Efficacy of Applied Behavior Analysis Training on the Children’s Anxiety and Aggression

Document Type : Research Paper

Authors

1 PhD student in general psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran.

2 Assistant Professor, Department of Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran.

3 Associate Professor of Department of Measurement, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran, Iran.

4 Professor of Educational Psychology Department, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran, Iran.

Abstract

Introduction
The children’s psychological and behavioral problems such as anxiety and aggression cause other psychological, emotional and communicational damages in the children. Therefore, the present study was conducted to investigate the efficacy of applied behavior analysis training on the children’s anxiety and aggression.
Material and Method
It was a quasi-experimental study with pretest, posttest and control group design. The statistical population included thirty seven-to-ten-year-old children at Taha, Mehr-e-Iranian, and Narges wellbeing centers in Tehran in 2019. Thirty children were selected through convenient sampling method and randomly accommodated into experimental and control groups (each group of 15 children). The experimental group received ten seventy-five-minute sessions of applied behavior analysis training during two-and-half months. The applied questionnaires in this study included Children and Adolescents Behavioral Inventory (CABI). The data were analyzed through COVARIANCE method via SPSS23 statistical software.
Results
The results showed that applied behavior analysis training had significant effect on the anxiety (F=31.68; Eta=0.55; P<0001) and aggression (F=55.86; Eta= 0.68; P<0001) of the children and succeeded in decreasing their anxiety and aggression.
Conclusion
according to the findings of the present study it can be concluded that applied behavior analysis training can be used as an efficient method to decrease the children’s anxiety and aggression through applying techniques such as behavioral and perceptual problems analysis, planning, training skills, social skills, and adaptive skills.

Keywords

References

جلالی دیزجی، س.، کریمی ثانی، پ. (1397). اثربخشی بازی درمانی بر نشانگان هیجانی رفتاری و مهارت های حل مساله در کودکان مراکز شبه خانواده. تصویر سلامت، 9(2)، 116-124.
جهاندار، س.، کاکابرایی، ک. (1397). تاثیر آموزش تحلیل رفتار کاربردی بر رشد مهارت های اجتماعی کودکان با اختلال طیف اتیسم. نشریه توانمندسازی کودکان استثنایی، 9(2)، 53-62.
حجتی، ح.، حکمتی‌پور، ن. (1399). تاثیر قصه نویسی بر مهارت حل مسئله کودکان12-8 سال مقیم در مراکز شبه خانواده استان گلستان (1397). پرستاری کودکان، 6(3)، 62-69.
خانکش، م.، امینی رارانی، م.، و نصرت‌آبادی، م. (1399)، تاثیر آموزش مدیریت خشم بر پرخاشگری و اضطراب کودکان کار، کومش، 22(2)، 255-262.
خوشیاری مراد، س.، نیک آمال، م. (1399). اثربخشی بازی درمانگری بر کاهش اضطراب پنهان و آشکار دختران ۱۲-۴ سال بدسرپرست ساکن در مراکز شبه خانواده. رویش روان‌شناسی، ۹(۴)، ۷۴-۶۵.
طباطبایی نوائی نوبری، پ.، سلیمانی، م.، شالچی، ب. (1400). مقایسه اثربخشی درمان پاسخ محور و تحلیل رفتار کاربردی بر شدت علائم و کارکردهای اجرایی کودکان اوتیسمی. فصلنامه علوم اعصاب شفای خاتم، 9(2)، 143-151.
فمی تفرشی، ف.، محمدی، م.، شریفی ساکی، ش.، احمدی، ه.، کریمی، ر.، آخته، م. (1395). اثربخشی آموزش تحلیل رفتار کاربردی به والدین بر افزایش خودیاری کودکان مبتلا به اختلال اوتیسم. سلامت روان کودک، 3(1)، 9-18.
گل شکوه، ف.، پاشا، ر. (1396). اثربخشی نظریه ذهن وتحلیل رفتار کاربردی در کاهش رفتارهای نامطلوب کودکان دارای اختلال بیش فعالی/نقص توجه. فصلنامه مطالعات روانشناختی، 13(3)، 48-59.
گلپایگانی، ف.، بیات، ب.، مجدیان، و.، آقابزرگی، س. (1397). اثربخشی درمان مبتنی بر پذیرش و تعهد بر کیفیت دلبستگی و نوع دوستی کودکان دارای مشکلات رفتاری برونی‌سازی شده، فصلنامه کودکان استثنایی، 18(4)، 77-88.
محسنی اژیه، ع.، عابدی، ا.، بهنام‌نژاد، ن. (1394). فراتحلیل اثربخشی روش تحلیل رفتار کاربردی (ABA) بر مشکلات کودکان مبتلا به اختلال طیف اوتیسم در ایران، 92-1384. مجله روانپزشکی و روانشناسی بالینی ایران (اندیشه و رفتار)، 21(1)، 17-25.
محمدی شمیرانی، س.، سعدی‌پور، ا.، درتاج، ف.، ابراهیمی قوام، ص.، فلسفی‌نژاد، م. (1400). تاثیر آموزش تاب‌آوری مبتنی بر بازی بر پرخاشگری کودکان تحت سرپرستی سازمان بهزیستی. مجله علوم روانشناختی، 20(99)، 353-363.
Achenbach, T. M., & Rescorla, L.A. (2001). Manual for the ASEBA school age: Form & profiles. Burlington, VT: Research Center for Children, Youth, & Families.
Butovskaya, M., Burkova, V., Karelin, D., Filatova, V. (2019). The association between 2D:4D ratio and aggression in children and adolescents: Cross-cultural and gender differences. Early Human Development, 137, 1048-1052.
Carlson, G.A., Chua, G., Pan, K., Hasan, T., Bied, A., Martin, A., Klein, D.N. (2019). Behavior Modification Is Associated With Reduced Psychotropic Medication Use in Children With Aggression in Inpatient Treatment: A Retrospective Cohort Study. Journal of the American Academy of Child & Adolescent Psychiatry, 59(5), 632-641.
Crespin-Boucaud, J., Hotte, Z. (2021). Parental divorces and children’s educational outcomes in Senegal. World Development, 145, 1054-1060.
Eggers, K., Millard, S.K., Kelman, E. (2022). Temperament, anxiety, and depression in school-age children who stutter. Journal of Communication Disorders, 97, 1062-1066.
Fischer, A.J.,  Lehman, E., Miller, G., Houlihan, D., Yamashita, M., O’Neill, R.E., Jenson, W.R. (2021). Integrating School Psychology and Applied Behavior Analysis: a Proposed Training Model. Contemporary School Psychology, 25, 51-65.
Glosser, R. (2011). Examination of the relationship between the Child Behavior Checklist/ 6-18 and the Social Responsiveness Scale Parent Forms using individuals with high functioning autism. Doctoral Dissertation, Indiana University of Pennsylvania.
Greer, B.D., Kodak, T. (2018). Introduction to the special issue on applied behavior analysis. Learning and Motivation, 62, 1-5.
Holmes, M.R., Yoon, S., Voith, L.A., Kobulsky, J.M., Steigerwald, S. (2015). Resilience in Physically Abused Children: Protective Factors for Aggression. Behavioral Sciences, 5(2), 176-189.

