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]
Tuesday, March 29, 2011
Saturday, March 19, 2011
sped school
Private SPED Schools | Public SPED Schools
Legends:
A -Autism CP -Cerebral Palsy MG/FL – Mentally Gifted and
Fast Learner
ADD -Attention Deficit
Disorder DS -Down Syndrome OH -Orthopedically
Handicapped
ADHD -Attention Deficit Hyperactivity Disorder HI – Hearing Impaired SD Speech Defective
BP -Behavior Problem LD -Learning Disabled SL -Slow Learner
CI -Chronically Ill MC/MR -Mentally
Challenged and
Metally Retarded VI -Visually Impaired
SCHOOL ADDRESS TELEPHONE SCHOOL HEAD CLIENTELE
A. Manila
Brother of Charity Ortho-Pedagogical Inst. 2002 Jesus St., Pandacan, City of Manila 564-01-97 / 338-54-99 Bro. Antonio L. Benito MC, A
Granada Educational Foundation Inc., School for the Hearing Impaired 1126 R. Hidalgo St., Quiapo, City of Manila 736-29-38 / 733-99-18 / FX734-31-74 Bro. Romanito N. Salada HI
Sergia G. Esguerra Memorial Foundation, Inc. Girls Scout Headquarters, Nagtahan Bridge, Pandacan, City of Manila 564-0156 / 26 Ms. Julie G.Esguerra HI, DS, SD
St. Teodora School and Tutorial Arts Center 1425 3rd & 4th Flrs., Sanchez Ext., Tondo, City of Manila 251-79-50 / 252-89-72 Ms. Katherine A. Chuabio MC, A, ADD, ADHD
B. Quezon City
Abiertas Radiance School 21 Santolan Rd., Quezon City 415-67-46 / 412-46-96 / 726-97-28fx Ms. Ma. Asuncion Jose MC, ADHD, BP, MC, ADD
Akademia Schools, Inc. 57 Maginhawa St., UP Village, Quezon City
Bridges Foundation, Inc. 22 Scout Limbaga St., Timog Ave., Quezon City 372-07-52 to 53 Ms. Barbra D. Paguia/Ms.Lea Reyes A, MC, ADHD
Center for Developmental Intervention Foundation, Inc. Special School Phil. Children’s Medical Center Compound, Quezon Blvd., Quezon City 924-66-01 to 25 Loc. 264; 929-79-07 Fax Ms. Evelyn B. Caja MC, A, ADHD
Center for Exceptional Children 30 Branches St., GSIS Village, Proj. 8, Quezon City 929-97-65 / 928-07-68 Ms. Amparo C. Magtoto MC, ADHD, ADD, BP, LD
Cupertino Center for Special Children Mangyan Rd., La Vista Subd. Loyola Heights, Quezon City 928-41-15 Fax Dr. Ma. Therese Macapagal MC, A, ADHD
Fairfield School, Inc. 15 Matiaga St., Brgy. Central, Quezon City 926-5911 Dr. Mercedez Adorio MC, A, ADHD
Gentle Minds Learning Center 4 H.I. Ruby St., Cypress Village, Balintawak, Quezon City MC, ADHD, LD, MC, BP
Headway School for Giftedness, Inc. 130 Matahimik St., UP Village, Diliman, Quezon City 926-91-74 / 426-77-39 Ms. Maria Luz B. Estudillo Gifted / Talented
Integrative School of Quezon City Foundation,Inc. 13 Maginhawa St., UP Village, Quezon City 925-51-96 Ms. Rose Imelda P. Garcia MG, MR, A, BP. LD, ADHD
Immaculate Conception Cathedral School, Inc. 39 Lantana St., Cubao, Quezon City 727-27-40 to 44 loc. 404 / 721-7078 Ms. Bienvenida Roxas MR, A, ADHD
Lord Jesus Our Redeemer Christian Acad., Inc. 380 Quirino Highway, Brgy. Talipapa, Sangangdaan, Nov. 455-91-59 MR, A, ADHD
Ma. Lena Buhay Memorial Foundation 25 Starline Rd., cor. Milkyway Drive, Blue Ridge, Quezon City 647-10-76 res. / 647-12-70 Ms. Leticia N. Buhay, MS HI
Miriam Col.- Southeast Asian Institute for the Deaf Miriam College Compound, Katipunan Rd., Loyola Hts, Quezon City 426-01-71Fx / 925-72-57 Ms. Carolyn C. Ui HI
Montessori Children’s House, Inc. Panay Ave., Diliman, Quezon City 372-4413 / 697-4644 Ms. Sylvia Lazo MR, BP
Multiple Intelligence International. School Found., Inc. 4 Escaler St., Loyola Heights, Quezon City 928-01-43 / 433-4949 / 433-4948 Ms. Mary Joy Canon Abaquin HI, A
New Era University St. Joseph St., Milton Hills Subd., Diliman, Quezon City 981-4221 / 981-4240 Loc. 3915 Mr. Orlando Cabigting, Jr. MR, A, ADHD
New Hope SPED Center 14 Kasing-kasing St., East Kamias, Quezon City 921-87-58 Erlinda R. Tejero A, ADHD, ADD
P-M Calamba Learning Center, Inc. 2 Balete Drive, cor. N. Domingo, Quezon City 726-15-49 / 725-99-70 / 413-05-01 Mr. Chares M. Calamba BP
Resources for the Blind, Inc. 3 FCOTI Bldg., 623 EDSA, Cubao, Quezon City Early Intervention
Saints & Angel School Inc. P. Dela Cruz, San Bartolome, Novaliches, Quezon City 419-4798 Ms. Candida Arceo-Corpuz
Siena College Del Monte Ave., Quezon City 414-11-55 / 731-7920 Sr. Estrella T. Tangan, O.P. Ph.D. MR, A, ADHD, MC, LD
St. Anne’s Special School 3 Faith St.,Teresa Village, Brgy. Bahay Toro, Quezon City 9278619 / 926-88-96 Ms. Aurora T. Apuada MC, ADHD, LD
St. Francis K Six-VSA-Arts Philippines , Inc. Balabac St., Kapiligan, North Araneta Subd.,Quezon City 712-3731 Ms. Rebecca Santos HI
St. John Ma. de Vianney Special Education Learning and Resource Center 252 Scout Chuatoco, Roxas District, Quezon City 371-49-13TF / 373-52-20 Ms. Teresita G. de Mesa,ED,D. SL, LD, MC, BP, A. ADHD
St. Joseph College 295 E. Rodriguez Sr. Blvd., Quezon City 723-02-21 Loc. 126 Sis Mercedes Salud MC, A, ADHD, ADD
Sto. Niño Special Education Center Foundation, Inc. 20 M. Cruz St., Brgy. Kaligayahan, Novaliches, Quezon City 939-60-16 / 939-89-23 TF Mrs. Remedios Agahan MC, A, HI, LD
Take the Nations For Jesus Christian Academy 771 Aurora Blvd., Brgy. Mariana, Quezon City 725-2779 / 725-3114 Mrs. Ida W. Matriano MC, A, LD
T. D. & S. Hope Christian Academy Iris St., cor. Dahlia Ave., West Fairview, Quezon City 428-30-23 / 930-8647Fx Mrs. Eleanor L. Pedro MR, A, ADHD, LD, MC
The Child’s World – A Growing Center 732 Amoranto Ave., Sta. Mesa Heights, Quezon City 712-47-22 / 712-48-55 / 783-7586 Ms. Evelina Tan CP, LD, A
Tumble N Touch Special Learning Center 16 P. Tuason St., Proj. 4 , Quezon City 438-83-27 / 438-88-22 / 437-18-39 Ms. Lourdes Lero MC, FL, ADHD, ADD
Wee Care Child Health Development 44 Malingap St., Teachers Village, Quezon City 433-73-70 Dr. Regina Cailao MC, A, DS, HI, CP, ADHD
Wordlab School, Inc. 28 7th St., New Manila, Quezon City 724-38-71 / 727-97-62 Ms. Faye Matea Casis LD, ADHD, ADD, MC
C. Pasay City
