What is ABA Therapy?

Applied Behavior Analysis (ABA) is a therapy based on the science of learning and behavior.  It is the therapy that is most recommended abroad for those that are diagnosed with Autism Spectrum Disorder (ASD).  It can also help other children with different diagnosis as long as their need is connected to developmental delays or learning disabilities or those with suspected ASD.

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Behavior analysis helps us to understand:

• How behavior works

• How behavior is affected by the environment

• How learning takes place

 

ABA therapy applies our understanding of how behavior works to real situations. The goal is to increase behaviors that are helpful and decrease behaviors that are harmful or affect learning.

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ABA therapy programs can help:

• Increase language and communication skills

• Improve attention, focus, social skills, memory, and academics 

• Decrease problem behaviors

 

The methods of behavior analysis have been used and studied for decades. They have helped many kinds of learners gain different skills – from healthier lifestyles to learning a new language. Therapists have used ABA to help children with autism and related developmental disorders since the 1960s.

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How does ABA therapy work?

Applied Behavior Analysis involves many techniques for understanding and changing behavior. ABA is a flexible treatment:  

• Can be adapted to meet the needs of each unique person

• Provided in many different locations – at home, at school, and in the community

• Teaches behaviors and skills that are useful in everyday life

• Can involve one-to-one teaching or group instruction

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What makes ABA Therapy at Little Sparks Special?

ABA Therapy in Little Sparks is special because your child is directly supported and supervised by a Board Certified Behavior Analyst (BCBA®) or Qualified Behavior Analyst (QBA®) who is registered with international certification boards and governing bodies for ABA practitioners like the Behavior Analysts Certification Board (BACB®) (www.bacb.com) and the Qualified Applied Behavior Analysis Credentialing Board (QABA®) (www.qababoard.com), both are based in the USA. 

 

We pride ourselves in practicing ABA Therapy under standardized ethics and regulations.  Our on-site implementers or "Behavior Specialists" are also either certified or are already undergoing certification with QABA®.  Clients' ABA programs are also under direct supervision of a BCBA® or QBA®; no uncertified practitioners acting like "case managers" will manage the program of our clients.

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Assessments are done directly by a BCBA® or QBA® by utilizing as number of standard tools and is trained from the USA.  After evaluation, a treatment program will be designed by the BCBA® or QBA® with monthly monitoring and re-evaluation every 6 or 12 months (depending on the progress of the child).  Our ABA Behavior Specialists work closely with our BCBA® or QBA® for your child's treatment program. 

 

Incorrect execution of ABA principles and concepts will be harmful to a child's development.  Unfortunately, there is currently no regulating body for ABA in the Philippines and this is why most other ABA centers are not certified practitioners and do not provide ABA Therapy according to internally approved standards.

 

Should you wish to ensure that correct ABA practices and ethics are enacted on your child, then Little Sparks is the center for you.

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To summarize why ABA with Little Sparks is different:

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• BCBA® or QBA® Directly Supervises the Program, no middle men - Our on-site ABA Behavior Specialists work hard under the supervision of a BCBA® or QBA®.  Monthly team meetings with a BCBA® or QBA® to discuss our clients coupled with Weekly Highlights and video reporting ensures that the BCBA® or QBA® is able to directly monitor your child's progress.  The on-site team of Behavior Specialists are also continuously growing professionally under the direct supervision and support of the BCBA® or QBA®.

• Parent/Caregiver Training - We aim to empower our parents/caregivers to ensure the success of our client, the child, in the ABA Therapy Program.  By providing you training, we are able to make your approaches to teaching your child more strategic and more successful.

• Convenience - Our center can provide you everything your child might need for pediatric therapy services so you can save time wasted on traveling from one center to the next. Or you can have more than one therapy on the same day one after another.

• Collaboration - if your child undertakes more than one type of therapy from our center, all therapists involved in your child collaborate behind the scenes to make sure everyone's program is aligned to the same set of overall treatment goals for your child.

• Child-led and play-based approach - Our BCBA® or QBA® is a strong supporter of child-led (i.e. play-based and child engagement approaches) ABA therapy.  We believe that a happy learner is more able to learn than a child who is not.

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Positive Reinforcement

Positive reinforcement is one of the main strategies used in ABA.  When a behavior is followed by something that is valued (a reward), a person is more likely to repeat that behavior. Over time, this encourages positive behavior change.

 

First, the therapist identifies a goal behavior. Each time the person uses the behavior or skill successfully, they get a reward. The reward is meaningful to the individual – examples include praise, a toy or book, watching a video, access to playground or other location, and more.

