Applied Behavior Analysis
Volume 3, Issue 2 ~ February, 2008


Introduction to Applied Behavior Analysis

What is ABA? Applied Behavior Analysis is the application of scientifically-based principles of behavior that produces a socially-significant behavior change. The science of behavior analysis focuses on how observable environmental events change behavior, rather than “internal” events such as emotions or mental states. Examples of environmental events that might change behavior include being praised for studying, earning a paycheck, or earning points for on-task behavior at school. The science of behavior analysis is based on the research of many individuals including John B. Watson and B.F. Skinner. The science of behavior analysis is made up of the principles that govern behavior. ABA refers to the application of this science (strategies based on behavioral principles). Basic Principles What’s a “Behavior?” A behavior can be defined as anything that an individual does. ABA focuses on behaviors that are observable. In order to assist behavior analysts, teachers, parents, and service providers with changing behavior, a behavioral definition must be created. A behavioral definition is a statement of the exact behavior to be observed. The behavior of punching could be defined as, “giving a blow hard enough to move a part of another person’s body.” This allows people to communicate clearly about a behavior and allows the behavior to be observed consistently, as data collectors will be looking for the exact same behavior. The descriptions of “having a bad attitude,” “easily distracted,” or “poor work skills” are not clear enough definitions. Focus on Desired Behaviors Applied Behavior Analysis focuses on increasing socially-significant, desired behaviors through positive behavior support. Positive reinforcement is preferred to “punishment” of undesired behaviors. In this way, individuals are taught what to do, instead of what not to do. Reinforcement Reinforcement is a procedure used to increase a desired behavior through the delivery of a reinforcer to an in individual. A reinforcer is an event that, by definition, must follow a behavior and increase the rate of that behavior’s occurrence. A reinforcer may be thought of as a “reward,” but it must meet the above criteria to truly be a reinforcer. Reinforcers vary for every individual, but may include food, toys, games, money, or praise. In order for reinforcement to be effective, the following guidelines should be followed: (1) Reinforcement must be frequent. When teaching a new behavior, it should be reinforced each time that it occurs. Reinforcement can gradually be faded. (2) Reinforcement must be given immediately after the desired behavior occurs. This is important so that the desired behavior is the one that is reinforced. For example, a child correctly identifies a color, and the teacher searches for a few moments for a reinforcer. By the time the reinforcer is given, the child may be engaged in a different behavior. (3) Reinforcement must be contingent. This means that the reinforcer is given only for the desired behavior. (4) Reinforcement should be varied and given in small portions. Offer choices of a variety of reinforcers so that the student does not become satiated on one reinforcer. Satiation can be thought of as being “tired” of a certain reinforcer. For example, a food reinforcer could loose its effectiveness if a child becomes full, or a game could loose its effectiveness if a child becomes bored with it. To solve these problems, offer choices and give small amounts of reinforcement at a time (such as a small piece of a cookie or a few minutes of a game). (5) Reinforcement should be paired with descriptive praise. For example, a child may be reinforced with a food item for sharing, but should also be told, “I like how you shared the car with your sister!” Extinction Extinction is a technique used to reduce the occurrence of undesired behavior. Extinction refers to stopping a reinforcing event that follows a behavior, resulting in a decrease in the behavior. The use of extinction is called extinguishing a behavior. An example of extinction could be a parent ignoring her child’s whining, when whining was previously followed with parental attention (if the whining behavior decreases). It should be noted that when an extinction procedure is used, the behavior may initially and temporarily increase or become more severe. In the above example, when whining was begun to be ignored, the child may initially whine with more intensity. This is a common aspect of extinction known as an extinction burst. Shaping What do you do when you want to reinforce a certain behavior, but your child or student does not currently engage in the behavior? Shaping is a procedure that is used to gradually develop new behaviors. Shaping is defined as reinforcing successive approximations toward a target behavior. This means that you reinforce small steps. For more information about shaping, as well as examples of this effective teaching method, please read this month’s other featured article, “Teaching with Shaping.” Prompting Another method for teaching a new behavior is prompting. A prompt is used to increase the probably of a correct response by providing a “cue” or “hint.” A prompt may be used in the initial stages of teaching a behavior, and should be gradually faded out as the behavior’s occurrence becomes consistent. Types of prompts include the following: (1) Physical Prompts: an individual is physically guided to perform a response. (2) Verbal Prompts: an individual is given the correct response, or a portion of the correct response verbally. (3) Time Delay: a procedure also known as a delayed prompt procedure, has been described the use of non-vocal cues for vocal language. To use time delay, a situation where an individual wants help or an object is identified, and then the teacher or parent waits on the individual to emit a response. I typically use time delay with a response that a student is capable of emitting, usually having been prompted in another manner in the past. Punishment Punishment is a procedure used to decrease a behavior through the delivery of a punisher to an in individual. A punisher is an event that, by definition, must follow a behavior and decrease the rate of that behavior’s occurrence. The Behavior Analyst Certification Board recommends the use of “reinforcement rather than punishment whenever possible. If punishment procedures are necessary, the behavior analyst always includes reinforcement procedures for alternative behavior in the program.” Cautions Regarding ABA This article is a brief introduction to ABA. In order to develop an ABA-based home or school-based teaching program, it is very important to enlist the services of a qualified behavior analyst. While ABA methods can easily be implemented by parents or teachers, it is vital to have a qualified individual to supervise the program. Behavior Analysis is a complex science, and behavior may be influenced by very subtle contingencies. To find a Behavior Analyst, please visit the links in this month’s issue. References “Principles of Everyday Behavior Analysis” by L. Keith Miller (see review in this month’s ‘Busy Bee Book Review’) Autism Center for Education: ABA and Autism - http://www.aceautism.com/aba.html History of ABA - http://www.christinaburkaba.com/History.htm Milieu Language Teaching - http://staff.jccc.net/ppetersn/new_page_3.htm Guidelines for Responsible Conduct for Behavior Analysts - http://www.bacb.com/Downloadfiles/BACBguidelines/40809_BACB_Guidelines.pdf

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