Capt. Wilijado P. Abuid- Escuela De La Vida 33 A. Arnaiz Ave.,Cor. Robert St., Libertad, Pasay City 831-15-25 / 551-51-57 Ms. Jenrose Franco MC, A, ADHD
D. Caloocan City
E.M. Castro Sped Learning Center Blk 5, Lot 30, Soldiers Hills III, Caloocan City 961-55-99 / 961-55-92 Dr. Ella M. Castro FL, LD, ADHD
Holy Rosary College Foundation 1427 Fr. Hofstee St., Tala, Caloocan City 962-84-18 Mrs. Dolora D. Loquinarioo A, SL, ADD,, ADHD
Secret of God’s Child Learning Center, Inc. 176 12th Ave. cor. Rosal St., Grace Park, Caloocan City 363-48-92 Mr. Noel L. Beriña II MC, A, ADD
E. Mandaluyong City
Angeli Dei School 449 Malaya St., Plainview, City of Mandaluyong 532-57-95 / 532-63-16TF Ms. Leticia U. Uy MC, HI, A, LD, ADHD
F. Marikina City
Eucharistiana Center for Special Children 5 Russet St.,SSS Village, Concepcion II, Marikina City 941-81-35 Mr. Peter F. Mallonga MC, A, ADHD
Majestic Math for Kids and Special Education Center 2 Diego Silang St., San Roque, Marikina City MC, A, ADHD, LD, ADD
Sta. Clara Learning Center of Marikina City 117 M.H. del Pilar St., Kalumpang, Marikina City 645-49-45 / 645-1232 Dr. Telly S. Cheng MC, A, ADHD, ADD, MD
G. Makati City
Carolina Learning Center 1128 E. Rodriguez Ave., Bangkal, Makati City 843-19-92 TF / 833-83-51 Ms. Ola Del Mundo MC, A, BP, LD, OH, ADHD
Little Kids of I.S.A.A.C. 2697 Rodriguez Ave., Corner Cailles St. Bangkal, Makati City 886-44-58 MR, BP, A, ADD, ADHD
REACH International School Inc. 67 Oaseo de Roxas St., Urd. Vill., Makati City 812-05-77/751-99-52 Ms. Martha Cynthia Tinsay Gonzalez MC, ADHD, LD, MD
Stepping Stone Learning & Resource Center MRTC Bldg., Camia St., Guadalupe Viejo, Makati City 896-02-69 / 899-83-83 Ms. Marissa Labajo MC, A, CP, DS, MH, ADHD
St. Colleta Special School 2118 – L Nuestra Señora cor. Antipolo St., Guadalupe Nuevo, Makati City 750-67-61 Ms. Remedios Mendez MC, ADHD, ADD, LD, SL
Skill Camp Learning Center Philippines, Inc. La Fuerza Plaza II, 2241 Chino Roces, cor. Sabio St., Makati 893-47-33 / 812-50-87 MC, A, ADHD, ADD, SL, MD
H. Pasig City
Guardian Angel Learning Center of Pasig Lot 2,Blk 1 Almon St., Northwest Vill.,Sta. Lucia, Pasig City 401=12-65 / 655-46-18 Dr. Lorenzo E. E. Gamos A, ADD, ADHD
Laro, Lapis at Libro Center for Learners 110 Amang Rodriguez Jr. Ave., De La Paz, Pasig City 915-52-65 / 475-3119 Dr. Rosario Margarita A. Aligada MR, A, ADHD
Mariam Claire Integrated School 106 Hawaii St., Greenpark, De La Paz, Pasig City 916-05-70 / 416-53-78 Ms. Mayumi Dino A, ADHD, MC
Our Lady of Salvation Educ’l. Integration Found. Ctr. 166 D.A. Luna St., Malinao, Pasig City 643-55-16 Ms. Salve S. Labrador A, MC, DS, ADHD, ADD
Shine Special Education Center, Inc. 33 San Rafael cor. San Roque, Brgy., Kapitolyo,Pasig City 635-59-60 Ms. Ma. Rosario G. Joaquin Autism, other related disorders
Westdrive Education Foundation, Inc. 20 West Capitol Drive, Kapitolyo, Pasig City 631-45-36TF Ms. Wilma Viña Luz D. De Leon A, BP, MC, HI
I. San Juan City
Donum Dei Academy 152 F. Blumenttrit Rd., Cor. R. Pascual, Batis, San Juan City 744-40-93 Miss Teresita G. Garica A, BP, CI, LD, ADHD, ADD
Kids World Integrated School, Inc. Johnson Clubhouse, North Greenhills, San Juan City 726-65-70 Ms. Ingrid Yap MR, A, ADHD, ADD, SL
Learning Partners School, Inc. 189 Pilar St., Addition Hills, San Juan City 725-76-10 Ms. Josephine V. Nepomoceno HI. MC
Resalest Educational Center 12 A Allenby St., Maytunas, San Juan City 705-18-42 Mrs. Alicia G. Rea BP, ADHD
Tabernacle of Faith Christian Academy 151 J. Ruiz St., Salapan, San Juan City 723-77-60 / 62, 727-07-50TF Rev. Domingo T. Taniegra, Jr. A, SL, MC, PDD, ADHD
J. Parañaque City
Ann Arbor Montessori Learning Center 390 El Grande Ave., BF Homes, Parañaque City 826-6972 / 826-6028 / 825-0591Fax Dr. Lourdes L. Carpio A, MC, ADHD
Blessed Luisa School 96 San Gabriel St.,San Antonio Valley, San Isidro, Parañaque City 825-27-36TF Mrs. Ma. Luisa E. Shiapno MC, A, ADHD
KC Pre School Tutorial & Review Center,Inc. 252 Aguirre Ave., BF Homes, Parañaque City 809-45-53 Marie Josephine C. Solano MR, A, ADHD, LD, SL
Stone Castle Learning Center 19 Britain St., Betterliving Subd., Parañaque City 823-01-77 Ms. Mary Ann A. Muñoz MR, A, ADHD, ADD
The Learning Center, Inc. 134 Carmelite St., Merville Subd., Parañaque City 824-99-62 / 824-99-64 Ms. Ma. Yolanda Michelle Bautista MC, BP, HI, OH, ADHD
Trust in God Learning School, Inc. 35 Germany St., Ethiopa Better Living, Parañaque City MR A, ADHD, SL, LD
K. Las Piñas City
Academy of Jesus, Inc. V. Guinto St., Manuel V. Pamplona, Las Piñas City 874-25-56 / 874-55-73 / 874-35-31 Ms. Brenda L. Gulapa MR A, ADHD, ADD
ALPHASTAR Educational Centre, Inc. Ph 3 L 4 B. A. Liwanag St. Classic I, BFRV, City of Las Piñas 875-28-36 Ms. Ophelia M. So MC, A, ADHD
Bright Morning Star School St. Joseph Subd., Pulang Lupa, City of Las Piñas 829-94-56 Ms. Marietta Bajamundi ADHD, LD, SL, MC, MR
Center for Autism &Related Disorders 898 Palace Rd., BF Homes, City of Las Piñas 820-8719 Ms. Rebecca S. Esguerra A, ADHD, ADD, MC, MD
De La arese Montessori School, Inc. St. Peter, Pulanlupa 1, Las Piñas City 871-7275 Dr. Nelia Sorvida MR, A, ADHD, BP
H.O.P.E. Development Center for Children, Inc. 41 Mariano Ponce cor. Tropical St., Ph V BF Homes Executive. Village, City of Las Piñas 801-07-94 / 801-79-01TF / 632-37-50 Mrs. Nida Socorro Gusto MC, ADD, A, ADHD
Integrated Movement Academy, Inc. 33 Gloria Diaz St., BF Resort Village, Pamplona, City of Las Piñas 871-21-23 Ms. Glecita Repia MC, A, ADHD
Joseph Gualandi School for Hearing Impaired, Inc. 66-A Periquet St., BF Homes Exec. Village, City of Las Piñas 829-64-50 / 829-6091 Sr. Elena Serafino HI
Kidzone Guided Development Centre Block 1 Lot 4, Garmet St., Manuela Homes, Talon V, LP MR, A, ADHD, ADD, LD, SL
