Teaching Students with Autism through Applied Behavior Analysis

 

Applied Behavior Analysis (ABA) is a behavioral view often used in treating persons with developmental disabilities. A significant portion of recent research is focused on children with autism; however, ABA is effective for all developmental disabilities. I, personally, have used ABA effectively with children with Down’s Syndrome and ADD/ADHD. ABA has a strong scientific research base to support its effectiveness with students with autism.

ABA is an intensive, structured intervention based on more than 50 years of research. It focuses on intensive teaching (ITT), discreet trial training (DTT), and functional analysis of behavior. This methodology is the protocol of choice for specialists throughout the world and is endorsed by the Surgeon General. Studies conducted at the University of California, Los Angeles demonstrated that ABA, when implemented at least 30 hours per week by the age of three, allowed 47% to attend first grade comfortably with their typical peers without the assistance of a one-on-one aide, as opposed to 2% of the control group subjects (See Journal of Consulting and Clinical Psychology, 1987, Vol. 55, No. 1, 3-9 of the American Psychological Association, Inc.).

Another methodology, TEACCH (Treatment and Education of Autistic and Related Communication Handicapped Children) is often used with this population. It incorporates some ABA principles. However, according to the Surgeon General, it has only demonstrated short-term gains.

A common misconception of ABA is that it is limited to intensive teaching and one-on-one instruction for severely autistic children. This is not the case. There are a multitude of components, and interventions within the science of behavior analysis. Skill training ranges from basic (attending skills, imitation skills, and receptive and expressive language skills) to advanced (abstract language, social skills, and academic skills). Programming ranges from reduction of tantrums, matching, interactive play, and fine motor development to truth vs. lies, advanced emotions, humor/sarcasm, real vs. pretend, math, reading and other academic skills.

Five characteristics of ABA:

1. Applied: examines socially significant behaviors and attempts to make useful improvements in the behavior.
2. Technological: provides detail of procedures to permit replication of techniques in other settings.
3. Conceptual: procedures are tied to the basic principles of behavior.
4. Generality: attempts to identify techniques that can be successful with other individuals, with other behavior problems and in other situations.
5. Analytic: scientifically based experimental designs are used to assess the effectiveness of the interventions under study.

 

What makes ABA effective?:

• Pre-teaching of skills
• Short, sequential directions
• Functional skills
• Prompting and fading procedures
• High repetition of acquisition skills
• Consistent structure
• Task analysis of skills
• Planned reinforcement
• Continual feedback
• Teaching to mastery
• Generalization of skills
• Predictability
• Manipulation of antecedents
• Reduction of learner errors/Errorless teaching
• Short inter-trial intervals
• Mixing and varying of tasks
• Interspersing of easy and difficult tasks
• Fluency-building/teaching to fluency

 

ABA can be performed in home programs or school programs. Effective ABA schools will include: visual systems, communication training, structured teaching, sensory integration, direct social skill instruction, small group instruction, natural environment training, peer play, art, music and pet therapy, community trips, special visitors, “typical” peers and events as well as academics and vocational training.

 “Our son, (name withheld by request) has been receiving ABA services since January. He has made many accomplishments since the start of his program. I have provided 4-6 hours of ABA a week myself with the rest of the services being provided by one-on-one professionals, I hire and manage in my home. I have a behavior analyst who progresses the program. We have monthly clinic meetings where the entire team meets and talks about his progress. We sincerely recommend an ABA program for any child with autism.”

 “I would like to inform you of the progress I have seen in my 7 year old son since he’s begun school…Andrew was very, very violent when he entered (an ABA) school in September. He was so bad, that I had to work part time through the summer because he was beating up all of his caregivers. Within a week of attending school with (teacher’s name) and her staff, Andrew stopped hitting almost completely. In the past 8 months, he has had only 2-4 small violent tantrums…Andrew can now count to 30+, he can color, cut, sing and do hand motions to songs, can now urinate in a toilet (wearing underwear all day), can feed himself, does some verbalizing (compared to none at all), and the list goes on. The changed have been drastic and very impressive…” (Name withheld).  

Those are just two testimonials demonstrating the positive results using ABA therapy for children with autism. It has become increasingly prevalent for parents to aid in the development of their children’s educational program. If you would like more information regarding ABA, along with book resources, the following web sites are a good place to start:

http://www.autism-society.org; www.asno.org; www.surgeongeneral.org; www.bacb.com

 

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