002: Foundations of Theory and Practices for Master's
Psychology Learners
Literature Review
July, 2020
Copyright ©2020 Capella University. Copy and distribution of
this document are prohibited.
2 LITERATURE REVIEW
Abstract
Interventions for autism and the larger spectrum of disorders
referred to as autism spectrum
disorder (ASD) primarily cater to children with autism, whereas
adults with autism are largely

3. ignored despite the difficulties they face. My analysis of the
psychological literature produced on
autism and adults reveals that behavioral interventions are
moderately to highly effective in
mitigating the symptoms of ASD. My interview with a behavior
analyst has provided me with
insights into behavior analysis and an ethical principle to guide
my future practice. The
phenomenon of the optimal outcome individual suggests that
there is a slight possibility for
individuals with autism to lose their diagnosis. However, I have
found that most studies focus on
the benefits of behavioral interventions. An integrated approach
that uses behavioral analysis and
other fields related to the mind (such as neuroscience) could
help understand and treat ASD.
Accordingly, additions have been made to my goals.
Copyright ©2020 Capella University. Copy and distribution of
this document are prohibited.

4. 3 LITERATURE REVIEW
Behavioral Analysis Approach to Potential Treatment of Autism
Spectrum Disorder
Autism, or autistic disorder, is one of the disorders classified
under autism spectrum
disorder (ASD). Individuals diagnosed with ASD
characteristically display social deficits that are
often exacerbated by intellectual disabilities. Although some
individuals might develop their
skills enough to raise themselves above the threshold for
diagnosis of ASD, most struggle with

5. ASD throughout their lives (Anderson et al., 2014; Fein et al.,
2013). Assistance for treating
ASD exists primarily for children, but little research has been
produced on the occurrence and
effects of ASD among adults (Lai et al., 2014).
An estimated one in 88 children is diagnosed with ASD in sites
across the United States
under surveillance by the Autism and Developmental
Disabilities Monitoring Network (Baio et
al., 2018). Of these autistic children, only 1–16% lose their
diagnosis as they progress into
adulthood (Anderson et al., 2014). However, there is a general
dearth of psychological research
on autism in adults and a subsequent lack of support systems for
them. My research question
addresses the core of the treatment of autism in adults: What
practices help mitigate the
difficulties faced by adults with autism?
Well-Being and Self-Sufficiency
The ideal type of life envisioned for an individual with autism
is one of general well-
being and self-sufficiency. Currently, the most effective
interventions for ASD are behavioral

6. and educational (Lai et al., 2014), which seek to “maximize an
individual’s functional
independence and quality of life through development and
learning, improvements in social
skills…, reductions in disability and comorbidity, [and]
promotion of independence” (Lai et al.,
2014, p. 904). The aim of these interventions is to mitigate any
symptomatic differences an
individual with autism might display in comparison to a
neurotypical person.
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this document are prohibited.

7. 4 LITERATURE REVIEW
Anderson et al. (2017) understand employment to be beneficial
to individuals and the
society to which they belong. This ideal notion of life may be
observed in optimal outcome
individuals (OO) who no longer meet the threshold for
diagnosis. Fein et al. (2013) found that
OO individuals had IQ and social interaction scores on par with
their neurotypical counterparts.
The current research seems to measure the quality of life of the
individual by how effectively
they can perform tasks that a neurotypical person can perform.
Success of Behavioral Interventions
Behavioral interventions have been shown to be the most
effective in mitigating the
symptoms and effects of ASD. Instead of tackling the physical
bases that might underlie ASD,

8. behavioral interventions strive to bring about desired productive
behaviors. The study by Roth et
al. (2014) revealed a rate of 81% medium to high success among
the 20 behavioral interventions
surveyed. In their study of OO individuals, Fein et al. (2013)
evaluated participants from across
the United States and Canada. The researchers note that most of
the 34 OO individuals in the
study were faring well in their lives. Only a few of them showed
signs of non-autism–related
difficulties such as anxiety, depression, or impulsivity. Overall,
most of the individuals in the
study were from the north-eastern part of the United States, an
area that has infrastructure for
early behavioral interventions for ASD. At the very least, the
conclusion that may be derived
from this observation is that early behavioral intervention
programs provide an environment that
is conducive to the development of the OO individual. The
results of the study by Anderson et al.
(2017) reveal that behavioral interventions are effective in
teaching vocational skills to adults
with autism. Overall, these articles show that behavioral
interventions are highly effective in

