Watson, T.S. & Steege, M.W. (2003). Conducting School-Based Functional Behavioral Assessments, A Practitioner s Guide. Guilford Press.
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2 The FBA is generally conducted in a collaborative fashion, bringing together input from the child and a variety of individuals who work and interact with the child. It uses a child-centered approach based on the understanding that behavior serves a particular function for each child and that effective interventions must be tailored to address the function played by the behavior within the context in which the individual child lives and learns and in light of the child s unique strengths and needs. An FBA should be conducted by a professional who can demonstrate (e.g., through a specialized degree or credential) experience, knowledge and skill in positive behavior support, which include training in applied behavior analysis (Education Law Center, 2008). Once the FBA is complete, the IEP team will develop a behavioral intervention plan (BIP) for the child, which will include positive strategies to address the behavior. The BIP can include a variety of program accommodations, modifications, supports, and services to improve the child s behavior. The BIP should be designed to accomplish four outcomes: (a) improve environmental conditions to prevent problem behaviors; (b) teach the student new skills to enable the student to achieve the same function in a socially appropriate manner; (c) reinforce desired behaviors, including newly-taught replacement skills; and (d) use strategies to defuse problem behavior effectively and in ways that preserves the student s dignity (Education Law Center, 2008). Applied Behavior Analysis (ABA) is an evidenced-based treatment for improving the functioning of children diagnosed with autism. It addresses the core deficits of ASDs including verbal and non-verbal communication, social interaction, restrictive repetitive behaviors, inflexibility, daily living skills, and peer relationships to name a few. ABA has been successfully used for over 30 years. Today, the techniques and strategies of ABA have created a new look for behavioral interventions and the treatment of autism in homes, schools, and community settings. Today, Applied Behavior Analysis (ABA) is supported by research as being effective in increasing social competencies of individuals diagnosed with Autism and behavioral challenges. ABA can modify behavior through the processes of assessment, intervention, data collection, and responsive programming. ABA is characterized by more naturalistic techniques whose emphasis is making meaningful changes in the lives of individuals. More recently, there has been a trend to move away from using highly structured and rigid environments towards natural settings (home, school, community). ABA interventions are designed to not only change the behavior of the targeted individual, but also changes the behaviors of those in direct contact with the individual (parents, educators, peers). Naturalistic methods of ABA that incorporate other individuals include modeling, incidental teaching (IT), and pivotal response training (PRT). Modeling is a valuable technique if an individual is capable of imitation. It can be useful in the initial phases of instruction when a skill is just being acquired. A significant amount of literature exists supporting the role of peer models and their ability to bring about socially appropriate behaviors in children with autism.
3 Incidental teaching (IT) methods can be used in the natural environment to help a child expand their verbal repertoire. Initiations put forth by the child are met with response that typically requires an additional interaction, prior to being reinforced with the desired item. Pivotal response training (PRT) is characterized by a set of instructional strategies that are brief, specific, and focus on activities chosen by child. The method also utilizes contingent reinforcement directly related to the desired behavior, and attempts at the desired behavior. PRT has recently been shown to cause significant improvement in the communication and interactions of toddlers. Innovative uses of technology are a new look in the treatment of autism. One such device Technology Assisted Classroom Teaching (TACT) and Technology, Observation, and Parent Support (TOPS), developed by the Center for Neurological and Neurodevelopmental Health (CNNH), located in Gibbsboro, NJ, is a remote behavior capture system. The system allows access to professional support and expertise. This technology utilizes a small camera and computer to efficiently record target behavior, antecedents, and consequences. Behavior and teaching can be viewed in real time over Health Insurance Portability and Accountability Act (HIPAA) compliant Internet portals. Behavior can also be captured and reviewed at a late date by a Board Certified Behavior Analyst (BCBA) or other clinicians if needed. The technology approach reduces reactance effects and distractions of an extra observer in the physical environment. It is cost effective, as there are no travel expenses, or expenses of a consultant traveling to the setting when the target behavior may not occur. TACT/TOPS also allow for regular data collection and feedback to foster education, progress, and success. Techniques such as direct observation, antecedent-based strategies (what to do before the behavior occurs), modeling, shaping, use of peers, positive behavior supports (visuals, incentive systems), and functional communication interventions foster natural, practical learning across settings. Emphasis is placed on utilizing the individual s preferences and activity choices. Focus on adaptive and functional skills aide methods in generalizing across environments and individuals.
