An Overview of ABA Therapy Techniques
An overview of the many ABA therapy techniques for treating children with Autism Spectrum Disorder (ASD). An explanation of ABA principles with practical applications for parents.
Defining Key Techniques Used in Autism Treatment
Applied Behavior Analysis (ABA) is a therapy based on the science of learning and behavior. The foundation of ABA is the idea that people can change their behavior with positive reinforcement or rewards. This principle is applied in different ways to help people with autism learn new skills and lessen difficult behaviors.
This article is an overview of the many ABA therapy techniques for treating children with Autism Spectrum Disorder (ASD). It briefly explains principles with practical applications to help parents understand how these methods can support their child's development.
Discrete Trial Learning (DTL)
Discrete Trial Learning (DTL) is a structured ABA technique that breaks down skills into small, "discrete" components. Each trial is a single teaching unit with a clear beginning and end. DTL is highly structured, with a focus on repetition and reinforcement.
- Antecedent: The therapist presents a prompt or instruction.
- Behavior: The child demonstrates a response to the prompt given. When a specific request or instruction is presented, the child actively engages with it in some capacity.
- Consequence: The therapist provides positive reinforcement for correct responses or gentle correction for incorrect ones.
Pivotal Response Training (PRT)
Pivotal Response Training (PRT) helps children become more motivated to learn. It teaches them to monitor their own behavior, and initiate communication with others. It focuses on pivotal areas of a child's development that are central to wide areas of functioning. These include motivation and response to multiple cues.
Because PRT is play-based and initiated by the child, it is a natural intervention. It can be implemented in various environments.
Natural Environment Training (NET)
Natural Environment Training (NET) utilizes a child's natural environment and daily routines to teach skills. Rather than structured sessions, NET is integrated into everyday activities, ensuring that learning is relevant and functional. For example, a child might learn to request a snack during snack time or to put on shoes when preparing to go outside.
Functional Communication Training (FCT)
Functional Communication Training (FCT) teaches children to replace challenging behaviors with more appropriate communication methods. This method addresses difficult behaviors that might occur due to a child's frustration with verbal expression.
It guides them to replace these behaviors with more appropriate and functional communication strategies. Through FCT children learn how to communicate their needs and desires effectively.
Positive Reinforcement
Positive Reinforcement involves providing a reward following a desired behavior, increasing the likelihood that the behavior will be repeated. Rewards can be anything that motivates the child, such as praise, tokens, or preferred activities.
Picture Exchange Communication System (PECS)
Picture Exchange Communication System (PECS) is a method used to express needs and desires through pictures. In PECS, children on the autism spectrum learn to exchange pictures of items or activities they want. This allows them to facilitate communication without relying on verbal skills.
Redirection
Redirection is often used when a child engages in disruptive or harmful actions. It involves guiding a child away from inappropriate behaviors and towards more acceptable ones.
By redirecting focus toward a more positive activity or behavior, therapists help children learn appropriate responses and develop better coping strategies. This method not only minimizes negative behaviors but also reinforces positive actions.
Prompting and Fading
Prompting and Fading involve providing assistance to help a child perform a desired behavior. Assistance is gradually reduced until the child can perform the behavior on their own. Types of prompts include verbal cues, gestures, or physical assistance.
- Prompting: Initially, provide a high level of support.
- Fading: Gradually reduce the level of support as the child becomes more proficient.
Generalization
Generalization ensures that learned behaviors are applied in various settings and situations.
For example, a child who learns to ask for help in therapy can also ask for help in other places. The learning would apply at home, school, or in the community.
Natural Language Paradigm (NLP)
The Natural Language Paradigm (NLP) emphasizes the use of natural language in communication. It encourages children to use spontaneous language in context rather than relying on scripted phrases.
When children can show what they need and share their thoughts in everyday situations, it helps their communication skills. This leads to better and more meaningful interactions. In this way NLP not only supports language development but also fosters social engagement.
Verbal Behavior (VB)
Verbal Behavior (VB) was developed by B.F. Skinner. It focuses on teaching communication skills by breaking down language into functional components. Rather than focusing on rote speech, VB emphasizes teaching children to use language as a tool for communication.
It categorizes language into different functions, such as requesting (mands), labeling (tacts), and conversational skills (intraverbals). VB helps children with autism build important communication skills. These skills allow them to connect with others and express their needs more effectively
Incidental Teaching
Incidental Teaching leverages naturally occurring opportunities to teach skills. For example, if a child shows interest in a toy, the therapist may use the toy as a teaching opportunity. By prompting the child to ask for the toy, the therapist can teach how to properly request something.
Modeling
Modeling involves demonstrating a behavior for the child to imitate. It can be effective for teaching social skills, such as greeting others or taking turns.
Scripting
Scripting involves teaching a child to use verbal scripts for specific situations. For example, a script might include phrases for initiating a conversation or responding to questions. Over time, the child learns to use these scripts in real-life scenarios.
Extinction
Extinction involves reducing or eliminating behaviors by withholding reinforcement. If a child throws tantrums about a beloved toy, the therapist might withhold the toy from the child. He/she would not be allowed to have the toy until the appropriate behavior is used to request it.
Behavior Chain
A Behavior Chain is a sequence of behaviors that are linked together to form a complex skill. Each step is taught individually and then linked together. For example, brushing teeth involves picking up the toothbrush, applying toothpaste, brushing, rinsing, and putting the toothbrush away.
Antecedent Based Intervention
Antecedent-Based Intervention involves modifying the environment to prevent challenging behaviors. This might include changing the physical setup or altering the schedule. It can also involve providing visual supports to help the child understand expectations.
Parent-Implemented Intervention (PII)
Parent-Implemented Intervention (PII) empowers parents to use ABA strategies with their children at home. Parents receive training to reinforce positive behaviors, manage challenging behaviors, and promote skill development in everyday situations.
Early Intervention
Finally, the role of early intervention ABA cannot be overstated. Research shows that early intervention is crucial for children with autism. Starting ABA therapy at a young age can lead to significant improvements in communication, social skills, and adaptive behavior. Early intervention helps to build a strong foundation for future learning and development.
Conclusion
ABA therapy is a comprehensive approach with many effective techniques for helping children with autism.
