Applied Behavior Analysis (ABA)

Applied behavior analysis (ABA) is a scientific approach to understanding and changing

behavior. It is based on the idea that behavior is learned and can be changed through
systematic manipulation of the environment. ABA is a widely used intervention for
autism spectrum disorder (ASD) and other developmental disabilities.
There are a number of different approaches to ABA, but they all share some common
principles. These principles include:
 Positive reinforcement: Positive reinforcement is the use of rewards to increase
desired behaviors. Rewards can be anything that the individual finds reinforcing,
such as praise, food, or tokens.
 Discrete trial training (DTT): DTT is a structured approach to teaching new
skills. In DTT, the therapist presents the individual with a small task or prompt,
and then provides reinforcement if the individual completes the task correctly.
 Functional analysis: A functional analysis is a process of identifying the factors
that maintain problem behaviors. This information can then be used to develop
an intervention plan to reduce or eliminate the problem behaviors.
 Generalization: Generalization is the process of transferring skills learned in one
setting to other settings. For example, if an individual learns to identify shapes in
one setting, the goal would be for the individual to be able to identify shapes in
other settings as well.
ABA has been shown to be effective in teaching a variety of skills to individuals with
ASD, including communication, social skills, and academic skills. However, it is
important to note that ABA is not a one-size-fits-all approach. The specific approach that
is used will vary depending on the individual's needs and goals.
Here are some of the most common approaches to ABA:
 Discrete trial training (DTT): DTT is a structured approach to teaching new
skills. In DTT, the therapist presents the individual with a small task or prompt,
and then provides reinforcement if the individual completes the task correctly.
 Incidental teaching: Incidental teaching is a naturalistic approach to teaching
new skills. Incidental teaching involves taking advantage of naturally occurring
opportunities to teach new skills.
 Pivotal response training (PRT): PRT is an approach that focuses on teaching
the underlying skills that support a variety of other skills. PRT is often used in
conjunction with other approaches, such as DTT.
 Verbal behavior therapy (VB therapy)
Verbal behavior therapy (VB therapy) is a type of applied behavior analysis
(ABA) therapy that is used to teach communication and language skills to people
with autism spectrum disorder (ASD). It is based on the principles of operant
conditioning, which is a type of learning that involves rewarding desired
behaviors and ignoring or punishing undesired behaviors.
  The Lovaas Method
The Lovaas Method, also known as Early Intensive Behavioral Intervention
(EIBI), is a form of applied behavior analysis (ABA) that is used to treat autism
spectrum disorder (ASD). It is a highly structured and intensive treatment that
focuses on teaching children with ASD the skills they need to function in
everyday life.

ABA is a complex and multifaceted approach, and there is no one "right" way to do it.
The best approach for an individual will vary depending on their needs and goals.
However, ABA has been shown to be an effective intervention for many individuals with
ASD, and it can help them to learn and develop new skills.
ABA APPROACHES IN DETAIL
1. Discrete Trial Training (DTT)
Discrete trial training (DTT) is a type of applied behavior analysis (ABA) therapy that is
used to teach new skills to children with autism spectrum disorder (ASD). It is a highly
structured and individualized approach to learning that breaks down skills into small,
discrete steps.
In DTT, the therapist or teacher presents the child with a prompt, such as a verbal
instruction or a visual cue. If the child responds correctly, they are given a reinforcer,
such as a piece of candy or a token. If the child responds incorrectly, the prompt is
repeated or the therapist provides a correction.
DTT is a very effective way to teach new skills to children with ASD. Studies have
shown that children who receive DTT can make significant gains in their language,
social, and cognitive skills. However, DTT is also a very intensive treatment. It typically
requires 40 hours of therapy per week, and it can be expensive.
Here are some of the benefits of DTT:
 It is a highly effective way to teach new skills.
 It can help children with ASD make significant gains in their language, social, and
cognitive skills.
 It is a structured and systematic approach to learning.
 It can be adapted to the individual needs of the child.
Here are some of the drawbacks of DTT:
 It is a very intensive treatment.
 It can be expensive.
 It is not a one-size-fits-all treatment.
 It may not be appropriate for all children with ASD.
If you are considering DTT for your child, it is important to talk to a qualified ABA
therapist. They can help you determine if DTT is right for your child and can answer any
questions you may have.
Here are some additional tips for using DTT:
 Start with simple skills and work your way up to more complex skills.
 Use clear and concise instructions.
 Use positive reinforcement to encourage correct responses.
 Be patient and consistent.
 Make sure the environment is free of distractions.
With careful planning and implementation, DTT can be an effective way to help children
with ASD learn new skills and improve their overall functioning.
