Comprehensive Model: Applied Behavior Analysis (ABA)

Transcription

1 Brief Introduction Applied behavior analysis (ABA) has its roots in the philosophy of modern behaviorism pioneered by Skinner, who laid the foundation in the early 1900s. As such, it is the practical application of behavioral laws laws of reinforcement formulated by Skinner to solve behavior problems. ABA is defined as the process of systematically applying interventions based upon the principles of behavior theory to improve socially significant behaviors, including reading, academics, social skills, communication, and adaptive living skills, to a meaningful degree, and to demonstrate that the interventions employed are responsible for the improvement in behavior (Baer, Wolf, & Risley, 1968; Sulzer-Azaroff & Mayer, 1991). Description According to Baer et al. (1968), ABA is the process of applying sometimes tentative principles of behavior to the improvement of specific behaviors, and simultaneously evaluating whether or not any changes noted are indeed attributed to the process of application (p. 91). ABA-based interventions have been popular with children with autism since the 1980s and can be linked to the work of Ivar Lovaas (1987). Numerous studies have demonstrated and documented the effectiveness of ABA-based interventions with individuals with autism. To date, ABA-based interventions have been used to support individuals with autism in at least six ways (Shaping Behavior, 2008): 1. To increase behavior 2. To teach a new skill 3. To maintain behaviors 4. To generalize or to transfer behavior from one situation or response to another 5. To restrict or narrow conditions under which interfering behaviors occur 6. To reduce interfering behavior According to Baer et al. (1968) and Heward et al. (2005), ABA has the following characteristics: 1. Applied. ABA focuses on areas that are of social significance. Behavior scientists not only take into consideration long-term behavior change, but also look at how behavior changes affect the individual and surrounding people. 2. Behavioral. The behavior must be objectively measured and must change. 3. Analytic. The behavior scientist must demonstrate control over the behavior with intervention while maintaining ethical standards. 4. Systematic. ABA interventions and procedures must be very detailed so that other researchers can replicate the application with the same results. 5. Generalizable. The results of an ABA-based intervention must last over time, across settings, and spread to other behaviors not directly addressed. 6. Data-based. ABA uses direct and frequent measurements to enable analysts to detect their success or failures so that appropriate changes can be made.

2 Many programs use some or all of the components of ABA, and are sometimes referred to ABA programs. However, calling a program ABA does not indicate which specific interventions are used. Indeed, there is no single intervention called ABA. Programs that are commonly referred to as having ABA-based interventions include: Young Autism Project or Lovaas Model (Lovaas, 1987) Princeton Child Development Institute (Fenske, Zalenski, Krantz, & McClannahan, 1985) Douglass Developmental Disabilities Center at Rutgers University (Handleman, Harris, Gordon, Kristoff, & Fuentest, 1991) The River Street Autism Program (Dyer, Martino, & Parvenski, 2006) Therapeutic Pathways (Howard, Sparkman, Howard, Green, & Stanislaw, 2005) Walden Program (McGee, Morrier, & Daly, 1999) The Institute for Child Development at State University of New York (Romanczyk, Lockshin, Gillis, & Matey, 2006) Autism Partnerships (Leaf, McEachin, & Harsh, 1999) May Institute (Luce & Christian, 1989) Pivotal Response Treatment (Koegel, Koegel, Shoshan, & McNerney, 1999) Alpine Learning Group (Meyer, Yaylor, Cerion, Fisher, Moran, & Richard, 2006) Pyramid Approach (Bondy & Battaglini, 2006) Verbal Behavior (Partington, 2005) Eden Model (Holmes, 1998) STAR Program (Arick, Krug, Loos, & Falco, 2005) Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP; Strain & Hoyson, 2000) Project Data (Schwartz, Sandall, McBride, & Boulware, 2004) Gentle Teaching (McGee, Menolascino, Hobbs, & Menousek, 1987). Applied Behavior Analysis (ABA) Research Summary Ages Skills/Intervention Goals Settings Outcome 2 50 years Social, communication, improving challenging behaviors, gross and fine motor, concentration, independence, teaching fluent relational responding, functional play, describing emotion, attending, choice Home, school, clinic Many applied behavior analytic interventions meet criteria as a NPDC evidence-based practice. Frequently, one or more components are combined for one intervention (i.e., reinforcement is used with many other interventions). *The information found in the Research Summary table is updated yearly following a literature review of new research and this age range reflects information from this review.

