ABA Learning Solutions
"Behavioral Interventions for Children and Families Affected by Autism and Other Disabilities"
|
Applied Behavior Analysis (ABA)
“With quality procedures and a positive environment, all children have the potential and capability to learn”
|
ABA
Applied Behavior Analysis is a researched based teaching method that
utilizes the principles of behavior and positive reinforcement to teach new
skills. Learning goals are broken down and taught in small steps and
reinforced to allow children to learn and be successful in a positive and
individualized learning environment. Since sessions are positive children
enjoy therapy. Data is recorded and graphed to show learning progress
or problems, and allow the behavior analyst to make the best decisions to
keep your child learning and making progress. Programs written for your
child are individualized to their goals and learning styles. ABA teaching
methods can be implemented across many domains (i.e. communication,
self-management, play, etc.) and from simple skills (i.e. following
directions and teaching expressive vocabulary) to more complex skills (i.e.
play, social skills, reading, and writing) allowing your child to develop to
their potential with quality and researched based teaching in place.
Through ABA teaching methods your child will “learn how to learn” with
the goal of decreasing specialized services in the future.
|
Verbal Behavior
The verbal behavior method of ABA is based on B.F. Skinner’s theory of language. Verbal behavior teaches form (i.e.
communication, speech, play, etc.) through function so that children learn the motivation to communicate and develop
socially significant behavior. They will not only learn how to communicate, play, etc. but they will learn why it will benefit
them in their natural environment. Skills taught with a verbal behavior approach will be immediately reinforcing and
functional, therefore maintaining over time and across settings.
General ABA Program Information
Typically, children who begin an intensive ABA program in the early intervention years (beginning by 2-3 years of age)
continue a full program for 2-3 years. After this time parents usually make a decision for the next step. Because each
child is different and progress can not be predicted, it is recommended to start with a full program when your child is
young and then make a decision for the future based on past progress. Parents typically make decisions on weather to
continue with a full home program, incorporate community activities/interactions, begin to integrate into a regular
education classroom, increase play dates with typical peers, and/or fade out home therapy.
A full program is considered 20 hours per week for young children (1-2
years old) and children just beginning an intensive home ABA program. For
children old than 2 or 3 years, 30 hours a week or more of ABA is
considered a full program. A full program is recommended to allow children
the opportunity to reach their full potential and to see optimal progress.
Their days will be consistently filled with appropriate interactions and they
will be able to work on learning goals as often as possible. Keep in mind
that parents and/or caregivers can be trained by the behavior analyst to
provide any number of hours in the home program.
Furthermore, ABA has been shown to be beneficial not only to children on
the autism spectrum (Autism/ASD, Aspergers, ADHD), but to children
with other disabilities such as mental retardation/MR, communication
disorders, and social difficulties. With quality procedures and a positive
environment, all children have the potential to learn.
