TOPIC 2:APPLIED BEHAVIOUR

ANALYSIS

Applied Behavior Analysis• Applied - the significance of the behavior must be

obvious and agreed upon.

• Behavior - the operant behavior must be in need of improvement, be able to be reliably measured and consistently worked on in the same environment.

• Analytic – the data you collect suggests that it was the technique you used that caused the change in the behavior.

Function of Behavior

• A major rule of ABA is that all behavior has a function.

• It is further assumed that all these functions, in theory, are observable.

• In other words if we cannot define an observable behavior then we cannot use ABA.

Can you observe it directly

• Running• Frustrating• Self-respect• Thinking• Holding• Learning• Depressed• Anxious

• Aggression• Problem Solving• Reading• Talking• Sulking• Story telling• Non-compliance• Dressing

Behavior X EnvironmentState environments that make these behaviors acceptable or unacceptable.

• He hit

• He said “2”

• She ran

• Screaming

• He hit his head

• She spat it out

• He ran away

Defining the Function of a Behavior• The difficulty with the idea of “Function” is

that there are many ways to define it, only some of which are useful from a behavioral point of view.

The definitions of function from a behavioral perspective are:

1. Approach – obtain external reinforcement.2. Escape/Avoidance – manage punishing

or aversive conditions.3. Internalized stimulation – obtain internal

reinforcement.

Rule #1

This means that when you are defining a behavior to change you must always specify the context in which

you expect the behavior to change.

Never discuss a behavior outside of the context it occurs in.

The behavior must be defined so it is observable

The definitions should be of the form:Client name, behavior, in context

Colonel Mustard steals the candlestick when he is in the conservatory.

Mr. Green throws the wrench when talking with Mrs. Peacock in the dining room.

Alternative Behavior

Colonel Mustard cleans the candlestick and replaces it on the table when in the conservatory.

Mr. Green holds nothing in his hands when talking with Mrs. Peacock in the dining room.

Any time you change a behavior your are replacing one behavior (the one that already exists) with the more

desired behavior (the one you want).

Practical Note #1• You may find that the problem you have

identified is too big to manage all at once.

• Always feel free to redefine the problem into more manageable bits.

• Defining a big problem into several smaller ones is often times the only way to make the big change.

Practical Note #2• You need to make sure that the desired

behavior is easier to do than the undesired behavior, or

• You need to make sure there is a much bigger payoff for doing the desired behavior than the undesired behavior.

Virtually by definition if you don’t have one or the other of these conditions your interventions will be

unsuccessful.

The A-B-C of ABA

Antecedent Behavior Consequence

What Everyone Sees

Antecedent Behavior Consequence

What ABA Analyzes

Levels of Behavior• As we gain more experience our behavior

typically becomes more complex• To help us separate the level of behavior we

are looking at we often distinguish between:• Instrumental behavior – behavior that is the

most directly related to the task at hand• Rule governed behavior – behavior that is

related to the following of more abstract rules

Instrumental vs. Rule Governed Behavior

Instrumental• Names 20 objects• Smiles when people say “Hi”

to them• Washes his/her own hair• Makes own bed• Carries scissors safely• Drinks liquids without spilling• Looks at books during free

time• Puts dirty clothes in the

hamper

Rule Governed• Cleans desk when it is

messy• Waits for his/her turn• Stays on the same topic

when talking• Can leave activity to start

homework• Reviews work to look for

mistakes• Can organize own leisure

activities• Asks for help

Behavior vs. Skills

• At times it is better to describe the issue as being related to individual behaviors or to combinations of behaviors that produce a specific outcome (Skills).

Put pillows at head of bed

Pull sheet up to head of bed

Pull quilt up to head of bed

Smooth quilt

Making your bed

The operant is the function not the form of the behavior

The subsequent behaviors spike in frequency as there is a decrease in the previous behavior suggesting that the function served by the previous behavior remains and a new form of behavior is emitted to accomplish the same function.

