Applied Behavior Analysis

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What is Applied Behavior Analysis (ABA)?

ABA is the science of behavior in which the learning principles are applied systematically to improve socially significant behavior. Interventions derived from ABA have been proven effective for children, adolescents, and adults with autism and other developmental disabilities (e.g., down syndrome, fragile-x). In fact, ABA is effective in addressing concerns related to learning and behavior, regardless of diagnosis.

What Skills Will My Child Learn?

As an applied behavior analysis (ABA) program, NYBAPS adheres to behavior analytic principles to reduce your child’s challenging behaviors and teach new replacement skills. We use objective (quantifiable) data to plan, implement, and evaluate the effectiveness of the interventions we use.

NYBAPS utilizes carefully selected curriculum for your child’s in-home ABA. However, each program is individually designed to meet your child’s unique repertoire of behavioral deficits and excesses. Skill acquisition targets are selected from domains in which children with autism typically present with delays and are listed below. Programming will start with the earliest skills to emerge in typical development and continue to progress in developmental order.

• Early Learning Skills
• Language
• Play Skills
• Motor Skills
• Adaptive Daily Living
• Executive Functioning
• Social Skills
• Theory of Mind
• Academic Skills

The skills in this area are typically the first to be targeted in a child’s program because they are pivotal skills that build the foundation for future learning.

• Imitation Skills
• Compliance
• Eye Contact / Joint attention
• Following Simple Instructions
• Language

Function-Based Language

The language program will focus on teaching your child to communicate what he wants, when he wants it. Manding (requesting) is often one of the first skills taught. Learning how to make requests often relates to improvements in maladaptive behavior as frustration in communication is one of the most frequent reasons for engaging in problem behaviors. Some basic functions of verbal behavior are:

• Repeating “cookie” when someone says, “cookie” (an echoic)
• Asking for a cookie when the child wants one (a mand)
• Telling someone else when the child sees a cookie (a tact)
• Answering “cookie” in response to a question (an intraverbal)
• Pointing to a cookie when someone asks (listener behavior)

Curriculum

We rely heavily on these curricula to individualize your child’s program.
Behavioral Intervention for Young Children with Autism: A Manual for Parents and Professionals

• A Work in Progress: Behavior Management Strategies and a Curriculum for Intensive Behavioral Treatment of Autism
• Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) (2008)
• Teaching Language to Children with Autism or Other Developmental Disabilities (2010)
• The Assessment of Basic Language and Learning Skills-Revised (ABLLS®-R)
• The BIG Book of ABA Programs (2010)
• Early Start Denver Model for Young Children with Autism: Promoting Language, Learning, and Engagement (2009)

Resources

Applied Behavior Analysis is recommended by:

• United States Surgeon General, 1999
• New York State Department of Health, 1999
• Maine Administrators of Services for Children with Disabilities, 2000
• Academy of Pediatrics, 2001
• National Research Council, Educating Children with Autism, 2001
• United States Department of Defense, 2007
• National Autism Centers National Standards, 2009

Helpful Links

• Association for Behavior Analysis International
• Association for Science in Autism Treatment
• Cambridge Center for Behavioral Studies
• Autism Speaks (ABA)
• ABA Autism Special Interest Group
• ABA Parent Professional Partnership Special Interest Group
• Behavior Analyst Certification Board (find certified behavior analysts here)