Applied Behavior Analysis

behavior analysis helps us to understand

How behavior works

How behavior is affected by the environment

How learning takes place

ABA therapy

applies our understanding of how behavior works to real situations. The goal is to increase behaviors that are helpful and decrease behaviors that are harmful or affect learning.

ABA therapy programs can help

Increase language and communication skills

Improve attention, focus, social skills, memory, and academics

Decrease problem behaviors

positive reinforcement

main strategy used in ABA. When a behavior is followed by something that is valued (a reward), a person is more likely to repeat that behavior. Over time, this encourages positive behavior change.

positive rewards

meaningful to the individual – examples include praise, a toy or book, watching a video, access to playground or other location, and more.

encourage the person to continue using the skill. Over time this leads to meaningful behavior change

antecedent

this is what occurs right before the target behavior. It can be verbal, such as a command or request. It can also be physical, such a toy or object, or a light, sound, or something else in the environment. An antecedent may come from the environment, from another person, or be internal (such as a thought or feeling).

behavior

this is the person’s response or lack of response to the antecedent. It can be an action, a verbal response, or something else. 

consequence

this is what comes directly after the behavior. It can include positive reinforcement of the desired behavior, or no reaction for incorrect/inappropriate responses.

TEACCH method

acknowledges “culture of autism” (strengths and deficits) and keeps them in mind when structuring teaching

strengths of autism

Strength and preference for processing VISUAL information.

Heightened attention to details

deficits of autism

Variability in attention.

Communication problems, especially in initiation and social use of language.

Difficulty with concepts of time, especially moving through activities.

Attachment to routines.

Difficulty transferring learning to other situations.

Intense interests and impulses.

Sensory preferences and aversions.

TEACCH: physical structure

Using elements such as furniture and visual cues that show student/participant which activities occur is specific areas and where to stand/sit within that area

Reducing environmental sources of distraction or overstimulation by seating participant away from door or windows

TEACCH: sequence of events

Making a schedule that is understandable and meaningful to the client

Most basic types use objects to help students transition to next activity and are very short-sighted. For more advanced students, pictures or written words can be used and length can be increased

TEACCH: tasks

Using visual means to show the participant:

-What they are supposed to do

-How long the activity will last

-How to see they are making progress towards finishing

-How to see if the activity is finished

-What they will do next

TEACCH: work/activity system

Linking individual tasks into a sequence of activities in order to increase the amount of time that the individual is meaningfully engaged in productive activities.

How does completion of tasks work with positive reinforcement or reward system?