ABA Theory

It is very important to have an early intensive intervention for children with Autism spectrum disorder. Because early intervention can change the outcome for them . There are two major approaches to use with ASD children: a behavioral approach –Applied Behavior Analysis (ABA) and a developmental approach -Developmental Individual-difference Relationship-based model (DIR).

Autism is a disease that is being diagnosed today more than ever before. In fact, as of 2014 the statistics for diagnosis of autism are one in sixty-eight children, with diagnosis being much more common in boys (Autism Speaks, 2016a). While there are many theories about what causes autism, there is currently not any proven predictor of what will cause this disease to develop (Landrigan, 2010). Since prevention is not possible at this time, it is extremely beneficial and important to research understanding and treatment of those diagnosed with Autism Spectrum Disorder (ASD). There are many avenues of treatment for ASD, but one method that has received significant attention is applied behavior analysis (ABA). The goal of this research article is to explore the definition of applied behavior analysis, its development over time, and its application to real life. Some questions that will be explored are when and where did ABA originate, how has it developed over time, and what researchers contributed new findings to this intervention. Additionally, the methods that have been developed over time to implement ABA will be discussed, specifically with their application to autism and individuals diagnosed with ASD. Finally, there will be a discussion of how skills that individuals with ASD gain from applied behavioral analysis can be applied to a classroom setting.

(2014). Review of Research: Do You Speak My Language? Are Behavior Analysts Considering the Needs of Learners on the Autism Spectrum? Renée Casbergue and April Bedford, Editors. Childhood Education, 90(2), 143-147.

The term autism currently holds a meaning that is significantly different than when it was first adopted into our vocabulary in the 1960’s. The evolution of scientific discoveries within the field of autism research is remarkable and consistently improving. With the prevalence of autism continuing to reach sky rocketing numbers, the inclusion of children with autism spectrum disorders (ASD) in the school system is extremely important. Every child has the right to obtain an education and finding new methods that provide this for children with ASD is vital. Creating programs and techniques that can be personalized to a child is the key to them receiving the most out of their education. Discrete trial teaching, pivotal response treatment and picture

This paper focuses on applied behavior analysis (ABA). The concept of ABA in definition is the use of knowledge gained within science of behavior to improve behaviors that are socially crucial. The researchers of this paper focus not the importance of having parents use ABA training when working with their children who have autism spectrum disorder (ASD). There has been a large amount of research done on ABA techniques and it is something that has been used in many different fields of practice. Areas such as social work, education, medicine, etc have benefited from the ABA approach. Now it is important to distinguish what the views of parents using ABA are.

Our first speaker for SW 325 The Helping Professional in Health Settings class was Sharon Boudreaux. Sharon has a Master of Arts in Teaching of special education. She focused on Applied Behavior Analysis (ABA) for teaching children with autism and other forms of developmental setbacks. Sharon is currently the Director of Education Outreach at the Autism Center of North Mississippi (ACNM). The ACNM, which Sharon helped in creating and growing, provides educational and behavioral services to families and schools to help support children with autism spectrum disorders, developmental delays, learning difficulties, and challenging behaviors. The ACNM offers a multitude of services. Such services may include parent counseling, skill assessments, ABA therapy, services for schools, and parent and teacher training.

In order to understand why people are for or against ABA, we must first understand what ABA is. According to Baer, Wolf, and Risley “Applied Behavioral Analysis is the processes of systematically applying interventions based upon the principals of learning theory to improve socially significant behaviors to a meaningful degree” (Baer, Wolf, and Risley, 1968). This means using operant conditioning in order to teach proper social behavior. This technique is widely used by therapists for children who have Autism. As with most teaching methods, there are pro’s and con’s.

