Autism Spectrum Disorders (ASD) Applied Behaviour Analysis (ABA)

Definition: ASDs are complex developmental disorders with symptoms that vary Definition: ABA is a broad field of intervention using scientific principles of learning
in each individual. They are characterized by deficits in social interaction, and behaviour to change behaviour by increasing desirable skills and/or decreasing
communication and unusual and/or repetitive behaviour. undesirable ones. ABA has proven effective with people of all ages. It is based on analysis
of individual behaviours, the use of specific reinforcers, regular assessment of progress
and program modification as required, supported by collected data.
The Disorders
ASD is a part of Pervasive Developmental Disorders.
There are three categories within the disorders, each with distinct characteristics. ABA includes:
 Identifying and selecting target behaviours you would like to see
Autistic Pervasive Developmental Disorder Asperger’s change.
Disorder – Not Otherwise Specified Syndrome  Identifying possible causes of the behaviour.
Most The three defining characteristics are present Average to  Guiding the selection of an appropriate behavioural approach.
profound. but generally in a less severe form. It is above average  Evaluating the outcome after implementation (Martin and Pear, 2007).
diagnosed if the criteria for Autism or intelligence. ABA in Ontario schools is used to:
Asperger’s Syndrome are not met.  Develop positive behaviours (e.g. improve the ability to stay on task, improve
social interactions).
 Teach new skills (i.e. comprehensive skills, including language, social, motor
Impairments: characteristics may or may not occur
and academic skills).
 Transfer a positive behaviour or response from one situation to another (eg.
Social Communication Restricted/ from completing assignments in a self-contained class to maintaining the same
Interaction Repetitive performance in an inclusive class).
Poor or no mode of Behaviours ABA programs are:
Unusual play. communication.  Individualized - Including a specific profile of strengths and needs.
Lack of, or limitations  Use positive reinforcement techniques - These have a demonstrated
Difficulty Abnormalities in the in, pretend play, motivating effect for the student and can be incorporated into academic and
displaying and/or production/form/content of imagination. social routines.
understanding speech.  Based on collected data - Analyzed on an ongoing basis to measure
emotions. Difficulty with acquisition of skills and identify new ones to be taught.
Difficulty with non-verbal prediction.  Emphasize generalization - or transfer, of skills. Students should be
Difficulty with communication.
taught how to transfer skills from one context or setting to another, increasing
social/emotional Distress over changes independence.
reciprocity. Preference for visual over in the environment.
auditory learning.
Difficulty initiating Persistent ABA≠IBI
and maintaining Unlikely to comment on preoccupations. IBI (Intensive Behavioural Intervention) is an evidence-based program designed
peer relationships. social situations; more to change a child's developmental trajectory. IBI also increases readiness for participation in
interested in factual non- Stereotypical body an education program by teaching learning and developmental skills. IBI is based on the
Lack of social information. movements. principles of Applied Behaviour Analysis (ABA); however, the model of service delivery for
spontaneous IBI is intensive. A child with ASD may be in 1:1 sessions receiving comprehensive
seeking to share Difficulty with Insistence on routines. programming in many developmental domains between 20 to 40 hours per week. ABA used
enjoyment, comprehension and in schools uses approaches that fit with the needs and resources of the classroom. ABA is
interests or understanding of social Restricted range of concerned with changing behaviours in a manner which is socially valid and results in lasting
achievements. communication. interests. benefit (J. Reitzel, Clinical Director, HNRAIP).
 Quick Reference Guide to ASD and ABA
Glossary of Useful Terms References and Resources

Prompting: A scaffolded teaching technique which provides support abaresources.com

dependent on the level of assistance required by student. autismawarenesscenter.com
Prompting includes: autismontario.com
1) Visual Prompts: A word or picture of desired response. autismsocietycanada.ca
2) Verbal Prompts: A spoken cue that encourages the correct response.
aspergers.ca
3) Gestural Prompts: A gesture or motion that indicates the desired
response.
4) Positional Prompts: Placement of an object closer to encourage its Alberto, P.A, & Troutman, A.C. (2006). Applied Behavior Analysis for Teachers (7th Ed.). Upper
selection. Saddle River, NJ: Prentice Hall.
5) Modelling Prompts: A demonstration of the desired skill.
6) Physical Prompts: A gentle and brief touch that that indicates the desired ASD School Support Program (2007). Meet me at the Door. ASD SSP, Hamilton Health
response. (Use this prompt level with caution.) Sciences, McMaster Children's Hospital.
Prompt Fading: A gradual elimination of the prompt once a skill is mastered.
Hodgdon, L. (2003). Solving Behavior Problems in Autism: Improving Communication with Visual
Positive Reinforcement: A strategy that increases the probability that a Strategies. Michigan: Quirk Roberts Publishing.
desired behaviour will occur again, or be maintained, as a result of being given a
reward.
Horner, R.H., Day, H.M, & Day, J.R. (1997). Using neutralizing routines to reduce problem
Reinforcers: Highly preferred items or activities that can be used to reinforce behaviors. Journal of Applied Behavioural Analysis, 30, (4): 601–614.
a desired behaviour. (eg. Allowing a student 15 min. of computer time each time
that he completes his daily Math assignments will increase the likelihood that he will Koegel, R.L., Schreibman. L., Good, A., Cerniglia, L., Murphy, C., Koegel, LK. (2004). How to
complete his next Math assignments.) teach pivotal behaviors to children with autism: A training manual. Santa Barbara: University of
Stimulus Control: Environmental cues that lead to the occurrence of California. Recovered from: http://www.users.qwest.net/~tbharris/prt.htm
behaviours. Behaviours are more likely to occur if they have been previously
reinforced. March, RE., & Horner, R.H. (2002). Feasibility and contributions of functional behavioral
Task Analysis: Breaking down a complex task into individual parts and assessments in schools. Journal of Emotional and Behavioral Disorders, 10:158-170.
teaching it step-by-step.
Shaping: A teaching method that reinforces successive approximations of a Shippen, M.E., Simpson, R. G., & Crites S. A. (2003). A Practical Guide to Functional Behavioral
desired behaviour. (eg. Learning to draw a circle beginning with scribbling.) Assessment. Council for Exceptional Children: May/June 36-44.
Behavioural Chain: A set of related behaviours in which parts of a new
complex behaviour are taught using reinforcement and prompts. Stewart, K. (2002). Helping a Child with Nonverbal Learning Disorder or Asperger’s Syndrome.
1) Forward Chaining: Begins with the first element in a complex behaviour Oakland, CA: New Harbinger Publications Inc.
and progresses to the last. (eg. Learning to tie shoes by first learning to cross
the laces.) Turnbull, A., Edmonson, H., Griggs, P., Wickham, D., Silor, W., Freeman, R., Guess, D., Lassen,
2) Backward Chaining: Begins with the last element in the complex S., McCart, A., Park, J., Riffel, L., Turnbull, R., & Warren, J. (2002). A Blueprint for school wide
behaviour and proceeds to the first. This is more commonly used, as positive behavior support: Implementation of three components. Exceptional Children, 68
completion and success are always experienced. (eg. Learning to tie shoes by (3):377-402.
first learning to tighten the laces of the bow.)
Response Generalization: The ability to perform a newly learned skill in P309 - Handout
28/11/2007
a new setting. For a skill or behaviour to be considered acquired, it must
be generalized and maintained.