What is ABA?

ABA Teaching Strategies

Applied behavior analysis (ABA) refers to the application of scientifically proven behavioral principles (e.g., reinforcement, prompting, shaping, chaining, etc.) to produce behavioral change that is socially significant (e.g., increased language, play skills, toileting, etc.). It includes observations of the environment in which the behavior is occurring and the identification of the factors that occur immediately before the behavior, known as the antecedent, and factors immediately after the behavior, known as the consequence. The identification and modification of antecedents and consequences are used to change behavior. This behavioral sequence, known as the 3-term contingency, can easily be remembered as the A-B-C’s of ABA.

If delivered consistently, the consequences that follow a behavior will determine if that behavior is more likely to occur in the future. In general, behaviors followed by something preferred are more likely to occur again. If the antecedent that sets the occasion for a behavior is modified, it too can affect the occurrence of the target behavior.

How Does this Apply to My Child with Autism?

Research has consistently demonstrated that intensive early intervention programs using the principles of ABA result in the best outcomes for children with autism. An intensive ABA program can teach children adaptive behaviors (e.g., learning to use language to request desired items) and reduce challenging behaviors (e.g., screaming to request desired items).

Let’s look at some examples to demonstrate how ABA can be applied to a situation with your child. Consider a scenario in which a child sees a box of their favorite cookies in the check out line at the grocery store. There are 3 different behavioral sequences that may occur in this situation:

In the first example below, the behavior of screaming is followed by a preferred consequence (i.e., cookies) and as such the child is more likely to scream again in the future when they want a desired item such as a cookie. Why? Because the child’s reinforcement history includes being reinforced (i.e., behavior is followed by a preferred consequence) for screaming to obtain a desired object (e.g. cookies). In other words, screaming is functioning as a means to get things the child wants:

In this second example, the behavior of screaming to obtain a desired item (i.e., cookies) is not followed by a preferred item and as such, the child is less likely to engage in screaming behavior in the future to obtain a desired item. Why? Because in the past, the behavior of screaming did not result in obtaining desired items.

In this final example, the child’s undesired behavior of screaming is replaced with appropriate language and then followed by a preferred item (e.g., cookie). As such, in the future the child is more likely to use appropriate language (e.g., “I want cookie”) because in the past using appropriate language resulted in obtaining a desired item.

Regardless of the teaching strategy selected (e.g., DTT, NET, etc.) and the skill being taught, an ABA program will teach new skills by utilizing this 3-term contingency.

What is Considered Best Practice?

Current research indicates that intensive early intervention based on the principles of ABA is the most effective intervention available for children with autism. When drawn from the research, early refers to intervention starting at 3-4 years of age and intensive refers to children receiving a minimum of 25 hours per week of 1:1 intervention over a period of 2 or more years.

In addition to being intensive, state-of-the-art ABA programs implement a variety of well researched teaching strategies such as Discrete Trial Training (DTT) and Natural Environment Training (NET) as well as other strategies such as shaping, chaining, reinforcement, and prompting and fading procedures. The strategies used will vary depending upon the skill being taught, the learning environment, and what is most effective for each individual child. In addition to these strategies supported by research, it is considered best practice that language skills are taught using a verbal behavior framework and Function Based Behavior Management is used to address challenging behaviors.

Below is a brief description of DTT and NET as they are the most commonly used ABA teaching strategies followed by a description of Verbal Behavior and Function Based Behavior Management.

Discrete Trial Training (DTT):

Discrete Trial Training (DTT) often results in the rapid acquisition rate of new skills and is widely used in ABA programming. It is a powerful teaching tool that breaks skills down into simple components that can then be combined to teach more complex skills. DTT along with clearly defined stimuli and responses, preferred consequences (e.g., tickles), and prompting and fading strategies, allows clinicians to systematically implement the principles of ABA to teach children a variety of new skills. DTT is generally adult directed and is presented with a high rate of repetition. When utilizing DTT it is important that the child’s program include strategies for generalization across non-trained environments and stimuli as to minimize inflexible responding and limited concept formation.

Natural Environment Training (NET) / Incidental Teaching:

Natural Environment Training (NET) is another ABA teaching strategy. In contrast to DTT, NET is child directed and less structured. The child’s current motivation may be captured, or motivation may be created to teach new skills. Teaching materials and reinforcement presented during NET are functional within the interaction. While NET can be used to teach various skills, one example of when NET is the preferred strategy is when teaching children to request for what they want (e.g., objects, people, etc.) because it directly captures the child’s motivation at that given moment. Because motivation is always built in to the activity NET can be a very powerful tool.

Being that many children with autism display limited motivation and interest in their environment it may not always be easy to identify what is currently motivating for some of our children. In addition, it may be very difficult to create motivation for specific target skills needing to be taught. As such, effective programs use a combination of NET and DTT teaching strategies.

Teaching Language Using a Verbal Behavior Model:

Verbal behavior (VB) analyzes interpersonal communication in regards to environmental control and functional outcomes. Traditional behavior programs typically taught language as either being receptive (e.g., “give me object”) or expressive (e.g., “what is it?). When using a VB framework all functions of language are taught (e.g., manded behavior, mands, tacts, intraverbals, etc.) rather than assuming that because a child can label an object (e.g., “ball”) when shown the object or picture they will also know how to apply this to other functional uses. Let’s look at a simple example that demonstrates how the same word can have different functions. In one instance a child may say the word “ball” to request the item because they want to hold and play with the ball. In another instance, a ball may roll by the child while at the park and the child may say “ball” to comment on the object.

It is currently best practice that language is taught using a verbal behavior framework to ensure all functions are established in a child’s repertoire.

Function Based Behavior Management:

A Functional Behavior Assessment (FBA) refers to a method in which antecedent and consequent events that promote the occurrence of problem behaviors are identified in order to develop a hypothesis as to what the function of the target behavior may be. In other words, the FBA will assist the clinician in identifying what may be reinforcing or maintaining a behavior. Once an FBA is done the results are used to then design a behavior intervention plan (BIP) based on the hypothesized function of the behavior. It is currently best practice that a functional assessment always is done prior to implementing a BIP. Only trained individuals should conduct FBAs and design BIPs.

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