3 Research Allison, J., Wilder, D. A., Chong, I., Lugo, A., Pike, J., & Rudy, N. (2012). A comparison of differential reinforcement and noncontingent reinforcement to treat food selectivity in a child with autism. Journal of Applied Behavior Analysis, 45(3), Arick, J., Krug, D., Loos, L., & Falco, R. (2005). School-based programs. In F. Volkmar, R. Paul, A. Klin, & D. Cohen (Eds.), Handbook of autism and pervasive developmental disorders. Hoboken, NJ: John Wiley & Sons. Axelrod, S., McElrath, K., & Wine, B. (2012). Applied behavior analysis: Autism and beyond. Behavioral Interventions, 27(1), Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1(1), Bergstrom, R., Najdowski, A. C., & Tarbox, J. (2012). Teaching children with autism to seek help when lost in public. Journal of Applied Behavior Analysis, 45(1), Bernard-Opitz, V., Ing, S., & Kong, T. Y. (2004). Comparison of behavioral and natural play interventions for young children with autism. Autism, 8(3), Bondy, A., & Battaglini, K. (2006). Application of the pyramid approach to education model in a public school setting. In J. Handleman & S. Harris (Eds.), School age education programs for children with autism. Austin, TX: Pro-Ed. Boutot, E., & Hume, K. (2012). Beyond time out and table time: Today's applied behavior analysis for students with autism. Education and Training in Autism and Developmental Disabilities, 47(1), Coon, J. T., & Miguel, C. F. (2012). The role of increased exposure to transfer-of-stimulus control procedures on the acquisition of intraverbal behavior. Journal of Applied Behavior Analysis, 45(4), Dillenburger, K., Keenan, M., Doherty, A., Byrne, T., & Gallagher, S. (2012). ABA-based programs for children diagnosed with autism spectrum disorder: Parental and professional experiences at school and at home. Child and Family Behavior Therapy, 34(2), Dyer, K., Martino, G., & Parvenski, T. (2006). The River Street Autism Program: A case study of a regional service center behavioral intervention program. Behavior Modification, 30(6), Eldevik, S., Hastings, R.P., Hughes, J.C., Jahr, E., Eikeseth, S., Cross, S. (2010). Using participant data to extend the evidence base for intensive behavioral intervention for children with autism. American Association on Intellectual and Developmental Disabilities, 115(5), Fenske, E., Zalenski, S., Krantz, P., & McClannahan, L. (1985). Age at intervention and treatment outcome for autistic children in a comprehensive intervention program. Analysis and Intervention in Developmental Disabilities, 5(1 2),