Las Pinas Montessori School Gumamela St.cor. DamadeNoche, Vergonville Vill., City of Las Piñas 871-17-25 / 872-58-08 Ms. Rowena Lorenzo MC, A, OH, HI, LD, ADHD
Mary Immaculate Parish Special School Agro Homes I, Talon 5, City of Las Piñas 805-50-80TF / 806-40-46 Rev. Fr. Fidel G. Fabile MC, SL, HI, A, VI, BP, ADHD
PATUBAES Learning Center (DSWD) 21 Marigold St., Vergonville, Pulang-lupa 2, City of Las Piñas 871-97-40 Ms. Bibiana Q. Basa MC, HI, LD, DS, A, ADHD, CP
Silverdale Learning Resource Center Italia 500, BF Resort Village, Batican Drive 873-82-96 / 873-04-15 / 873-73-73 Dr. Leisa M. Gaviola MH
Skyword Southern Academy(Skyview Learning Center) L1, B5 Venezia cor. Ozaita Sts., BF Resort Vill., Talon 2, City of Las Piñas 871-70-58 / 871-10-14 Ms. Angelita Landrito A, MR, DD. ADHD
Southville International School Luxemburg, BF Homes 842-88-11 / 825-63-74 Dr. Genevie Tan Mentally Gifted
Special Care Development Center Blk 10, Lot 3, Catmon Rd., Pilar Village, City of Las Piñas 801-43-02 / 806-83-34 TF / 871-51-67 Ms. Lolita Serrano MC, HI,, ADHD, A, SD, LD, CP, MH
The Village Plygroup Foundation, Inc. 68 Lalaine Bennet St., BF Resort Village, Pamplona, LP
L. Valenzuela City
Bible Institute for the Deaf Gov. Ignacio Santiago St., Malinta, Valenzuela City 444-19-26 / 294-62-75TF Ms. Ellen Castillo HI
St. Mary’s Angels School of Valenzuela P. Gomez St., Fortune Village 7, Parada, Valenzuela City 291-11-36 / 37 Mrs. Susan C. Ramos A, DS, ADHD, GDD, LD, SD, ,ADHD, BP
M. Malabon and Navotas City
De La Salle – Araneta University Victoneta Ave., Salvador Araneta Campus, Malabon City 330-91-28 to 33 Loc. 118 Dr. Jidith D. Aldaba MR, ADD, ADHD, A, MC
Higher Ground Baptist Academy Foundation, Inc. 6 Maria Clara St.., Acacia, Malabon City
T.A.L.K. Learning Center, Inc. 83 Bronce St., Tugatog, Malabon City 287-18-16 Mrs. Josefina Valeriano HI
N. Taguig City and Pateros
St. Martha’s Development & Learning Center 42 M. Lozada St., Sto. Rosario, Silangan, Pateros 642-53-17TF Ms. Desi Villo OH, A, BP, ADHD, ADD, MC
O. Muntinlupa
Anima Christi for Learning and Human Development #5 St. Mark St., San Jose Village, Alabang, City of Muntinlupa 809-74-45TF / 807-41-69 / 842-64-63 Mrs. Rizalina G. Ochoa ADHD, LD, MC, A, SL, HI, BP
Colegio De Nuestra Señora de Guadalupe Umali Cpd. , Summitville Subd., Putatan Muntinlupa City 861-10-19 / 862-00-57 Ms. Ma. Noli M. Chua
St. Agustine School for the Deaf Blk 18 L-3, Gladiola, Doña Rosario, Bayview, Sucat 837-06-11 / 838-63-91 Ms. Rhodora Pamaran HI
The Birthright Educators Foundation 0348 Beverly St., Park Homes, Tunasan, City of Muntinlupa 850-19-87 Mrs. Miriam Del Rosario A, BP, HI, OH, SD, VI, MC, ADHD
Legends:
A -Autism CP -Cerebral Palsy MG/FL – Mentally Gifted and
Fast Learner
ADD -Attention Deficit
Disorder DS -Down Syndrome OH -Orthopedically
Handicapped
ADHD -Attention Deficit Hyperactivity Disorder HI – Hearing Impaired SD Speech Defective
BP -Behavior Problem LD -Learning Disabled SL -Slow Learner
CI -Chronically Ill MC/MR -Mentally
Challenged and
Metally Retarded VI -Visually Impaired
SCHOOL ADDRESS TELEPHONE SCHOOL HEAD CLIENTELE
A. Manila
Brother of Charity Ortho-Pedagogical Inst. 2002 Jesus St., Pandacan, City of Manila 564-01-97 / 338-54-99 Bro. Antonio L. Benito MC, A
Granada Educational Foundation Inc., School for the Hearing Impaired 1126 R. Hidalgo St., Quiapo, City of Manila 736-29-38 / 733-99-18 / FX734-31-74 Bro. Romanito N. Salada HI
Sergia G. Esguerra Memorial Foundation, Inc. Girls Scout Headquarters, Nagtahan Bridge, Pandacan, City of Manila 564-0156 / 26 Ms. Julie G.Esguerra HI, DS, SD
St. Teodora School and Tutorial Arts Center 1425 3rd & 4th Flrs., Sanchez Ext., Tondo, City of Manila 251-79-50 / 252-89-72 Ms. Katherine A. Chuabio MC, A, ADD, ADHD
B. Quezon City
Abiertas Radiance School 21 Santolan Rd., Quezon City 415-67-46 / 412-46-96 / 726-97-28fx Ms. Ma. Asuncion Jose MC, ADHD, BP, MC, ADD
Akademia Schools, Inc. 57 Maginhawa St., UP Village, Quezon City
Bridges Foundation, Inc. 22 Scout Limbaga St., Timog Ave., Quezon City 372-07-52 to 53 Ms. Barbra D. Paguia/Ms.Lea Reyes A, MC, ADHD
Center for Developmental Intervention Foundation, Inc. Special School Phil. Children’s Medical Center Compound, Quezon Blvd., Quezon City 924-66-01 to 25 Loc. 264; 929-79-07 Fax Ms. Evelyn B. Caja MC, A, ADHD
Center for Exceptional Children 30 Branches St., GSIS Village, Proj. 8, Quezon City 929-97-65 / 928-07-68 Ms. Amparo C. Magtoto MC, ADHD, ADD, BP, LD
Cupertino Center for Special Children Mangyan Rd., La Vista Subd. Loyola Heights, Quezon City 928-41-15 Fax Dr. Ma. Therese Macapagal MC, A, ADHD
Fairfield School, Inc. 15 Matiaga St., Brgy. Central, Quezon City 926-5911 Dr. Mercedez Adorio MC, A, ADHD
Gentle Minds Learning Center 4 H.I. Ruby St., Cypress Village, Balintawak, Quezon City MC, ADHD, LD, MC, BP
Headway School for Giftedness, Inc. 130 Matahimik St., UP Village, Diliman, Quezon City 926-91-74 / 426-77-39 Ms. Maria Luz B. Estudillo Gifted / Talented
Integrative School of Quezon City Foundation,Inc. 13 Maginhawa St., UP Village, Quezon City 925-51-96 Ms. Rose Imelda P. Garcia MG, MR, A, BP. LD, ADHD
Immaculate Conception Cathedral School, Inc. 39 Lantana St., Cubao, Quezon City 727-27-40 to 44 loc. 404 / 721-7078 Ms. Bienvenida Roxas MR, A, ADHD
Lord Jesus Our Redeemer Christian Acad., Inc. 380 Quirino Highway, Brgy. Talipapa, Sangangdaan, Nov. 455-91-59 MR, A, ADHD
Ma. Lena Buhay Memorial Foundation 25 Starline Rd., cor. Milkyway Drive, Blue Ridge, Quezon City 647-10-76 res. / 647-12-70 Ms. Leticia N. Buhay, MS HI
Miriam Col.- Southeast Asian Institute for the Deaf Miriam College Compound, Katipunan Rd., Loyola Hts, Quezon City 426-01-71Fx / 925-72-57 Ms. Carolyn C. Ui HI
Montessori Children’s House, Inc. Panay Ave., Diliman, Quezon City 372-4413 / 697-4644 Ms. Sylvia Lazo MR, BP