9. improving the lives of adults with autism.
Dearth of Research on Adults with ASD
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this document are prohibited.
5 LITERATURE REVIEW
Another key finding from my review is that the authors of all

10. three articles stressed on the
need for more research on autism among adults. Roth et al.
(2014) found that although most
behavioral interventions have a medium to high success rate,
their research was limited in scope
because of the small number of studies they could take into
consideration. Anderson et al. (2017)
found that scholars paid significant attention to behavioral
skills training, whereas other
interventions such as self-management and video-based
interventions were largely ignored. In
their study, Fein et al. (2013) attempted to draw attention to the
existence of the group of OO
individuals. The few studies that proved the existence of such a
group did not examine the
conditions that enable certain individuals with ASD to lose their
diagnosis and become OO
individuals. Additionally, these three studies are limited in their
scope of consideration of
alternative explanations or methods for the treatment of ASD.
Conclusion
Although infrastructure exists for the treatment of children with
ASD, there are limited

11. resources for adults. The surveyed literature reveals that the
effects of ASD are best mitigated
through behavioral interventions. This suggests that choosing to
specialize in applied behavior
analysis at the master’s level is the right decision for me.
Applied behavior analysis relies on
fundamental principles that are applicable across different
populations. However, other
approaches to ASD are not given as much attention, and this has
lessened the possibility of a
solution that is interdisciplinary. I have found the possibility of
the influence of brain structure in
the occurrence of the disorder interesting. Thus, an additional
goal is to follow the developments
in neuroscience to complement my studies on ASD as a
psychotherapist. My vision to improve
the state of the adult with autism has been further developed
and strengthened because of my
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12. 6 LITERATURE REVIEW
research. All of this will be guided by the ethical principle to
always place my clients first by
considering whether my decisions benefit them.
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this document are prohibited.

13. 7 LITERATURE REVIEW
References
Anderson, A., Moore, D. W., Rausa, V. C., Finkelstein, S.,
Pearl, S., & Stevenson, M. (2017). A
systematic review of interventions for adults with autism
spectrum disorder to promote
employment. Review Journal of Autism and Developmental
Disorders, 4(1), 26–38.
https://doi.org/10.1007/s40489-016-0094-9
Anderson, D. K., Liang, J.W., & Lord, C. (2014). Predicting
young adult outcome among more
and less cognitively able individuals with autism spectrum
disorders. The Journal of
Child Psychology and Psychiatry, 55(5), 485–494.
https://dx.doi.org/10.1111/jcpp.12178
Baio, J., Wiggins, L., Christensen, D. L., Maenner, M. J.,
Daniels, J., Warren, Z., Kurzius-
Spencer, M., Zahorodny, W., Rosenberg, C. R., White, T.,
Durkin, M. S., Imm, P.,
Nikolaou, L., Yeargin-Allsopp, M., Lee, L-C, Harrington, R.,
Lopez, M., Fitzgerald, R.
T, Hewitt, A., … Dowling, N. F. (2018). Prevalence of autism
spectrum disorder among

14. children aged 8 years—autism and developmental disabilities
monitoring network, 11
sites, United States, 2014. (Morbidity and Mortality Weekly
Report 2018 No. SS-6).
Centers for Disease Control and Prevention
http://dx.doi.org/10.15585/mmwr.ss6706a1
Fein, D., Barton, M., Eigsti, I.-M., Kelley, E., Naigles, L.,
Schultz, R. T., Stevens, M., Helt, M.,
Orinstein, A., Rosenthal, M., Troyb, E., & Tyson, K. (2013).
Journal of Child
Psychology and Psychiatry, 54(2), 195–205.
https://dx.doi.org/10.1111/jcpp.12037
Lai, M.-C., Lombardo, M. V., & Baron-Cohen, S. (2014).
Autism. The Lancet, 383(9920), 896–
910. https://dx.doi.org/10.1016/S0140-6736(13)61539-1
Roth, M. E., Gillis, J. M., Reed, F. D. D. (2014). A meta-
analysis of behavioral interventions for
adolescents and adults with autism spectrum disorders. Journal
of Behavioral Education,
23(2). 258–286. https://dx.doi.org/10.1007/s10864-013-9189-x
Copyright ©2020 Capella University. Copy and distribution of
this document are prohibited.
https://doi.org/10.1007/s40489-016-0094-9
https://dx.doi.org/10.1111/jcpp.12178

