Principles of Applied Behavior Analysis

The principles of applied behavior analysis (ABA) focus on behavioral intervention for children diagnosed with an autistic spectrum disorder. Kids with autism often have difficulty learning basic skills and require specialized therapy to learn common abilities that come naturally to those without the disorder. Understanding what a frown represents, for example, is something that children with autism must learn. Additionally, the principles of ABA include techniques based on the belief that while autism is not curable, the symptoms and behaviors associated with it are indeed treatable.

Discrete Trial Teaching

Discrete trial teaching (DTT) is an individualized routine of repeated interactions and stimulus prompts between teacher and student that aim to introduce and master a specific skill to the child. While many people today express negativity toward DTT, which typically includes hours and hours of repetitive trials, research such as a study published in 2003 in Topics in Early Childhood Special Education proves that it is advantageous at least as part of a comprehensive treatment plan. More severe cases of autism definitely require DTT and certainly benefit from it.

Reinforcement

Reinforcement is the main principle of ABA. The child learns what is right when she receives a reward for a correct or appropriate response. By not providing a reward when incorrect or inappropriate responses occur, the child learns what is wrong. Many people try to frown upon the idea of rewarding children; however, when it is used correctly, it is highly favorable for teaching. A classic analogy uses the idea of working for a paycheck: Would you return to work each Monday if it were not for the paycheck received on Fridays?

Prompting

Depending on the skill taught and the severity of the child's autism, varying levels of prompting are used. Verbal prompts occur when the teacher speaks the desired answer when the child fails to respond or responds incorrectly. Physical prompts are hand-over-hand prompts sometimes required to learn the skill. Modeling the desired response is also a prompt since it hopes to elicit a similar response from the child. Positional prompting requires placing the correct object directly within reach of the child so there is no way he can get it wrong. This provides the opportunity to reward the child.

Fading

Just as prompting teaches a skill, fading is required to master it. Fading refers to the slow removal of the prompt so that there is no need for it in order to give a correct response. For example, if a specific skill requires a full hand-over-hand physical prompt, it will slowly be reduced to just a simple touch on the arm. After the physical prompt is faded away completely, verbal prompts may or may not be necessary. The concept is to draw out the correct response from the child without any type of cue from the teacher.

Shaping

Shaping gradually teaches a skill by initially rewarding any attempt at the task. Teaching a child to write his name begins by assessing the child's level of ability. If he refuses to pick up a pencil, the initial reward occurs after that component occurs. Then any mark on the paper at all is worthy of some positive reinforcement as the correct response is prompted. Eventually, the desired response occurs through the shaping principle of ABA.

References

• Effects of Teaching Early Interventionists to Use Discrete Trials During Ongoing Classroom Activities
• Differential Reinforcement and ABA Therapy
• What is Prompting?

Resources

• Behavioral Momentum and Stimulus Fading in the Acquisition and Maintenance of Child Compliance