4 References Kearney, A. J. (2008). Understanding applied behavior analysis. An introduction to ABA for parents, teachers, and other professionals. PA: Jessica Kingsley Publishers. Maurice, C., Green, G., & Luce, S.L. (1996). Behavioral Intervention for Young Children with Autism: A Manual for Parent and Professionals. Austin, TX: Pro-Ed. O Neill, Horner, Albin, Sprague, Storey & Newton (1997). Functional Assessment and Program Development for Problem Behavior, A Practical Handbook, Second Edition. Brooks/Cole. Partington, J. W., & Sundberg, M. L. (1998). The Assessment of Basic Language and Learning Skills: An assessment, curriculum guide, and tracking system for children with autism or other developmental disabilities. Danville, CA: Behavior Analysts, Inc. Steege, M., Mace, F.C., Perry, L. & Longenecker, H. (2007). Applied Behavioral Analysis: Beyond Discrete Trial Teaching. Psychology in the Schools, 44 (1), Vollmer, T., & Iwata, B. (1992). Differential reinforcement as treatment for behavior disorder: Procedural and functional variations. Research in Developmental Disabilities, 13, Watson, T.S. & Steege, M.W. (2003). Conducting School-Based Functional Behavioral Assessments, A Practitioner s Guide. Guilford Press. Cohen, D.J. & Volkmar, F.R. Eds. (1997). Handbook of Autism and Pervasive Developmental Disorders, Second Edition. New York, NY: John Wiley & Sons. Education Law Center (2008). The right to special education in New Jersey: A guide for advocates (2 nd ed.). Koegel, R. & Koegel, L., (1995), Teaching Children with Autism, Brookes Publishing. Luiselli, J.K., Russo, D.C., Christian, W.P. & Wilczynski, S.M. (2008). Effective Practices for Children with Autism, Educational and Behavioral Support Interventions that Work. Oxford, UK: Oxford University Press. McDougle, C.J. (1997). Psychopharmacology. In, Cohen, D.J. & Volkmar, F.R. Eds. Handbook of Autism and Pervasive Developmental Disorders, Second Edition. New York, NY: John Wiley & Sons, pp Myles, B.S., Grossman, B.G., Aspy, R., Henry, S.A., & Coffin, A.B. (2007). Planning a comprehensive program for students with autism spectrum disorders using evidencebased practices. Education and Training in Developmental Disabilities, 42(4),
5 National Research Council, (2001), Educating Children with Autism, Washington, DC: NRC Press. New Jersey State Department of Education (2004). Autism Program Quality Indicators. Trenton, NJ: NJ-DOE. Odom, S.L., Brown, W.H., Frey, T., Karasu, N., Smith-Canter, L.L., & Strain, P.S. (2003). Focus on Autism and Other Developmental Disabilities, 18(3), Sussman, F. (1999). More than Words. Toronto, ON: Hanen Publishing. Gerhardt, P.F. & Holmes, D.L. (1997). Employment: Options and issues for adolescents and adults with autism. In, D.J. Cohen & F.R. Volkmar, (Eds.), Handbook of Autism and Pervasive Developmental Disorders, John Wiley & Sons: New York, NY, pp Howlin, P., Goode, S., Hutton, J. & Rutter, M. (2004). Adult outcome for children with autism. Journal of Child Psychology and Psychiatry, 45:2, Klin, A., Saulnier, C.A., Sparrow, S.S., Ciccehetti, D.V., Volkmar, F.R. & Lord, C. (2007). Social and communication abilities and disabilities in higher functioning individuals with autism spectrum disorders: The Vineland and the ADOS. Journal of Autism and Developmental Disorders, 37: Szatmari, P., Bryson, S.E., Boyle, M.H., Streiner, D.L. & Duku, E. (2003). Predictors of outcome among high