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Introduction to ABA Continued.... Looking at behaviors—an ABA program will require an initial assessment of the individual, to determine the individual’s strengths
and needs. Disruptive or maladaptive behaviors are identified. These are behaviors that prohibit the individual
from productively functioning within relevant settings—family routines, classrooms, work situations, society in general.
Such behaviors can include: tantrums, self-stimulatory behaviors, aggression, hyperactivity or under-activity. Determining function—within an ABA program, it is important to determine the
function of the behavior, or what purpose does the behavior serve for the individual. All of the above
behaviors serve a function for the individual who exhibits them—and this “function” may be different from
what we might initially assume. Within an ABA program, the function is determines through looking at antecedents
and consequences—what situations occur before the behavior is exhibited, and what happens afterwards? Is
there something that happens to “reinforce” the behavior, making it likely to occur again? These
are questions involved in the search for functions of behavior, and are applied during the creation of a functionally equivalent
behavior. Creating functional equivalent—After we determine the function, it is important to develop a different behavior that will provide the individual
with similar results. For example, Johnny is reported to exhibit frequent “aggressive” behavior
in the classroom. He pushes peers, he pushes toys over, he dumps bins. Through assessment
(and discussion with an OT), it is determined that this “aggression” provides Johnny with sensory input that his
body needs to regulate his system. A functionally equivalent behavior might include Johnny initiating an
activity that is pre-determined to meet his sensory needs—such as throwing bean bags into a basket, or rolling a medicine
ball to a teacher. Another example is Katie, who enters the kitchen frequently throughout the day, and
screams until her parents provide her with a drink or snack. The function of Katie’s behavior is
to gain access to food or drink, however she is not able to use words to express her need. A functionally
equivalent replacement behavior would include teaching Katie to use pictures or signs to communicate that she wants specific
items. Creating a plan—After
the individual’s needs are identified, measurable goals are created and teaching strategies are developed to promote
skill development. Measurable goals include a description of a behavior that can be identified by all persons
on the team (therapists, parents, teachers). For example, “aggression” will be defined as:
kicking, hitting, pushing peers or other items within the classroom. It will be noted how frequent the behavior occurs,
the duration of the behavior and how often the identified replacement behavior should be exhibited (for example, Tim will
finish his homework during four out of five opportunities). In addition to the actual behaviors, the environment
will be examined for its role in contributing to/preventing behaviors—are the walls too over-stimulating, is it too
loud, is there an absence of visual support?A written plan is essential to an ABA program—it provides
therapists with specific directives for teaching new skills and collecting data on progress made towards these skills.
It also ensures that all persons on the team will be using consistent practices. A plan will include
developmentally appropriate practices towards reaching the goal—which includes determining goals that are within the
individual’s capabilities (such as first teaching a three-year-old to imitate sounds and gestures, before expecting
him to speak in full sentences). Measuring Progress—Within this plan, data will be collected and graphed according
to the individual’s progress towards goals. Regular updates are provided regarding progress and changes
to goals/expectations.
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