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Applied Behavior Analysis

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Applied Behavior Analysis (ABA) is a systematic process of studying and modifying observable behavior through a manipulation of the environment. Its principles can be applied to virtually anything capable of learning, but generally is applied in humans to individuals with autism and other developmental disorders. It uses an experimental approach of manipulating the environment and tracking alterations in behavior to understand and manipulate functional relationships between behavior and environments

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[edit] Definition

Definitions of ABA vary considerably. In one example, ABA is:

"...the design, implementation, and evaluation of environmental modifications to produce socially significant improvement in human behavior. ABA includes the use of direct observation, measurement, and functional analysis of the relations between environment and behavior. ABA uses antecedent stimuli and consequences, based on the findings of descriptive and functional analysis, to produce practical change.<ref name="shapingbhv">Definition of ABA according to shapingbehavior.com</ref>" This definition places emphasis on socially significant changes, but ABA can be used to alter virtually any behavior irrespective of its social relevance.

The key aspects of ABA are<ref name="behaviororg">Key points taken from www.behavior.org</ref>:

  • Observation of current behavior for topography (what the movement looks like), frequency, antecedents and consequences
  • Breaking down desired skills into steps
  • Teaching the steps through repeated presentation of discrete trials
  • Data on performance is tracked to show changes over time

[edit] ABA and Autism

ABA is one of the most common, and the solely experimentally proven method used to treat autism (c.f. <ref>Smith, T, Groen, A.D & Wynn, J.W. (2000). Randomized Trial of Intensive Early Intervention for Children with Pervasive Developmental Disorder. American Journal on Mental Retardation, 105 (4), 269-285.</ref>, <ref>McConachie, H. & Diggl, T. (2006). Parent implemented early intervention for young children with autism spectrum disorder: a systematic review. Journal of Evaluation in Clinical Practice (early release)</ref>, <ref>Sallows, G. O. & Graupner, T. D. (2005). Intensive Behavioral Treatment for Children with Autism: Four-Year Outcome and Predictors. American Journal on Mental Retardation, 110 (2), 417-438.</ref>, <ref> Eikeseth, S., Smith, T., Jahr, E. & Eldevik, E. (2002). Intensive Behavioral Treatment at School for 4- to 7-Year-Old Children with Autism: A 1-Year Comparison Controlled Study. Behavior Modification, 26 (1), 49-68.</ref>) Applied Behavior Analysis has been shown to be an effective means of intervention for adults and children with pervasive developmental disorder and is one of the most widely used with this population. The ABA approach teaches social, motor, and verbal behaviors as well as reasoning skills (Harris, 2002). ABA therapy is especially useful in teaching behaviors to children with autism who do not otherwise "pick up" on these behaviors on their own as other children would. ABA teaches these skills through use of careful behavioral observation and positive reinforcement or prompting to teach each step of a behavior (Simpson 2001). Generally ABA involves intensive training of the therapists, extensive time spent in ABA therapy (20-40 hours per week) and weekly supervision by experienced clinical supervisors known as a certified behavior analyst <ref>Shook, G.L. & Neisworth, J.T. (2005). Ensuring Appropriate Qualifications for Applied Behavior Analyst Professionals: The Behavior Analyst Certification Board. Exceptionality, 13(1),, 3-10</ref>.

An increasing amount of research in the field of ABA is concerned with autism; and it is a common misconception that Behavior Analysts work almost exclusively with individuals with autism and that ABA is synonymous with Discrete Trials teaching.

[edit] Discrete Trials

Discrete Trials were originally used by B.F. Skinner in his experimental studies with rats and pigeons to demonstrate how learning was influenced by rates of reinforcement. The discrete trials method was adapted as a therapy for developmentally delayed children and children with autism. For example, Ivar Lovaas, who pioneered behavioral treatment for children with autism, used discrete trials to help children learn skills ranging from making eye contact and following simple instructions to advanced language and social skills. Discrete trials involves breaking behaviors into the smallest functional units and presenting them in a series. The components of a discrete trial are as follows; antecedents (generally a verbal stimulus such as a command or request, but it may also be a visual stimulus), prompt (this is assistance given by the teacher to promote correct responding, it may not occur in all trials), the student response, feedback or other consequences (most commonly rewards and/or praise), and intertrial interval (allowing a few seconds to separate each trial, this allows the student to process the information, teaches the student to wait, and makes the onset of the next trial more discrete). Discrete trials can be used to develop most skills, which includes cognitive, verbal communication, play, social and self-help skills.

