ABA

ABA – Applied Behavior Analysis  According to the Center for Autism and Related Disorders (CARD), “applied behavior analysis is the process of systematically applying interventions based upon the principles of learning theory to improve socially significant behaviors to a meaningful degree, and to demonstrate that the interventions employed are responsible for the improvement in behavior.” Autism Speaks defines ABA in a similar manner by saying it is, “the use of techniques and principles to address socially important problems and to bring meaningful behavior change.” ABA is a very intense technique to shape behaviors in a manner that improves the child’s social and intellectual interactions. ABA can be used to develop specific skills such as looking, listening, imitating, as well as complex skills such as reading, conversing, and taking the perspective of others.  Applied behavior analysis can be use for people of all ages, with or without disabilities. In the early 1960’s, the techniques were used on young children with autism and related disorders. The rate of success for each individual is completely dependent on the child. Every child learns and develops at their own rate. Some children may learn different social behaviors very quickly, but still struggle with reading. Every program is specifically tailored to the individual; therefore the results will change from person to person. “A number of peer-reviewed studies have examined the effects of combining multiple ABA techniques into comprehensive, individualized, intensive early intervention programs for children with autism."Comprehensive" refers to the fact that intervention addresses all kinds of skills: communication, social, self-care, play, motor, pre-academic, and so on. "Early" means that intervention began before the age of four for most children. "Intensive" means that ABA methods were used to arrange large numbers of learning opportunities for each child every day in both structured and unstructured situations, which amounted to 25-40 hours per week during which children actively learned and practiced skills” (Autism Speaks). More research still needs to be done to determine how early to start children in the ABA program. With each child learning at different speeds, some children respond exceptionally at a very early age, while others don’t excel as quickly.  Applied behavior analysis is not a one size fits all approach. There is not one method that al instructors follow. “Every aspect of intervention is customized to each learner's skills, needs, interests, preferences, and family situation. For those reasons, an ABA program for one learner might look somewhat different than a program for another learner” (Autism Speaks). Even though all the programs look different, there are components that must be involved. The interventions must be created and overseen by qualified and well trained professional behavior analysts. Initial treatment goals should be established after assessment the learner’s skills. The goals need to be meaningful to the learner and their family. They also need to help the child be successful in the short and long run. There should be an ongoing measurement of the progress made. This way the goals can keep evolving and the learner can build upon their knowledge and improvements. Skills should always be broken down into smaller parts for the learner. Before being able to hold a conversation, the child must learn how to say individual sounds. Children need multiple opportunities to acquire and practice skills every day. They need to be structured and unstructured, planned and naturally occurring. Positive reinforcement is a huge component. The reinforcement will be different to each child. In some YouTube videos, I observed children receiving snacks, while other teachers tried to avoid food rewards and stuck to stickers and high fives. Another key to the success of this program is that parents and families are trained so that they can bring these techniques into the home. That way the learning never stops. Regular meetings with family members is also important to insure that adjustments are being made and that progress is being reviewed.  According to CARD, ABA methods are used to support persons with autism in at least six ways: “to increase behaviors, to teach new skills, to maintain behavior, to generalize or transfer behavior from one situation or response to another, to restrict or narrow conditions under which interfering behavior occur, and to reduce interfering behaviors.” CARD also talked about how documentations need to be specific. Saying that a child is aggressive isn’t descriptive enough. It would be defined as specific actions such as biting, hitting, yelling, and so on. “Initiating social interaction with peers” would be defined as “looking at classmates and verbalizing an appropriate greeting”.