Applied behavior analysis, popularly known and used for a variety of improved behaviors, majorly on children with developmental disorder conditions such as autism, ABA is actually one of the most widely implemented therapeutic techniques used. The basic science behind the ABA is the fact that it bases itself on learning principles and behavior; hence, increasing desirable behavior as well as minimizing undesirable behavior. These are encouraged and the therapeutic interventions focused on individual need such that not all children under ABA programs will exhibit or receive the same interventions. Instead, here is a list of some of the most effective interventions used by the ABA therapist to encourage such positive behavior modification.
1. Reinforcement
Positive reinforcement is probably one of the most basic techniques of ABA therapy. It provides some type of reward or positive consequence for the client immediately after the behavior has taken place, hoping to strengthen the behavior. The benefit for the child is that they become aware that if they behave well, they achieve the desired outcome, thus increasing its chances of being repeated later in life.
There are two types of reinforcement:
- Positive Reinforcement: Providing a positive stimulus after the behavior has been exhibited (praise, favorite toy, snack).
- Negative Reinforcement: Removal of an aversive stimulus or situation after the desired behavior has been exhibited, thereby reinforcing the action of the child by making the environment even more conducive to do so.
This often includes the reinforcement schedules continuous and intermittent schedules so that this child continues in constant reinforcement and a pattern eventually that will form long term alteration of the behavior of the child.
2. Behavioral Shaping
Shaping is a procedure that is applied for the strengthening of successive approximations of the target behavior. It is in place of expecting a child to show performance of a certain behavior appropriately right from the start, a therapist breaks a behavior into really very small steps and fortifies every little step toward the final goal.
For instance, if the objective is that the child can now tie his or her shoes with no assistance from anyone, he or she may be reinforced to pick up his or her shoes first, looping the laces next, until finally, in the last iteration, he completes the entire procedure. Gradually, the mastery of the behaviour increases and in the end gets to the level of the intended goal. This is a step-by-step process that makes the child feel successful and capable of achieving the target, which helps in building up his or her confidence and motivation.
3. Task Analysis
This is how complicated behavior or activities are made into a number of step-by-step processes. In the case of multi-component skills to be learned, in life’s daily skills such as brushing teeth and dressing, this method proves to work. For instance, the ABA therapists breaks a task down into single steps and systemically teaches each component so that before moving on to the next step, the child masters every aspect.
For example, for teaching a child to wash his hand, he may be fragmented into parts or steps, say, turning faucet on, making hands wet by running them below the faucet tap, applying some soap, getting hands rubbed hard, and washing off hands as well as eventually drying hands. The child has to master on each of them so that complete task is done in an systematic and easy method.
4. Prompting and Fading
Prompts are ways of encouraging a child to demonstrate an expected behavior. Most prompts given are either in the form of words, graphics, or bodily movement with gesticulations; these will be ordered as they guide a child on how to do a thing.
An example of this process would be asking a child to say please to receive something that they want. If the child does not then say please, the therapist would put the child’s hand into the gesture and then repeat the request.
Gradually with time, the therapists will fade or make the prompts lessen. In this manner, the child will gradually stop relying on the external cue to perform the behavior but do it himself or herself. Fading will ensure that the child gets the skills he or she needs as the process builds up his or her independence.
5. Functional Communication Training (FCT)
Functional Communication Training is one approach with which such children are provided an alternative communication in which to express wants and needs. Usually, they are showing their efforts at communicating the feelings through various kinds of interfering behaviors, these being aggression, tantrumming, self-injury.
The ABA teaches the child some better way to express himself while he is a FCT that will allow a person to utilize his verbal ways such as his use of signs or pictures through words. For instance, crying over a toy that one wishes for, might be replied to by saying “I want toy” with crying or hitting during crying. Since the children have been supplied with an effective communication device, therefore, they fulfill their needs in significantly more socially acceptable ways and decrease the incidence of problem behaviors.
6. Behavioral Contracts
This contract is usually written between the child and the therapist or the parents of the child themselves, enumerating what’s expected of the child in terms of their behavior and what constitutes the consequences for meeting or not meeting that expectation. Such contracts provide to the child a clear, visual reminder of the specific behaviors expected of them and the rewards that may accrue for them upon meeting those expectations.
For instance, the child enters a contract in which it has been written: “If I complete my homework without any promptings, then I get screen time for 10 minutes.” The behavioral contract will keep him or her in responsibility and remind the child for accomplishing predetermined goals of behaviour so that responsible character is evoked.
7. Differential Reinforcement
Differential reinforcement occurs when the therapist reinforces a specific behavior and does not reinforce any other, less desirable behaviors. The general purpose of this strategy is to allow positive behaviors to be more rewarding than undesirable ones, thus encouraging children to engage in positive behaviors.
In this case, for example, a counselor can use Differential Reinforcement of Alternative Behavior (DRA) to teach a child to ask for a break instead of throwing a tantrum if the child is overwhelmed. A child will learn asking for a break in the appropriate manner will have reinforcement to a better outcome than the disrupting behavior by asking in an acceptable way.
8. Positive Behavior Support (PBS)
This means that PBS intervention models that use function or purpose as their main focus, by actually filling the child’s never met needs with PBS. The search for a cause does not occur, but instead PBS searches for the reasons behind problem behavior, including attention and task avoidance, amongst others, then builds a plan to meet this specific reason by positive constructive behavior.
For example, if a child is provided with several opportunities to refuse to do schoolwork because they are challenging, a therapist will utilize PBS and apply the breaking down of the activity into smaller units or offering them extra assistance for him to successfully carry out the tasks instead of opting for punitive actions.
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Conclusion
The ABA therapists employ principles from learning theory and behavioral science in order to support desirable behaviors. Methods by which an ABA therapists can assist kids in acquiring skills that favor the development of desirable behavior, acquire new skills, and interact with other people include reinforcement, shaping, prompting, functional communication training, and positive behavioral support.
An ABA therapists will create an environment that is structured, supportive, and encouraging to growth and success in the child by making specific plans tailored for the individual’s needs and ability. Such strategies will neither be for correcting undesirable behaviors nor giving children tools for thriving in every other aspect of life.