[edit] Maintaining parental and professional relationships in the ABA approach

An adequate communication and a supportive relationship between educational systems and families allow children to receive a beneficial education. This pertains to typical learners as well as to children who need additional services. It was not until the 1960s that researchers began exploring Applied Behavior Analysis as a method to educate those children who fall somewhere on the autism spectrum. Behavioral analysts agree that consistency in and out of the school classroom is key in order for autistic children to maintain proper standing in school and continue to develop to their greatest potential.

Applied behavior analysis involves an entire team working together to address a child's needs. This team includes professionals such as speech therapists as well as the children's primary caregivers, who are treated as key to the implementation of successful therapy in the ABA model. The ABA method relies on behavior principles and a recommended curriculum that reflects an individual child's needs and abilities. As such, regular meetings with professionals to discuss programming are one way to establish a successful working relationship between a child's family and their school. When a caregiver can be the outlet source for the generalization of skills outside of school, it helps the child's therapy process by catering to the child's individual needs. In the ABA framework, developing and maintaining a structured working relationship between parents and professionals is essential to ensure consistency of thought and practice of behavioral methods.

[edit] Problems with ABA

Applied behavioral analysis has been criticized for several perceived failings. For one thing, it can be very expensive - generally therapists are required for 20-40 hours of therapy per week, and a reputable ABA program should involve regular supervision from expensive and experienced clinicians. It is also criticized for producing 'robot-like' behavior in children, as well as its use of punishment to reduce or eliminate problem behaviour. These criticisms are frequently seen as addressed by more recent practices, which emphasize rewards or 'reinforcers' for desired behavior, the absence of reinforcement for undesired behavior and the use of punishment for only extreme dangerous or disruptive behavior.<ref name="behaviororg"/> It is also suggested that ABA and discrete trials are less effective for improving language than 'naturalized' teaching. Naturalized teaching mimics the use of language in the natural environment, focusing on manding (requesting) tacting (labeling) receptive language (physical manipulation based on commands or requests) and the other functions of language<ref>Delprato, D.J. (2001). Comparisons of Discrete-Trial and Normalized Behavioral Language Intervention for Young Children with Autism. Journal of Autism and Developmental Disorders, 31(3), 315-325.</ref>.

[edit] Notes

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[edit] Further reading

  • Department of Health and Rehabilitative Services, Developmental Services Program. (1996). Chapter 10F-4, service delivery practice and procedure. Tallahassee, FL: Author.
  • Harris, S.L.P., and L.P. Delmolino (2002). Applied Behavior Analysis: Its Application in teh Treatment of Atuism and Related Disorders in Young Children. Infants and Young Children, 14(3):11-17.
  • Moran, D.J., & Malott, R.W. (2004). Evidence-Based Educational Methods. San Diego, CA: Elsevier Academic Press
  • Lovaas, O. I. (1987). Behavioral treatment and normal education and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology, 55, 3-9
  • McEachin, J.J., Smith, T, & Lovaas, O. I (1993). Long-term outcome for children with autism who received early intensive behavioral treatment. American Journal of Mental Retardation, 97, 359-372
  • Howard, Sparkman, Cohen, Green, & Stanislaw, (2005). A comparison of intensive behavior analytic and eclectic treatments for young children with autism. Research in Developmental Disabilities, 26, (2005), pp. 359-383
  • Schoneberger, T. (2006). EIBT research after Lovaas (1987): A tale of two studies. The Journal of Speech-Language Pathology and Applied Behavior Analysis, 1, 207-217. Available: http://www.slp-aba.com/SLP-ABA-1-3.pdf
  • Simpson, R.L. (2001). ABA and Students with Autism Spectrum Disorders: Issues and Considerations for Effective PRactice. Focus on Autism and Other Developmental Disabilities, 16(2):68-71.

[edit] See also

[edit] External links

nl:ABA

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