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Applied
Behavior Analysis (ABA)
-
"Applied" means practice, rather than research or philosophy. "Behavior
analysis" may be read as "learning theory," that is, understanding
what leads to (or doesn't lead to) new skills. (This is a simplification: ABA
is just as muchabout maintaining and using skills as about learning.) It may
seem odd to use the word "behavior" when talking about learning to
talk, play, and live as a complex social animal, but to a behaviorist all these
can be taught, so long as there are intact brain functions to learn and practice
the skills. (That is the essence of the recovery hypothesis--that for many children,
the excesses and deficits of autism result largely from a learning 'blockage,'
which can be overcome by intensive teaching.)
Typically developing children learn without our intervention--that is, the 'typical'
environment they are born into provides the right conditions to learn language,
play, and social skills. (After a few years, however, this breaks down, and
we no longer learn everything 'naturally'--it takes a very structured environment,
for example, for most of us to learn to read, write, and do arithmetic.)
Children with autism learn much, much less from the environment. They are often
capable of learning, but it takes a very structured environment, one where conditions
are optimized for acquiring the same skills that typical children learn 'naturally.'
ABA is all about the rules for setting up the environment to enable our kids
to learn.
Behavior analysis dates back at least to Skinner, who performed animal experiments
showing that food rewards (immediate positive consequences to a target behavior)
lead to behavior changes. This is accepted by everyone who wants to train their
dog to 'go' outside, but we are not so inclined to want to believe the same
of ourselves. Part of the problem is that people do respond to a broad range
of reinforcements (rewards), but it is really true that an edible treat is among
the most reliable, especially at first. (The skills that we more often think
lead to learning--motivation, self-discipline, curiosity--are marvelous, and
really do set us apart from other animals--but those are truly sophisticated
'behaviors' that fully develop only after more basic language and social skills
are in place.)
Conversely, any new behavior that an animal (or you or I) may try, but is never
rewarded, is likely to die out after a while (how often will you dial that busy
number?). And, as common sense would have it, a behavior that results in something
unpleasant (an aversive) is even less likely to be repeated. These are the basics
of behavioral learning theory. ABA uses these principles to set up an environment
in which our kids learn as much as they can as quickly as possible. It is a
science, not a 'philosophy.' (Even the "as quickly as possible" part
is based on science, since there is some--not conclusive--evidence that the
developmentally disordered brain "learns how to learn" best if the
basic skills are taught in early childhood.)
Behavioral learning is not the only type of learning. Most learning in schools
is from an explanation or from a model, what people call 'natural' learning.
The whole point of ABA is to teach the prerequisites to make it possible for
a child to learn 'naturally.' If our kids could learn from a model in the first
place they wouldn't have autism!
Asperger's
- Asperger syndrome: A pervasive developmental disorder characterized
by an inability to understand how to interact socially. Other typical features
of the syndrome include clumsy and uncoordinated motor movements, social impairment
with extreme egocentricity, limited interests and/or unusual preoccupations,
repetitive routines or rituals, speech and language peculiarities, and non-verbal
communication problems.
Children with Asperger syndrome generally have few facial expressions apart
from anger or misery. Most have excellent rote memory and musical ability, and
become intensely interested in one or two subjects (sometimes to the exclusion
of other topics). They may talk at length about a favorite subject or repeat
a word or phrase many times. Children with Asperger syndrome tend to be "in
their own world" and preoccupied with their own agenda.
The onset of Asperger syndrome commonly occurs after the age of 3. Some individuals
who exhibit features of autism (a developmental brain disorder characterized
by impaired social interaction and communication skills) but who have well-developed
language skills may be diagnosed with Asperger syndrome.
There is no specific course of treatment or cure for Asperger syndrome. Treatment,
which is symptomatic and rehabilitational, may include both psychosocial and
psychopharmacological interventions such as psychotherapy, parent education
and training, behavioral modification, social skills training, educational interventions,
and/or medications including psychostimulants, mood stabilizers, beta blockers,
and tricyclic-type antidepressants.