Multiple Intelligence International. School Found., Inc. 4 Escaler St., Loyola Heights, Quezon City 928-01-43 / 433-4949 / 433-4948 Ms. Mary Joy Canon Abaquin HI, A
New Era University St. Joseph St., Milton Hills Subd., Diliman, Quezon City 981-4221 / 981-4240 Loc. 3915 Mr. Orlando Cabigting, Jr. MR, A, ADHD
New Hope SPED Center 14 Kasing-kasing St., East Kamias, Quezon City 921-87-58 Erlinda R. Tejero A, ADHD, ADD
P-M Calamba Learning Center, Inc. 2 Balete Drive, cor. N. Domingo, Quezon City 726-15-49 / 725-99-70 / 413-05-01 Mr. Chares M. Calamba BP
Resources for the Blind, Inc. 3 FCOTI Bldg., 623 EDSA, Cubao, Quezon City Early Intervention
Saints & Angel School Inc. P. Dela Cruz, San Bartolome, Novaliches, Quezon City 419-4798 Ms. Candida Arceo-Corpuz
Siena College Del Monte Ave., Quezon City 414-11-55 / 731-7920 Sr. Estrella T. Tangan, O.P. Ph.D. MR, A, ADHD, MC, LD
St. Anne’s Special School 3 Faith St.,Teresa Village, Brgy. Bahay Toro, Quezon City 9278619 / 926-88-96 Ms. Aurora T. Apuada MC, ADHD, LD
St. Francis K Six-VSA-Arts Philippines , Inc. Balabac St., Kapiligan, North Araneta Subd.,Quezon City 712-3731 Ms. Rebecca Santos HI
St. John Ma. de Vianney Special Education Learning and Resource Center 252 Scout Chuatoco, Roxas District, Quezon City 371-49-13TF / 373-52-20 Ms. Teresita G. de Mesa,ED,D. SL, LD, MC, BP, A. ADHD
St. Joseph College 295 E. Rodriguez Sr. Blvd., Quezon City 723-02-21 Loc. 126 Sis Mercedes Salud MC, A, ADHD, ADD
Sto. Niño Special Education Center Foundation, Inc. 20 M. Cruz St., Brgy. Kaligayahan, Novaliches, Quezon City 939-60-16 / 939-89-23 TF Mrs. Remedios Agahan MC, A, HI, LD
Take the Nations For Jesus Christian Academy 771 Aurora Blvd., Brgy. Mariana, Quezon City 725-2779 / 725-3114 Mrs. Ida W. Matriano MC, A, LD
T. D. & S. Hope Christian Academy Iris St., cor. Dahlia Ave., West Fairview, Quezon City 428-30-23 / 930-8647Fx Mrs. Eleanor L. Pedro MR, A, ADHD, LD, MC
The Child’s World – A Growing Center 732 Amoranto Ave., Sta. Mesa Heights, Quezon City 712-47-22 / 712-48-55 / 783-7586 Ms. Evelina Tan CP, LD, A
Tumble N Touch Special Learning Center 16 P. Tuason St., Proj. 4 , Quezon City 438-83-27 / 438-88-22 / 437-18-39 Ms. Lourdes Lero MC, FL, ADHD, ADD
Wee Care Child Health Development 44 Malingap St., Teachers Village, Quezon City 433-73-70 Dr. Regina Cailao MC, A, DS, HI, CP, ADHD
Wordlab School, Inc. 28 7th St., New Manila, Quezon City 724-38-71 / 727-97-62 Ms. Faye Matea Casis LD, ADHD, ADD, MC
C. Pasay City
Capt. Wilijado P. Abuid- Escuela De La Vida 33 A. Arnaiz Ave.,Cor. Robert St., Libertad, Pasay City 831-15-25 / 551-51-57 Ms. Jenrose Franco MC, A, ADHD
D. Caloocan City
E.M. Castro Sped Learning Center Blk 5, Lot 30, Soldiers Hills III, Caloocan City 961-55-99 / 961-55-92 Dr. Ella M. Castro FL, LD, ADHD
Holy Rosary College Foundation 1427 Fr. Hofstee St., Tala, Caloocan City 962-84-18 Mrs. Dolora D. Loquinarioo A, SL, ADD,, ADHD
Secret of God’s Child Learning Center, Inc. 176 12th Ave. cor. Rosal St., Grace Park, Caloocan City 363-48-92 Mr. Noel L. Beriña II MC, A, ADD
E. Mandaluyong City
Angeli Dei School 449 Malaya St., Plainview, City of Mandaluyong 532-57-95 / 532-63-16TF Ms. Leticia U. Uy MC, HI, A, LD, ADHD
F. Marikina City
Eucharistiana Center for Special Children 5 Russet St.,SSS Village, Concepcion II, Marikina City 941-81-35 Mr. Peter F. Mallonga MC, A, ADHD
Majestic Math for Kids and Special Education Center 2 Diego Silang St., San Roque, Marikina City MC, A, ADHD, LD, ADD
Sta. Clara Learning Center of Marikina City 117 M.H. del Pilar St., Kalumpang, Marikina City 645-49-45 / 645-1232 Dr. Telly S. Cheng MC, A, ADHD, ADD, MD
G. Makati City
Carolina Learning Center 1128 E. Rodriguez Ave., Bangkal, Makati City 843-19-92 TF / 833-83-51 Ms. Ola Del Mundo MC, A, BP, LD, OH, ADHD
Little Kids of I.S.A.A.C. 2697 Rodriguez Ave., Corner Cailles St. Bangkal, Makati City 886-44-58 MR, BP, A, ADD, ADHD
REACH International School Inc. 67 Oaseo de Roxas St., Urd. Vill., Makati City 812-05-77/751-99-52 Ms. Martha Cynthia Tinsay Gonzalez MC, ADHD, LD, MD
Stepping Stone Learning & Resource Center MRTC Bldg., Camia St., Guadalupe Viejo, Makati City 896-02-69 / 899-83-83 Ms. Marissa Labajo MC, A, CP, DS, MH, ADHD
St. Colleta Special School 2118 – L Nuestra Señora cor. Antipolo St., Guadalupe Nuevo, Makati City 750-67-61 Ms. Remedios Mendez MC, ADHD, ADD, LD, SL
Skill Camp Learning Center Philippines, Inc. La Fuerza Plaza II, 2241 Chino Roces, cor. Sabio St., Makati 893-47-33 / 812-50-87 MC, A, ADHD, ADD, SL, MD
H. Pasig City
Guardian Angel Learning Center of Pasig Lot 2,Blk 1 Almon St., Northwest Vill.,Sta. Lucia, Pasig City 401=12-65 / 655-46-18 Dr. Lorenzo E. E. Gamos A, ADD, ADHD
Laro, Lapis at Libro Center for Learners 110 Amang Rodriguez Jr. Ave., De La Paz, Pasig City 915-52-65 / 475-3119 Dr. Rosario Margarita A. Aligada MR, A, ADHD
Mariam Claire Integrated School 106 Hawaii St., Greenpark, De La Paz, Pasig City 916-05-70 / 416-53-78 Ms. Mayumi Dino A, ADHD, MC
Our Lady of Salvation Educ’l. Integration Found. Ctr. 166 D.A. Luna St., Malinao, Pasig City 643-55-16 Ms. Salve S. Labrador A, MC, DS, ADHD, ADD
Shine Special Education Center, Inc. 33 San Rafael cor. San Roque, Brgy., Kapitolyo,Pasig City 635-59-60 Ms. Ma. Rosario G. Joaquin Autism, other related disorders
Westdrive Education Foundation, Inc. 20 West Capitol Drive, Kapitolyo, Pasig City 631-45-36TF Ms. Wilma Viña Luz D. De Leon A, BP, MC, HI
I. San Juan City
Donum Dei Academy 152 F. Blumenttrit Rd., Cor. R. Pascual, Batis, San Juan City 744-40-93 Miss Teresita G. Garica A, BP, CI, LD, ADHD, ADD
Kids World Integrated School, Inc. Johnson Clubhouse, North Greenhills, San Juan City 726-65-70 Ms. Ingrid Yap MR, A, ADHD, ADD, SL
Learning Partners School, Inc. 189 Pilar St., Addition Hills, San Juan City 725-76-10 Ms. Josephine V. Nepomoceno HI. MC
