APPLIED BEHAVIORAL ANALYSIS is a program specifically tailored to each individual and focuses greatly on positive reinforcement. It can be used to teach new skills, as well as to reduce problem behaviors such as self-abuse or aggression.
This is vital since people with autism don’t learn from their environment as much as their neuro-typical peers. Many times they have to be taught communication skills, self-help skills, how to play with their toys, etc.
HOW DOES APPLIED BEHAVIOR ANALYSIS WORK
A Board Certified Behavior Analyst (BCBA) will conduct a parent/caretaker interview. Information is also gathered from other significant people in the child’s life. The next step is to observe and assess the child’s current skills and behaviors. Together they decide what behaviors and skills to begin working on. The BCBA develops a treatment program specifically tailored to the child.
Behavior therapists (sometimes called Registered Behavior Techs) come to the home and/or clinic and work the treatment program, taking data each day on the child’s progress. Assessments are repeated periodically, and programs are changed correspondingly.
POSITIVE REINFORCEMENT
Positive reinforcement is a powerful method of motivation. In fact, it is much more powerful than punishment. In basic terms, when someone does something and immediately receives a desired result (reinforcement), they are more likely to do it again. If they don’t get that reinforcement, they are less likely to do it again.
When teaching a new skill, the reinforcement is provided immediately every time (immediate and continuous schedule of positive reinforcement).
As progress is made, the reinforcement is very slowly reduced and varied. This means they won’t necessarily get it every time. They might get the desired result the second time, then the first time, then the second time, then the second time, etc. Attaining the reinforcement becomes sporadic and unpredictable. So, the schedule of reinforcement becomes varied in order to fade out the *supplementary reinforcement and let the **natural reinforcement suffice, while maintaining the skill.
For example, when my daughter, Hannah, was little, she would line up her Legos by color instead of building with them. The therapist began to teach her to attach one Lego to another. When she did, Hannah’s “supplementary” reinforcement (which was an m & m) was given to her immediately while the therapist clapped her hands and praised Hannah for “good building.” As Hannah made progress, the m and m’s were faded out, then the praise was slowly faded because the “natural” reinforcement of seeing what she could build was enough to maintain the skill.
People with autism sometimes have problem behaviors such self-injurious behavior, aggression, screaming, etc. A tool called a Functional Behavior Assessment can be used to determine the purpose (function) of the behavior and what is reinforcing and maintaining it. A program can then be developed to reduce or eliminate the problem behaviors.
FUNCTIONAL BEHAVIOR ASSESSMENT
A baseline is taken by noting what happens directly before (antecedent) and after (consequence) the behavior.
It may look something like this:
Scene: child is hungry before lunch. Mom is in the room. He sees cookies on the counter and takes one. Mom takes it away and tells him he can have it after lunch. He looks up and sees mom looking at him. He starts screaming. Mom gives the cookie back to him.
Antecedent: Mom is in the room, child is hungry, and sees cookies
- Behavior: child takes a cookie
- Consequence: mom takes cookie away
- Antecedent: has mom’s attention
- Behavior: screaming
- Consequence: child gets the cookie
So, there are two sets of behavior (antecedents, behaviors, consequences). In the first set, the child is hungry, he sees cookies, and takes one. In the second set, the child knows he has his mom’s attention, he screams, and mom gives the cookie back. This is the function or purpose of the behavior. Mom gives the cookie back to him which reinforces the behavior.
Changing either the antecedent or the consequence, or both can help.
Antecedent change: Mom can put the cookies up where the child can’t see and/or reach them.
Consequence change: Mom can give child a sandwich and tell him he can have the cookie after he eats his lunch.
IMPORTANT TO REMEMBER
Sometimes, problem behaviors can get worse before they get better, because the child is used to his behavior producing a certain result. When that result is not forthcoming, the behavior intensifies until he sees that he is not going to get the reinforcer. Then the behavior will decrease.
It is this way with all of us. For example, when we put money into a coke machine and push the button, we expect to get a coke. If we don’t, we may put in more money. If we still don’t get a coke, our behavior gets worse. We may hit the machine, try to tilt it, kick it etc. If we still don’t get a coke, our behavior stops and we walk away.
* It is important that ABA programs and Functional Behavior Assessments are developed by a Board-Certified Behavior Analyst (BCBA).
TASK ANALYSIS
New skills can be taught by breaking them down into their smallest steps. This is called Task Analysis. The following is a task analysis of washing your hands:
- Handwashing
- Turn on the water
- Wet hands
- Put soap on hands
- Rub hands together (front and back)
- Rinse hands
- Turn off water
- Dry hands
There are two options for teaching with this method. Children can be taught the first step and the therapist will complete the rest. Then the child carries out the first two steps, etc.
The other option is the same but in reverse order. The therapist completes all the steps except the last one, which the child completes. Then the child does the last two steps, etc.
Positive reinforcement, Functional Behavior Assessment and Task Analysis are some of tools of Applied Behavior Analysis. This program may sound simple in its basic form, but it is scientifically developed, tested, and supported. Many people have made significant progress through this program.
My daughter, Hannah, is one of them. When she was little, we didn’t know if she would ever regain her speech and language, or be able to take care of herself. We didn’t know if she would be able to be in mainstream classrooms.
Hannah now has a Bachelor’s Degree and two Master’s Degrees. She has her driver’s license and her own car. She is married and she and her husband are home owners. Applied Behavior Analysis was truly a “Godsend” for her.