Introduction to Applied Behavior Analysis

Applied Behavior Analysis (ABA) is concerned with the improvement of behavior and refers to
the use of principles derived from the science of behavior to improve socially significant
behavior (Cooper et al., 2007). The term applied refers to this socially significant change.
Social significance means that the improvement is important to the client, their family, and
society (Cooper et al., 2007). Registered Behavior Technicians (RBTs) are required to
implement procedures that result in a socially significant change for their clients. The term
behavior refers to an observable, measurable action by a living organism (Cooper et al.,
2007). The term analysis refers to the demonstration of the relationship between the changes
made to the environment and the target behavior (Cooper et al., 2007). It is also important to
note that although ABA is highly effective at treating behaviors related to Autism Spectrum
Disorder (ASD), ABA is not exclusively used as a treatment for individuals diagnosed with
ASD. Rather, it can be used to treat any socially significant problem behavior or increase any
socially significant skill. Some examples of other populations that behavior analysts work with
include those with gambling addictions, juvenile delinquents, sex offenders, traumatic brain
injury and even typically developing college students. The use of ABA expands into the fields of
Organizational Behavior Management (OBM) (e.g., workplace performance management),
Behavioral Safety (e.g., pedestrian safety) and Behavioral Economics (e.g., economic decision-
making) among others.

Operant Behavior

There are two types of behavior: respondent and operant. The primary variable that affects
operant behavior is the environment. Specifically, operant behavior is any behavior that is
affected primarily by its history of consequences (Skinner, 1981) and occurs under certain
environmental conditions due to this previous learning history (Cooper et al., 2007). This
learning history is made up of environmental conditions that occur before (antecedents)
and after (consequences) the behavior across time (Cooper et al., 2007). Therefore, changing
behavior measurably entails the manipulation of environmental changes before and after a
particular behavior. The relationship between what happens before or after a behavior is referred
to as the Antecedent-Behavior-Consequence (ABC) contingency, or the three-term contingency.
The term contingent refers to the dependent relationship of a consequence on the
occurrence of operant behavior and is also used in reference to the temporal contiguity of
behavior and environmental variables (Cooper et al., 2007; Skinner, 1953). As previously
noted, behavior is selected by the consequences that immediately follow; however, it also selects
the antecedent conditions that in the future will evoke the behavior. The modules that follow will
unfold these temporal relations to illustrate how behavior change occurs.

The ABC’s
The first part of this contingency is the antecedent. An antecedent is an environmental stimulus
change that occurs before the behavior of interest (Cooper et al., 2007). A loud noise, a change in
routine, denied access to an item or activity, and the presentation of a task are all examples of
stimulus changes that may occur before a target behavior.

Behavior is everything observable and measurable that we do as living organisms (Cooper et al.,
2007). Examples of behavior include crying, walking, picking up a book, singing, typing, and
answering a question. Note that these examples are all observable and measurable. On the other
hand, terms like “anxiety” and “frustration” are not considered behavior as these concepts
must be broken down into observable and measurable behaviors. For example, instead of
saying “frustration”, one may instead indicate observable and measurable behaviors such as
“vocal protests” and “furrowed eyebrows”. The target behavior is the action of interest that the
person engages in. When a behavior occurs in excess or presents a social and/or health and
safety issue, it is targeted for decrease. Such behaviors can be referred to as challenging
behavior or undesirable behavior. These terms will be used synonymously throughout these
modules. Some examples of these include aggression, self-injurious behavior (SIB), overeating,
and disrobing in public. Other examples include calling out in class, sedentary behavior (e.g.,
watching too much television), repetitive behavior, or nail biting. Behaviors are targeted for
increase when they occur less frequently than necessary or not at all, and can be referred to as
skills or desirable behavior. Skills targeted for increase may be an addition to the
individual’s behavioral repertoire while others may be a replacement for existing
challenging behavior. Examples of skills that may be added to a client’s repertoire include
brushing teeth, holding a conversation, identifying colors, playing catch, or responding to
greetings. Examples of desirable replacement behaviors include requesting a preferred item
rather than engaging in aggression, or raising one’s hand and waiting to be called on rather than
calling out.

The last part of this contingency is a consequence. A consequence is an environmental condition

or stimulus change that occurs after the behavior of interest. Consequences alter the likelihood of
a behavior occurring again in the future (Cooper et al., 2007). For instance, a consequence may
increase (reinforce) or decrease (punish) the behavior that it follows. Throughout this curriculum,
you will learn the importance of contingencies in understanding ABA. Identification,
measurement and modification of the ABC’s are necessary to promote behavior change. It is
important that you think of the ABC model as the foundation for interpreting concepts
throughout future modules.