Resalest Educational Center 12 A Allenby St., Maytunas, San Juan City 705-18-42 Mrs. Alicia G. Rea BP, ADHD
Tabernacle of Faith Christian Academy 151 J. Ruiz St., Salapan, San Juan City 723-77-60 / 62, 727-07-50TF Rev. Domingo T. Taniegra, Jr. A, SL, MC, PDD, ADHD
J. Parañaque City
Ann Arbor Montessori Learning Center 390 El Grande Ave., BF Homes, Parañaque City 826-6972 / 826-6028 / 825-0591Fax Dr. Lourdes L. Carpio A, MC, ADHD
Blessed Luisa School 96 San Gabriel St.,San Antonio Valley, San Isidro, Parañaque City 825-27-36TF Mrs. Ma. Luisa E. Shiapno MC, A, ADHD
KC Pre School Tutorial & Review Center,Inc. 252 Aguirre Ave., BF Homes, Parañaque City 809-45-53 Marie Josephine C. Solano MR, A, ADHD, LD, SL
Stone Castle Learning Center 19 Britain St., Betterliving Subd., Parañaque City 823-01-77 Ms. Mary Ann A. Muñoz MR, A, ADHD, ADD
The Learning Center, Inc. 134 Carmelite St., Merville Subd., Parañaque City 824-99-62 / 824-99-64 Ms. Ma. Yolanda Michelle Bautista MC, BP, HI, OH, ADHD
Trust in God Learning School, Inc. 35 Germany St., Ethiopa Better Living, Parañaque City MR A, ADHD, SL, LD
K. Las Piñas City
Academy of Jesus, Inc. V. Guinto St., Manuel V. Pamplona, Las Piñas City 874-25-56 / 874-55-73 / 874-35-31 Ms. Brenda L. Gulapa MR A, ADHD, ADD
ALPHASTAR Educational Centre, Inc. Ph 3 L 4 B. A. Liwanag St. Classic I, BFRV, City of Las Piñas 875-28-36 Ms. Ophelia M. So MC, A, ADHD
Bright Morning Star School St. Joseph Subd., Pulang Lupa, City of Las Piñas 829-94-56 Ms. Marietta Bajamundi ADHD, LD, SL, MC, MR
Center for Autism &Related Disorders 898 Palace Rd., BF Homes, City of Las Piñas 820-8719 Ms. Rebecca S. Esguerra A, ADHD, ADD, MC, MD
De La arese Montessori School, Inc. St. Peter, Pulanlupa 1, Las Piñas City 871-7275 Dr. Nelia Sorvida MR, A, ADHD, BP
H.O.P.E. Development Center for Children, Inc. 41 Mariano Ponce cor. Tropical St., Ph V BF Homes Executive. Village, City of Las Piñas 801-07-94 / 801-79-01TF / 632-37-50 Mrs. Nida Socorro Gusto MC, ADD, A, ADHD
Integrated Movement Academy, Inc. 33 Gloria Diaz St., BF Resort Village, Pamplona, City of Las Piñas 871-21-23 Ms. Glecita Repia MC, A, ADHD
Joseph Gualandi School for Hearing Impaired, Inc. 66-A Periquet St., BF Homes Exec. Village, City of Las Piñas 829-64-50 / 829-6091 Sr. Elena Serafino HI
Kidzone Guided Development Centre Block 1 Lot 4, Garmet St., Manuela Homes, Talon V, LP MR, A, ADHD, ADD, LD, SL
Las Pinas Montessori School Gumamela St.cor. DamadeNoche, Vergonville Vill., City of Las Piñas 871-17-25 / 872-58-08 Ms. Rowena Lorenzo MC, A, OH, HI, LD, ADHD
Mary Immaculate Parish Special School Agro Homes I, Talon 5, City of Las Piñas 805-50-80TF / 806-40-46 Rev. Fr. Fidel G. Fabile MC, SL, HI, A, VI, BP, ADHD
PATUBAES Learning Center (DSWD) 21 Marigold St., Vergonville, Pulang-lupa 2, City of Las Piñas 871-97-40 Ms. Bibiana Q. Basa MC, HI, LD, DS, A, ADHD, CP
Silverdale Learning Resource Center Italia 500, BF Resort Village, Batican Drive 873-82-96 / 873-04-15 / 873-73-73 Dr. Leisa M. Gaviola MH
Skyword Southern Academy(Skyview Learning Center) L1, B5 Venezia cor. Ozaita Sts., BF Resort Vill., Talon 2, City of Las Piñas 871-70-58 / 871-10-14 Ms. Angelita Landrito A, MR, DD. ADHD
Southville International School Luxemburg, BF Homes 842-88-11 / 825-63-74 Dr. Genevie Tan Mentally Gifted
Special Care Development Center Blk 10, Lot 3, Catmon Rd., Pilar Village, City of Las Piñas 801-43-02 / 806-83-34 TF / 871-51-67 Ms. Lolita Serrano MC, HI,, ADHD, A, SD, LD, CP, MH
The Village Plygroup Foundation, Inc. 68 Lalaine Bennet St., BF Resort Village, Pamplona, LP
L. Valenzuela City
Bible Institute for the Deaf Gov. Ignacio Santiago St., Malinta, Valenzuela City 444-19-26 / 294-62-75TF Ms. Ellen Castillo HI
St. Mary’s Angels School of Valenzuela P. Gomez St., Fortune Village 7, Parada, Valenzuela City 291-11-36 / 37 Mrs. Susan C. Ramos A, DS, ADHD, GDD, LD, SD, ,ADHD, BP
M. Malabon and Navotas City
De La Salle – Araneta University Victoneta Ave., Salvador Araneta Campus, Malabon City 330-91-28 to 33 Loc. 118 Dr. Jidith D. Aldaba MR, ADD, ADHD, A, MC
Higher Ground Baptist Academy Foundation, Inc. 6 Maria Clara St.., Acacia, Malabon City
T.A.L.K. Learning Center, Inc. 83 Bronce St., Tugatog, Malabon City 287-18-16 Mrs. Josefina Valeriano HI
N. Taguig City and Pateros
St. Martha’s Development & Learning Center 42 M. Lozada St., Sto. Rosario, Silangan, Pateros 642-53-17TF Ms. Desi Villo OH, A, BP, ADHD, ADD, MC
O. Muntinlupa
Anima Christi for Learning and Human Development #5 St. Mark St., San Jose Village, Alabang, City of Muntinlupa 809-74-45TF / 807-41-69 / 842-64-63 Mrs. Rizalina G. Ochoa ADHD, LD, MC, A, SL, HI, BP
Colegio De Nuestra Señora de Guadalupe Umali Cpd. , Summitville Subd., Putatan Muntinlupa City 861-10-19 / 862-00-57 Ms. Ma. Noli M. Chua
St. Agustine School for the Deaf Blk 18 L-3, Gladiola, Doña Rosario, Bayview, Sucat 837-06-11 / 838-63-91 Ms. Rhodora Pamaran HI
The Birthright Educators Foundation 0348 Beverly St., Park Homes, Tunasan, City of Muntinlupa 850-19-87 Mrs. Miriam Del Rosario A, BP, HI, OH, SD, VI, MC, ADHD
Saturday, September 18, 2010
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]
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]
Saturday, August 14, 2010
Your Full Name
Your Address
SUBURB STATE POSTCODE
Telephone/Mobile Number
DATE
Mr/Ms (Name of your Boss/Manager)
Job Title
Company Name
Address number and street name
SUBURB STATE POSTCODE
Dear (Name of contact person), (if you don’t know who to address it to, use ‘Dear Sir or Madam’)
RE: Notice of Resignation
I wish to inform you that I will be resigning from my job as a (your job title), on (date), and I will conclude my employment (?) weeks from this date.
I have accepted another position that will further develop my skills. (you can give your reason for leaving but this is optional)