functioning children with autism and Asperger Syndrome. Journal of Child Psychology and Psychiatry, 44:4, Cumine, V., Leach, J., & Stevenson, G. (1999). Asperger Syndrome: A Practical Guide for Teachers. London, UK: David Fulton Publishers. Klin, A., & Volkmar, F.R. (1997). Asperger s Syndrome. In, D.J. Cohen & F.R. Volkmar, (Eds.), Handbook of Autism and Pervasive Developmental Disorders, John Wiley & Sons: New York, NY, pp Klin, A., & Volkmar, F.R. (2000). Treatment and intervention guidelines for individuals with Asperger Syndrome. In, A. Klin, F. Volkmar and S. Sparrow (Eds). Asperger Syndrome. New York, NY: Guilford Press, pp Klin, A., Volkmar, F.R., & Sparrow, S.S. (2000). Asperger Syndrome. New York, NY: Guildford Press. Ozonoff, S. & Griffith, E.M. (2000). Neuropsychological function and the external validity of Asperger Syndrome. In, A. Klin, F. Volkmar and S. Sparrow (Eds). Asperger Syndrome. New York, NY: Guilford Press, pp Bambara, L.M. & Mitchell-Kvacky, N.A. (1994). Positive behavioral support for students
6 with severe disabilities: An emerging multicomponent approach for addressing challenging behaviors. Saron School Psychology Review. Vol 23(2), Becker-Cottrill, B., McFarland, J., & Anderson, V. (2003). A model of positive behavioral support for individuals with autism and their families: The family focus process. Focus on Autism and Other Developmental Disabilities, 18(2), Bopp, K.D., Brown, K.E., & Mirenda, P. (2004). Speech-language pathologists' roles in the delivery of positive behavior support for individuals with developmental disabilities. American Journal of Speech-Language Pathology, 13(1), Dunlap, G., Carr, E.G., Horner, R.H., Zarcone, J.R., & Schwartz, I. (2008). Positive behavior support and applied behavior analysis: A familial alliance. Behavior Modification, 32(5), Marshall, J.K. & Mirenda, P. (2002). Parent-professional collaboration for positive behavior support in the home. Focus on Autism and Other Developmental Disabilities, 17(4), Mirenda, P., MacGregor, T., & Kelly-Keough, S. Teaching communication skills for behavioral support in the context of family life. In Lucyshyn, J.M., Dunlap, G., & Albin, R.W. (2002). Teaching communication skills for behavioral support in the context of family life. Families and positive behavior support: Addressing problem behavior in family contexts. Family, community & disability. (pp ). Baltimore, MD, US: Paul H Brookes Publishing. Moes, D.R. & Frea, W.D. (2000). Using family context to inform intervention planning for the treatment of a child with autism. Journal of Positive Behavior Interventions, 2(1). Nachshen, J.S., Garcin, N., & Minnes, P. (2005). Problem behavior in children with intellectual disabilities: Parenting stress, empowerment and school services. Mental Health Aspects of Developmental Disabilities, 8(4), Santelli, B., Ginsberg, C., Sullivan,S., & Niederhauser, C. A collaborative study of parent to parent programs: Implications for positive behavior support. In Lucyshyn, J.M. Dunlap, G.; Albin, R.W. (2002). Families and positive behavior support: Addressing problem behavior in family contexts. Family, community & disability. (pp ). Baltimore, MD, US: Paul H Brookes Publishing. Smith, I. (2000). Motor Functioning in Asperger Syndrome. In, A. Klin, F. Volkmar and S. Sparrow (Eds). Asperger Syndrome. New York, NY: Guilford Press, pp
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