|
_______________________________________________________________________
Are there different types of ABA?
Applied behavior analysis is the scientific approach to understanding behavior. The science behind ABA has led to the identification of what are called principles of behavior. The principles are universal but can be applied in many different ways. This has led to the development of several variations in methodology. Some examples include verbal behavior, natural environment training, discrete trial training, incidental teaching, pivotal response training. Although they all differ in some ways they are all based on the same principles and therefore similar in many ways. To date there has only been one study comparing the relative effectiveness of different methods. In that study 3 kids with autism each received intervention with each of 3 variations. Results showed that each child did better with a different approach. This supports what behavior analysis has supported for years. There is no one best methodology except the one that works best for that child.
My children are on various places on the spectrum. Do you know of any research on environmental factors that help kids on the spectrum learn? Are there certain colors, seating arrangements, lighting, etc. that enhance learning?
This is largely individually determined. Some kids do well in more isolated and quiet settings while others do better working with someone. Likewise some kids do appear to be affected by lighting although in different ways. Some kids work well without flourescent lights on with some natural light while others seem unaffected. The best way to find out is take some measure of their baseline performance under one condition and then modify the setting and measure performance again.
Our daughter is 11 and has high functioning autism. Will ABA still work at this age to help needed life skills stick in her head?
This is a common misperception…that Applied Behavior Analysis (ABA) only works for young children with autism. While there is significant evidence to show that young children with autism receiving early intensive behavioral intervention (EIBI) starting prior to the age 5 can make significant gains there is even more evidence to support the use of ABA techniques across the entire lifespan. Individuals with a variety of disabilities and ages have been taught life skills (and job skills, academic skills, and self-care skills to name a few others) through the use of ABA. Largely the misconception stems from the belief that ABA = Discrete Trial Training (DTT). Most of what Behavior Analysts do is a more naturalistic approach wherein prompting and shaping are used to teach desirable behaviors (like life skills) and therefore is appropriate and often effective at any age. It is important when selecting a provider that you find one that has experience working with the age and issues you are asking for help with. For a list of providers in your area go to www.bacb.com and click on certificant registry.
I have an 8 year old boy in third grade with the dx of PDD-NOS. He's on an 8 hour per week ABA schedule with 3 implementors. His current program doesn't seem to work on behaviors but more on academics.
First thing you should do is discuss your conccern with your provider. Often Behavior Analysts address negative behaviors in discrete ways that unless discussed may appear like nothing is being done. The second thing I would do is ask if your provider is Board Certified. Board Certfied Behavior Analysts receive more extensive training and are better able to address both the academic and behavioral issues.
Our ABA provider hasn't come by all summer for observation of the implementers nor to set up team meetings.
The scheduling of sessions is often dictated by the client. Behavior Analysts should give you their recommendations in terms of frequency of consults but ultimately it is the client's decision. Your best bet would be to discuss your needs with your provider. If they are unable to meet those needs they can help refer you to someone who may be able to do so.
Why are there so are there so few Board Certified Behavior Analysts and particular why so few in Missouri?
The reality is there are about 4 positions available for every behavior analyst that exists. While there has been recent growth in graduate programs in ABA the need for Behavior Analysts has far exceeded the supply. Until funding is made available to attract behavior analysts to the area and to motivate folks to advance their training this problem will be ongoing. The average hourly rate across the country is around $100-110. In Missouri DMH and First Steps pay $65-70. Recently DMH has approved the Autism Waiver that reimburses ABA providers around $80/hour which is a step in the right direction. If we want to attract more Behavior Analysts to help Missourians in need, more will need to be done.
My daughter was diagnosed with Autism last year. Since she was a few months old she has been preoccupied with holding her hands in front of her face, moving her fingers around, and staring at her hands. My husband and I have tried to distract her and tell her "no hands" countless times but nothing has worked. It is a habit that she does over and over as soon as she wakes up every day and continues all day until she goes to sleep. Her behavior distracts her learning because she is constantly focusing on her hands. Do you have any suggestions on how we can try to eliminate this self stimulation?
The first thing to do would be to determine what she gets out of doing this behavior. Is it automatically reinforced or it is socially reinforced. If it occurs when she is alone then it is likely automatically reinforcing and you can read the answer to the question about self-stimulatory behavior already posted (place target/link here). If she only does it or does it more when others are around and not when alone then it is likely socially reinforced.
The next step is to determine the type of social reinforcement maintaining the behavior. Ask yourself when and where does the behavior occur? If the behavior is socially reinforced it probably results in one of two things 1) it allows her to block things out or delay them (people, demands, etc) or 2) it results in getting attention (positive or negative) or preferred items (sensory items, fidget toys, etc). A few days of data collection can help identify which happens most often.
Next you'd want to find a way to eliminate the outcome when she engages in the hands in front of face behavior and teach an incompatible replacement behavior that ideally produces the same outcome.
Bear in mind many kids engage in stereotyped behaviors under conditions that produce anxiety. In these cases teaching relaxation and stress management techniques, getting some desensitization therapy, and when appropriate medication can be helpful.
My 7 year old daughter has self stim behavior of wiggling her fingers in front of her face constantly. How can we reduce this?
Several studies have show that self-stimulatory behaviors “stimming” can be effectively treated through the use of behavioral approaches. To truly be a “self” stimulatory behavior the behavior is occurring because of the automatic or personal reinforcement the individual receives by doing it. The automatic reinforcement is often: auditory, visual, proprioceptive, or tactile. Therefore if those sources of reinforcement can be eliminated the behaviors should also subside. One study showed that plate spinning was eliminated by putting carpet on the table the child spun plates on. This was because the carpet eliminated the outcome the child was seeking; the sound. Self-stimulatory behaviors that produce visual reinforcement can be treated in a similar way by eliminating the visual effect of the behavior. If a child is wiggling fingers and looking at a light through them it could be to get the visual effect from the light. If that is the case the wiggling fingers could be eliminated by turning off the lights. Then once the behaviors have been eliminated the lights can be turned back on and a replacement behavior taught. Unfortunately, it is not always that easy to eliminate the automatically produced effect the stimulatory behavior produces nor is it always feasible (turning ALL lights off). In those cases several strategies can be used. Rewards can be indentified by the child that they would like to earn and then those rewards can be given for the absence of self-stimulatory behavior, lower levels of behavior or engaging in an alternative albeit more appropriate replacement behavior. Another strategy can be to teach a child when and where it is ok to engage in the behavior (in their room or when alone) and when it is not (e.g., when other people are around and the behavior will result in being isolated or ridiculed). Higher functioning kids with autism can also be taught to use self-management techniques to decrease or eliminate unwanted stimming.
Often a better question is “Should I try and eliminate this behavior?” Due to the self-reinforcing nature of self-stimulatory behaviors they can be very difficult to eliminate all together. Take into consideration whether the behavior interferes with learning/functioning or social interactions. If the answer to both is no then it may not be necessary to intervene. Some research suggests that as kids with autism learn and develop more skills self-stimulatory behaviors often evolve into more socially accepted forms of fidgeting.
|