2. Incidental Teaching
Incidental teaching is a naturalistic teaching method that uses the child's interests and
natural motivation to teach new skills. It is based on the principles of applied behavior
analysis (ABA), and it is often used in conjunction with other ABA techniques, such as
discrete trial training (DTT).
Incidental teaching involves following the child's lead and capitalizing on naturally
occurring opportunities to teach new skills. For example, if a child is playing with a toy
car, the teacher might ask the child to name the car or to tell them what the car does. If
the child responds correctly, they are given a reinforcer, such as a piece of candy or a
token. If the child responds incorrectly, the teacher might provide a prompt or a
correction.
Incidental teaching can be a very effective way to teach new skills to children with
autism spectrum disorder (ASD). It is a more natural and less structured approach to
learning than DTT, and it can be more motivating for children with ASD.
Here are some of the benefits of incidental teaching:
 It is a more natural and less structured approach to learning.
 It can be more motivating for children with ASD.
 It can be used to teach a wide range of skills.
 It can be used in a variety of settings.
Here are some of the drawbacks of incidental teaching:
 It can be more time-consuming than other ABA techniques.
 It requires a high level of skill and training on the part of the teacher.
 It can be difficult to implement in some settings, such as classrooms.
Here are some additional tips for using incidental teaching:
 Start with simple skills and work your way up to more complex skills.
 Use clear and concise instructions.
 Use positive reinforcement to encourage correct responses.
 Be patient and consistent.
 Make sure the environment is free of distractions.
With careful planning and implementation, incidental teaching can be an effective way
to help children with ASD learn new skills and improve their overall functioning.
3. Pivotal Response Training (PRT)
Pivotal response training (PRT) is a type of applied behavior analysis (ABA) therapy
that is used to teach children with autism spectrum disorder (ASD) a variety of skills.
PRT is based on the idea that there are four pivotal areas that, when changed, can lead
to widespread improvements in other areas of development. These four pivotal areas
are:
 Motivation: PRT focuses on increasing the child's motivation to learn and interact
with others.
 Response to multiple cues: PRT teaches the child to respond to multiple cues,
both verbal and nonverbal.
 Self-management: PRT teaches the child to manage their own behavior and
emotions.
 Initiation of social interactions: PRT teaches the child to initiate social interactions
and to respond to social cues from others.
PRT is a play-based therapy, which means that it is typically conducted in a natural
setting, such as the child's home or classroom. The therapist will use a variety of
techniques, including prompting, reinforcement, and shaping, to help the child learn new
skills.
PRT has been shown to be effective in improving a variety of skills in children with ASD,
including communication, social interaction, and behavior. It is a relatively new therapy,
but there is a growing body of research that supports its effectiveness.
Here are some of the benefits of PRT:
 It is a play-based therapy, which can make it more enjoyable for the child.
 It focuses on the four pivotal areas, which can lead to widespread improvements
in other areas of development.
 It is a relatively new therapy, so there is still a lot of research being conducted on
its effectiveness.
Here are some of the drawbacks of PRT:
 It can be time-consuming.
 It requires a high level of skill and training on the part of the therapist.
 It can be difficult to implement in some settings, such as classrooms.
Here are some additional tips for using PRT:
 Start with simple skills and work your way up to more complex skills.
 Use clear and concise instructions.
 Use positive reinforcement to encourage correct responses.
 Be patient and consistent.
 Make sure the environment is free of distractions.
With careful planning and implementation, PRT can be an effective way to help children
with ASD learn new skills and improve their overall functioning.
4. Verbal Behavior Therapy (VB Therapy)
Verbal behavior therapy (VB therapy) is a type of applied behavior analysis (ABA)
therapy that is used to teach communication and language skills to people with autism
spectrum disorder (ASD). It is based on the principles of operant conditioning, which is
a type of learning that involves rewarding desired behaviors and ignoring or punishing
undesired behaviors.
VB therapy focuses on teaching people with ASD the functional use of language. This
means teaching them how to use language to get their needs met, to communicate with
others, and to participate in social interactions.
VB therapy uses a variety of techniques, including:
 Mand training: Mand training is a process of teaching people with ASD to ask for
what they want or need. This is done by reinforcing the child for making a
request. For example, if a child wants a cookie, the therapist might give them a
cookie when they say "cookie."
 Tact training: Tact training is a process of teaching people with ASD to label
objects, actions, and events. This is done by reinforcing the child for correctly
labeling something. For example, if a child sees a dog, the therapist might give
them a reward when they say "dog."
