Applied Behavior Analysis Presented By: Audra Lampkins, Program Director

1. Applied Behavior Analysis Presented By: Audra Lampkins, Program Director Ilana Hernandez, M.A., BCBA

2. Intervention • The earlier diagnosed the more an individual can improve • “Most mommies and daddies tell me “I thought there was a problem at 14 or 15 months...and they told me let’s wait and see because sometimes some kids grow out of it.’ Well, that’s not a good answer. We’ve got to make the distinction between less important problems, where we can wait and see from core problems, which involve a lack of reciprocity and a lack of getting to know your world. For these core problems, we have to act on it yesterday. We can’t wait nine months, we can’t wait two months.” -Stanley I. Greenspan, M.D., Child Psychiatrist

3. Importance of Early Intervention • Of the $60-90 billion annual cost in treatment for autism in the US, 60% of these costs are in adult services • Cost of lifelong care can be reduced by 2/3 with early diagnosis and intervention

4. Applied Behavior Analysis (ABA) is supported by extensive research and it has been determined to be the MOST EFFECTIVE treatment for children with autism spectrum disorders. *For maximum effectiveness ABA should be an intensive program (25-40 hours per week) and supervised by a Board Certified Behavior Analyst (BCBA)

5. Surgeon General • Thirty years of research demonstrated the efficacy of applied behavioral methods in reducing inappropriate behavior and in increasing communication, learning, and appropriate social behavior. • www.surgeongeneral.gov

6. Definition of ABA • “Applied behavior analysis is the science in which tactics derived from the principles of behavior are applied systematically to improve socially significant behavior and experimentation is used to identify the variables responsible for behavior change.” - Cooper, Heron, & Heward2007

7. What is ABA? • ABA stands for Applied Behavior Analysis and is the science of studying behavior and applying data supported techniques to increase and/or decrease behaviors that are meaningful to the client and client’s social environment.

8. ABA as a Program • Breaking down skills to their smallest manageable units and expanded into more meaningful and complex units. • Using procedures such as reinforcement, extinction, shaping, prompting, fading, chaining, discrimination, generalization etc. to teach skills.   • Skills taught include, but are not limited to: Listener Behaviors, Speaker Behaviors (mands, tacts, intraverbals, etc.), social skills, motor imitation, self-help skills, etc.

9. Core Characteristics of ABA • Interventions are based on empirically validated research • Ongoing assessment and data collection • Data-driven decision making • Skills taught in small measurable steps • Individualized to each child and family

10. Core Characteristics of ABA • Assessment of outcome is based on skill acquisition, maintenance over time, and generalization to real-life settings • Significant role for significant others • A humanistic approach focused on quality of life and meaningful change -Marry Jane Weiiss, PhD, BCBA (www.mecaautism.org)

11. What makes ABA so effective? • Specificity of goals • Linked to a thorough assessment • Data based decision making • Dynamic programming • Intensity • Ratio • Hours • Number of learning opportunities

12. Assessments • VB-MAPP • ABLLS-R • Essentials for Daily Living (most appropriate for students who need very functional life skills • Direct Instruction • Activities of Daily Living (ADL assessments) • Battelle Developmental Inventory (BDI-II)

13. Dynamic Programming • Definition of Dynamic: a force that stimulates change or progress within a system or process • How does this apply to programming? • The program should be the “force” that makes change happen • Progress should be continuous and constant

14. Fundamental Behavior Concepts: • Behaviors are learned • Their consequences determine whether they will happen again • Positive consequence = higher likelihood of recurrence • Negative consequence = lower likelihood of recurrence • Behaviors are functional • They serve a purpose • Appropriate alternatives can be taught • In the same way that a disruptive behavior is learned it can be unlearned • By manipulating reinforcers and consequences appropriate behaviors meeting the function/need can be taught instead of the disruptive behavior

15. What can you teach with ABA? • Effective Communication • Life Skills • Academics • Social Skills and Social Thinking Skills • Job-Related Skills • What about sports? Nutrition and even proper techniques for working out?

16. What is Verbal Behavior • Verbal Behavior is a language classification system and an ANALYTICAL TOOL • The concept of Verbal Behavior is based on B.F. Skinner’s 1957 book Verbal Behavior in which a full analysis of language was conducted. • Essentially, this means that we look at the function of each word, rather than the form. It is very common for a child with autism to be able to label an item (such as a cracker) but not know how to ask for one when they want it. • This approach allows for the acquisition of functional language skills.

17. Verbal Behavior (Continued) • Verbal Behavior is learned via the same mechanisms as other behavior • Reinforcement (mediated by another person) • Punishment • A-B-C • Is Social • Verbal behavior has a SPEAKER and a LISTENER

18. Behavior vs. Verbal Behavior • Behavior: • A: Thirst • B: Get water from faucet • C: Drink water, not thirsty anymore • Verbal Behavior: • A: Thirst • B: Ask mom for water • C: Drink water

19. Teaching language by function • Teaching within a verbal behavior model addresses EACH verbal operant specifically • Why? • Research has shown that for children with autism, skills do not necessarily transfer across function • Prompts are introduced and faded systematically to try to achieve “pure” operants

20. Why Emphasize Verbal/Speaker Behaviors? • Teaching a learner to be an effective speaker, teaches the learner how to control his or her environment. • Language allows us to have our needs and wants met. • When our needs are met, our world gets better. • When our needs are not met, we will engage in behaviors that will allow our needs to be met. If there isn’t an effective communication mode in place, those behaviors are more likely to be maladaptive.

21. What is the Lovaas Method? • The Lovaas method focuses compliance training, imitation skills, and building receptive language for young, non-vocal early learners.

22. What Other Methods have characteristics of ABA? • Precision Teaching • Direct Instruction • Pivotal Response Treatment • TagTeach • Floortime/DIR • Relationship Development Intervention • Son Rise • Lovaas

23. Organizations that Endorse ABA American Academy of Neurology American Academy of Family PediatricsAmerican Academy of PediatricsAmerican Academy of Occupational Therapy AssociationAmerican Psychological AssociationAmerican Speech-Language Hearing AssociationSociety for Developmental and Behavioral PediatricsAutism Society of AmericaNational Institute of Child Health & Human DevelopmentNational Institute of Mental Health