Introduction to ABA and
Targeting Challenging Behaviors
By: Kirsten Powers
Trumpet Behavioral Health
Introduction to ABA
What, why, who
Common Myths
Principles and targeting challenging behavior
Taking a functional approach
Basic strategies for challenging behavior
Identifying high quality ABA
Barriers to Accessing Services
Topics
Behavior Analysis
The scientific study of behavior and the environmental events that affect it.
Experimental Analysis of Behavior
(EAB)
-Examines and identifies basic principles of
behavior
-Both animals and humans participate in
experiments
Applied Behavior Analysis (ABA)
-Approaches/techniques are developed and evaluated
from results of EAB studies
-Focuses on improving socially significant
behavior and quality of life
Approach to understanding and changing human
behavior
Looking at environmental variables that can influence
behavior through observation and measurement
We can systematically change behavior to improve lives
Reduce/change unwanted behavior
Increase appropriate behavior
Teach new behavior
Evidence based: Means that the strategies and
techniques we use have been verified by others
(researchers) and have shown promising effects.
Applied Behavior
Analysis (ABA)
ABA is the only treatment for ASD that is endorsed
by
American Academy of Pediatrics
the US Surgeon General
the American Medical Association.
ABA is the most clinically-supported therapy for
ASD, and no other intervention has been shown to
have the magnitude of success as intensive ABA
services.
Howard (2005)
Why ABA?
Use reinforcement across structured and natural
environments to establish and maintain new skills.
Breaking complex skills down into simpler tasks
Emphasis on making learning fun for the learner.
Withholding reinforcement for inappropriate behavior, but
teach replacement skills.
Rely on data collection and analysis to guide and determine
effectiveness of treatments and interventions and make
timely appropriate modifications.
Individualized
Why is ABA an effective tx
for autism?
What the research has shown.. ABA is effective for learners with autism
Children with autism who participate in early, intensive ABA-based programming learn many new skills and reduce their challenging behaviors substantially
Children with autism who have not learned from typical
educational environments, may learn a great deal when the
environment is appropriately constructed
Behavioral interventions are most effective when they are
intense and start at a young age
Strategies have been used successfully with older students
and adults across a wide range of behaviors and skill levels
Registered Behavior Technician (RBT)
40+ hours training
Competency assessment and exam
Board Certified Behavior Analyst (BCBA)
Masters degree or higher
Supervised fieldwork hours
Assesses, development treatment plan,
monitors progress, supervising
Behavior Analysis Certification Board (BACB)
Family, client, other providers
Who is involved?
Misconceptions of ABA ABA = Discrete Trial Teaching
There are many teaching procedures for children with
autism that are based on the principles of ABA
Relies on punishment
Uses bribes
Ignores the real causes of behavior, just treats
the symptoms
Behavior modification only works with kids and
people with intellectual disabilities
ABA creates rote, robotic skills
Early
Intervention?
? ?
Variety of Applications
Matching
Making sounds
Functional
communication
Receptive/expressiv
e language
Imitation
Play
Group skills
Food expansion
Toilet training
Self help skills
Early
InterventionSocial Skills
? ?
Variety of Applications
Initiating
conversation
Responding to
others
Group interactions
Appropriate
greetings
Perspective taking
Identifying social
cues
Safe vs. unsafe
Early
InterventionSocial Skills
Independent
Living Skills?
Variety of Applications
Money Skills
Community skills
Laundry
Cooking
Grocery shopping
Dressing
Early
InterventionSocial Skills
Independent
Living Skills
Behavior
Reduction
Variety of Applications
Self injurious
behavior
Aggression
Non-compliance
Pica
Property
destruction
Elopement
Discrete trial teaching
Structured
Many learning opportunities
Naturalistic Teaching
Contrived or spontaneous
Motivated setting for child
Child initiated
Verbal Behavior
Applies principles of behavior to language
Separates language into categories of function
Examples of interventions
Core Philosophy of ABA
All behavior happens for a reason
Behavior is a function of its consequences.
Learning occurs as a result of an individuals
experiences within the environment and it is the
experiences that shape future behavior
All behavior is changeable
By understanding the impact that the environment has
on an individuals behavior, we can learn how to change
the environment to change behavior and enhance
learning
Terminology
What are Reinforcers?
Reinforcers are not simply things
Reinforcers are stimuli that, when used as
consequences for a behaviors, increase
future occurrences of the behavior
Can change over time
Different for everyone!
How do I Identify
Potential Reinforcers? Interview: parents, other service provides, the
individual if appropriate
Observe: what does the individual seem interested in
Informal Preference Assessment:
present two items and let the individual pick
present several choices, allow time to choose and
interact with one, the sequentially represent the rest
of the items until you have gone through all of them.
Keep track of the rankings.
When Do I Reinforce
Behaviors? Generally: Immediately following the response
Schedules of reinforcement:
Usually based on how difficult the responses are and
how difficult it is to keep an individuals attention
Fixed (set schedule at -time intervals or number of
responses)
Intermittent (most powerful -slot machine example)
Differential Reinforcement: Give smaller/lower quality reinforcers for easy
responses (e.g., mastered items, highly preferred tasks/activities, prompted responses)
Give reinforcers less frequently for easy responses
Give bigger/higher quality reinforcers for difficult responses (e.g., new targets, unknown targets, independent responses)
Give reinforcers more frequently for difficult responses (e.g., new targets)
When Do I Reinforce
Behaviors?
How do I Deliver
Reinforcers? Immediately
Vary them, switch them up
Pair tangibles edible items, toys, activities with praise
Be creative
Try out social games, songs, silly handshakes, winks
Be smart.
Do not give reinforcers that will make subsequent
responding difficult
Dont give a whole gummy bear in the middle of a verbal imitation program
Reinforcement
Reinforcement occurs when something following a behavior makes the behavior more likely to occur in the future This is the most important principle used in behavior
change programs. All behaviors that we exhibit and that others exhibit are
contacting reinforcement.
Unwanted behaviors may be being reinforced too! Even if we dont see it or want to admit it.
If the behaviors were not contacting reinforcement they would not be occurring.
Examples
Positive Reinforcement Negative Reinforcement
a correct response is
followed by praise, treat, or
access to a toy and the
behavior is more likely to
occur in the future
a screaming child is given
the thing s/he wants and the
behavior is more likely to
occur in the future
appropriately asking
someone to move away from
you is followed by the person
moving away and the
behavior is more likely to
occur in the future
a tired parent gives their
screaming child candy, the
screaming stops and the
giving behavior is more likely to occur in the future
Addressing
Challenging
Behavior
WHY IS HE/SHE DOING THIS???
Behavior is
a function of its environment.
Challenging Behavior
AKA: problem behavior, negative behavior,
inappropriate or aberrant behavior
Generally, any behavioral excess or deficit that
falls outside the typical range for a given
behavior
Challenging behaviors are those that present a
safety concern, prohibit learning, or reduce
social opportunities or independenc