Working with the company has allowed me to gain important knowledge over the last (?) years (or how long you were employed).
I would like to take this opportunity to thank you for letting me provide my services.
Yours sincerely
(your signature)
(your name printed)
Your Address
SUBURB STATE POSTCODE
Telephone/Mobile Number
DATE
Mr/Ms (Name of your Boss/Manager)
Job Title
Company Name
Address number and street name
SUBURB STATE POSTCODE
Dear (Name of contact person), (if you don’t know who to address it to, use ‘Dear Sir or Madam’)
RE: Notice of Resignation
I wish to inform you that I will be resigning from my job as a (your job title), on (date), and I will conclude my employment (?) weeks from this date.
I have accepted another position that will further develop my skills. (you can give your reason for leaving but this is optional)
Working with the company has allowed me to gain important knowledge over the last (?) years (or how long you were employed).
I would like to take this opportunity to thank you for letting me provide my services.
Yours sincerely
(your signature)
(your name printed)
Tuesday, July 27, 2010
SACKS’ SENTENCE COMPLETION TEST
NATURE OF THE TEST
Dr. Joseph M. Sacks and other psychologist of the New York Veterans Administrative Mental Hygiene Service developed a sentence completion test designed to obtain significant clinical material in four representative areas of adjustment namely: • family • sex • interpersonal relationship • self-concept
It has felt that items included in this test present sufficient opportunities for the subject to express his attitudes so that clinical psychologist may infer his dominant personality traits/trends. Such information is useful in screening patient for therapy, which gives clues to content and dynamics of patients’ attitudes and feelings.
NATURE OF THE SCALE FAMILY The family area included three sets of attitudes namely: a) those towards mother, b) father, and c) family unit. It is hoped that even when the subject becomes evasive or cautious, at least one of the four items in each area will reveal significant response.
SEX The sex area includes attitudes towards woman and heterosexual relationship. The 8 items in this area allows the subject to express himself with regards to woman, towards marriage, and with respect to sexual relationship.
INTERERSONAL RELATIONSHIP The area of interpersonal relationship includes attitudes towards friends and acquaintances, colleagues at work or school, superior at work or school, and people supervised. The 16 items in this area affords the subject to express his feelings towards those.
SELF-CONCEPT The area of self-concept includes fear, guilt feelings, goals and attitudes towards one’s own ability, concept of himself as he is, he was and as he hopes to be. There are 24 items included in this area.
SCORING AND INTERPRETATION A rating sheet has been advised for the SSCT which brings together under each attitude, the four stimulus item and the subject’s responses to them.
For example:
Attitude towards Father items: 1. I feel that my father seldom works. 16. If my father would do better. 31. I wish that my father is dead. 46. I feel that my father is no good. Those four responses are considered together and interpretative summary is made that crystallizes the clinician’s impression of the subjects’ attitude towards in this area. In this case, the summary stated: “Extreme hostility and contempt or overt death wishes” A rating is made of the subject’s degree of disturbance in this area according to the following scale:
2 - SEVERELY DISTURBED Appears to require the therapeutic aid in handling emotional conflicts in this area. 1 – MILDLY DISTURBED Has emotional conflict in this area but appears able to handle them without therapeutic aid. 0 – No Significant disturbance rated in this area X – Unknown, Insufficient evidence
Sacks and Levy feel that it is more desirable to point out areas of disturbance and determine these through a constellation of response. The validity of the rating is dependent of course upon the clinical background of the examiner as well as upon materials produced by the subject.
The following are the summaries and ratings of the individual attitudes and outlines presented for a general summary of the SSCT findings. This includes the following:
1. Statement of those areas in which subject shows the most disturbed attitudes. This may provide significant clues for therapist. 2. A description of the interrelationships between attitudes with respect to content. This often illuminates dynamic factors in the case.
Certain influences on the subject’s personality structure case be made on the basis of the SSCT, such as: 1. The subject’s manner of response to impulse from within or to stimuli from the environment. 2. The subject’s nature of response to stress –impulsive or well-controlled. 3. The subject’s thinking content: realistic, artistic, and fantastic.
Interpretation Guide
Attitude towards Mother (14, 29, 44, 59) 2 = Completely rejects and depreciates mother whom he considers over demanding. 1 = Sees mother’s fault but accepts and tolerates differences. 0 = express only positive feelings towards the mother.
Attitude towards Father (1, 16, 31, 46) 2 = feels extreme hostility and contempt with overt death wishes. 1 = admires father but wishes that their relationship were closer. 0 = expresses complete satisfaction with father’s personality.
Attitude towards Family Unit (2, 27, 42, 57) 2 = feels rejected by the family which lacks solidarity and which has constantly contended with difficulties. 1 = aware that the family does not recognize him as a mature person but has no difficulty in relating with them. 0 = instability of the family domicile has had little effect on his favorable feeling towards them.
