ABA Applied Behavior Analysis - Is the belief in the idea that people with autism will respond better when a behavior is rewarded, rather than the behavior being ignored altogether.
Applied Behavior Analysis (ABA) begins with an assessment, this is to establish 4 things: 1.
Define the behavioral problem in behavioral terms.
2.
Take a baseline of how often or long the behavioral problem occurs.
3.
Note the antecedents of the behavioral problem.
4.
Note the consequences of the behavioral problem.
Defining the behavioral problem in behavioral terms - Means finding a way to count the amount or time of the occurrence of the behavioral problem whenever it is observed.
For instance, if a parent says a child is aggressive, this is not a behavioral term.
Aggression can not be measured, but, if a parent says a child hits a brother or sister for example, this is a behavioral term; this behavior can be measured, the therapist can see the child hit the brother or sister and count the frequency that the child hits out at the sibling.
The baseline is a representation of the behavioral problem over a relatively short period of time.
For example, the number of times the child hit's a sibling each day or how long the child can stay on a specific task.
Once a baseline has been established a therapist will begin behavioral intervention, and continue to monitor the frequency with which the behavioral problem occurs.
After a reasonable amount of time, the therapist will compare changes in the frequency of the behavioral problem to the baseline to establish if the behavioral intervention is working.
Noting the antecedents of the behavioral problem; This simply means keeping a diary of what happens immediately before the behavioral problem occurs.
For instance, if a child is hitting their brother or sister after a parent says "no"; to them for something, then the parent saying "no" is an antecedent.
Noting the consequences of the behavioral problem; Simply means include in your diary what happens to the child as a result of the behavioral problem.
The consequence of hitting their brother or sister, so for instance, if the child hits out, after being told "no" and then parent gives in to whatever the child was being told "no" too, then the parent giving in is the consequence.
So once this groundwork has been done the next step would be for the therapist to set up a behavioral intervention.
When we think of behavior we naturally think of aggressive behaviors or (behavioral excesses).
But the not so obvious are the behavioral deficits, Some examples of behavioral deficits are: attention deficits; not following directions; lacking the appropriate age- skills, such as being toilet trained; being unable to dress and feed appropriate to their age; behaviors, no play skills, unable to pretend or imitate; motivation problems; shyness delayed speech or no speech, poor use of language; no co-operative play skills, or turn taking; depression; hypo activity; and withdrawal.
So generally speaking, if there is a behavioral excess, then the idea would be to choose a behavioral intervention to decrease it.
If there is a behavioral deficit, the idea would be to choose a behavioral intervention to increase it.
So for example if a child is crying to get what he or she wants then the appropriate ABA program would be to only give the child what he or she wants when they use the appropriate language or other method discussed when the ABA is set up.
Finally once the ABA program has been deemed a success, the therapist will want to make sure the changes in behavior are permanent.
And that any re-enforcers that were used to establish the behavior are slowly withdrawn, so that the behavior can continue without re-enforcer, for example sweets that may have been given to re-enforce the learnt behavior.