Applied Behavior Analysis (ABA)

ABA involves analyzing and modifying human behavior. The term "Behavior Modification" is synonymous with ABA. Analyzing human behavior involves identifying a functional relationship between one's behavior and the environment in order to understand why someone is behaving in a particular way. Modifying behavior refers to applying a set of behavioral principles and techniques to effectively change another person's behavior.

Applied Verbal Behavior (AVB)

The subspecialty of ABA implemented at PIE is Applied Verbal Behavior (AVB), which was developed by B.F. Skinner. AVB is a functional behavioral analysis of language rooted in the principles of ABA. The analysis, therefore, is specific to how language develops and the conditions in which certain verbal behaviors occur. Jack Michael, Ph.D. (Western Michigan University), Mark Sundberg, Ph.D., BCBA, James Partington, Ph.D., and Vincent Carbone, Ph.D., BCBA are major advocates for the application of AVB to the treatment of Autism. AVB focuses on teaching a child with language difficulties across all categories of language. For example, when teaching the concept of milk, one would ensure to teach the child to be able to ask for milk (mand), label milk verbally upon seeing milk (tact), repeat the word "milk" upon hearing "milk" (echoic), tell you the answer to "what do you pour on cereal - milk" (intraverbal), be able to identify milk by touching it amongst other items (receptive), and be able to answer questions related to features, function, and class of "milk". The goal of ABA/AVB is to increase functional language and appropriate social skills while decreasing stereotyped and problem behaviors. Early intervention is important, but this kind of teaching can also benefit older children. The program methodology, techniques, and curriculum can also be done in school. ABA instruction is usually one-on-one, and the goal of most programs is to follow a "full-time" agenda of teaching - somewhere between 30-40 hours a week. The program is non-aversive, focusing instead on rewarding desired positive behavior. The actual curriculum followed depends on each particular client, but it generally covers academics, language, social, self-help, motor, and play skills. Strong family involvement in the program is a large contributor to success.

Early intervention is important, but this kind of teaching can also benefit older children. The program methodology, techniques, and curriculum can also be done in school. ABA instruction is usually one-on-one, and the goal of most programs is to follow a “full-time” agenda of teaching - somewhere between 30-40 hours a week. The program is non-aversive, focusing instead on rewarding desired positive behavior. The actual curriculum followed depends on each particular client, but it generally covers academics, language, social, self-help, motor, and play skills. Strong family involvement in the program is a large contributor to success.

Generalization

The goal of teaching is to generalize the learning achieved in the one-on-one situation to a more naturalistic setting, such as the home, school or small group learning situations. A good ABA/AVB program focuses on generalized learning. As the client progresses, he or she may become more capable of incidental learning, which simply means learning language, concepts, or skills that are not intensively taught directly in a one-on-one format. At this point, the client may be ready to enter a classroom or play within a group situation where there is contact with other typical kids. A good ABA/AVB curriculum has a balance of activities: Intensive Table Teaching (ITT), Natural Environment Teaching (NET), and Manding (requesting). Instruction should also occur in a variety of locations: therapy room, bathroom, bedroom, car, play area, etc. with a variety of teachers/therapists. All of these will help to ensure generalization of learning and skill retention.

Assessment of Basic Language and Learning Skills (ABLLS)

Partners In Excellence uses the ABLLS-R (The Assessment of Basic Language and Learning Skills- Revised) with some clients. James W. Partington, Ph.D. and Mark L. Sundberg, Ph.D. developed this assessment tool with its first version in 1978. The ABLLS is an assessment, curriculum guide, and a skills tracking system for children with language delays. The ABLLS-R contains a task analysis of many skills necessary to communicate successfully and to learn from everyday experiences and is comprised of two separate documents: The ABLLS-R Protocol that is used to record scores for each child and the ABLLS-R Scoring Instructions and IEP Development Guide.

The ABLLS-R Protocol provides both parents and professionals with criterion-referenced information regarding a child's current skill level that can serve as a basis for the selection of educational objectives. The ABLLS-R protocol includes a set of grids (graph) that comprise a skills tracking system for documentation of a child's progress in the acquisition of critical skills. The ABLLS-R Protocol should not be used without the ABLLS-R guide; Instructions regarding the use of the ABLLS-R Protocol (scoring and completing the skills tracking grids for the individual student) are provided in the ABLLS Guide.

The ABLLS-R guide serves two purposes. First, it provides instructions for scoring and completing the skills tracking grids for an individual client. Second, it provides strategies to assist parents, educators and other professionals to use the information obtained from the assessment protocol to develop an Individualized Education Program (IEP) for a child.

Although the ABLLS Protocol provides an extensive list of skills, it does not include a method to determine the educational priorities for an individual child and does not include specific steps necessary to teach those skills. The ABLLS Guide provides strategies for analyzing the ABLLS scores to determine educational priorities, and to help with the selection of educational objective for an individual child.

Purpose of Using the ABLLS at PIE

PIE uses the ABLLS-R as a tool to help identify language and other critical skills that are in need of intervention in order for a child to become more capable of learning from everyday experiences (basic learner skills and other skills). It also provides a curriculum guide for a child with language delays. It provides a method for visually displaying the acquisition of new skills on the tracking system. This visual display helps PIE when communicating about client's programming and progress with parents, schools, doctors, insurance companies, and other providers. It also allows for reviews and updates of a child's progress. This updating process provides a great source of reinforcement for parents and therapists as they see that critical skills are being acquired.

The ABLLS-R graph provides a source for communication about each client's progress, for the client's therapy team, parents and other professionals.