Cognitive Functions of Elementary School Students’ Play in Relation to Applied Behavior Analysis: A Review of Literature
There are many avenues and behaviors that children with autism engage in. Hence, learning about the positive effects of Applied Behavior Analysis (ABA) therapy on cognitive functions during play is significant because it can help autistic children improve essential cognitive skills all while having...
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| Format: | Online |
| Language: | eng |
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Oscar Rennebohm Library
2023
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| Online Access: | http://digitalcollections.edgewood.edu/cdm/ref/collection/p16315coll4/id/99 |
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| Summary: | There are many avenues and behaviors that children with autism engage in. Hence, learning about the positive effects of Applied Behavior Analysis (ABA) therapy on cognitive functions during play is significant because it can help autistic children improve essential cognitive skills all while having fun and developing crucial play skills. The purpose of this study is to identify the effects of Applied Behavior Analysis in elementary school children with autism, specifically analyzing the positive effects on cognitive functions during play. Using an extended literature review, the specific research question addressed is the following: How does Applied Behavior Analysis influence the cognitive functions of elementary school play in children with autism? This extended literature review will use a qualitative, argumentative approach to answer the question because this paper is understanding children’s’ attitudes and behaviors using Applied Behavior Analysis. Key findings were categorized into four themes: the effectiveness of ABA therapy, young age of entry for ABA therapy, cognitive functioning gains from ABA therapy, and common play styles among those with autism spectrum disorder (ASD). The effectiveness and success of ABA therapy and the young age at the start of ABA services indicate clear recommendations for the field of autism to continue this specific treatment regarding play growth. |
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