Process

There are a total of five steps to be followed for the ABA.

Step 1: Consultation and Assessment

First, you will have a consultation with a Board Certified Behavior Analyst (BCBA) specializing
in the treatment of individuals with autism using ABA. This consultation is for devising the
Functional Behavior Assessment (FBA), which includes two main sections. First, the BCBA will
ask about the child’s strengths and abilities as well as their challenges. There will also be
questions related to the child’s background information, typical behaviors, and family health
history. Finally, the BCBA will ask parents and family members involved to share their goals for
treatment.

The second consultation is the interaction and observation portion of the FBA. The BCBA will
observe and interact with your child in a comfortable setting. During this portion, the BCBA is
trained to assess the child’s behavior, learning, and communication. Then an interaction portion
includes skills testing between the child and the BCBA as well as other standardized
assessments.

At times, it may be necessary to conduct a third consultation for additional information. This
may take place in the same setting, or it could take place in another setting, such as a daycare or
preschool. The same type of information would be gathered during a third observation.

Step 2: Developing the Treatment Plan

Based on the FBA, the Board Certified Behavior Analyst will create a treatment plan, which is
uniquely tailored to your child! Needs, skills, interests, preferences, challenging behaviors, and
environment all factor into the development of this plan. The child’s needs and specific goals are
addressed throughout the treatment plan. Goals for the first 6 months are developed via this
treatment plan. The goals are to increase learning capabilities and decrease challenging behavior.
Goals can encompass many skill areas and are based on the child’s age and ability. One by one,
the BCBA focuses on specific developmental steps that range from simple to complex. Each step
progresses your child closer to their goals and increased independence in their daily life.

Step 3: Executing the Treatment Plan

Based on the treatment plan, the BCBA will provide a recommended dosage of ABA treatment
including 1:1 time with a Behavior Technician, supervision with your BCBA, and parent
consultation to be sure parents are learning alongside their child. More severe cases of ASD
provide more recommended hours to meet the child’s developmental goals. The client and the
ABA team will implement the specialized treatment plan together through both planned and
naturally occurring situations.

ABA therapy uses reinforcement for developing and the sustenance of adaptive behavior. When
the child completes a task correctly, demonstrates positive interactions, or achieves a goal,
they’re given a reward to motivate repeated practice and behavior. Studies show behavior is
more effectively motivated by achieving something of personal value. In instances of
problematic behavior, your child receives no reinforcement and instead, is prompted to engage in
age-appropriate behaviors. A great example of this is increased communication. Many children
on the autism spectrum engage in challenging behaviors as a form of communication. Rather
than accepting a tantrum as a form of communication, the ABA team will teach your child to
engage in communication through words and other appropriate actions.

Step 4: Parental Involvement

Another important aspect of the treatment plan is the involvement of parents, family members,
and other caregivers. The client and client’s support team (parents, grandparents, teachers, etc.)
will be updated and receive training in the strategies used in ABA. This involvement supports
learning and skills practice during the time your child is not in treatment. Psychoeducation is the
process of educating individuals and their families about the principles of ABA, their specific
goals, and how the therapy works. It aims to make ABA more effective by empowering
participants with knowledge, promoting understanding, and encouraging active involvement in
the treatment process to foster self-awareness and lifelong coping skills. Psychoeducation helps
to clarify complex behavioral concepts and the therapeutic process, making it more accessible for
children and their families. It promotes active participation of the stake-holders and to foster skill
development in the near future.

Through periodic meetings, the stake-holders will receive insight into the ABA team’s strategies
that are reinforcing the treatment plan’s goals. Parents and caregivers should view this
information as a teaching guide with instructions for measuring progress. These parent
consultation sessions also educate on safely minimizing the reinforcement of challenging
behaviors such as tantrums or self-harm.

Step 5: Frequent Evaluation

By evaluating your child, the ABA team’s intention is to determine the causes of your child’s
behavior. Therapy is adapted and evolved as the team gains more insight and knowledge into
your child’s motivations and responses. A formal reassessment and progress report is typically
generated every 6 months. BCBAs are constantly analyzing the effectiveness of treatment
strategies and incorporating new tactics when appropriate.