What is ABA or Applied Behavior Analysis?
ABA
(Applied Behavior Analysis)

History

Applied behavior analysis is the applied side of the experimental analysis of behavior. Its origin can be traced back to Teodoro Ayllon & Jack Michael's 1959 article The psychiatric nurse as a behavioral engineer.[13] The research basis of ABA can be found in the theoretical work of behaviorism and radical behaviorism originating with the work of B. F. Skinner.

Applied Behavior Analysis now encompasses treatments in applied settings in things as varied as leisure skills development, improving sports performance, cigarette smoking cessation, increasing exercise, and other areas.

Definition: "[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 changeThis definition places emphasis on socially significant changes, but ABA can be used to alter virtually any behavior irrespective of its social relevance.

The components of any behavior are as follows: A.B.C

Antecedent: a verbal or physical stimulus such as a command or request. This may come from the environment or from another person, or even internal to the subject.
Behavior: the student's response
Consequence: What happens conditional to the behavior. In controlled situations the consequence is that the student receives something motivational to him/her: commonly food, rewards, praise, a toy, etc. Consequence could also include correction (or punishment, but this is rarely used).


The key aspects of ABA are

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


Facts about ABA

ABA is one of the most common, and the only proven, method used to treat autism
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.
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.
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.[10]



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. ABA principles can also be used with a range of typical or atypical individuals whose issues vary from demonstrating developmental delays, significant behavioral problems or undesirable habits.

ABA is often confused as a table-only therapy. Properly performed, ABA should be done in the table and natural environments, depending on the student's progress and needs. Once a student has mastered a skill at the table, the ABA team should move the student into a natural environment for further training and generalization of the skills just learned.

Frequently, the Assessment of Basic Language and Learning Skills (ABLLS) is used to create a baseline of the autistic (or otherwise diagnosed) learner's functional skill set. The ABLLS breaks down the learner's strengths and weaknesses to best tailor the ABA curriculum to them. By focusing on the exact skills that need help, the teacher does not waste time teaching a skill the student knows. This can also prevent student frustration at attempting a skill for which he or she is not ready.


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 pioneered the use of discrete trials for autistic children to help them learn skills ranging from making eye contact and following simple instructions to advanced language and social skills. Discrete trials involve breaking a behavior into its most basic functional unit and presenting the units in a series.

A discrete trial usually consists of the following: The antecedent, possibly combined with a prompt (a non-essential element used to assist learning or correct responding), the behavior of the student, and a consequence. If the student's behavior is what is desired, the consequence is something positive: food, candy, a game, praise, etc. If the behavior was not correct, the teacher offers the correct answer, then repeats the trial, possibly with more prompting if needed.

There is usually an inter-trial interval that allows for a few seconds to separate each trial, to allow 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.

Techniques used in Applied Behavior Analysis

1. Chaining

Main article: Chaining
The skill to be learned is broken down into the smallest units for easy learning. For example, a child learning to brush teeth independently may start with learning to unscrew the toothpaste cap. Once the child has learned this, the next step may be squeezing the tube, and so on.

2. Prompting

The parent or therapist provides assistance to encourage the desired response from the child. The aim is to use the least intrusive prompt possible that will still lead to the desired response. Prompts can include:

* Verbal cues ie. "Take the toothpaste cap off" (Used the least as they are the hardest to fade)
* Visual cues ie. pointing at the toothpaste
* Physical guidance ie. moving the child's hands to unscrew the lid
* Demonstration ie. taking the cap off to show the child how it is done.

3. Fading

The overall goal is for a child to eventually not need prompts. This is why the least intrusive prompts are used, so the child does not become overly dependent on them when learning a new behavior or skill. Prompts are gradually faded out as then new behavior is learned. Learning to unscrew the toothpaste lid may start with physically guiding the child's hands, to pointing at the toothpaste, then just a verbal request.

4. Generalization

Once a skill is learned in a controlled environment (usually table-time), the skill is taught in more general settings. Perhaps the skill will be taught in the natural environment. If the student has successfully mastered learning colors at the table, the teacher may take the student around the house or his school and then re-teach the skill in these more natural environments.

5. Shaping

Main article: Reinforcing successive approximations
Shaping involves gradually modifying the existing behavior of a child into the desired behavior. If a child engages with a dog by hitting it, the child could have their behavior shaped by reinforcing interactions in which the child touches the dog more gently. Over many interactions, successful shaping would replace the hitting behavior with patting or other gentler behavior.

6. Differential reinforcement

Reinforcement provides a response to a child’s behavior that will most likely increase that behavior. It is “differential” because the level of reinforcement varies depending on the child’s response. Difficult tasks may be reinforced heavily whereas easy tasks may be reinforced less heavily. We must systematically change our reinforcement so that the child eventually will respond appropriately under natural schedules of reinforcement (occasional) with natural types of reinforcers (social).

7. Video modeling

One teaching technique found to be effective with some children is the use of video modeling (the use of taped sequences as exemplars of behavior). It can be used by therapists to assist in the acquisition of both verbal and motor resoponses, in some cases for long chains of behavior.[11]




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.

Criticisms of ABA

Applied behavioral analysis has been criticized for several perceived failings.

Outcomes - The long term outcomes of ABA therapy have not been established, and there have been no investigations of improved quality of life in adulthood, as measured by criteria like the ability to maintain meaningful employment or relationships.[citation needed]. In the case of Auton (Guardian ad litem of) v. British Columbia (Attorney general), the Supreme Court of Canada ruled that since the outcomes of ABA were unproven and the treatment itself is still experimental, it could not be considered a "core treatment" (one for which the province is required to pay). The decision quoted the original trial judge, noting that "the trial judge found only that in “some cases” it may produce 'significant results'" [1]
Language - ABA and discrete trials are seen as less effective for improving 'functional language', the ability to use language to communicate effectively. Best practices for language learning now involve 'naturalized' teaching, mimicking the functions of language - requesting (manding), labeling (tacting) and obeying commands (receptive language).[12]
Objection from the autism rights movement - Autism rights activists oppose ABA for multiple reasons, ranging from its early dependency on aversives (in the original experiments the aversive was a cattle prod) to its goals of "extinguishing" even harmless autistic behavior such as stimming and rendering the child "undistinguishable from peers". Michelle Dawson, an autistic woman, filed an intervener factum in the Auton case challenging ABA on ethical grounds. [2]