What is ABA?
By: Laura Bouvier, M.A., BCBA, LABA
Applied Behavior Analysis (ABA) is a science that applies the principles of learning and behavior to teach and improve socially significant behavior including communication, social skills and activities of daily living (Cooper et al., 2007). While ABA can be utilized in a variety of contexts including staff training, parent/caregiver training, classroom management and for improving employee performance in organizational settings, it is most commonly known for its application in the behavioral treatment of children and adults with autism spectrum disorder (ASD) (Behavior Analyst Certification Board [BACB], 2021). As one of the only evidence-based practices for teaching meaningful skills and evoking positive behavior changes in children and adults with ASD, research illustrates the effectiveness of ABA practices for teaching social communication, play skills and self-help skills to children and adults with ASD (Carr & Durand, 1985; Libby et al., 2008; Makrygianni et al., 2018; Taylor & Hoch, 2008). Endorsed by the United States Surgeon General (1999), access to ABA is most often recommended from the point of a child’s first diagnosis, as research demonstrates that earlier onset of ABA services, as well as the intensity and duration of ABA services, are predictors of greater outcomes (Granpeesheh et al., 2016; Linstead et al., 2017).
The principles of applied behavior analysis are rooted in the philosophy of radical behaviorism, founded by B.F. Skinner, in which it is understood that all behavior is influenced by an individual’s environment. Through the lens of ABA, behaviors that interfere with learning, quality of life and independence, such as self-injurious behavior, aggression or other forms of unsafe or interfering behavior can be decreased through environmental modifications. Subsequently, socially appropriate behaviors can be taught to replace, or meet the same needs, as previously unsafe or interfering behaviors (Cooper et al., 2007). Behavior analytic treatment is considered “applied” when it is utilized to address socially significant behavior or, in other words, skills that impact the everyday lives of learners and their families (Baer et al.,1968). Although applied behavior analysis is often recommended for individuals with autism spectrum disorder, it is important to note that ABA treats “behavior” not a person’s diagnosis. The socially significant skills, or behaviors, that are addressed and improved through ABA teaching methodologies must be observable and measurable skills. While an individual’s thoughts and feelings are acknowledged as important behaviors, they are not typically addressed through ABA interventions as thoughts and feelings cannot be observed by someone other than the individual. The focus placed on observable behaviors is closely related to the “analytic” nature of ABA, as applied behavior analysis is data driven. The skills targeted for improvement, using ABA strategies, are closely monitored through data collection to determine the effectiveness of teaching strategies and behavior change interventions.
One of the most important principles of ABA is reinforcement, as it is understood that any behavior that is reinforced will continue to occur in the future. All behavior-change methodologies, employed by behavior analytic practitioners to evoke meaningful changes in behavior, include the use of reinforcement, often in combination with other strategies. While reinforcement is a term that is commonly utilized in our society to describe the delivery of a reward, its meaning slightly differs in the practice of ABA. Reinforcement, through the lens of ABA, is understood as any environmental event, or consequence, that occurs after a behavior, that results in an increase or continuation of that behavior in the future (Cooper et al, 2007). Under this premise, ABA clinicians evaluate the reinforcing consequences that occur following a behavior to determine “why” a behavior is occurring as the first step in identifying the best intervention to target a behavior for change. When evaluating a behavior that continues to occur, despite being unsafe in nature or a barrier to learning or independence, behavior analytic practitioners first acknowledge that this behavior is a product of reinforcement, or in other words, this behavior must serve a purpose for the individual. From the perspective of ABA, all behavior serves a purpose for the individual; this means that even behaviors that appear unsafe or interfering, such as self-injury or tantrums, meet some need for the individual.
There are four functions, or purposes, for behavior, as understood in the field of behavior analysis; these include access to attention, access to tangibles, escape and sensory stimulation (Cooper et al., 2007). The understanding that all behavior serves a purpose or “function” for an individual, allows clinicians to examine a learner’s environment to determine why a behavior is occurring, as well as allow for the identification of a socially appropriate, or safer, alternative skill that the learner can be taught to replace the original interfering behavior. The first function of behavior, from the perspective of ABA, is access to attention. Some behaviors may allow an individual to access attention; this could be in the form of vocal attention, including social praise or acknowledgement, or physical attention in the form of physical touch or increased proximity. Naturally, a child may learn that when they cry a parent or caregiver approaches and picks them up; when this consequence is reinforcing, the child may continue to engage in crying each time they desire physical touch or to be held. Scenarios such as the provided example are not uncommon, as undesirable behavior, such as crying or tantrums, may function as a means of communication for children with delayed language development (Durand, 1993).
