The Role of ABA for Children with Special Needs

Written by: Founder, Victoria Safdieh

A.B.A. is short for Applied Behavioral Analysis. It is a type of therapy that focuses on improving specific behaviors, such as social skills, communication, reading, academics, as well as adaptive learning skills, such as fine motor, hygiene, grooming, domestic capabilities, punctuality, job competence, and decreasing targeted behaviors. A.B.A. is effective for children and adults with autism, or psychological disorders. It has also been proven that consistent A.B.A. can significantly improve behaviors and skills and decreases the need for special services. A.B.A. can also help control transitional challenges that can arise, minimizing or controlling the negative behaviors all together. A.B.A. is most successful when intensely applied for 20 hours a week or more.

A.B.A. is a system of treatment based on the behaviorist theories which state that desired behavior can be taught through a system of rewards and consequences. While this idea is probably as old as human civilization, the idea of carefully applying rewards and consequences to achieve specific measurable goals is a relatively new concept. Most of the time A.B.A. is intended to “extinguish” undesirable behaviors and teach desired behaviors and skills, for example; A.B.A. may be used to reduce outburst and tantrums, or to teach a child to sit quietly, use words to make requests, or wait their turn when playing a game. A.B.A. can also teach simple and complex skills, for example; it can be used to reward a child for sharing a toy with a friend or putting their plate in the sink after dinner. The goal of any A.B.A. program is to help each person work on skills that will help them become more independent and successful.

A.B.A. is a flexible treatment. Its not a one size fits all and should not be viewed as a set of drills, rather each program is written to meet the needs of each unique person. Treatment goals are written based on the age and ability level of the person and can be provided in many different locations home, school, clinic, and out in the community. A.B.A. teaches skills that are useful in everyday life. It can be done one on one or in a group setting.

A Board-Certified Behavior Analyst B.C.B.A. oversees the program. They customize the A.B.A. program to each individuals’ skills, needs, interest, preferences, and family situation. The B.C.B.A. will evaluate the individual and come up with treatment goals and family goals and how to implement them. Then the trained therapist, referred to as either a behavioral therapist, para, or behavior tech supervised by the B.C.B.A. work directly with the individual to practice skills and work toward the goals written by the В.C.B.A.

Treatment goals are written based on the age and ability level of the person, goals can include many different skill areas such as communication, social skills, self-care (showering, dressing) play, motor skills, learning, and academic skills. The plan breaks down each of these skills into small steps. The therapist teaches each step one by one. The B.C.B.A. and therapist measure the progress by collecting data. The B.C.B.A. regularly meets with the family and therapists to review information about the progress and then plan and adjust teaching plans and goals as needed. Parents, family members, and care givers receive training so they can carry over what is being taught throughout the day so there is consistency. 

How does it work?

Positive reinforcement is one of the main strategies used in A.B.A. when a behavior is followed by something that is valued (a reward), a person is more likely to repeat that behavior, and over time this encourages positive behavior change. The therapist will ask a child for a particular behavior for example;

David, please put your plate in the sink. If the individual complies, he is given a “reinforcer” or reward, if the child does not comply, he does not receive the reward and the exercise is repeated. Each person’s reinforcement (items, timing, and activities) is likely to vary widely and should be something that is motivating to that individual. With very young children it will appear as play therapy, and as they master the behaviors the therapist will take the children into real world settings where they can incorporate them into ordinary social experiences. When it comes to A.B.A., parental involvement is key. It doesn’t have to be time consuming or difficult but follow through is very important on success and progress. If the behaviors that the therapist teaches the individual are not generalized or reinforced and maintained by the family, then one of two things will happen. He will lose the skill, or he will only display the skill for the therapist, and partial success only when the therapist is around is not real success at all.

Many types of private health insurance covers A.B.A. services, with a prescription from your doctor with an autistic diagnosis. Unfortunately, Medicaid does not yet cover A.B.A. therapy, but it is being worked on, so hopefully it will be covered in the future.

It is important to find an A.B.A. provider and therapist who are a good fit for your family. Not every individual responds well to behavioral therapy. As with many approaches to autism or negative behaviors A.B.A. is certainly worth a try. The first step is for the therapist to establish a good relationship with the individual, if he/she trusts the therapist and enjoys spending time with them, therapy will be more successful and fun! Is he excited when he “gets to” work with the therapist? Is he responding to the therapist with smiles? Is he learning skills that are helping him in his daily life? If the answer is “yes” to most of the questions you are moving in the right direction, and if not its time to move on and change either the therapist, B.C.B.A. or agency. For guidance or help finding an A.B.A. agency call the Care For Special Children office!