Applied Behavioral Analysis (ABA)

Applied behavioural analysis (ABA) is a theoretical framework of learning that emerged from the behaviorist tradition and is based upon human behaviour and how it occurs within the environment (Heflin, & Alaimo, 2007). The origins of ABA within ASD education was consolidated with Lovaas at UCLA in the 1980’s where he pioneered discrete trial training (DTT) utilising the stimulus-response principle which underpins the theoretical model of ABA. DTT was originally used for the development of expressive language skills for students with autism. It’s rigorous schedule of adult-led individual intervention over a twenty to forty hours weekly schedule occurred in a highly structured and clinical teaching environment. DTT is a staged process whereby

Augmented ABA variations, including pivotal response treatment (PRT), have emerged as more naturalistic/contemporary variations which use the behaviorist principles of ABA alongside developmental concepts in order to “ increase the child’s capacity to respond to multiple cues by varying the antecedents, thereby teaching children to express the same behaviour to varying stimuli” (Goldson, 2016, p. 349). Families are integral to the success of PRT practice (Koegel, & Koegel, 2006). The strategies of PRT differ from traditional ABA in a number of ways. There is greater influence in terms of observation of the typical childhood developmental stages. Activities are child-led rather than adult driven and this has a motivational aspect that is beneficial to the child and thereby can prompt more opportunities for spontaneous interaction (Goldson, 2016; koegel, 2006; Zager et al, 2012). It must be analytical, systematic, specific and have generability so that rigor and efficacy can be monitored (Heflin. & Alaimo, 2007). This assess, intervene, assess practice is fundamental the the theoretical framework of ABA. Once the behaviour of choice for development has been chosen the strategies

Eric Shopler and is formulated around a cultural concept of Autism which as Mesibov, Shea and Shopler (2006) state is “ not just as a collection of behavioural excesses and deficits, but a predictable pattern of information processing, thinking and responding...understanding this pattern,teachers, parents, and other professionals can function as “cross-cultural interpreters” (p. 102). This holistic framing of a child centred response is a key philosophy and this is one way in which it differs from other models (Reed, 2016). Using a framework that reflects an eclectic mix of strategies including behaviorist, cognitive-social, developmental and neuropsychological theories, it places the needs and interests at the heart of the concept rather than a theory (Mesibov et al. 2006). Structured teaching uses the neurological characteristics of people with ASD to create an environment which is a safe space in which to allow a goal of spontaneous communication to occur. The ultimate aim is to enable independent living that can continue beyond the boundary walls of the schooling system. Four principles facilitate the mechanism of the programme and these are “structure in the environment and daily activities...employing visual information in teaching materials...using the special interests of the person with ASD to motivate