Applied behavior analysis (ABA)

Applied Behavior Analysis is the process
of systematically applying interventions
based upon the principles of learning theory
to improve socially significant behaviors to a
meaningful degree, and to demonstrate that
the interventions employed are responsible
for the improvement in behavior.

ABA is a discipline that employs objective
data to drive decision-making about an
individual’s program. That is, data is collected
on responses made by the individual to
determine if progress is being made or not; if
there is no progress under a particular
intervention, we need to re-evaluate the
program and change it so that the child begins
to make progress.

The instructor uses a variety of behavior analytic
procedures, some of which are directed by the instructor
and others initiated by the learner.
Parents and/or other family members and caregivers
receive training so they can support learning and skill
practice throughout the day.
The learner’s day is structured to provide many
opportunities – both planned and naturally occurring - to
acquire and practice skills in both structured and
unstructured situations.

The learner receives an abundance of
positive reinforcement for demonstrating
useful skills and socially appropriate behaviors.
The emphasis is on positive social interactions
and enjoyable learning.
The learner receives no reinforcement for
behaviors that pose harm or prevent learning.

The short answer is: almost anything. If it is a
behavior, and it can be observed, ABA principles exist
that can be used to either increase or decrease that
behavior. As a discipline, ABA providers are charged
with the improvement of socially significant
behaviors. Socially significant behaviors include
communication, social skills, academics, reading and
adaptive living skills such as gross and fine motor
skills, toileting, dressing, eating, personal self-care,
domestic skills, and work skills.

Parents are indispensable in the child’s program. They
play a necessary and critical role. Studies show that children
whose parents are actively engaged in the process make
measurable gains. First, no one knows the child better than
the parent; the parent’s provide critical and insightful
information that will help guide the ABA program. Second,
parents are able to continue to prompt and reinforce the
child through his and her various daily activities - an
essential component to generalizing skills. Finally, parents
are in a position to be able to record and track ABC data in
the home and community setting. This information is vital in
hypothesizing the function (the “why”) of specific behaviors
as well as for determining what conditions encourage
behaviors to occur.

Children need, and education law
supports, the use of effective interventions for
children with autism. Based on the National
Autism Center’s National Standards Report, the
following components meet the criteria of
research-based, effective interventions for
children with autism:

Antecedent manipulation - modification
of situational events that precede the target
behavior. These alterations are designed to
increase the likelihood of success of the
targeted behavior. Examples include:
prompt/fading procedures, behavioral
momentum, contrived motivational
operations, inter-trial intervals, incorporation
special interests, etc.

Behavioral treatment -programs
designed to decrease problem behaviors
and to increase functional alternative
behaviors. Examples include: functional
communication training, chaining,
discrete trial training, mand training,
generalization training, reinforcement,
shaping, etc.

Comprehensive intervention - low
student to teacher ratio (1:1, or low as
appropriate) in a variety of settings,
including home school and community.
Effective programs are based on a
treatment manual, provide intensive
treatment (25hrs/wk+), and include data-
driven decision-making.

Joint attention intervention -
programs designed to teach a child to
respond to the social bids of another, or
to initiate joint attention interactions.
Examples include: pointing to objects,
showing items, activities to another, and
following eye gaze.

Modeling - adults or peers provide a
demonstration of the target behavior; the
student is expected to imitate. Thus, imitation
skills are a necessary prerequisite to this type
intervention. Modeling is often combined with
prompting and reinforcement strategies which
can assist the student to acquire imitation
skills.

Naturalistic teaching strategies - use of
child-initiated interactions to teach functional
skills in the natural environment. This
intervention requires providing a stimulating
environment, modeling play, providing choices,
encouraging conversation and rewarding
reasonable attempts.

Peer training - involves training peers
without disabilities strategies for
interacting (play and social) with children
with autism. Some commonly known
peer-training programs include: circle of
friends, buddy skills, peer networks, etc.

Pivotal response training - program
designed to target specific, “pivotal,” behaviors
that lead to improvement across a broad range
of behaviors. These pivotal behaviors include:
motivation to engage in social communication,
self-initiation, self-management,
responsiveness to multiple cues, etc.

Schedules - teaching a student to
follow a task list (picture- or word-
based) through a series of activities or
steps in order to complete a specific
activity. Schedules are accompanied
by other behavioral interventions,
including reinforcement.

Self-management - this
treatment intervention teaches a
student to regulate his or her
behavior by recording the occurrence
or non-occurrence of the target
behavior, and secure reinforcement
for doing so.

Story-based interventions - involves a
written description of the situations under
which specific behaviors are expected to occur.
The stories seek to teach the: who, what,
when, where and why of social interactions to
improve perspective taking. The most well-
known of these interventions is Carol Gray’s
“Social Stories.”

A qualified and trained behavior analyst
designs and directly oversees the intervention.
The analyst’s development of treatment
goals stems from a detailed assessment of each
learner's skills and preferences and may also
include family goals.

Treatment goals and instruction are developmentally
appropriate and target a broad range of skill areas such as
communication, sociability, self-care, play and leisure, motor
development and academic skills.
Goals emphasize skills that will enable learners to
become independent and successful in both the short and long
terms.
The instruction plan breaks down desired skills into
manageable steps to be taught from the simplest (e.g.
imitating single sounds) to the more complex (e.g. carrying on
a conversation).

The intervention involves on going objective
measurement of the learner’s progress.
The behavior analyst frequently reviews
information on the learner’s progress and uses
this to adjust procedures and goals as needed.
The analyst meets regularly with family
members and program staff to plan ahead, review
progress and make adjustments as needed.

(1) Baer, Wolf & Risley, 1968; Sulzer-Azaroff & Mayer, 1991
(2) National Research Council (2001) Educating Children with Autism.
Committee on Educational Interventions for Children with Autism. Catherine
Lord and James P. McGee, eds. Division of Behavioral and Social Sciences
and Education. Washington, D.C.: National Academy Press.
(3) Lovaas, O.I. (1987) "Behavioral treatment and normal educational and
intellectual functioning in young autistic children," Journal of Consulting and
Clinical Psychology, 55, 3-9
(4) Johnson, C.R., et al. 2007. "Development of a Parent Training Program for
Children with Pervasive Developmental Disorders." Behavioral Interventions
22(3):201-221
(5) Filipek, P.A., MD et al (2000), “Practice Parameter: Screening and
Diagnosis of Autism.” Report of the Quality Standards Subcommittee of the
American Academy of Neurology and the Child Neurology Society.
(6) http://www.thelovaascenter.org/autism-aba-study.php

Applied behavior analysis (ABA)

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