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Applied Behavior Analysis

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By Wikipedia – March 12, 2008
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Applied Behavior Analysis (ABA) is a systematic process of studying and modifying observable behavior through a manipulation of the environment. Its principles can be applied to virtually anything capable of learning, but generally is applied in humans to individuals with autism and other developmental disorders. It uses an experimental approach of manipulating the environment and tracking alterations in behavior to understand and manipulate functional relationships between behavior and environments

Contents

Definition

Definitions of ABA vary considerably. In one example, 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 change.[1]" This definition places emphasis on socially significant changes, but ABA can be used to alter virtually any behavior irrespective of its social relevance.

Frequently, the Assessment of Basic Language and Learning Skills (ABLLS) is used to create a baseline of the student's functional skill set. The ABLLS breaks down the student's strengths and weaknesses so that the ABA curriculum can be more effectively designed for the student. 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. By focusing on the exact skills lacking, the student can better be set for success, and progress onward more quickly.

The components of any behavior are as follows:

  • 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:[2]

  • 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

ABA and Autism

ABA is one of the most common, and the only proven method used to treat autism (c.f.[3][4][5][6]) 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 (Harris, 2002). 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 (Simpson 2001). 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.[7]

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 typical individuals demonstrating developmental delays or significant behavioral problems.

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.

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 antecedant, 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

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.

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, Bobby" • 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.

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.

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.

Shaping

Main article: Reinforcing successive approximations

Shaping involves gradually modifying the existing behavior of a child into the desired behavior. An example here is a young boy who only engages with the pet dog by hitting it. Although time consuming, the parents intervene every time he interacts with the dog, grab his hand and turn the hit into a stroking motion. This is paired with positive reinforcement "It's great when you are gentle with Pooch!" and doing a favorite activity immediately afterwards as a reward.

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).

Other teaching techniques

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.[8]

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. For one thing, it can be very expensive - generally therapists are required for 20-40 hours of therapy per week, and a reputable ABA program should involve regular supervision from expensive and experienced clinicians. It is also criticized for producing 'robot-like' behavior in children, as well as its use of punishment to reduce or eliminate problem behavior. These criticisms are frequently seen as addressed by more recent practices, which emphasize rewards or 'reinforcers' for desired behavior, the absence of reinforcement for undesired behavior and the use of punishment for only extreme dangerous or disruptive behavior.[2] It is also suggested that ABA and discrete trials are less effective for improving language than 'naturalized' teaching. Naturalized teaching mimics the use of language in the natural environment, focusing on manding (requesting) tacting (labeling) receptive language (physical manipulation based on commands or requests) and the other functions of language.[9]

Notes

  1. ^ Definition of ABA according to shapingbehavior.com
  2. ^ a b Key points taken from www.behavior.org
  3. ^ Smith, T, Groen, A.D & Wynn, J.W. (2000). Randomized Trial of Intensive Early Intervention for Children with Pervasive Developmental Disorder. American Journal on Mental Retardation, 105 (4), 269-285.
  4. ^ McConachie, H. & Diggl, T. (2006). Parent implemented early intervention for young children with autism spectrum disorder: a systematic review. Journal of Evaluation in Clinical Practice (early release)
  5. ^ Sallows, G. O. & Graupner, T. D. (2005). Intensive Behavioral Treatment for Children with Autism: Four-Year Outcome and Predictors. American Journal on Mental Retardation, 110 (2), 417-438.
  6. ^ Eikeseth, S., Smith, T., Jahr, E. & Eldevik, E. (2002). Intensive Behavioral Treatment at School for 4- to 7-Year-Old Children with Autism: A 1-Year Comparison Controlled Study. Behavior Modification, 26 (1), 49-68.
  7. ^ Shook, G.L. & Neisworth, J.T. (2005). Ensuring Appropriate Qualifications for Applied Behavior Analyst Professionals: The Behavior Analyst Certification Board. Exceptionality, 13(1),, 3-10
  8. ^ D'Ateno, P., Mangiapanello, K. & Taylor, B. (2003). "Using video modeling to teach complex play sequences to a preschooler with autism". Journal of Positive Behavior Interventions 5, 5-11.
  9. ^ Delprato, D.J. (2001). Comparisons of Discrete-Trial and Normalized Behavioral Language Intervention for Young Children with Autism. Journal of Autism and Developmental Disorders 31(3), 315-325.

Further reading

  • Department of Health and Rehabilitative Services, Developmental Services Program. (1996). Chapter 10F-4, service delivery practice and procedure. Tallahassee, FL: Author.
  • Harris, S.L.P., and L.P. Delmolino (2002). "Applied Behavior Analysis: Its Application in the Treatment of Autism and Related Disorders in Young Children". Infants and Young Children, 14(3):11-17.
  • Moran, D.J., & Malott, R.W. (2004). Evidence-Based Educational Methods. San Diego, CA: Elsevier Academic Press.
  • Lovaas, O. I. (1987). "Behavioral treatment and normal education and intellectual functioning in young autistic children". Journal of Consulting and Clinical Psychology, 55, 3-9
  • McEachin, J.J., Smith, T, & Lovaas, O. I (1993). "Long-term outcome for children with autism who received early intensive behavioral treatment". American Journal of Mental Retardation 97, 359-372
  • Howard, Sparkman, Cohen, Green, & Stanislaw, (2005). "A comparison of intensive behavior analytic and eclectic treatments for young children with autism". Research in Developmental Disabilities, 26, (2005), pp. 359-383
  • Schoneberger, T. (2006). "EIBT research after Lovaas (1987): A tale of two studies". The Journal of Speech-Language Pathology and Applied Behavior Analysis 1, 207-217. Available: http://www.slp-aba.com/SLP-ABA-1-3.pdf
  • Simpson, R.L. (2001). "ABA and Students with Autism Spectrum Disorders: Issues and Considerations for Effective Practice". Focus on Autism and Other Developmental Disabilities, 16(2):68-71.

See also

External links

Copyright

The article Applied Behavior Analysis was imported from Wikipedia and is licensed under the GNU Free Documentation License.

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