Applied behavior analysis (ABA) is a psychological approach that utilizes modern behavioral learning theory to modify behaviors, focusing on the observable relationship of behaviour to the environment.
Applied Behavior Analysis (ABA) is based on principles originally developed by B.F. Skinner…
…Skinner and others outlined basic principles of behavior, which include reinforcement, prompting, fading, shaping, schedules of reinforcement, etc., etc., etc. These principles comprise the pure science of behavior analysis. It’s important to understand that this is the pure science, NOT the applied science. This distinction is made when any science is studied in both pure and applied ways (i.e., physics). When the principles of the pure science of behavior analysis are used to teach (or when used in any applied setting), this practice is called “Applied Behavior Analysis” (or, earlier, behavior modification [or the experimental analysis of behavior]). This means that the principles used to describe how behavior is lawful, observable and measurable, and has an impact on the environment, have been adapted into teaching methods based on those principles.
The reason that people who don’t know this get confused about what ABA is stems from the difference between the pure and applied science. The science is one thing, made up of these principles of behavior. The applied science is another, made up of strategies based on those principles…
In 2005, Richard Simpson with co-authors, published a book which identified four evidence-based practices (that have significant and convincing empirical efficacy and support) in treating Autism Spectrum Disorders. ABA-related interventions figured prominently as evidence-based approaches. Here is some detail on three of those interventions…
…Discrete Trial Instruction (DTI) [also known as Discrete Trial Teaching (DTT)] is used when a student needs to learn a skill, but needs the information taught in small repeated steps. It can be utilized during an adult to student, one-to-one teaching situation. Data collection is also an important part of the DTI format. The data collection process supports decision-making when planning the student’s program. Data is collected on a planned schedule in order to determine specific information about skill acquisition. The data should provide the teacher with information about beginning skill levels, progress, problems, acquisition, generalization and movement to the next skill level. The steps of discrete trial instruction include gaining the child’s attention, then presenting the child with an instruction. The instruction is then followed by a prompt, if needed, to elicit the child to make a correct response. The teacher then provides reinforcement.
Pivotal Response Training (PRT) (previously called the Natural Language Paradigm (N.L.P.)] targets behaviors to be taught in natural environments using items that are age appropriate and reinforcing to the child. A principle area of intervention concentration is communication. Children are taught to respond to multiple cues and stimuli, improve motivation, increase self management capacity and increase self initiations. A structures session includes:
the question, instruction, or opportunity should be clear, uninterrupted and appropriate to the tasks and the child must be attending;
maintenance tasks are tasks the child can already perform and should be interspersed with new acquisition tasks;
tasks should be chosen by the child;
the instruction or question should include multiple components.
Learning Experiences: An Alternative Program for Preschoolers and Parents (LEAP) seeks to develop social and emotional growth, enhance language and communication abilities, increase independence in work and play activities, facilitate choice making, increase capacity to cope with transitions and improve behavior and improve overall cognition abilities. LEAP facilitates the development of functional skills, independent play and work skills, social interaction skills, language skills, and adaptive behavior. Children, ages three to five, attend LEAP pre-schools on weekdays for 15 hours a week, year-round. Student ratios are typically three students with autism to 10 typically developing children. Typically developing peers are taught social scripts such as getting your friends attention. It is through the interaction of the peers, family, and staff that children with [Autism Spectrum Disorders] receive the benefit (Simpson, 2005)…
DTT is one of the instructional methodologies frequently used in ABA-based programs. PRT is a behavioural treatment intervention based on the principles of ABA. LEAP contains aspects of behavioural analysis but is primarily a developmentally based approach.
Another form of ABA which is an evidence-based treatment for Autism Spectrum Disorders, is Early Intensive Behaviour Intervention (EIBI) (formerly known as the Lovaas method) . EIBI was developed by the most well known ABA pioneer - psychology professor Dr. Ole Ivar Lovaas at the University of California, Los Angeles (UCLA)…
…Lovaas intervention utilizes systematic instruction with skills acquired through prompting and prompt fading procedures, use of positive reinforcement and extensive generalization strategies. As intervention progresses, reinforcers are replaced by social and more ‘natural’ reinforcers (i.e., verbal praise). The intervention is structured so the target (desired) behaviors initially occur through prompting, and are maintained by the reinforcement that follows them. Aggressive and/or self-stimulatory behaviors are reduced by being ignored and by teaching alternate, more socially acceptable forms of behaviour…
There are also various other ABA-related approaches (with less Autism treatment evidence behind them) that I may delve into in future posts:
(sources: A Brief History of Applied Behavior Analysis ; Evidence-Based Practices, Autism Spectrum Institute, Illinois State University ; Autism Resources )