APPLIED BEHAVIOR ANALYSIS-BASED INTERVENTIONS FOR TWINS WITH AUTISM SPECTRUM DISORDER: A LITERATURE REVIEW AND IMPLICATIONS FOR INDIVIDUALIZED PRACTICES

Abstract

Autism Spectrum Disorder (ASD) has been investigated across different fields, including genetics, psychology, education, and health. In studies involving twins, the literature has predominantly focused on genetic, hereditary, and etiological aspects of the disorder, whereas fewer studies have systematically examined intervention procedures and individualized educational planning. Therefore, this study aimed to identify and analyze scientific articles that investigated Applied Behavior Analysis (ABA)-based interventions with twin participants diagnosed with ASD, discussing their implications for individualized educational practices. A literature review was conducted through systematized procedures for searching, selecting, and extracting data, based on previously defined inclusion and exclusion criteria. The results indicated a scarcity of publications specifically addressing ABA-based interventions with twins with ASD. The studies identified suggest that, even when exposed to similar procedures, twin siblings may show relevant differences in their initial repertoires, performance during intervention, and skills acquired throughout the process. These findings highlight the importance of individualized assessment, precise description of teaching procedures, and intervention planning sensitive to each student’s characteristics. The study concludes that scientific production on ASD and twinship remains incipient, indicating the need for further studies investigating the effects of behavioral interventions and their contributions to Special Education.