 Intraverbal training: Intraverbal training is a process of teaching people with ASD
to answer questions. This is done by reinforcing the child for correctly answering
questions. For example, if the therapist asks the child "What is your name?" the
child will be rewarded for saying their name.
 Prompting: Prompting is a technique that is used to help people with ASD learn
new skills. Prompts can be physical, verbal, or gestural. For example, if a child is
learning to say "cookie," the therapist might physically guide the child's hand to
the cookie jar and say "cookie."
 Shaping: Shaping is a technique that is used to gradually teach people with ASD
new skills. This is done by reinforcing closer and closer approximations of the
desired behavior. For example, if a child is learning to say "cookie," the therapist
might first reinforce the child for making any noise that sounds like "cookie."
Then, the therapist might reinforce the child for making a noise that sounds more
and more like "cookie."
VB therapy can be an effective way to teach communication and language skills to
people with ASD. It is a structured and systematic approach to learning that can help
people with ASD learn the functional use of language.
Here are some of the benefits of VB therapy:
 It is a structured and systematic approach to learning.
 It can help people with ASD learn the functional use of language.
 It can be adapted to the individual needs of the person.
Here are some of the drawbacks of VB therapy:
 It can be time-consuming.
  It requires a high level of skill and training on the part of the therapist.
 It can be difficult to implement in some settings, such as classrooms.
Here are some additional tips for using VB therapy:
 Start with simple skills and work your way up to more complex skills.
 Use clear and concise instructions.
 Use positive reinforcement to encourage correct responses.
 Be patient and consistent.
 Make sure the environment is free of distractions.
With careful planning and implementation, VB therapy can be an effective way to help
people with ASD learn communication and language skills and improve their overall
functioning.
5. The Lovaas Method
The Lovaas Method, also known as Early Intensive Behavioral Intervention (EIBI), is a
form of applied behavior analysis (ABA) that is used to treat autism spectrum disorder
(ASD). It is a highly structured and intensive treatment that focuses on teaching children
with ASD the skills they need to function in everyday life.
The Lovaas Method is based on the principles of operant conditioning, which is a type
of learning that involves rewarding desired behaviors and ignoring or punishing
undesired behaviors. In the Lovaas Method, children are taught new skills through a
process called discrete trial training (DTT). DTT involves breaking down a skill into small
steps and then teaching the child each step individually. The child is rewarded for
completing each step correctly, and any mistakes are corrected.
The Lovaas Method is a very effective treatment for ASD. Studies have shown that
children who receive the Lovaas Method can make significant gains in their language,
social, and cognitive skills. However, the Lovaas Method is also a very intensive
treatment. It typically requires 40 hours of therapy per week, and it can be expensive.
Here are some of the benefits of the Lovaas Method:
 It is a highly effective treatment for ASD.
 It can help children with ASD make significant gains in their language, social, and
cognitive skills.
 It is a structured and systematic approach to learning.
 It can be adapted to the individual needs of the child.
Here are some of the drawbacks of the Lovaas Method:
 It is a very intensive treatment.
 It can be expensive.
 It is not a one-size-fits-all treatment.
 It may not be appropriate for all children with ASD.
OTHER INTENSIVE TEACHING APPROACHES
DIR/Floortime
What is the DIR/Floortime Model?
The DIR/Floortime Model claims to promote development by encouraging children to
interact with parents and others through play. It’s claimed that this interaction helps
children reach milestones in their emotional development.
Other common names for this therapy include the Developmental, Individual Difference,
Relationship-Based Model and the Greenspan Approach.
Who is the DIR/Floortime Model for?
DIR/Floortime is designed for autistic children and children with other developmental
disorders. It’s recommended that children start this therapy as early in life as possible.
What is the DIR/Floortime Model used for?
DIR/Floortime claims to promote development in several areas including:
 sensory development – for example, helping children make sense of what they
see or hear
 motor skills – for example, helping children get better at physical tasks like tying
shoelaces
 emotional and cognitive development – for example, helping children recognise
other people’s feelings
 communication – for example, helping children learn mutual communication.
Where does the DIR/Floortime Model come from?
DIR/Floortime was developed in the 1980s in the United States by researchers Stanley
Greenspan, MD and Serena Wieder, PhD.
What is the idea behind the DIR/Floortime Model?
DIR/Floortime is based on a developmental theory that says that all children need to
reach certain milestones so they can keep developing emotionally and intellectually.
The idea is that autistic children and children with other disabilities have difficulty
reaching these milestones. Therefore, they need intense, individualised support.
What does the DIR/Floortime Model involve?
DIR/Floortime has several parts, including assessment, home interactions, school
interactions, playdates and specific therapies. Central to the approach is ‘Floortime’.