Kwok, S.Y.C.L., Gu, M., Cheung, A.P.S. (2017). A longitudinal study of the role of children’s altruism and forgiveness in the relation between parental aggressive discipline and anxiety of preschoolers in China. Child Abuse & Neglect, 65, 236-247.

Laletas, S., Khasin, M. (2021). Children of high conflict divorce: Exploring the experiences of primary school teachers. Children and Youth Services Review, 127, 106-109.

Lovaas, O. (2003).Teaching individuals with developmental delays: Basic
intervention techniques, Softcover pub.

Magnin, E., Maurs, C.(2017). Attention-deficit/hyperactivity disorder during adulthood. Revue Neurologique, 173(7), 506-515.

Mesghina, A., Richland, L.E. (2020). Impacts of expressive writing on children’s anxiety and mathematics learning: Developmental and gender variability. Contemporary Educational Psychology, 63, 1019-1023.

Nakamura, B., Ebesutani, C., Bernstein, A., & Chorpita, B. (2009). A psychometric analysis of the Child Behavior Checklist DSM-oriented Scales. Journal of Psychopathology and Behavioral Assessment, 31, 178-189.
Peters-Scheffer, N., Diden ,R., Korzilius ,H., Sturmy, P.A. (2011).Meta-analytic study on the effectiveness of comprehensive ABA-based early intervention programs for children with Autism Spectrum Disorders, Research in Autism Spectrum ,20(5), 60-69.
Qu, G., Wang, L., Tang, X., Wu, W., Zhang, J., Sun, Y. (2020). Association between caregivers’ anxiety and depression symptoms and feeding difficulties of preschool children: A cross-sectional study in rural China. Archives de Pédiatrie, 27(1), 12-17.
Ručević, S., Andershed, H. (2021). Are psychopathic traits predictive of conduct problems and aggression when other risk factors are considered? A longitudinal test among Croatian children. Journal of Criminal Justice, In Press, Corrected Proof.
Shechtman, Z., Tutian, R.(2016). Teachers treat aggressive children: An outcome study. Teaching and Teacher Education, 58, 28-34.
Shepley, C., Grisham-Brown, J. (2019). Applied Behavior Analysis in Early Childhood Education: An Overview of Policies, Research, Blended Practices, and the Curriculum Framework. Behavior Analysis in Practice, 12, 235-246.
Stokkebekk, J. (2019). “Keeping balance”, “Keeping distance” and Keeping on with life”: Child positions in divorced families with prolonged conflicts. Children and Youth Services Review, 102, 108-119.
Tarbox, J., Szabo, T.G., Aclan, M. (2022).  Acceptance and Commitment Training Within the Scope of Practice of Applied Behavior Analysis. Behavior Analysis in Practice, 15, 11-32.
Wang, X., Xie, R., Ding, W., Jiang, M., Li, W. (2022). Growing out of depression and neuroticism: Keep children away from maltreatment. Children and Youth Services Review, 136, 1064-1068.
Zhang, Y.X., Cummings, J.R. (2020). Supply of Certified Applied Behavior Analysts in the United States: Implications for Service Delivery for Children With Autism. Psychiatric Services, 71(4), 385-388.

Zhao, T., Xuan, K., Liu, H., Chen, X., Qu, G., Wu, Y., Zhang, J., Sun, Y. (2021). The association between caregivers’ anxiety and sleep disturbances among preschool children in rural areas of China: The moderating effect of resilience. Children and Youth Services Review, 131, 1062-1068.

Medical Journal of Mashhad university of Medical Sciences
Volume 65, Issue 6
January and February 2023
Pages 2430-2440

Files

Share

How to cite

Statistics