 

Positive rewards encourage the person to continue using the skill. Over time this leads to meaningful behavior change. 

 

Antecedent, Behavior, Consequence

Understanding antecedents (what happens before a behavior occurs) and consequences (what happens after the behavior) is another important part of any ABA program.

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The following three steps – the “A-B-Cs” – help us teach and understand behavior:

1. An antecedent: this is what occurs right before the target behavior. It can be verbal, such as a command or request. It can also be physical, such a toy or object, or a light, sound, or something else in the environment. An antecedent may come from the environment, from another person, or be internal (such as a thought or feeling).

2. A resulting behavior: this is the person’s response or lack of response to the antecedent. It can be an action, a verbal response, or something else.  

3. A consequence: this is what comes directly after the behavior. It can include positive reinforcement of the desired behavior, or no reaction for incorrect/inappropriate responses.

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Looking at A-B-Cs helps us understand:

1. Why a behavior may be happening

2. How different consequences could affect whether the behavior is likely to happen again

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EXAMPLE:

• Antecedent: The teacher says “It’s time to clean up your toys” at the end of the day.

• Behavior: The student yells “no!”

• Consequence: The teacher removes the toys and says “Okay, toys are all done.”

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How could ABA help the student learn a more appropriate behavior in this situation?

• Antecedent: The teacher says “time to clean up” at the end of the day.

• Behavior: The student is reminded to ask, “Can I have 5 more minutes?”

• Consequence: The teacher says, “Of course you can have 5 more minutes!”

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With continued practice, the student will be able to replace the inappropriate behavior with one that is more helpful. This is an easier way for the student to get what she needs!

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What Does an ABA Program Involve?

Good ABA programs for autism are not "one size fits all." ABA should not be viewed as a canned set of drills. Rather, each program is written to meet the needs of the individual learner.  The goal of any ABA program is to help each person work on skills that will help them become more independent and successful in the short term as well as in the future.

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Planning and Ongoing Assessment

The BCBA® or QBA® customizes the ABA program to each learner's skills, needs, interests, preferences and family situation. We will start by doing a detailed assessment of each person’s skills and preferences. They will use this to write specific treatment goals. Family goals and preferences may be included, too.

 

Treatment goals are written based on the age and ability level of the person with ASD. Goals can include many different skill areas, such as:

• Communication and language

• Social skills

• Self-care (such as showering and toileting)

• Play and leisure

• Motor skills

• Learning and academic skills

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The instruction plan breaks down each of these skills into small, concrete steps. The therapist teaches each step one by one, from simple (e.g. imitating single sounds) to more complex (e.g. carrying on a conversation).  The therapists measure progress by collecting data. Data helps them to monitor the person’s progress toward goals on an ongoing basis.  They can then plan ahead and adjust teaching plans and goals as needed.

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ABA Techniques and Philosophy

The therapist uses a variety of ABA procedures. Some are directed by the instructor and others are directed by the person with autism.  Parents, family members and caregivers are encouraged to receive training so they can support learning and skill practice throughout the day.

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The person with autism will have many opportunities to learn and practice skills each day. This can happen in both planned and naturally occurring situations. For instance, someone learning to greet others by saying "hello" may get the chance to practice this skill in the classroom with their teacher (planned) and on the playground at recess (naturally occurring).

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The learner receives an abundance of positive reinforcement for demonstrating useful skills and socially appropriate behaviors. The emphasis is on positive social interactions and enjoyable learning.

 

The learner receives no reinforcement for behaviors that pose harm or prevent learning.

 

ABA is effective for people of all ages. It can be used from early childhood through adulthood!

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What is the evidence that ABA works?

ABA is considered an evidence-based best practice treatment by the US Surgeon General and by the American Psychological Association. 

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“Evidence based” means that ABA has passed scientific tests of its usefulness, quality, and effectiveness. ABA therapy includes many different techniques.  All of these techniques focus on antecedents (what happens before a behavior occurs) and on consequences (what happens after the behavior). 

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More than 20 studies have established that intensive and long-term therapy using ABA principles improves outcomes for many but not all children with autism. “Intensive” and “long term” refer to programs that provide 25 to 40 hours a week of therapy for 1 to 3 years. These studies show gains in intellectual functioning, language development, daily living skills and social functioning. Studies with adults using ABA principles, though fewer in number, show similar benefits.

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Sourced and Adapted from: https://www.autismspeaks.org/applied-behavior-analysis-aba-0