APPLIED BEHAVIOUR ANALYSIS
Applied behaviour analysis (ABA) is an overall management system. (Alberto & Troutman, 1999). Baer, Wolf & Risley (2005) have defined it as “the process of systematically applying interventions based upon the principles of learning theory to improve socially significant behaviours to a meaningful degree and to demonstrate that the interventions employed are responsible for the improvement in behaviour”
(http://www.asatonline.org).
ABA is a teaching tool based on learning theories including concepts such as positive reinforcement , negative reinforcement , punishment , extinction , modelling and shaping (Alberto & Troutman, 1999). The program uses discrete trial training and teaches attending behaviour, the ability to follow directions and imitation and use prompted verbal cues. (Paul, 2001)
AUTISM AND ABA
According to the Association for Science in Autism Treatment (ASAT) website, ABA is primarily used to target behaviour problems, but also is reported to increase cognitive, social interaction , expressive and receptive language skills (http://www.asatonline.org).
IMPLEMENTATION OF ABA
ABA is conducted according to the steps outlined as follows:
- Target behaviours and interfering behaviours are identified.
- Goals are set in place by the professional.
- Goals are made measurable.
- A baseline is collected using the predetermined measurement of target behaviours.
- Intervention is commenced using the goals set to reduce particular behaviours and establish others.
- Intervention is continually monitored and modifications to goals are made accordingly.
Source: (http://www.asatonline.org).
ABA programs require intense timeframes. According to the ASAT website, programs can be run for approximately 40 hours per week. (http://www.asatonline.org). The program can be implemented by professionals who have undertaken a course in ABA.
PROFESSIONAL TRAINING
Courses can be undertaken in ABA. Refer to the following website for information regarding courses held around Australia: http://www.iaba.com/
ADVANTAGES OF ABA
Advantages claimed for using ABA include:
- ABA's structured procedures are suitable to the unique needs of the child diagnosed with autism. Routine and structure allows the child to feel in control of their environment as they know what is going to occur next (Paul, 2001).
- It can lead to improvement in behaviour, expressive and receptive language skills in a child who has autism (http://www.asatonline.org).
- Parents tend to feel comfortable with such a structured approach to therapy.
DISADVANTAGES OF ABA
The disadvantages of ABA include:
- Although there is evidence that ABA is an effective intervention technique for children with autism, there is also evidence that similar gains can be made using a more naturalistic approach, in a less intense timeframe (Paul, 2001). Prizant & Wetherby (1998) reviewed programs which were more naturalistic and showed the same benefits in addition to increased generalisation skills. (Paul, 2001).
- The ABA program is clinician-centred ; this means that the child has no control over the direction of their therapy.
- Anecdotally, some clinicians report after using ABA the child’s responses are programmed so they may find it difficult to adapt language and behaviour across a variety of circumstances or environments.
EFFICACY OF ABA
There is evidence to support that ABA programs have the potential to improve cognition, language and behaviour skills in children with autism.
One of the most well known studies was conducted by Lovaas in 1987. His study consisted of three groups of twenty children with autism. The experimental group took part in an ABA program, for 40 hours per week. The results showed that:
- Pre-trial one child out of the group was able to be included and pass “normal” grade one. Post-trial 47% of the children were able to.
- In the control group (no treatment), eighteen of the children were in a language disordered classroom. In the treatment group only eight children required this environment.
- Only two students in the treatment group where unable to join a mainstream class.
- In 1993, nine students who performed best during the treatment were evaluated with the professionals blind to which children had treatment. They were unable to distinguish the treatment children from “normal” children within the classroom.
Source:
http://www.nas.org.uk/nas/jsp/polopoly
Evidence supporting ABA’s success with autism, has been found across level II, III.1 and IV of the evidence table (Refer to Evidence Table). Although many journals, books and websites support the use of ABA in the treatment of autism there is debate over whether it is best practice. The intense timeframe and the structured repetition of the program differ greatly from the more naturalistic approaches which are becoming popular with increasing amounts of evidence (Shelden & Rush, 2001).
IMPLICATIONS OF ABA
ABA can be an effective way of improving behavioural and communication skills in children with autism. However, as the program is time consuming and clinician-centred, it has been suggested that techniques should consist of a combination of ABA and more naturalistic methods tailored to the child’s individual needs (Paul, 2001).