Applied Behavior Analysis (ABA)
Applied Behavior Analysis is the science of human behavior. Most relevant definition available was written in 1968 by Baer, Wolf, & Risley:
“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 “ .
Key Features of behavior analysis
- The individual’s behavior is assessed through observations that focus on measurable behavior, when they do something, at what rate, and what happens before (antecedents) and what happens after (consequences).
- Tasks that the individual does not demonstrate are taught by breaking the task down into one step directions. Each step mastered will result in another step added until able to complete the entire task independently. For example, learning the steps to brushing their teeth.
- Instruction emphasizes teaching an individual how to learn – to listen, to watch, to imitate.
- As the individual progresses, prompting is systematically reduced so that the individual is able to appropriately respond independently.
- As skills are acquired, the individual is taught to combine them in complex ways and to practice in multiple environments with multiple people.
- Problem behavior is not reinforced. The individual is not allowed to escape from learning and is redirected to engage in appropriate behavior.
- The individual’s behavior is recorded during every session. These data are used to determine if they are progressing. If progress is not occurring, program modification will be considered and implemented.
- The registered behavior technician’s and parent’s behavior is also observed as needed to ensure that procedures are being implemented correctly and safely.
Styles of ABA Teaching:
Incidental teaching Or Natural Environment Training
- Incidental teaching is a systematic protocol of instruction that is delivered in the context of the natural stimulus conditions of everyday environments (Hart & Risley, 1968, 1974, 1975). Incidental teaching requires an extreme amount of skill and planning for it to be effective. The environment must be arranged to attract individuals to desired activities. The same principles of learning underlie both incidental teaching and direct instruction formats (as in the Lovaas, 1987 study). Research has also shown that individuals are better able to transfer their language to new settings and people following instruction with incidental teaching (McGee, Krantz, & McClannahan, 1983)
Direct Instruction Teaching
Many opportunities or trials are given repeatedly in structured teaching situations to teach each step:
- The ABA professional gives clear instruction; provides assistance in following the instruction (for example “prompt” by modeling, gesturing, or physical guidance), and uses materials that are at the person’s learning level.
- When the client emits a correct response.
- ABA professional delivers a reinforcing event that will strengthen likelihood the desired behavior will occur more frequently in the future.
Both Incidental Teaching and Direct Instruction are intensive, are delivered in the natural environment, and require highly skilled professionals. Direct instruction can also be performed in an environment with minimal distractions typically to aid in the acquisition of early learning skills. Both forms of teaching are geared toward generalization of skills and intensity of repetition to ensure adequate skill acquisition.
Parent Training
Parents are crucial to the success of their child’s behavioral therapy because they help ensure the behaviors learned generalize into the home environment and other community settings (Dillenburger, Keenan, Dohtery, Byrne, & Gallagher, 2010). Research consistently shows that “parental involvement is the one invariable factor and an integral part of the success of early intervention programs for children with autism” (Ozonoff & Cathcart, 1998). Specifically, parental programs teach you the practical strategies you need to handle problem behaviors, leading to an increased understanding of your child, which leads to better relationships (Hailstone, 2014). Also, as a result of training, parents feel empowered and more in control of their family and home environment (Dillenburger, et al., 2002).
LEAST RESTRICTIVE TREATMENT
It is ABA EXPERT’s policy to exhaust and explore all least restrictive teaching strategies before the consideration of an empirically validated correction strategy. A Board Certified Behavior Analyst is required to discuss this consideration with the guardian. The guardian will require a written formal proposal before considering approving such strategies. This proposal is to include, but not limited to: (1) least restrictive strategies previously used and related treatment outcome data, (2) the proposed alternative correction strategy and supporting literature, and (3) a detailed plan of how the correction strategy will be faded. ABA EXPERTS will adhere to the BACB’s ethical guideline for Least Restrictive Treatment.