Applied Behavior Analysis (ABA) employs methods based on scientific principles of behavior to build socially useful repertoires and reduce problematic ones (Cooper, Heron, & Heward, 1989).
How does ABA work?
Applied Behavioral Analysis for autism is a teaching technique that involves breaking down a desired behavior into smaller teachable parts. Each desired skill is broken down in small measurable goals and is taught by providing a specific instruction, a prompt if needed, child engaging in the appropriate behavior, and a consequence for engaging in the behavior. The desired behavior is reinforced so as to increase the likelihood of the child engaging in that behavior in the future. Many skills are first introduced to the child in a structured environment and then are taught in a variety of settings to ensure generalization.
Why Applied Behavior Analysis?
“The overwhelming evidence strongly suggests that the treatment of choice for maximal expansion of the autistic child’s behavioral repertoire is a systematic behavioral education program, involving as many child contact hours as possible, and using therapists (including parents) who have been trained in the behavioral techniques”. There are many peer reviews and studies supporting ABA programs for children with autism and other developmental disabilities. The results of these studies conclude that children with autism will have a more meaningful life in that they will develop independent social, communication, and academic skills.
Baer, Wolf, and Risely (1967) outlined seven essential elements of an ABA-based program:
- The program must be applied. The behaviors that one chooses to focus upon should have some social significance.
- The program must be behavioral. The environment and physical events should be recorded with precision.
- The program must be analytic. There should be clear and convincing evidence, through carefully collected data, that the intervention is responsible for a change in a behavior.
- The program must be technological. The techniques that one uses should be described completely enough to allow for duplication by another individual.
- The program must be conceptually systematic. There should be relevance to established and accepted principles (for example, the principle of operant conditioning).
- The program must be effective. The program should seek to change the targeted behavior to a meaningful degree.
- The program should display some generality. A change in behavior should be seen in a wide variety of environments, or should spread to a wide variety of related or similar behaviors.
