Using ABA to Teach Children with Autism

Laura WherryWherry, BCBA

What is Applied Behavior Analysis?Applied Behavior Analysis (ABA) is a field of study that employs methods based on scientific principals of behavior to build socially useful repertoires and reduce problematic ones (Cooper, Heron & Howard,1989).

The science of teaching skills and shaping behavior analysis of the function of behaviors clear expectations and goals appropriate prompting and prompt fading systematic reinforcement (and punishment when

necessary)

What skills can ABA be used to teach a child new skills to replace maladaptive behaviors?

Language Social skills Play Skills for young children Leisure Skills for older children Emotional understanding Academic behavior Daily living skills

Ground Rules of Behavioral Problem Solving

Behavior is a function of the environment.

Behavior has a purpose.

People learn from their successes rather than their

mistakes.

Clearly defined routines promote achievement of

behavior goals.

Positive interactions promote positive behavior.

Behavior is often the result of underlying skill deficits.

Focus on the Function

Must look at the function of the problem behavior. Why

is it happening?

Need to focus on replacing challenging behaviors with

more appropriate behaviors that meet the same need

Questions to Ask

What is happening when the behavior occurs? Who is present when the behavior occurs? When does the behavior occur most frequently? Where does the behavior most often occur? What happens after the behavior occurs? How

do people react? Why do you think he does it and what makes

you think that?

Common Functions of Challenging Behavior

Attention / Reaction

Escape / Avoidance

Tangible Items / Activities

Automatic Reinforcement

Attention

The child cries when the teacher is

speaking to another teacher

The child grabs his mother’s hand and pulls when she is talking on the phone

The child throws a block when the teacher gives another child praise

The child asks for a high five.

Escape and Avoidance

• The child flops onto the floor when asked to sit down for class.

• The child walks away when asked to pick up his lunch tray

• The child runs to another area when peers approach his play space

• The child hits his teacher right before he is about to take a test.

Access to Tangibles or Activities

A peer takes a toy from the child, and the child hits the peer

The teacher says it’s time to clean up, and the child screams

The child cries while looking at a DVD on the shelf they can’t reach

During Lunch the child asks his teacher for milk

But What Do You Do About It?

What could we teach him or her to do instead of the challenging behavior that will serve the same function?

How can we change the environment to keep him from needing the behavior problem?

What can I do to prevent Behaviors?(Proactive Strategies)

Increasing child choice and involvementInterspersing difficult tasks with easier tasksGradually increasing difficulty or quantity of tasksClearly explaining expectationsProviding warning of upcoming transitionsMaintaining momentum during transitionsKeeping the child engaged in appropriate activitiesProviding attention for desired behaviors “catch them being good”

Visuals to Support Replacement Behaviors

Use of First/Then for transitioning

Use schedules for structure and consistency

Social Stories

Token systems

Visual Rules

Thanks for Coming!!!