Attitude towards Women ( 10, 25, 40, 55) 2 = extremely suspicious, possible homosexual tendency 1 = high ideas but ambivalent feelings. 0 = only minor or superficial criticisms
Attitude towards Heterosexual Relationship (11,26,41,56) 2 = appears to have given up achieving good sexual adjustment 1 = deserved sexual experiences but reservation about his ability to maintain marital relationship. 0 = indicates satisfaction towards this area
Attitude towards Friends and Acquaintances (8,23,38,53) 2 = suspicious and apparently seclusive 1= seems to wait approval of others before committing himself emotionally 0 = express mutual relationship with friends and self
Attitude towards People Supervised (4,19,34,58) 2 = feels he can handle or control hostility in handling others 1 = feels capable of doing good supervisory but has misgivings about assuming an authoritarian role. 0 = feels controllable and well accepted by subordinates.
Attitude towards Supervisors at work or School (6,21,36,51) 2 = resents or fear authority 1 = mild difficulty in accepting difficulty 0 =
Attitude towards Colleague at work/school (13,28,43,58) 2 = feels rejected by colleagues, and condemns them 1 = has some difficulty at work and depends on colleagues 0 = expresses good mutual feelings
Fear (7,22,37,52) 2 = disturbed by the apparent fear of loving, possibility to control his feelings 1 = fear of self-assertion which is fairly common and not pervasive. 0 = lack of fear
Guilt Feelings (15,30,45,60) 2 = concerned with spiritual feeling and physical sex drives 1 = has regret over past and seems mildly disturbed by his failure to control his trouble. 0 = does not seem to be aware of guilt feelings
Attitude towards Own Ability (2,7,32,47) 2 = feels completely incompetent and hopeless 1 = feels he has a specific ability but tends to fear difficulty 0 = confident on his ability to overcome obstacles
Attitude towards Past (9,24,39,54) 2 = feels rejected and isolated 1 = 0 = feels well adjusted, no significant disturbance in the past
Attitude towards the Future (5, 20, 35, 50) 2 = pessimistic, no hope in his own resources for happiness and success 1 = unsure of himself but tries to be optimistic 0 = seems confident in achieving his goals
Goals (3, 18,53,49) 2 = lack of motivation for achievement 1 = desires material things for family as well as for himself 0 =
NATURE OF THE TEST
Dr. Joseph M. Sacks and other psychologist of the New York Veterans Administrative Mental Hygiene Service developed a sentence completion test designed to obtain significant clinical material in four representative areas of adjustment namely: • family • sex • interpersonal relationship • self-concept
It has felt that items included in this test present sufficient opportunities for the subject to express his attitudes so that clinical psychologist may infer his dominant personality traits/trends. Such information is useful in screening patient for therapy, which gives clues to content and dynamics of patients’ attitudes and feelings.
NATURE OF THE SCALE FAMILY The family area included three sets of attitudes namely: a) those towards mother, b) father, and c) family unit. It is hoped that even when the subject becomes evasive or cautious, at least one of the four items in each area will reveal significant response.
SEX The sex area includes attitudes towards woman and heterosexual relationship. The 8 items in this area allows the subject to express himself with regards to woman, towards marriage, and with respect to sexual relationship.
INTERERSONAL RELATIONSHIP The area of interpersonal relationship includes attitudes towards friends and acquaintances, colleagues at work or school, superior at work or school, and people supervised. The 16 items in this area affords the subject to express his feelings towards those.
SELF-CONCEPT The area of self-concept includes fear, guilt feelings, goals and attitudes towards one’s own ability, concept of himself as he is, he was and as he hopes to be. There are 24 items included in this area.
SCORING AND INTERPRETATION A rating sheet has been advised for the SSCT which brings together under each attitude, the four stimulus item and the subject’s responses to them.
For example:
Attitude towards Father items: 1. I feel that my father seldom works. 16. If my father would do better. 31. I wish that my father is dead. 46. I feel that my father is no good. Those four responses are considered together and interpretative summary is made that crystallizes the clinician’s impression of the subjects’ attitude towards in this area. In this case, the summary stated: “Extreme hostility and contempt or overt death wishes” A rating is made of the subject’s degree of disturbance in this area according to the following scale:
2 - SEVERELY DISTURBED Appears to require the therapeutic aid in handling emotional conflicts in this area. 1 – MILDLY DISTURBED Has emotional conflict in this area but appears able to handle them without therapeutic aid. 0 – No Significant disturbance rated in this area X – Unknown, Insufficient evidence
Sacks and Levy feel that it is more desirable to point out areas of disturbance and determine these through a constellation of response. The validity of the rating is dependent of course upon the clinical background of the examiner as well as upon materials produced by the subject.
The following are the summaries and ratings of the individual attitudes and outlines presented for a general summary of the SSCT findings. This includes the following:
1. Statement of those areas in which subject shows the most disturbed attitudes. This may provide significant clues for therapist. 2. A description of the interrelationships between attitudes with respect to content. This often illuminates dynamic factors in the case.
Certain influences on the subject’s personality structure case be made on the basis of the SSCT, such as: 1. The subject’s manner of response to impulse from within or to stimuli from the environment. 2. The subject’s nature of response to stress –impulsive or well-controlled. 3. The subject’s thinking content: realistic, artistic, and fantastic.
Interpretation Guide
Attitude towards Mother (14, 29, 44, 59) 2 = Completely rejects and depreciates mother whom he considers over demanding. 1 = Sees mother’s fault but accepts and tolerates differences. 0 = express only positive feelings towards the mother.
Attitude towards Father (1, 16, 31, 46) 2 = feels extreme hostility and contempt with overt death wishes. 1 = admires father but wishes that their relationship were closer. 0 = expresses complete satisfaction with father’s personality.
Attitude towards Family Unit (2, 27, 42, 57) 2 = feels rejected by the family which lacks solidarity and which has constantly contended with difficulties. 1 = aware that the family does not recognize him as a mature person but has no difficulty in relating with them. 0 = instability of the family domicile has had little effect on his favorable feeling towards them.
Attitude towards Women ( 10, 25, 40, 55) 2 = extremely suspicious, possible homosexual tendency 1 = high ideas but ambivalent feelings. 0 = only minor or superficial criticisms
Attitude towards Heterosexual Relationship (11,26,41,56) 2 = appears to have given up achieving good sexual adjustment 1 = deserved sexual experiences but reservation about his ability to maintain marital relationship. 0 = indicates satisfaction towards this area
Attitude towards Friends and Acquaintances (8,23,38,53) 2 = suspicious and apparently seclusive 1= seems to wait approval of others before committing himself emotionally 0 = express mutual relationship with friends and self
Attitude towards People Supervised (4,19,34,58) 2 = feels he can handle or control hostility in handling others 1 = feels capable of doing good supervisory but has misgivings about assuming an authoritarian role. 0 = feels controllable and well accepted by subordinates.