This is 2-5 hours of playtime a day between adult and child, usually on the floor.
Assessment is used to understand the child’s development.
The therapy starts after assessment. Three different types of home and school
interactions are used during the therapy:
 Floortime – this involves play-based interactions between caregiver and child.
 Problem-solving interactions – these aim to teach the child something new by
setting up a challenge for the child to solve.
 Specialized activities – these are designed to help the child with sensory
development and engagement with others.
Having 3-4 playdates a week with typically developing children gives the child an
opportunity to practize new skills.
The child also gets specific therapies – for example, speech therapy or occupational
therapy.
DIR/Floortime can go on for several years.
Does the DIR/Floortime Model help autistic children?
A small number of studies have shown some positive effects from DIR/Floortime. It’s
been shown to improve interactions between parents and children and children’s social
and emotional development. But there isn’t much evidence of its effects on children’s
communication and adaptive skills.
More high-quality studies are needed.
Who practizes the DIR/Floortime Model?
A DIR/Floortime certified professional develops and oversees the program and helps
you do it at home. Other professionals provide specific therapy services.
DIR/Floortime professionals must have training from the Interdisciplinary Council on
Development and Learning (ICDL). This organization is based in the United States, so
there are only a few practitioners in Australia.
DIR/Floortime certified professionals might include psychologists, speech
pathologists and occupational therapists. Teachers and other aides might also be
involved in this program.
Where can you find a practitioner?
Go to DIR Practitioners Directory to search for DIR-certified professionals in Australia.
You can find other professionals by going to:
 Speech Pathology Australia – Find a speech pathologist
 Occupational Therapy Australia – Find an occupational therapist
 Australian Psychological society – Find a psychologist.
If you’re interested in DIR/Floortime, it’s a good idea to talk about this therapy with your
GP or one of the other professionals working with your child.
You could also talk about DIR/Floortime with your NDIA planner, early childhood
partner or local area coordinator, if you have one.
Parent education, training, support and involvement
If your child is doing DIR/Floortime, you’re actively involved because the therapy
happens in your home 2-5 hours a day, as well as in other settings.
Cost considerations
You might need to pay for specific therapy services along with the cost of a
DIR/Floortime certified professional to design an overall therapy program and teach you
how to do Floortime.
You can contact the NDIS to find out whether DIR/Floortime can be included
in children’s NDIS plans.
Task Analysis
Task analysis is a process of breaking down a complex skill into smaller, more
manageable steps. This can be helpful for people with ASD, who often have difficulty
learning new skills or behaviors. By breaking down a skill into smaller steps, it can be
taught in a more systematic and sequential way.
There are two main types of task analysis:
 Verbal task analysis: This type of task analysis is written out in words. It can be
helpful for people who can read and understand written instructions.
 Pictorial task analysis: This type of task analysis uses pictures or images to
represent each step of the task. It can be helpful for people who learn best
visually.
Here are the steps involved in creating a task analysis:
1. Identify the skill or behavior you want to teach. What is the skill or behavior that
you want the person with ASD to learn? For example, you might want to teach
them how to brush their teeth, how to tie their shoes, or how to make a sandwich.
2. Break down the skill into smaller steps. Once you have identified the skill, you
need to break it down into smaller, more manageable steps. For example,
brushing your teeth could be broken down into the following steps:
o Get your toothbrush and toothpaste.
o Put toothpaste on your toothbrush.
o Brush your teeth for two minutes.
o Rinse your mouth.
o Put your toothbrush away.
3. Write out or draw the task analysis. Once you have broken down the skill into
smaller steps, you need to write out or draw the task analysis. This can be done
in a way that is easy for the person with ASD to understand.
4. Practice the task analysis with the person with ASD. Once you have written or
drawn the task analysis, you need to practice the task with the person with ASD.
This will help them to learn the steps of the task and to understand how to
complete the task.
Task analysis can be a helpful tool for teaching people with ASD new skills or
behaviors. By breaking down a skill into smaller steps, it can be taught in a more
systematic and sequential way. This can help people with ASD to learn the skill more
easily and to become more independent.
Here are some additional tips for creating a task analysis for ASD:
 Use clear and concise language.
 Use simple and easy-to-understand pictures or images.
 Start with the simplest steps and work your way up to the more complex steps.
 Break down the steps into small enough chunks that the person with ASD can
learn them easily.
 Practice the task analysis with the person with ASD until they can complete it
independently.
Task analysis can be a valuable tool for helping people with ASD to learn new skills and
behaviors. By following these tips, you can create a task analysis that is effective and
easy to understand.