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The Lovaas model was developed by psychology professor Ole Ivar Lovaas at the University of California, Los Angeles (UCLA) and is a type of Early intensive behavioral intervention (EIBI). Using the science of Applied behavior analysis (ABA), the technique is carried out early in the development of children with autism and children with developmental-delays. It is the only therapy to have gone under approval by the United States Surgeon General's office in 1999. It involves discrete trial teaching, breaking skills down into their most basic components, rewarding positive performance with praise and reinforcers, and then "generalizing" skills in a naturalistic setting. By implementing the intervention for 30–40 hours a week, children under age five can gain language, academic, and basic living skills while some may fully recover. The technique is also noted for its previous use of aversives to punish unwanted behaviors. "ABA," as it is referred to by the general public, derived from an earlier practice called behavior modification. ABA is the application of behavior analysis based on the findings from the experimental analysis of behavior pioneered by B.F. Skinner in the 1930s. It is also the name of the scholarly journal, ''The Journal of Applied Behavior Analysis'', which has been in use since 1968. Applied behavior analysis is the process of applying antecedents and consequences, as well as data collection and replacement behavior strategies to understand and change behavior. ==Implementation== The Lovaas approach is a highly structured comprehensive program that relies heavily on discrete trial training (DTT) methods. Within Lovaas therapy, DTT is used to reduce stereotypical autistic behaviours through extinction and the provision of socially acceptable alternatives to self-stimulatory behaviors. Intervention can start when a child is as young as three and can last from two to six years. Progression through goals of the program are determined on an individual basis and are not determined by which year the client has been in the program. The first year seeks to reduce self-stimulating ("stimming") behavior, teaches imitation, establishes playing with toys in their intended manner, and integration of the family into the treatment protocol. The second year teaches early expressive and abstract linguistic skills, peer interaction, basic socializing skills, and strives to include the individual's community in the treatment to optimize mainstreaming while eliminating any possible sources of stigmatization. The third year focuses on emotional expression and variation in addition to observational learning, and pre-academic skills such as reading writing, and arithmetic. Rarely is the technique implemented for the first time with adults. The Lovaas method is ideally performed five to seven days a week with each session lasting from five to seven hours, totaling an average of 35–40 hours per week. Each session is divided into trials with intermittent breaks. The trials do not have a specified time limit to allow for a natural conclusion when the communicator feels the child is losing focus. Each trial is composed of a series of prompts (verbal, gestural, physical, etc.) that are issued by the "communicator" who is positioned directly across the table from the individual receiving treatment.:) These prompts can range from "put in"," put on"," show me"," give to me" and so on, in reference to an object, color, simple imitative gesture, etc. The concept is centered on shaping the child to correctly respond to the prompts, increasing the attentive ability of the individual, and mainstreaming the child for academic success. Should the child fail to respond to a prompt, a "prompter," seated behind the child, uses either a partial-, a simple nudge or touch on the hand or arm or a full-, hand over hand assistance until the prompt has been completed, physical guide to correct the individual's mistake or non-compliance. Each correct response is reinforced with verbal praise, an edible, time with a preferred toy, or any combination thereof.〔〔 DTT is often used in conjunction with the Picture Exchange Communication System (PECS) as it primes the child for an easy transition between treatment types. The PECS program serves as another common intervention technique used to mainstream individuals with autism. As many as 25% of individuals with autism have no functional speech, the remainder typically display pronounced phonological and grammatical deficits in addition to a limited vocabulary.〔Volkmar FR, Lord C, Baily A, Schultz RT, Klin A. (2004). Autism and pervasive developmental disorders. ''Journal of Child Psychology and Psychiatry'', 45: 135-170 .〕 The program teaches spontaneous social communication through symbols and/or pictures by relying on ABA techniques.〔Frost LA, Bondy AS. (2002). The Picture Exchange Communication System Training Manual, Second Edition. Newark, DE: Pyramid Educational Products Inc〕 PECS operates on a similar premise to DTT in that it uses systematic chaining to teach the individual to pair the concept of expressive speech with an object. It is structured in a similar fashion to DTT, in that each session begins with a preferred reinforcer survey to ascertain what would most motivate the child and effectively facilitate learning.〔 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Lovaas model」の詳細全文を読む スポンサード リンク
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