ABA
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Here are some simple snapshots of ABA in action. These examples are for illustration purposes only and would involve considerably more detail when put into practice.
Shaping • Instead of waiting until a new skill is done perfectly, it is important to provide reinforcement (preferred consequences) for closer and closer approximations of the skill. The target skill is defined and broken down into smaller steps. Reinforcement is provided when the individual demonstrates the skill at the highest level learned, and it is no longer provided for previous steps. This is an example of shaping communication skills: Currently, your child takes your hand and leads you to the refrigerator when he’s hungry. He places your hand on the item he wants. This is reinforced by giving him the food he desires. Through teaching, the child learns to point to the item he desires. Pointing to the desired food is now reinforced, whereas taking your hand and placing it on the item is no longer reinforced. The child is working towards more independent choice-making and requesting skills. Task Analysis • A complex task is broken down into the component steps and then taught one step at a time, ultimately resulting in a “chain” of appropriate steps to complete the task. The task analysis is created based on
the individual’s current skill level for a specific task. This is an example of a task analysis for brushing teeth: 1. Pick up toothbrush
7. Brush tops of teeth 8. Rinse 9. Spit 10. Turn off water
4. Put toothpaste on toothbrush 5. Brush front of teeth 6. Brush inside teeth
2. Turn on water 3. Wet toothbrush
Reinforcement is provided after each step is demonstrated by the individual, and it is gradually faded as the individual becomes more independent. Discrete Trial Instruction (DTI) • In DTI, a specific instruction or cue is provided, the teacher prompts the individual (as necessary), the individual responds, and the instructor or parent provides a positive or neutral consequence. This sequence is repeated and intermixed with other objectives until the individual can respond independently. Some skills may be learned quickly, and others may require many repetitions over several days. This is an example of discrete trial instruction for teaching a child early toy play skills: Instruction: “Do this.” Instructor pushes a toy train through a tunnel. Response: The child pushes the train through the tunnel (with instructor guidance). Consequence: “Wow—the train went through the tunnel!” (Instructor may also present a tangible reward.) The child learns how to play with the train set appropriately, through steps that are first taught individually and then combined. After some practice, the instructor may work with the child and a sibling to learn how to play with the toy together. Functional Behavior Assessment • Before treating challenging behaviors, it is important to determine the “function” of the behavior or why it “works” for the learner. In ABA programs, the challenging behavior is observed, as well as what happens before and after the behavior, commonly referred to as the ABC’s (Antecedent-Behavior-Consequence). Repeated observations can show patterns of behavior and give us ideas for more effective ways to respond. This information is used in the development of a behavior plan. This is an example of assessing challenging behavior: The teacher says, “It’s time to turn off the computer.” (Antecedent) The student gets up, knocks over the chair, and falls to the floor. (Behavior) The teacher repeats the request and prompts the student to pick up the chair and turn off the computer. (Consequence) This example shows only one episode of a challenging behavior. Behavior analysts review multiple episodes to look for any patterns in the A-B-C sequence to determine the function of the behavior for the individual. This information is used in the development of an appropriate behavior plan.
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