Applied Behavior Analysis (ABA) is the science of human behavior and is used with all types of people - whether disabled or not. It has been shown to be an extremely effective intervention for individuals diagnosed with Autism, especially young children. Decades of research have shown significant gains in children with Autism treated through intensive ABA programs. The most famous research on this treatment approach is probably the research published by Dr. O. Ivar Lovaas in 1987. His studies showed that with intensive (40 hours per week) ABA treatment, 47% of the children tested with normal IQ scores and functioned independently in regular education with their typically developing same-age peers by the end of first grade. Six years later, nine of the children were reevaluated. This research found that not only had treatment gains been maintained, they had reached a status where, even when tested by trained professionals, the treated children were not distinguishable from their typically developing peers.
We at T*O*T*S* believe that all children with Autism can learn to communicate and learn skills needed to function in daily living. We carefully analyze a child’s motivational variables and use those variables to teach new behaviors. These behaviors can include, but are not limited to: speaking, playing, reading, writing, socializing, and imitating gross/fine motor skills; but, most importantly, skills that teach children how to learn in generalized environments. Learning is defined as the process of acquiring new behaviors from experience. Learning is one of the skills ABA addresses. ABA also addresses functional skills such as dressing, toileting, eating with utensils, and many other adaptive behaviors. All of these skills are addressed by looking at basic, research proven behavioral principles. The principal component of an ABA program is the systematic and intentional modification of certain “target” behaviors. This may include extinguishing negative behaviors such as tantrums, or increasing positive behaviors such as communication and compliance.
ABA is used to determine WHY, HOW, WHEN, HOW LONG, and WHERE best to increase or decrease behaviors to improve an individual’s functioning. ABA can be used in any environment, and techniques of behavior modification and management are applicable to most any setting; however, in the case of children with Autism, ABA should be the core for learning—that is, the acquisition of certain skills. In order to teach certain skills to children on the Autism-Spectrum, behavioral therapy is structured into a particular teaching format. This teaching method is called Discrete Trial Teaching (DTT). Again, ABA can be used in any situation with or without DTT; however, DTT by its very nature requires the use of ABA.
What Is Verbal Behavior? (VB)
What Is Discrete Trial Training? (DTT)
Discrete Trial Training (also called Discrete Trial Teaching) (DTT) refers to a structured, behaviorally-based format of teaching. Most of the time when a therapist is “in the chair” with a child at a table, Discrete Trial will be the method used to teach. Other methods may be used as well, including (but not limited to) PECS, schedule strips, functional skills training, and incidental teaching. All behavioral methods, including discrete trial, use the same principles, including prompting, fading, and reinforcement.
DTT is an instructional method that:
* Concentrates on one particular skill at a time
* Consists of repetition of a particular task in order to ensure attainment
* Has a distinct beginning and end (i.e., the Discrete Trial)
* Breaks learning down into smaller segments
* Incorporates the use of positive reinforcement
*
Uses a structured prompting procedure
A typical Discrete Trial consists of:
* Therapist provides a discrete stimulus (command, i.e. "sit down")
* Followed by a prompt, if needed (pointing, physical, gesture, etc.)
* Child responds inappropriately or appropriately
*
Therapist provides reinforcement
(verbally, i.e., "good job"; physically, i.e.,
high five; or tangible, i.e. blow bubbles)
This sequence
is repeated until the child understands that through compliance comes the
reinforcement. Positive reinforcement of appropriate responses is KEY to
effective DTT. Stimulus is always delivered in a consistent manner and
should be loud, clear, animated and assertive. The child is always
given an appropriate amount of time to respond.
Reinforcement is extremely important and will determine whether you get a
correct response again in the future. The reinforcement immediately follows
the child's response. Items used as reinforcement, especially food,
should be rotated. Social rewards and praise should always be the
goal. Fade food reinforcers as soon as possible. When teaching a new skill
the only target item is that particular new skill. Once the child has
mastered several skills, these target items can be randomly rotated so that
the child is required to discriminate between two or more known items.
DTT programs are specifically suited for each child; however, when beginning a DTT program certain skills such as receptive commands (e.g., “Sit Down”) and non-verbal imitation (e.g., “Do This”) should be taught in order to get the child ready to learn. These early skills will be slowly built upon over time.
What is Naturalistic Environment Training? (NET)
Naturalistic Environment Training (NET) is a less structured approach, where the child selects the skill to be worked on within a play-based setting. The teacher follows the child’s interests and structures teaching opportunities around whatever the child is interested in on a moment-to- moment basis. As such, the teaching materials are functional within the interaction as are the reinforcers given to the child for responding / attempting to respond correctly. In addition, rather than mass trialing, the specific skill being worked is interspersed with other skills.
