Meera Ramani BCaBA

Dr.Gazala Ali ABA Professional

Introduction To ABA
 Applied Behavior Analysis (ABA) is the science of
analyzing and improving socially significant
human behavior. The principles and strategies of
ABA are based on more than 50 years of experimental
and applied scientific research.
 As new technologies have been developed and
validated within the field of ABA, the effectiveness of
this methodology has increased.
Behavior
 Everything an Organism Does…Action of an organism

 Eating
 Sitting
 Reading
 Writing
 Talking
 Jumping
 Screaming
Example – change in behavior
[1949]
 18 year old…
 Profound development disabilities..
 Warm Sugar Milk Solution…every time he moved
his right arm..
 4 sessions
 Right arm moved to an appreciable level
 Vertical Position..3 times per minute
ABA as an intervention
Deficits Excess
 Language Stereotype
 Play Problem Behavior
 Social Skills Tantrums
 Executive Functions Aggression
 Motor Skills Non compliance
 Adaptive Sills Self Injury
 School Skills
Usage of ABA
 Language Acquisition
 Peer interaction and Social skills
 Academic and cognitive skills
 Following typical classroom routines
 Responding to group instructions
 Self help skills and daily living skills
 Reducing inappropriate behaviour
 Learning in from the natural environment
What is the theory behind it?

 Researchers have shown that children with autism are

less likely than their typically-developing peers to
spontaneously learn skills from other children and
adults in their everyday environments without specific
instruction.
 Using an ABA approach can help children with autism
lead more independent and socially active lives.
Three common Approaches
 Discrete Trail Teaching
 Natural Environment Teaching
 Task Analysis
Powerful Methodology
 DTT –ABC Model
 SD-Put Blocks on
 Behaviour-The childs puts the block on
 Consequence-Reward,Feedback
 It is almost
Scripted,structured,specific,Repetative,Measurable
 Consistency within and across sessions
 Eg –Language used
NET
 It occurs in the child’s everyday routine
 Less structured
 Child led
 Child selected –E.g. selecting Puzzles
 Child’s motivation/interest
 Generalization is built in
 Can be done anywhere
 Not Scripted, less specific
 Not much practice
Task Analysis
 A big behaviour is broken to small behaviours
 Larger skill is broken into smaller components
 Eg.Washing hands
 Forward chaining
 Backward chaining-Immediate Reinforcement
 Total Task chaining