Applied Behaviour Analysis (ABA) is the applied branch of the science of Behaviour Analysis. Behaviour analysis focuses on how behaviours change or are affected by their environment. Subsequently, ABA utilises changes in the environment to teach socially significant skills or reduce behaviour that has a significantly negative impact on an individual’s life. ABA is an evidenced based intervention which effectively supports individuals with Autism Spectrum Disorder (ASD), behavioural issues, intellectual disability or developmental delays to develop socially significant skills.
Each ABA programme is individualised according to the needs and goals of each individual. The typical process of programme selection includes:
The structure of ABA sessions is highly individualised according to the learner’s needs, age and goals. Each session may use a combination of Natural Environment Teaching (NET) and Discrete Trial Teaching (DTT) to support an individual with their skill development.
NET involves utilising naturally occurring opportunities during play to teach new skills. It is especially common for younger learners to begin ABA by engaging in NET for the entirety of the session. NET can be used to teach a wide variety of skills including communication, social skills and academic skills. For example, learning to ask questions by taking part in a treasure hunt, learning to imitate by joining in with ‘action songs’ or learning to request for favourite toys.
Discrete Trial Training involves providing more structured, repeated opportunities to practice complex skills at the table. Learners may sometimes use a ‘token economy’, where they work to obtain tokens which can be later exchanged for a break with a fun activity. DTT enables learners to work on more complex skills which may require structured teaching in order to make progress. For example, learning addition, to write their name or matching objects. Once goals are mastered during DTT, they are generalised to the natural environment to ensure that the skills are functional. For example, once a learner can label a flashcard ‘blue’ they must be able to label items (e.g. balls, cars, balloons) ‘blue’ in the natural environment before this skill is considered mastered.
The frequency at which a behaviour occurs, can be altered by its consequences or what happens ‘after’ a behaviour. For example, the behaviour of ‘reading’ can be increased by providing access to preferred activities or items (e.g. praise, toys, singing) immediately after reading has occurred. Throughout every ABA session, the therapist will follow the motivation of the learner and utilise these items or activities as reinforcement.
ABA programmes may also work towards reducing behaviour that is having a negative impact on an individual’s life. Behaviour analysis seeks to understand why these behaviours are occurring, by understanding what the learner is trying to communicate by engaging in problem behaviour. An individual may engage in challenging behaviour to escape a work task, access the attention of others, to access preferred items or because they enjoy the sensory stimulation it provides.
For example, if a learner is frequently engaging in shouting during classroom work, they may be attempting to ‘escape’ from work activities. A behaviour-based intervention could teach this individual to request appropriately for a ‘break’ whilst simultaneously building their tolerance to work for extended periods of time.
The behaviours targeted for reduction are selected carefully to improve quality of life whilst maintaining an individual’s ability to advocate for and express themselves. For example, whilst self-stimulatory behaviours (i.e. stimming) may sometimes be socially stigmatising, they often provide an important method of emotion regulation for individuals with additional needs. Similarly, whilst it is important for individuals to learn to follow instructions to access academic environments, it is also important to learn when to not follow instructions (e.g. if approached by a stranger) and how to advocate for their own needs. These factors are carefully considered when selecting behaviours to target for reduction as part of an ABA programme.
Applied Behaviour Analysis (ABA) is the applied branch of the science of Behaviour Analysis. Behaviour analysis focuses on how behaviours change or are affected by their environment. Subsequently, ABA utilises changes in the environment to teach socially significant skills or reduce behaviour that has a significantly negative impact on an individual’s life. ABA is an evidenced based intervention which effectively supports individuals with Autism Spectrum Disorder (ASD), behavioural issues, intellectual disability or developmental delays to develop socially significant skills.
Each ABA programme is individualised according to the needs and goals of each individual. The typical process of programme selection includes:
The structure of ABA sessions is highly individualised according to the learner’s needs, age and goals. Each session may use a combination of Natural Environment Teaching (NET) and Discrete Trial Teaching (DTT) to support an individual with their skill development.
NET involves utilising naturally occurring opportunities during play to teach new skills. It is especially common for younger learners to begin ABA by engaging in NET for the entirety of the session. NET can be used to teach a wide variety of skills including communication, social skills and academic skills. For example, learning to ask questions by taking part in a treasure hunt, learning to imitate by joining in with ‘action songs’ or learning to request for favourite toys.
Discrete Trial Training involves providing more structured, repeated opportunities to practice complex skills at the table. Learners may sometimes use a ‘token economy’, where they work to obtain tokens which can be later exchanged for a break with a fun activity. DTT enables learners to work on more complex skills which may require structured teaching in order to make progress. For example, learning addition, to write their name or matching objects. Once goals are mastered during DTT, they are generalised to the natural environment to ensure that the skills are functional. For example, once a learner can label a flashcard ‘blue’ they must be able to label items (e.g. balls, cars, balloons) ‘blue’ in the natural environment before this skill is considered mastered.
The frequency at which a behaviour occurs, can be altered by its consequences or what happens ‘after’ a behaviour. For example, the behaviour of ‘reading’ can be increased by providing access to preferred activities or items (e.g. praise, toys, singing) immediately after reading has occurred. Throughout every ABA session, the therapist will follow the motivation of the learner and utilise these items or activities as reinforcement.
ABA programmes may also work towards reducing behaviour that is having a negative impact on an individual’s life. Behaviour analysis seeks to understand why these behaviours are occurring, by understanding what the learner is trying to communicate by engaging in problem behaviour. An individual may engage in challenging behaviour to escape a work task, access the attention of others, to access preferred items or because they enjoy the sensory stimulation it provides.
For example, if a learner is frequently engaging in shouting during classroom work, they may be attempting to ‘escape’ from work activities. A behaviour-based intervention could teach this individual to request appropriately for a ‘break’ whilst simultaneously building their tolerance to work for extended periods of time.
The behaviours targeted for reduction are selected carefully to improve quality of life whilst maintaining an individual’s ability to advocate for and express themselves. For example, whilst self-stimulatory behaviours (i.e. stimming) may sometimes be socially stigmatising, they often provide an important method of emotion regulation for individuals with additional needs. Similarly, whilst it is important for individuals to learn to follow instructions to access academic environments, it is also important to learn when to not follow instructions (e.g. if approached by a stranger) and how to advocate for their own needs. These factors are carefully considered when selecting behaviours to target for reduction as part of an ABA programme.
Reach Out is a specialist Child development centre based in JLT Dubai. We established in 2008 to provide therapy services to children and adolescents with Autism and developmental delays.
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Reach Out is a specialist Child development centre based in JLT Dubai. We established in 2008 to provide therapy services to children and adolescents with Autism and developmental delays. We provide a safe and nurturing environment and work passionately with all of our children and support families on their therapy journey. We provide support to parents and families and advice how to continue the learning goals in the home and community.
Reach Out professionals work closely with the child’s educational setting and ensure a collaborative approach to learning. Beginning a therapy program for your child as a family, can be daunting and emotional. Our team will support you every step of the way. Detailed feedback is given daily to parents and you have a communication diary to keep track of the sessions and progress of your child. Communication and collaboration is the key to having a successful program for your child.
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