The word ‘ethics’ refers to moral rules or principles of behaviour for deciding what is right and wrong. As a behaviour analysts, our participants are often at-risk or vulnerable so that we may meet the situation which could cause special ethical problems (Brodhead & Higbee, 2012). Although the Behavior Analysis Certification Board (BACB) has created guidelines for dealing with ethical dilemmas, some scenarios could not fit to those guidelines. How to make a right decision for children with autism is the most important issue for behaviour analysts. In 1988, the article The Right to Effective Behavioral Treatment by Van Houten et al. had provided that recipients of ABA services have the right to:

The Applied Behavioral Analysis model, or (ABA) as it is commonly referred to, has been in practice for many years, touching the lives of many people of all ages, backgrounds, and degrees of the Autism spectrum. As with anything, there is a considerable amount of misinformation projecting a negative view of ABA. These views have questioned the protocol, application, and necessity of the ABA. The following is some information and facts to hopefully make clear what ABA not only does, but what it stands for as a therapy that will continue to help those in need.

Another important step of ABA therapy is Discrete Trial Training (DTT). Cosgrove (2014) defines “discrete trial training (DTT) is a method of teaching in simplified and structured steps instead of teaching an entire skill in one go, the skill is broken down and “built-up using discrete trials that teach each step one at a time” (p. 1). Each teaching attempt is called a trial and data is taken on how effective the student does with what is asked. This is similar to chaining but is usually used more for learning

Autism spectrum disorders are a set of similar disorders that each have their own challenges that educators must address. Although K-12 educators are not directly responsible for the types of interventions that individuals receive before they begin school, it is beneficial for educators to be aware of how those interventions work so they may incorporate useful elements in future teaching. Additionally, educators should have a stockpile of knowledge that they can draw from. This should include current research in the field because so much of education is research- and evidence-based. Therefore, it is the educator’s responsibility to ensure that they are aware of early intervention programs and are keeping up to date with the trends and best practices in the field.

Children with autism have difficulties understanding social models and so many of them have difficulties acquiring social skills while children with health development normally gain social and appropriate behavior by observing a model (Mash &Wolfe, 2010). If a child with autism is able to acquire social and adaptive skills they still need to learn how to generalize correct behaviors to different situations and tend to need consistent practice in maintaining those skills. To an autistic child generalization can be extremely difficult to break down and understand. Because of this ABA is

The hallmarks of autism spectrum disorder (ASD) involve marked deficits in social interaction as well as engagement in repetitive behaviors and language difficulties (Leblanc, Richardson, & Warnie, 2005). Although autism can have a profound impact on the capabilities and functioning of the individual, emerging research indicates that applied behavioral analysis (ABA) can be an effective tool for addressing many of the deficits that children with ASD face (Boutot & Myles, 2016). In fact, emerging research indicates that when ABA is utilized for the treatment of young children with ASD many of the challenges faced by this group can be ameliorated (Boutot & Myles, 2016). With these issues in mind the current investigation considers the seven elements of ABA identified by Baer, Wolf, and Risley (1968) in their seminal article on applied behavioral analysis and their application to individuals with ASD. Through a critical review of the seven elements of ABA in relation to ASD it will be possible to illustrate how this approach can be effective for improving outcomes for individuals diagnosed with autism.

Overall, I thought that the information provided in this article was informative and it helped me to understand more about ABA. It is shocking to me than many educators are not taught about ABA when it can be so useful to not only teach students with autism but also special education students in general. I am very glad that I have the opportunity to learn about using ABA in the classroom because it will be very beneficial to me in my future career because I want to teach students with learning behavior disorders and moderate-severe disabilities at the elementary

Autism is a complex disability, as the way it manifests in each child differs in severity across numerous characteristics. Children diagnosed with autism qualify to receive special services and a “free, appropriate public education in the least restrictive environment” under the federal legislation, Individuals with Disabilities Education Act (Hunt & Marshall, 2012, p. 15). Autism was added to IDEA in 1990 as a new disability category. The legislation defines autism as “a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3 that adversely affects a child’s educational performance” (Hunt & Marshall, 2012, p. 301). The “Rules for the Provision of Special Education” from the State Superintendent of Public Instruction of Washington state also outlines eligibility and individualized education programs for children diagnosed with autism (Rules for the Provision of Special Education, p. 11 & 46). Furthermore, the DSM diagnoses autism when a child shows “qualitative impairments” in social interaction, communication, and “restricted repetitive and stereotyped patterns of behavior, interests and activities” (Hunt & Marshall, 2012, p. 302).