Putting the Pieces TOGETHER
Applied Behavior Analysis
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Latest Activity: Apr 22, 2011
Interventions based on applied behavior analysis (ABA) focus on teaching tasks one-on-one using the behaviorist principles of stimulus, response and reward, and on reliable measurement and objective evaluation of observed behavior. There is wide variation in the professional practice of behavior analysis and among the assessments and interventions used in school-based ABA programs. Many interventions rely heavily on discrete trial teaching (DTT) methods, which use stimulus-response-reward techniques to teach foundational skills such as attention, compliance, and imitation. However, children have problems using DTT-taught skills in natural environments. In functional assessment, a common technique, a teacher formulates a clear description of a problem behavior, identifies antecedents, consequents, and other environmental factors that influence and maintain the behavior, develops hypotheses about what occasions and maintains the behavior, and collects observations to support the hypotheses. A few more-comprehensive ABA programs use multiple assessment and intervention methods individually and dynamically.
ABA has demonstrated effectiveness in several controlled studies: children have been shown to make sustained gains in academic performance, adaptive behavior, and language, with outcomes significantly better than control groups.
A 2008 review of educational interventions for children, whose mean age was six years or less at intake, found that the higher-quality studies all assessed ABA, that ABA is well-established and no other educational treatment is considered probably-efficacious, and that intensive ABA treatment, carried out by trained therapists, is demonstrated effective in enhancing global functioning in pre-school children. A 2008 evidence-based review of comprehensive treatment approaches found that ABA is well-established for improving intellectual performance of young children with ASD.
A 2008 comprehensive synthesis of early intensive behavioral intervention (EIBI), a form of ABA treatment, found that EIBI produces strong effects, suggesting that it can be effective for some children with autism; it also found that the large effects might be an artifact of comparison groups with treatments that have yet to be empirically validated, and that no comparisons between EIBI and other widely recognized treatment programs have been published.However, a 2008 systematic review and meta-analysis found that applied behavior intervention (ABI), another name for EIBI, did not significantly improve outcomes of preschool children in the areas of cognitive outcome, expressive language, receptive language, and adaptive behavior
ABA has demonstrated effectiveness in several controlled studies: children have been shown to make sustained gains in academic performance, adaptive behavior, and language, with outcomes significantly better than control groups.
A 2008 review of educational interventions for children, whose mean age was six years or less at intake, found that the higher-quality studies all assessed ABA, that ABA is well-established and no other educational treatment is considered probably-efficacious, and that intensive ABA treatment, carried out by trained therapists, is demonstrated effective in enhancing global functioning in pre-school children. A 2008 evidence-based review of comprehensive treatment approaches found that ABA is well-established for improving intellectual performance of young children with ASD.
A 2008 comprehensive synthesis of early intensive behavioral intervention (EIBI), a form of ABA treatment, found that EIBI produces strong effects, suggesting that it can be effective for some children with autism; it also found that the large effects might be an artifact of comparison groups with treatments that have yet to be empirically validated, and that no comparisons between EIBI and other widely recognized treatment programs have been published.However, a 2008 systematic review and meta-analysis found that applied behavior intervention (ABI), another name for EIBI, did not significantly improve outcomes of preschool children in the areas of cognitive outcome, expressive language, receptive language, and adaptive behavior
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Comment by Kristin Knight on February 26, 2009 at 7:42am -
Thanks for all of your input and suggestions. I felt much more prepared. The initial consultation was very successful and we are moving forward with these particular BCBA's in order to drive our daughter's home program. I would like some feedback, though, on all of your thoughts regarding Compliance Training. This learning process has been recommended for our daughter and I would like to know if your child or if you use this with your clients. Please advise. Thank you for this outstanding support!
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Comment by Kristin Knight on February 16, 2009 at 8:12am
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We have initiated a home program that was devised by us...basically home grown. We are now bringing in a BCBA on Saturday and really trust that this is the best!!! (Naturally!!) But for the cost associated, we want to be sure that all components are covered. Those who can speak to this, please let me know what are all the effective components of a home program as outlined by a BCBA? I just want to cover all of my bases and know what questions to ask!!!
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