Applied Behavioral Analysis (ABA)
Background:
Also known as Discrete Trial (DT), Intensive Behavior Intervention (IBI),
Applied Behavioral Analysis (ABA). ABA was the earliest form of behavior
modification. Study by Lovaas led to use of this method for children with
autism. There are a number of variations in technique.
Goals:
Teach the child how to learn by focusing on developing skills in
attending, imitation, receptive / expressive language, preacademics, and
self-help.
How Implemented:
Uses ABC model - every trial or task given to child consists of:
-
Antecedent – a directive for child to
perform an action
-
Behavior – a response from child that may
include a successful performance
-
Non-compliance or no response
-
Consequence – a range of reactions from
therapist, including strong positive reinforcement to error correction
procedures
-
Pause – to separate trials from one another
(intertrial interval).
Reported Outcomes:
First replications of initial research reporting gains in IQ, language
comprehension and expression, adaptive and social skills.
Advantages:
Recognizes need for 1:1 intensive instruction; uses repetitions of learned
responses until firmly embedded; tends to keep child engaged for
increasing periods of time; effective at eliciting verbal production in
select children, is a “jump start” for many children, with best outcomes
for those in mild-to-moderate range.
Concerns:
Heavily promoted as the approach for autism in absence of comparative
research to support claim; no differentiation for subtypes when creating
curriculum; emphasizes compliance training, and may build prompt
dependence; heavy focus on behavioral approach may ignore underlying
neurological aspects of autism, including issues of executive function,
attention switching, and sensory dysfunction; may overstress child and/or
family; costs reported as high as $50,000/child/year; may interfere with
equal access.
Errors to Avoid:
Creating dependency on 1:1; overstressing child/family; interpreting all
behaviors as willful rather than neurological manifestations of syndrome;
ignoring sensory issues or processing difficulties, failing to recognize
when it is time to move to another approach; failing to offer sufficient
staff training and follow-up. Back to top
|
