TOPIC 2:

APPLIED BEHAVIOUR
ANALYSIS



Applied Behavior Analysis
Applied - the significance of the behavior
must be obvious and agreed upon.
Behavior - the operant behavior must be
in need of improvement, be able to be
reliably measured and consistently worked
on in the same environment.
Analytic the data you collect suggests
that it was the technique you used that
caused the change in the behavior.
Function of Behavior
A major rule of ABA is that all
behavior has a function.
It is further assumed that all these
functions, in theory, are observable.
In other words if we cannot define an
observable behavior then we cannot
use ABA.
Can you observe it directly
Running
Frustrating
Self-respect
Thinking
Holding
Learning
Depressed
Anxious
Aggression
Problem Solving
Reading
Talking
Sulking
Story telling
Non-compliance
Dressing
Behavior X Environment
State environments that make these
behaviors acceptable or unacceptable.
He hit
He said 2
She ran


Screaming
He hit his head
She spat it out
He ran away
Defining the Function of a Behavior
The difficulty with the idea of Function
is that there are many ways to define it,
only some of which are useful from a
behavioral point of view.
The definitions of function from a
behavioral perspective are:
1. Approach obtain external
reinforcement.
2. Escape/Avoidance manage
punishing or aversive conditions.
3. Internalized stimulation obtain
internal reinforcement.
Rule #1
This means that when you are defining a behavior to
change you must always specify the context in which
you expect the behavior to change.
Never discuss a behavior outside of the
context it occurs in.
The behavior must be
defined so it is observable
The definitions should be of the form:
Client name, behavior, in context
Colonel Mustard steals the candlestick when he is in
the conservatory.
Mr. Green throws the wrench when talking with Mrs.
Peacock in the dining room.
Alternative Behavior
Colonel Mustard cleans the candlestick and replaces it
on the table when in the conservatory.
Mr. Green holds nothing in his hands when talking with
Mrs. Peacock in the dining room.
Any time you change a behavior your are replacing one
behavior (the one that already exists) with the more
desired behavior (the one you want).
Practical Note #1
You may find that the problem you
have identified is too big to manage
all at once.
Always feel free to redefine the
problem into more manageable bits.
Defining a big problem into several
smaller ones is often times the only
way to make the big change.
Practical Note #2
You need to make sure that the
desired behavior is easier to do
than the undesired behavior, or
You need to make sure there is a
much bigger payoff for doing the
desired behavior than the
undesired behavior.
Virtually by definition if you dont have one or the
other of these conditions your interventions will be
unsuccessful.
The A-B-C of ABA
Antecedent Behavior Consequence
What Everyone Sees
Antecedent Behavior Consequence
What ABA Analyzes
Levels of Behavior
As we gain more experience our behavior
typically becomes more complex
To help us separate the level of behavior
we are looking at we often distinguish
between:
Instrumental behavior behavior that is
the most directly related to the task at
hand
Rule governed behavior behavior that
is related to the following of more abstract
rules
Instrumental vs. Rule Governed
Behavior
Instrumental
Names 20 objects
Smiles when people say
Hi to them
Washes his/her own hair
Makes own bed
Carries scissors safely
Drinks liquids without
spilling
Looks at books during
free time
Puts dirty clothes in the
hamper
Rule Governed
Cleans desk when it is
messy
Waits for his/her turn
Stays on the same topic
when talking
Can leave activity to start
homework
Reviews work to look for
mistakes
Can organize own leisure
activities
Asks for help
Behavior vs. Skills
At times it is better to describe the issue
as being related to individual behaviors or
to combinations of behaviors that produce
a specific outcome (Skills).
Put pillows at head of bed
Pull sheet up to head of bed
Pull quilt up to head of bed
Smooth quilt
Making your bed
The operant is the function not
the form of the behavior
The subsequent behaviors
spike in frequency as
there is a decrease in the
previous behavior
suggesting that the
function served by the
previous behavior remains
and a new form of
behavior is emitted to
accomplish the same
function.
Gains on formal testing
Anderson et al 1987. Intensive home based early intervention with autistic
children. Education and treatment of children, 10, 352-366
Children received 15-25 hours of
individualized intervention per
week.
1 of 2
Gains on formal testing
0
0.2
0.4
0.6
0.8
1
1.2
Mental Age Social Age Language Age
Areas assessed
D
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v
e
l
o
p
m
e
n
t
a
l