4 Fisher, W. W., Luczynski, K. C., Hood, S. A., Lesser, A. D., Machado, M. A., & Piazza, C. C. (2014). Preliminary findings of a randomized clinical trial of a virtual training program for applied behavior analysis technicians. Research in Autism Spectrum Disorders, 8(9), doi: /j.rasd Flynn, L., & Healy, O. (2012). A review of treatments for deficits in social skills and self-help skills in autism spectrum disorder. Research in Autism Spectrum Disorders, 6(1), Gongola, L. (2012). Discrete Trial Teaching: Getting started. Intervention in School and Clinic, 47(3), Grindle, C. F., Hastings, R. P., Saville, M., Hughes, J., Huxley, K., Kovshoff, H., & Remington, B. (2012). Outcomes of a behavioral education model for children with autism in a mainstream school setting. Behavior Modification, 36(3), Handleman, J., Harris, S., Gordon, R., Kristoff, B., & Fuentes, F. (1991). Changes in cognitive and language functioning of preschool children with autism. Journal of Autism and Developmental Disorders, 21(3), Heward, W. L., Heron, T. E., Neef, N. A., Peterson, S. M., Sainato, D. M., Cartledge, G., et al. (Eds.). (2005). Focus on behavior analysis in education: Achievements, challenges, and opportunities. Upper Saddle River, NJ: Prentice Hall/Merrill. Holmes, D. (1998). Autism through the lifespan: The Eden Model. Bethesda, MD: Woodbine House. Howard, J., Sparkman, C., Howard, C., Green, G., & Stanislaw, H. (2005). A comparison of intensive behavior analytic and eclectic treatments for young children with autism. Research in Developmental Disabilities, 26(4), Jang, J., Dixon, D. R., Tarbox, J., Granpeesheh, D., Kornack, J., & de Nocker, Y. (2012). Randomized trial of an elearning program for training family members of children with autism in the principles and procedures of Applied Behavior Analysis. Research in Autism Spectrum Disorders, 6(2), Kelley, E., Naigles, L., Fein, D. (2010). An in-depth examination of optimal outcome children with a history of autism spectrum disorders. Research in Autism Spectrum Disorders, 4(3), Kilroe, H., Murphy, C., Barnes-Holmes, D., & Barnes-Holmes, Y. (2014). Using the T-IRAP interactive computer program and applied behavior analysis to teach relational responding in children with autism. Behavioral Development Bulletin, 19(2), doi: /h Kodak, T. (2013). Evaluation of the utility of a discrete-trial functional analysis in early intervention classrooms. Journal of Applied Behavior Analysis, 46(1), Koegel, L. K., Koegel, R. L., Shoshan, Y., & McNerney, E. (1999). Pivotal response intervention II: Preliminary long-term outcomes data. Journal of the Association for Persons with Severe Handicaps, 24(3), Leaf, R., McEachin, J., & Harsh, J. (1999). A work in progress: Behavior management strategies and a curriculum for intensive behavioral treatment of autism. New York, NY: DRL Books.

5 Lovaas, O. I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology, 55(1), 3 9. Luce, S., & Christian, W. (1989). State-of-the-art programming in Massachusetts: A brief description of the May Institute. In Christopher Gillberg (Ed.), Diagnosis and treatment of autism. New York, NY: Plenum. Maglione, M. A. (2012). Nonmedical interventions for children with ASD: Recommended guidelines and further research needs. Pediatrics, 130(suppl. 2), Matson, J. L., Hattier, M. A., & Belva, B. (2012). Treating adaptive living skills of persons with autism using applied behavior analysis: A review. Research in Autism Spectrum Disorders, 6(1), Matson, J. L., Tureck, K., Turygin, N., Beighley, J., & Rieske, R. (2012). Trends and topics in early intensive behavioral interventions for toddlers with autism. Research in Autism Spectrum Disorders, 6(4), Matson, J. L., Turygin, N. C., Beighley, J., Rieske, R., Tureck, K., & Matson, M. L. (2012). Applied behavior analysis in autism spectrum disorders: Recent developments, strengths, and pitfalls. Research in Autism Spectrum Disorders, 6(1), McGee, J. J., Menolascino, F. J., Hobbs, D. C., & Menousek, P. E. (1987). Gentle teaching: A non-aversive approach to helping persons with mental retardation. New York, NY: Human Sciences Press. McGee, G., Morrier, M., & Daly, T. (1999). An incidental teaching approach to early intervention for toddlers with autism. The Journal of the Association for Persons with Severe Handicaps, 24(3), McPhilemy, C., & Dillenburger, K. (2013). Parents' experiences of applied behavior analysis (ABA) based interventions for children diagnosed with autistic spectrum disorder. British Journal of Special Education, 40(4), Meier, A. E., Fryling, M. J., & Wallace, M. D. (2012). Using high-probability foods to increase the acceptance of lowprobability foods. Journal of Applied Behavior Analysis, 45(1), Meyer, L., Taylor, B., Cerion, K., Fisher, J., Moran, L., & Richard, E. (2006). Alpine Learning Group. In J. Handleman & S. Harris (Eds.), School age education programs for children with autism. Austin, TX: Pro-Ed. Mohammadzaheri, F., Koegel, L. K., Rezaee, M., & Rafiee, S. M. (2014). A randomized clinical trial comparison between pivotal response treatment (PRT) and structured applied behavior analysis (ABA) intervention for children with autism. Journal of Autism and Developmental Disorders, 44(11), O Conner, A.B. & Healy, O. (2010). Long-term post-intensive behavioral intervention outcomes for five children with autism spectrum disorder. Research in Autism Spectrum Disorders, 4(4), O'Mea, M. L. (2013). Implementing applied behavior analysis for effective orientation and mobility instruction of students with multiple disabilities. Journal of Visual Impairment and Blindness, 107(1),

