Applied Behavior Analysis
Behavior analysis is a natural science of behavior that was originally described by B.F. Skinner in the 1930's. The principles and methods of behavior analysis have been applied effectively in many areas. Applied behavior analysis (ABA), then, is the application of this science of behavior to meet a certain end: to increase or decrease a particular behavior, to improve the quality of a behavior, to stop an old behavior, or teach a new.
Professionals
in the field of ABA view the autism spectrum disorders as simply a combination of behavioral excesses and behavioral deficits in comparison
to neurotypical development. The topography of the behaviors is often similar to those of typically developing individuals. The difference,
however, occurs in the frequency and intensity in which the behaviors occur. For example, by the age of three many typically developing
children and those with ASD can verbally communicate their needs and wants. However, while the typically developing three year old has
a vocabulary consisting of at least 500 different words, the child with ASD may have a more restricted repertoire containing only 20-30
words. Likewise, although typically developing toddlers jump up and down when excited, those with ASD may spend several hours a day
continuously jumping up and down. The overall goal of this treatment method is then to simply increase the functional behaviors the
individual is deficit in and decrease those that occur in excess by applying the principles and techniques of behavior analysis.
Since the early 1960's, hundreds of behavior analysts have used positive reinforcement and other principles to build communication, play, social, academic, self-care, work, and community living skills and to reduce problem behaviors in learners with autism of all ages. Although some ABA techniques involve instruction that is directed by adults in a highly structured fashion, others often make use of the learner's natural interests, following his or her initiations, or teach skills in the context of ongoing activities. In order to ensure success all skills are broken down into small steps or components, and learners are provided many repeated opportunities to learn and practice skills in a variety of settings, while receiving abundant positive reinforcement. The goals of intervention, as well as the specific types of instructions and reinforcers used, are customized to the strengths and needs of the individual learner. Performance is measured continuously by direct observation, and the interventions are modified based on this data. Regardless of the age of the learner with autism, the goal of the intervention is to enable him or her to function as independently and successfully as possible in a variety of environments.