A behavior may also serve the function of accessing tangible items, the second function of behavior. When a behavior is reliably followed by access to food items or access to preferred toys or activities, the individual is likely to learn that performing said behavior leads to accessing a desired tangible item. Let’s imagine that a child climbs on the furniture when their parent is on the phone, so naturally, in order to distract the child from unsafe climbing the parent provides the child with their tablet. In this scenario, the child may learn that climbing behavior leads to access to a preferred tangible, their tablet. While this is not the intention of the child’s parent, further evaluation may demonstrate that the function of climbing behavior is access to tangibles. The perceived functions of a behavior can be hypothesized by a behavior analytic practitioner, such as a Board Certified Behavior Analyst (BCBA), following the completion of a Functional Behavior Assessment (FBA) comprised of parent/caregiver interviews and direct observations of the learner, who will receive behavioral treatment. The use of an FBA is considered best practice for the development of effective behavior change strategies (Shriver et al., 2001).
Escape may also serve as a function of behavior when the removal of a nonpreferred environment or task follows the occurrence of that behavior (Cooper et al., 2007). When a child presented with an undesirable toy or item, they may swipe it off the table and their caregiver is likely to clean up the pieces and put the toy away. In this example, the child may learn that swiping or throwing objects leads to the removal of the object. If the child is unable to vocally communicate that the presented toy or item is undesirable, it is likely that swiping and throwing will function as “escape” from the toy or activity they no longer desire. When a behavior does not result in a socially mediated consequence (I.e., the delivery of attention, the removal of a nonpreferred task or access to a preferred tangible), it may be determined that performing the behavior provides preferred sensory stimulation to the individual. When performing a behavior provides preferrable sensory stimulation, it is understood that the function of the behavior is sensory stimulation, or automatic reinforcement. It is important to note that the above-mentioned functions of behavior do not only apply to learners with ASD, as all individuals, regardless of diagnosis, learn and behave similarly. However, individuals with deficits in communication or social skills, like those that are characteristic of ASD, may be more likely to exhibit problem behavior as a means of communication (Durand, 1993). While the four, above mentioned, functions of behavior are the foundation of a behavior analytic understanding of “why” behavior happens, it is essential for behavior analysts to also evaluate the influence of medical conditions on behavior.
Among the many teaching methods employed during ABA therapy are discrete trial training (DTT), incidental teaching, use of task analyses and chaining, modeling and prompting. Applied behavior analytic interventions and teaching methods can be applied across a variety of settings including an individual’s home, as well as in a school, an ABA center or community setting. ABA takes a person-centered approach to treatment, beginning with an individualized assessment and evaluation of each learner’s needs that requires the collaboration between a BCBA and the learner, the learner’s parents or guardians and other providers. Through the individualized assessment, a learner’s strengths and skill deficits are identified; subsequently measurable goals and a treatment plan are developed to target skill deficits for improvement and interfering behaviors for change. While one to one instruction with a behavior technician is typical during the provision of applied behavior analytic therapy, involvement of caregivers and families is also an essential component for the generalization and maintenance of the skills acquired through ABA.
Applied behaviour analysis (ABA) is not a new practice; however, the field and practice of ABA has evolved tremendously in recent years through research on the social validity and effectiveness of behaviour analytic interventions. In addition, evaluation of the ethical and professional standards, that must be upheld by ABA practitioners, is ongoing. With the goal for all learners receiving ABA therapy being independence, the restrictiveness of the interventions utilized, and the setting selected for learning, are considered at the forefront of service delivery. Higher intensity and durations of ABA therapy are often recommended initially; however, plans to fade services and the restrictiveness of an individual’s learning setting are planned for from the onset of services. While ABA services will look different for each learner, to meet their individual needs, the overarching goal of ABA services remains the same across learners: to make a positive impact on the lives of the families served by improving socially significant behaviour, increasing independence and enhancing quality of life.
Reference List
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