APPLIED BEHAVIOUR ANALYSIS THERAPY IN AUTISM SPECTRUM DISORDER

Applied Behavior Analysis (ABA) is a therapeutic intervention that improves social, communication, and learning skills through reinforcement. It is based on the science of learning and behavior.

Other than improving general adaptive behaviors, such as social skills and learning skills, it mainly focuses on specific skill learning such as fine motor skills, hygiene, grooming, etc. Consistent ABA therapy can improve positive skills and behaviors and can decrease the need for special services in the future.

Applied behavior analysis helps us to understand how learning takes place, how the behavior works, and how it is affected by the environment.

The main goal in ABA therapy is to focus on behaviors that are helpful and to decrease the harmful behavior.

ABA therapy will improve attention, social skills, language and communication skills, academics, memory and will decrease unwanted behavior.

It mainly works on real-life situations and in different locations such as school, home. ABA is a flexible treatment approach. It includes both one-to-one teaching and group instructions.

ABA therapy is very important in autism and also in other developmental disorders

The ABA program is done with a detailed assessment of the child’s skill.  The goals are decided after considering the age and ability of the child with autism.

HOW ABA THERAPY WORKS??

The therapy starts from simple to complex steps. The therapist breaks down these skills into small, concrete steps.

 Five techniques used in ABA therapy are;

  •   Positive reinforcement

A child with autism may not know how to respond in certain situations. To improve a positive behavior, introduce a positive reinforcement immediately after the behavior so that the behavior will not fade. The three steps in positive reinforcement are;

Antecedent, Behavior, Consequences

  •    An antecedent:

An antecedent is what occurs right before the target behavior. It can be verbal, such as a request or a command, It can also be physical, such as an object, or a toy or light, sound, or anything else in the environment. An antecedent might come from the environment, from any other person, or be internal (such as a thought or feeling).

  • A resulting behavior:

Behaviour is the person’s response to the antecedent or lack of response to the antecedent. It can be an action, a verbal response, or anything else

  • A consequence:

The consequence is what comes directly after the behavior. It can include positive reinforcement of the desired behavior or no reaction for inappropriate responses.

  •  Using prompts and cues

 Prompts can be visual or verbal cues that can be used to encourage the behavior. Verbal cues are reminders while visual cues are even less direct, it might be a gesture or even a look. The child will see this cue and be reminded to behave in an appropriate manner. For example, taking their shoes off when walking into the house or washing their hands before a meal. The therapist eventually fades out the prompts when the child no longer needs them. The prompts can be helpful because they are not intimidating or accusatory.

  • Negative Reinforcement

When an unwanted behavior occurs then that behavior should be corrected immediately. A good way to correct that unwanted behavior is to remove a desired object or activity from the child. Negative reinforcement is a form of non-aversive punishment. Most importantly, negative reinforcement should be consistent for the child to understand the importance of action and consequence.

  • Task Analysis

Task analysis is an analysis model of current behavioral trends and actions which will help to learn about the child rather than correct or reinforce the behavior. The psychologist gives a task to the child and observes how they perform it. This analysis is broken down into a number of categories :

● Physical actions

●  Repetition

● Cognitive actions

● Environment

● Allocation

Once this is analyzed how the child performs tasks, this information is used to make other tasks easier for the particular child by breaking them down into steps.

  • Generalization

Through Generalization, the therapist takes what the child has learned in one situation and applies it to other situations. For example, If a child knows how to say the alphabet while singing, the psychologist can use their knowledge of the alphabet and can try to apply it to teaching the child to spell out their name.

Children with special needs especially autistic children can get the most benefit from personalized and special assistance.  The Therapists who use applied behavior analysis mainly use these particular techniques and o help make children a little more independent, well-adjusted and happy adults.