15. http://dx.doi.org/10.15585/mmwr.ss6706a1
https://dx.doi.org/10.1111/jcpp.12037
https://dx.doi.org/10.1016/S0140-6736(13)61539-1
https://dx.doi.org/10.1007/s10864-013-9189-x
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First Name MI. Last Name
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Abstract
Delete this text and replace it with your own abstract. The text
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abstract should not exceed 250 words. The abstract is not an
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Use this space to create an introduction to your paper that
explains your passions and interests in psychology research and
how they relate to your overall vision and goals and previous
personal and professional experiences. This could include your
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16. research and scholarship vision and goals, any major influences
that led you to your target population and setting for your
research question, and any other relevant information to provide
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Use this space to integrate your research articles according to
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Restate the conclusions you came to regarding the themes you
explored with your research. Support your conclusions by citing
your references. However, if you find that more research would
be needed to decide a question, briefly outline ideas of how that
could be undertaken.References
Author, A. A., Author, B. B., & Author, C. C. (year). Title of
article. Title of Periodical, volume#(issue#), xx–xx.
Author, A. A., Author, B. B., & Author, C. C. (year). Title of

17. article. Title of Periodical, volume#(issue#), xx–xx.
Author, A. A., Author, B. B., & Author, C. C. (year). Title of
article. Title of Periodical, volume#(issue#), xx–xx.
Your references for this paper should be scholarly articles but
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and Chapter 9, “Reference List,” in the Publication Manual of
the American Psychological Association. Delete this text before
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Literature Review Worksheet
Now that you have found resources related to your research
question and summarized them in your annotated bibliography,
the next step is to look further into how they relate to each
other and shed light on your research question. This document
walks you through the steps you need to take to turn those
sources into a Literature Review.
Week 5: Critical Thinking in Psychology
Identifying Themes, Supporting Ideas, and References
Now that you have summarized your research, it is time to
compare the insights from each article. It is also time to identify
key themes from your articles to use as the organizing
principles of your Literature Review assignment.
Complete the following:
1. Review your notes in the tables of your Annotated

18. Bibliography Worksheet.
2. Compare and contrast your notes on each article against the
others and reflect on the following questions:
· What themes or patterns do you see emerging?
· Does each article relate to your research question in the same
way, or are they different?
· Is there an answer to your research question that is evident?
· Or is more research needed?
3. Distill your ideas down to at least three themes that will
become the structure for your main body paragraphs in your
assignment.
4. Use the table below to outline your ideas.
· Document the themes in the left column.
· Use the middle column to outline key ideas that support your
themes such as definitions, strategies, theories, or models.
· Use the right column to outline the text or cite the pages and
content within your articles that support your theme and ideas.
Themes
Supporting Ideas
Supporting References

19. Week 6: Writing Your Literature Review
Drafting Your Literature Review
Now it is time to integrate your findings from your articles and
create your paper draft.
Complete the following:
5. Use your outline in the table above to draft the body sections
of your paper in the Literature Review Template.
6. Use the prompts in the Introduction section of the Literature
Review Template to draft the introduction to your paper.
7. Use the prompts in the Conclusion section of the Literature
Review Template to draft the conclusion to your paper.
8. Review your draft and revise to improve the flow of the
components as an integrated paper.
9. Review the work you completed in your worksheet and make
sure you included all the elements in your paper draft.
10. Use Smarthinking: How to Submit a Writing Sample to
submit your draft for evaluation.
11. Submit a draft of your assignment to SafeAssignfor review
of proper citations and references. Refer to the courseroom
SafeAssign resources for guidance in accessing your feedback
from SafeAssign, interpreting your report, and improving your
writing and citations for your assignment.

20. 12. Review the feedback from Smarthinking and SafeAssign and
brainstorm strategies for revising your draft.
Complete the following:
13. Review the feedback you received from Smarthinking and
SafeAssign and revise your draft.
14. At this point, your paper should include at least four
scholarly, peer-reviewed references. If you do not meet this
requirement, go back and locate additional references to
integrate into the paper.
15. Your paper should also be 4–6 typed and double-spaced
content pages excluding the title page, abstract, and reference
list. If you do not meet this requirement, go back and add more
detailed explanation to your paper. You may want to reread
your references to gather further insights to integrate into the
paper. Be sure to use Times New Roman 12-point font
throughout the paper.
16. Review the scoring guide for the assignment to be sure you
have met all of the requirements. You may also find it useful to
score yourself using the rubric.
17. Revise your assignment to include elements from any unmet
criteria in the rubric.
18. If you have questions, ask your instructor to clarify the
requirements and expectations for the assignment.
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