6 O'Reilly, M. (2012). Effects of a motivating operation manipulation on the maintenance of mands. Journal of Applied Behavior Analysis, 45(2), Partington, J. (2005). The updated ABLLS: The assessment of basic language and learning skills. Pleasant Hill, CA: Behavior Analysts, Inc. Querim, A. E. (2013). Functional analysis screening for problem behavior maintained by automatic reinforcement. Journal of Applied Behavior Analysis, 46(1), Rodriguez, N. S. (2012). Functional analysis and treatment of arranging and ordering by individuals with an autism spectrum disorder. Journal of Applied Behavior Analysis, 45(1), Romanczyk, R. G., Lockshin, S., Gillis, J. M., & Matey, L. (2006). Institute for Child Development preschool program. In S. Harris & J. Handleman (Eds.), Preschool programs for children with autism (3rd ed.). Austin, TX: Pro-Ed. Saylor, S., Sidener, T. M., Reeve, S. A., Fetherston, A., & Progar, P. R. (2012). Effects of three types of noncontingent auditory stimulation on vocal stereotypy in children with Autism. Journal of Applied Behavior Analysis, 45(1), Schwartz, I. S., Sandall, S. R., McBride, B. J., & Boulware, G. L. (2004). Project DATA (Developmentally Appropriate Treatment for Autism): An inclusive school-based approach for young children with autism. Topics in Early Childhood Education, 24(3), Shaping Behavior. (n.d.). Retrieved from Strain, P., & Hoyson, M. (2000). The need for longitudinal intensive social skill intervention: LEAP follow-up outcomes for children with autism. Topics in Early Childhood Special Education, 20(2), Sulzer-Azaroff, B., & Mayer, R. (1991). Behavior analysis of last changes. Fort Worth, TX: Holt, Reinhart & Winston, Inc. Toussaint, K. A., & Tiger, J. H. (2012). Reducing covert self-injurious behavior maintained by automatic reinforcement through a variable momentary DRO procedure. Journal of Applied Behavior Analysis, 45(1), VanBergeijk, E. (2012). Book review: Crafting connections: Contemporary applied behavior analysis for enriching the social lives of persons with autism spectrum disorder. Journal of Autism and Developmental Disorders, 42(9), Virues-Ortega, J. (2010). Applied behavior analytic intervention for autism in early childhood: Meta-analysis, metaregression, and dose-response meta-analysis of multiple outcomes. Clinical Psychology Review, 30(4), Wong, V.C.N. & Kwan, Q.K. (2010). Randomized controlled trial for early intervention for autism: A pilot study of the Autism Project. Journal of Autism and Other Developmental Disorders, 40(6), Zachor, D.A. & Itzchak, E.B. (2010). Treatment approach, autism severity, and intervention outcomes in young children. Research in Autism Spectrum Disorders, 4(3),

7 Steps for Implementation Applied behavior analysis (ABA) methods are extremely varied and range from training children in school and home settings to helping large organizations implement broad organizational change. Consequently, there is not a specific set of steps that are consistently followed. However, ABA principles suggest some consistent features. A. Identify a target behavior. The behavior must be defined in observable and measurable terms. B. Set the criteria for behavior change. The target behavior needs to be socially valid: will changing this behavior make a meaningful difference in this person s life? C. Determine the most efficient way to measure the behavior. D. Determine the method for visual representation of the behavior change, based on the graphic display that will best represent the behavioral data (e.g., graphs, charts). E. Determine the treatment design and intervention. F. Begin the intervention by collecting baseline data. G. Include generalization and maintenance in the behavior change plan. H. Evaluate the effectiveness of the behavior change plan, based on the data analysis. I. Monitor behavior change and make changes to the plan as determined by the data analysis.