R
a
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i
o

-

S
c
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e

-

r
a
t
e

o
f

g
a
i
n

p
e
r

y
e
a
r
Pre
Year 1
Year 2
Adapted from Anderson et al 1987. Intensive home based early intervention with autistic children.
Education and treatment of children, 10, 352-366
Gains on norm-referenced assessment of development
sequence of skills
Adapted from Anderson et al 1987. Intensive home based early intervention with autistic children.
Education and treatment of children, 10, 352-366
Children received 15-25 hours of
individualized intervention per
week.
2 of 2
Changes in IQ score over time
1 of 4
29 hrs of treatment
for the Eclectic
group and 28 hrs of
treatment for the
ABA group.
Adapted from Eikeseth et al. (2002). Intensive behavioral treatment at school for 4- to 7-year-old
children with Autism: A1-year comparison controlled study. Behavior Modification, 26, 49-68.
Eclectic therapy based
on TEEACH, sensory-
motor therapies, ABA &
personal experience
IQ gains across groups
0
10
20
30
40
50
60
70
80
90
Pre Post
S
t
a
n
d
a
r
d

S
c
o
r
e
s
ABA
Eclectic
Changes in Adaptive Behavior over time
Adapted from Eikeseth et al. (2002). Intensive behavioral treatment at school for 4- to 7-year-old
children with Autism: A1-year comparison controlled study. Behavior Modification, 26, 49-68. 2 of 4
Vineland Composite gains across groups
0
10
20
30
40
50
60
70
80
Pre Post
S
t
a
n
d
a
r
d

S
c
o
r
e
s
ABA
Eclectic
Changes in Childrens Comprehension of Language over
time
Adapted from Eikeseth et al. (2002). Intensive behavioral treatment at school for 4- to 7-year-old
children with Autism: A1-year comparison controlled study. Behavior Modification, 26, 49-68. 3 of 4
Language Comprehension gains across groups
0
10
20
30
40
50
60
70
Pre Post
S
t
a
n
d
a
r
d

S
c
o
r
e
s
ABA
Eclectic
Changes in Childrens Expressive Language over time
Eikeseth et al. (2002). Intensive behavioral treatment at school for 4- to 7-year-old children
with Autism: A1-year comparison controlled study. Behavior Modification, 26, 49-68. 4 of 4
Expressive Language gains across groups
0
10
20
30
40
50
60
70
80
Pre Post
S
t
a
n
d
a
r
d

S
c
o
r
e
s
ABA
Eclectic
Effects of Starting Treatment Early Across Studies
Children classified as
older started treatment at
approximately 4.5 year of
age. Children classified as
younger started treatment
prior to 4.5 years of age,
often times at 3 to 3.5
years of age.
Adapted from Fenske 1985 and Harris & Handleman 2000
1 of 1
Outcome of Starting Therapy Early
0
10
20
30
40
50
60
70
80
90
100
Special Ed. Placement Placement in Regular Class
P
e
r
c
e
n
t
a
g
e
Older
Younger
Effects of Treatment Intensity Across Studies
Intensive is
approximately 40
hours a week,
moderate is
approximately 15-25
hours a week, low is
10 hours a week and
No Treatment did not
receive EIBI services
but were able to
access other
community based
services.
Adapted from Fenske 1985, Lovaas 1987, Anderson 1987 and Smith et al 2000
1 of 1
Classroom placement based on different levels of therapy
0
20
40
60
80
100
120
No Treat Low Moderate Intensive
Level of therapy intervention
P
e
r
c
e
n
t
a
g
e
Special Ed.
Regular Ed
How ABA can help?

Intensive Behavioural Intervention programs using the principles of
Applied Behaviour Analysis (ABA) have been shown address the
behavioural excesses and deficits that characterize autism. In fact, ABA
is the only intervention method that has established research to show
positive outcomes for children with autism spectrum disorders.

Because each child learns differently, every child's program is
individualized. Child's skills will be assessed on a daily basis to monitor
progress and modify teaching strategies as needed. Data is tracked in
order for therapist and parents to review their child's progress in the
program. Our teaching techniques are based on what research has
shown to be most effective. Progress is tracked and measurable. As a
result of 1:1 ratio, children will receive attention to their own individual
needs as well as contingent consequences for both desirable and
undesirable behaviours.