Children with Asperger syndrome have a better outlook than those with other
forms of pervasive developmental disorders and are much more likely to grow
up to be independently functioning adults. Nonetheless, in most cases, these
individuals will continue to demonstrate, to some extent, subtle disturbances
in social interactions. There is also an increased risk for development of psychosis
(a mental disorder) and/or mood problems such as depression and anxiety in the
later years.
Autism
-
A spectrum of neuropsychiatric disorders characterized by deficits in social
interaction and communication, and unusual and repetitive behavior. Some, but
not all, people with autism are non-verbal.
Autism is normally diagnosed before age six and may be diagnosed in infancy
in some cases. The degree of autism varies from mild to severe in different
children. Severely afflicted patients can appear profoundly retarded.
The cause (or causes) of autism are not yet fully understood. However, it is
believed that at least some cases involve an inherited or acquired genetic defect.
Researchers have proposed that the immune-system, metabolic, and environmental
factors may play an important part as well. It is not caused by emotional trauma,
as was once theorized.
Autism or autistic-like behavior may co-occur with many other neurological conditions.
The optimal treatment of autism involves an educational program that is suited
to the child's developmental level. Autism is also called the Kanner syndrome
or infantile autism.
BMAC - Behavioral Management for Autistic Children (BMAC) Inc. is a nonprofit organization that utilizes Applied Behavioral Analysis (ABA) as treatment for children diagnosed with Pervasive Developmental Disorder (PDD) and Autism.
discrete
trials training
- A discrete trial is a single cycle of a behaviorally-based
instruction routine. A particular trial may be repeated several times in succession,
several times a day, over several days (or even longer) until the skill is mastered.
There are four parts, and an optional fifth, to a discrete trial.
* the discriminative stimulus (SD)-- the instruction or environmental cue to
which the teacher would like the child to respond
* the prompting stimulus (SP)-- a prompt or cue from the teacher to help the
child respond correctly (optional)
* the response (R)-- the skill or behavior that is the target of the instruction,
or a portion thereof
* the reinforcing stimulus (SR)-- a reward designed to motivate the child to
respond and respond correctly
* the inter-trial interval (ITI)-- a brief pause between consecutive trials
Kanner syndrome - (Also called autism). See autism.
motor - Something that produces or refers to motion. For example, a motor neuron is a nerve cell that conveys an impulse to muscle for contraction, which moves a joint.
neurological - Having to do with the nerves or the nervous system.
Pervasive Developmental Disorder (PDD) -Autism and Pervasive Developmental Disorder-NOS (not otherwise specified) are developmental disabilities that share many of the same characteristics. Usually evident by age three, autism and PDD-NOS are neurological disorders that affect a child’s ability to communicate, understand language, play, and relate to others.
In the diagnostic manual used to classify disabilities, the DSM-IV (American
Psychiatric Association, 2000), “autistic disorder” is listed as
a category under the heading of “Pervasive Developmental Disorders.”
A diagnosis of autistic disorder is made when an individual displays 6 or more
of 12 symptoms listed across three major areas: social interaction, communication,
and behavior. When children display similar behaviors but do not meet the criteria
for autistic disorder, they may receive a diagnosis of Pervasive Developmental
Disorder-NOS (PDD not otherwise specified).
Autistic disorder is one of the disabilities specifically defined in the Individuals
with Disabilities Education Act (IDEA), the federal legislation under which
children and youth with disabilities receive special education and related services.
IDEA, which uses the term “autism,” defines the disorder as “a
developmental disability significantly affecting verbal and nonverbal communication
and social interaction, usually evident before age 3, that adversely affects
a child’s educational performance. Other characteristics often associated
with autism are engagement in repetitive activities and stereotyped movements,
resistance to environmental change or change in daily routines, and unusual
responses to sensory experiences.” (In keeping with the IDEA and the way
in which this disorder is generally referred to in the field, we will use the
term autism throughout the remainder of this fact sheet.)
Due to the similarity of behaviors associated with autism and PDD, use of the
term pervasive developmental disorder has caused some confusion among parents
and professionals. However, the treatment and educational needs are similar
for both diagnoses.
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