Applied Behaviour Analysis (ABA) is a proven approach designed to help children diagnosed with autism spectrum disorder (ASD) learn a variety of skills and reduce problem behaviours. ABA is effective in intervening in a variety of behaviours and is often recognized as the gold standard for intervention, especially when working with children with autism. ABA provides a framework for understanding the intention behind behaviours, increasing positive behaviours, and reducing challenging behaviours.
This behaviour-focused approach is based on the principle that every behaviour has a purpose. Even negative behaviours, like aggression or non-compliance, are performed to achieve something for the child. For children with autism, traditional means of communication are often difficult, and sometimes potentially challenging behaviours may seem to be their only way of expressing themselves.
The key is uncovering the root causes of these behaviours. By observing and collecting data, experts can explore what is called the ABC Model – antecedent, behaviour, consequence – of challenging behaviours to identify their underlying causes and how these are reinforced over time
- Antecedents are events that occur before a behaviour occurs. They can include environmental triggers, such as receiving instruction, or internal factors, like hunger.
- Behaviour refers to the actions or responses of the child. This includes external behaviours like yelling or hitting and internal ones like feeling anxious or sad.
- Consequences are what occurs immediately after the behaviour. Consequences can reinforce behaviours (increasing the likelihood it will happen again) or reduce behaviours (by offering an alternative or neutral response).
By analyzing a child’s ABCs (antecedents, behaviours, and the resulting consequences), therapists are often able to better understand the function of a child’s particular behaviour and then design interventions that address both the behaviour and the environment that triggers it.
Building Skills Using ABA
This approach focuses on both decreasing negative behaviours and developing positive skills. It excels at breaking bigger, more challenging tasks into smaller, more manageable sub-tasks and then systematically teaching the manageable parts. This method, known as task analysis, is designed to help children learn skills at their own pace, gradually mastering tasks one step at a time.
For example, the goal may be to teach a child how to wash their hands independently. Instead of expecting the child to perform the entire task at once, the task would be broken down into smaller steps:
- Turning on the tap
- Lathering soap on their hands
- Rinsing hands with water
- Drying hands with a towel
Each step is taught individually, with reinforcement provided when the child masters a step. As the child progresses, the steps are combined, and eventually, the child will learn how to wash their hands independently.
In ABA, reinforcement is a key tool for encouraging new skills. Positive reinforcement involves rewarding desired behaviours to increase the likelihood that they will occur again. This can include tangible rewards, verbal praise, or access to preferred activities – depending on the preferences of the child.
Managing Challenging Behaviors
Children with ASD diagnoses may exhibit challenging behaviours for a variety of reasons, but regardless of the reason, these behaviours can interfere with their ability to learn and interact with their peers. ABA aims to identify what function these challenging behaviours serve for the child and to subsequently provide appropriate alternative behaviours to reduce the instances of these challenging behaviours. For example, a child may throw tantrums to escape an undesired task. Once the function of the behaviour is understood, the intervention can focus on teaching the child more appropriate ways to express their desire to avoid the task. When working to reduce challenging behaviours, it’s crucial not just to remove the problematic behaviour but also to teach replacement behaviours. These are behaviours that serve the same function as challenging behaviours but are more socially acceptable. The goal is to equip the child with the skills they need to communicate their needs and navigate the world more successfully.
Consider the example of a child who consistently throws tantrums at the mention of doing homework. By tracking the ABCs of behaviour, the therapist could see that the antecedent to the tantrum is being told to do homework, the behaviour is throwing a tantrum, and the consequence is the parent permitting the child to escape the task (this reinforces the behaviour as the child wants to avoid doing homework, therefore this is a reward for the behaviour). In this case, the intervention would focus on teaching the child an appropriate way to request a break or help when overwhelmed, rather than throwing a tantrum.
ABA interventions can include strategies aimed at:
- Teaching Replacement Behaviours: This strategy focuses on replacing challenging behaviours with more appropriate ones by promoting and reinforcing the alternative that achieves the same goal. For example, if a child runs away to escape doing undesired tasks, the therapist might prompt and reinforce the child to do a more appropriate behaviour, like requesting help with the task.
- Effective and Appropriate Communication: This method focuses on teaching children to express themselves more effectively and appropriately, through both verbal and nonverbal communication. If a child has difficulties communicating and thus engages in challenging behaviours in frustration (e.g., hitting to gain attention), the therapist will teach the child a more socially appropriate way to request attention.
- Breaking Bad Habits: Breaking bad habits (challenging behaviours) is primarily achieved through a strategy called extinction. Extinction involves eliminating the reinforcement of challenging behaviour. For example, if a child associates tantrums with escaping tasks, this pattern would need to be broken to decrease the amount of tantrums thrown. This could be done by ensuring that tantrums no longer lead to escaping undesired tasks while simultaneously reinforcing alternative ways of coping with frustration.
- Building Confidence: ABA builds confidence using a technique known as behavioural momentum which involves giving the child tasks that are below their current skill level and easier to complete, to allow them to build confidence, before introducing more difficult tasks. By building success with easier tasks, the child gains momentum, which can help increase motivation and decrease challenging behaviours.
- Painting a Clear Picture: Children with autism often respond well to visual cues, so by providing clear visual prompts, such as a visual schedule of the day’s activities, they can often better understand expectations, potentially reducing anxiety surrounding transitions.
Powering Change
Applied Behavior Analysis is a powerful tool for helping children with autism build key life skills, manage challenging behaviours, and in turn build meaningful relationships. By focusing on understanding the reasoning behind behaviours, ABA provides children with the tools they need to succeed in everyday life. Whether through teaching communication skills, appropriate alternative responses, or social skills, ABA offers a structured approach that can make meaningful differences in the lives of children with autism and their families.
References:
Honsberger, T. (n.d.). FACT SHEET – ABC’s OF CHALLENGING BEHAVIOR. Florida Atlantic University – Center for Autism and Related Disabilities. https://www.fau.edu/education/centersandprograms/card/documents/abcsofchallengingbehavior.pdf
Kerr, W. (2023, March 16). “MANAGING DIFFICULT BEHAVIOURS” | Qxplore Group. Qxplore Group. https://qxplore.com/managing-difficult-behaviours/
Magnet ABA Therapy. (2024). Building ABA therapy skills. https://www.magnetaba.com/blog/building-aba-therapy-skills
Matson, J. L., Turygin, N. C., Beighley, J., Rieske, R., Tureck, K., & Matson, M. L. (2011). Applied behavior analysis in Autism Spectrum Disorders: Recent developments, strengths, and pitfalls. Research in Autism Spectrum Disorders, 6(1), 144–150. https://doi.org/10.1016/j.rasd.2011.03.014
Najla. (2024, December 13). Effective Strategies for Managing Challenging Behaviors in Children with Autism | ABA Compass. ABA Compass. https://abacompass.ca/effective-strategies-for-managing-challenging-behaviors-in-children-with-autism/
Zauderer, S. (2024, October 4). Developing Adaptive Skills through ABA Therapy. https://www.crossrivertherapy.com/autism/aba-therapy-and-adaptive-skills#:~:text=Research%20indicates%20that%20early%20intervention,language%20skills%2C%20and%20adaptive%20behavior.