Attitude towards Supervisors at work or School (6,21,36,51) 2 = resents or fear authority 1 = mild difficulty in accepting difficulty 0 =
Attitude towards Colleague at work/school (13,28,43,58) 2 = feels rejected by colleagues, and condemns them 1 = has some difficulty at work and depends on colleagues 0 = expresses good mutual feelings
Fear (7,22,37,52) 2 = disturbed by the apparent fear of loving, possibility to control his feelings 1 = fear of self-assertion which is fairly common and not pervasive. 0 = lack of fear
Guilt Feelings (15,30,45,60) 2 = concerned with spiritual feeling and physical sex drives 1 = has regret over past and seems mildly disturbed by his failure to control his trouble. 0 = does not seem to be aware of guilt feelings
Attitude towards Own Ability (2,7,32,47) 2 = feels completely incompetent and hopeless 1 = feels he has a specific ability but tends to fear difficulty 0 = confident on his ability to overcome obstacles
Attitude towards Past (9,24,39,54) 2 = feels rejected and isolated 1 = 0 = feels well adjusted, no significant disturbance in the past
Attitude towards the Future (5, 20, 35, 50) 2 = pessimistic, no hope in his own resources for happiness and success 1 = unsure of himself but tries to be optimistic 0 = seems confident in achieving his goals
Goals (3, 18,53,49) 2 = lack of motivation for achievement 1 = desires material things for family as well as for himself 0 =
History
Herman Von Ebbinghaus is generally credited with developing the first sentence completion test in 1897.[1] Ebbinghaus’s sentence completion test was used as part of an intelligence test.[2]
Carl Jung’s word association test may also have been a precursor to modern sentence completion tests.
In recent decades, sentence completion tests have increased in usage, in part because they are easy to develop and easy to administer. As of the 1980s, sentence completion tests were the seventh most widely used personality assessment instruments.[3]
Another reason for the increased usage of sentence completion tests is because of their superiority to other measures in uncovering conflicted attitudes.[4]
Some sentence completion tests were developed as a way to overcome the problems associated with thematic apperception measures of the same constructs.[2]
Uses
The uses of sentence completion tests include personality analysis, clinical applications, attitude assessment, achievement motivation, and measurement of other constructs. They are used in several disciplines, including psychology, management, education, and marketing.
Sentence completion measures have also been incorporated into non-projective applications, such as intelligence tests, language comprehension, and language and cognitive development tests.[5]
Examples of sentence completion tests
There are many sentence completion tests available for use by researchers. Some of the most widely used sentence completion tests include:
Rotter Incomplete Sentence Blank (assesses personality traits; perhaps the most widely used of all sentence completion tests).
Miner Sentence Completion Test (measures managerial motivations).
Washington University Sentence Completion Test (measures ego development).
Data analysis, validity and reliability
The data collected from sentence completion tests can usually be analyzed either quantitatively or qualitatively.[6]
Sentence completion tests usually include some formal coding procedure or manual. The validity of each sentence completion test must be determined independently and this depends on the instructions laid out in the scoring manual.
Compared to positivist instruments, such as Likert-type scales, sentence completion tests tend to have high face validity (i.e., the extent to which measurement items accurately reflect the concept being measured). This is to be expected, because in many cases the sentence stems name or refer to specific objects and the respondent is provides responses specifically focused on such objects.
References
^ Rhode, A.R. (1957) The Sentence Completion Method. New York: The Ronald Press 1957; Lah, M.I. (1989). Sentence Completion Tests. In C.S. Newmark (Ed.), Major psychological assessment instruments, Vol II (pp 133-163). Boston: Allyn and Bacon.
^ a b Ibid.
^ Holaday, M., Smith, D.A. & Sherry, A. (2000). Sentence completion tests: A review of the literature and results of a survey of members of the society for personality assessment. Journal of Personality Assessment, 74, 371-383.; Lubin, B., Larsen, R.M. & Matarazzo, J.D. (1984). Patterns of psychological test usage in United States: 1935-1982. American Psychologist, 39, 451-454.
^ Lawrence C. Soley & Aaron Lee Smith (2008). Projective Techniques for Social Science and Business Research. Milwaukee: The Southshore Press.
^ Ibid.
^ Ibid.
Herman Von Ebbinghaus is generally credited with developing the first sentence completion test in 1897.[1] Ebbinghaus’s sentence completion test was used as part of an intelligence test.[2]
Carl Jung’s word association test may also have been a precursor to modern sentence completion tests.
In recent decades, sentence completion tests have increased in usage, in part because they are easy to develop and easy to administer. As of the 1980s, sentence completion tests were the seventh most widely used personality assessment instruments.[3]
Another reason for the increased usage of sentence completion tests is because of their superiority to other measures in uncovering conflicted attitudes.[4]
Some sentence completion tests were developed as a way to overcome the problems associated with thematic apperception measures of the same constructs.[2]
Uses
The uses of sentence completion tests include personality analysis, clinical applications, attitude assessment, achievement motivation, and measurement of other constructs. They are used in several disciplines, including psychology, management, education, and marketing.
Sentence completion measures have also been incorporated into non-projective applications, such as intelligence tests, language comprehension, and language and cognitive development tests.[5]
Examples of sentence completion tests
There are many sentence completion tests available for use by researchers. Some of the most widely used sentence completion tests include:
Rotter Incomplete Sentence Blank (assesses personality traits; perhaps the most widely used of all sentence completion tests).
Miner Sentence Completion Test (measures managerial motivations).
Washington University Sentence Completion Test (measures ego development).
Data analysis, validity and reliability
The data collected from sentence completion tests can usually be analyzed either quantitatively or qualitatively.[6]
Sentence completion tests usually include some formal coding procedure or manual. The validity of each sentence completion test must be determined independently and this depends on the instructions laid out in the scoring manual.
Compared to positivist instruments, such as Likert-type scales, sentence completion tests tend to have high face validity (i.e., the extent to which measurement items accurately reflect the concept being measured). This is to be expected, because in many cases the sentence stems name or refer to specific objects and the respondent is provides responses specifically focused on such objects.
References
^ Rhode, A.R. (1957) The Sentence Completion Method. New York: The Ronald Press 1957; Lah, M.I. (1989). Sentence Completion Tests. In C.S. Newmark (Ed.), Major psychological assessment instruments, Vol II (pp 133-163). Boston: Allyn and Bacon.
^ a b Ibid.
^ Holaday, M., Smith, D.A. & Sherry, A. (2000). Sentence completion tests: A review of the literature and results of a survey of members of the society for personality assessment. Journal of Personality Assessment, 74, 371-383.; Lubin, B., Larsen, R.M. & Matarazzo, J.D. (1984). Patterns of psychological test usage in United States: 1935-1982. American Psychologist, 39, 451-454.
^ Lawrence C. Soley & Aaron Lee Smith (2008). Projective Techniques for Social Science and Business Research. Milwaukee: The Southshore Press.
^ Ibid.
^ Ibid.
Sentence completion tests are a class of semi-structured projective techniques. Sentence completion tests typically provide respondents with beginnings of sentences, referred to as “stems,” and respondents then complete the sentences in ways that are meaningful to them. The responses are believed to provide indications of attitudes, beliefs, motivations, or other mental states. There is debate over whether or not sentence completion tests elicit responses from conscious thought rather than unconscious states. This debate would affect whether sentence completion tests can be strictly categorized as projective tests.
A sentence completion test form may be relatively short, such as those used to assess responses to advertisements, or much longer, such as those used to assess personality. A long sentence completion test is the Forer Sentence Completion Test, which has 100 stems. The tests are usually administered in booklet form where respondents complete the stems by writing words on paper.
The structures of sentence completion tests vary according to the length and relative generality and wording of the sentence stems. Structured tests have longer stems that lead respondents to more specific types of responses; less structured tests provide shorter stems, which produce a wider variety of responses.
A sentence completion test form may be relatively short, such as those used to assess responses to advertisements, or much longer, such as those used to assess personality. A long sentence completion test is the Forer Sentence Completion Test, which has 100 stems. The tests are usually administered in booklet form where respondents complete the stems by writing words on paper.
The structures of sentence completion tests vary according to the length and relative generality and wording of the sentence stems. Structured tests have longer stems that lead respondents to more specific types of responses; less structured tests provide shorter stems, which produce a wider variety of responses.
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