Gains on formal testing

Anderson et al 1987. Intensive home based early intervention with autistic children. Education and treatment of children, 10, 352-366

Children received 15-25 hours of individualized intervention per week.

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Gains on formal testing

0

0.2

0.4

0.6

0.8

1

1.2

Mental Age Social Age Language Age

Areas assessed

Deve

lopm

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l Rat

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Scor

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ate

of g

ain

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ear Pre

Year 1Year 2

Adapted from Anderson et al 1987. Intensive home based early intervention with autistic children. Education and treatment of children, 10, 352-366

Gains on norm-referenced assessment of development sequence of skills

Adapted from Anderson et al 1987. Intensive home based early intervention with autistic children. Education and treatment of children, 10, 352-366

Children received 15-25 hours of individualized intervention per week.

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Changes in IQ score over time

1 of 4

29 hrs of treatment for the Eclectic group and 28 hrs of treatment for the ABA group.

Adapted from Eikeseth et al. (2002). Intensive behavioral treatment at school for 4- to 7-year-old children with Autism: A1-year comparison controlled study. Behavior Modification, 26, 49-68.

Eclectic therapy based on TEEACH, sensory-motor therapies, ABA & personal experience

IQ gains across groups

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Pre Post

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Eclectic

Changes in Adaptive Behavior over time

Adapted from Eikeseth et al. (2002). Intensive behavioral treatment at school for 4- to 7-year-old children with Autism: A1-year comparison controlled study. Behavior Modification, 26, 49-68. 2 of 4

Vineland Composite gains across groups

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Stan

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Eclectic

Changes in Children’s Comprehension of Language over time

Adapted from Eikeseth et al. (2002). Intensive behavioral treatment at school for 4- to 7-year-old children with Autism: A1-year comparison controlled study. Behavior Modification, 26, 49-68. 3 of 4

Language Comprehension gains across groups

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Pre Post

Stan

dard

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ABAEclectic

Changes in Children’s Expressive Language over time

Eikeseth et al. (2002). Intensive behavioral treatment at school for 4- to 7-year-old children with Autism: A1-year comparison controlled study. Behavior Modification, 26, 49-68. 4 of 4

Expressive Language gains across groups

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Pre Post

Stan

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ABA

Eclectic

Effects of Starting Treatment Early Across Studies

Children classified as ‘older’ started treatment at approximately 4.5 year of age. Children classified as ‘younger’ started treatment prior to 4.5 years of age, often times at 3 to 3.5 years of age.

Adapted from Fenske 1985 and Harris & Handleman 2000

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Outcome of Starting Therapy Early

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Special Ed. Placement Placement in Regular Class

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Older

Younger

Effects of Treatment Intensity Across Studies

Intensive is approximately 40 hours a week, moderate is approximately 15-25 hours a week, low is 10 hours a week and No Treatment did not receive EIBI services but were able to access other community based services.

Adapted from Fenske 1985, Lovaas 1987, Anderson 1987 and Smith et al 2000

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Classroom placement based on different levels of therapy

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No Treat Low Moderate Intensive

Level of therapy intervention

Perc

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Special Ed.

Regular Ed

How ABA can help? 

Intensive Behavioural Intervention programs using the principles of Applied Behaviour Analysis (ABA) have been shown address the

behavioural excesses and deficits that characterize autism. In fact, ABA is the only intervention method that has established research to show positive outcomes for children with autism spectrum disorders.

 Because each child learns differently, every child's program is

individualized. Child's skills will be assessed on a daily basis to monitor progress and modify teaching strategies as needed. Data is tracked in order for therapist and parents to review their child's progress in the program. Our teaching techniques are based on what research has

shown to be most effective. Progress is tracked and measurable. As a result of 1:1 ratio, children will receive attention to their own individual

needs as well as contingent consequences for both desirable and undesirable behaviours.