Carolyn Sterner, M.Ed., BCBA

Please note that the information on these pages represents my own views, based on coursework and experience gathered during my time at the Douglass Developmental Disabilities Center.

What is ABA?

ABA stands for Applied Behavior Analysis. It is "the science in which procedures derived from the principles of behavior are systematically applied to improve socially significant behavior to a meaningful degree and to demonstrate experimentally that the procedures employed were responsible for the improvement in behavior" (Cooper, Heron and Heward, 1987).

OK, OK , so what does that all mean?

Basically, ABA is the discipline devoted to the improvement of human behavior through the methods of science.

ABA is based on the principles of behaviorism, a science which has proven its effectiveness in psychology and education with both neuro-typical and classified populations over the last 100 years. 

Here is some information based on misconceptions I have come across with clients, colleagues, and the general public.  Many of the responses are based on information that has been provided to me in my ABA coursework at Rutgers University.  Some of the responses are my own, and some are direct from my lecture notes.

1) "ABA is only for kids with autism."  Um, no.  ALL populations can be served utilizing the principles of ABA.  (Remember getting stars on your "A" papers when you were a kid in school, and you then tried harder and kept getting A's?  That was positive reinforcement...a principle of ABA.  Remember getting your paycheck last week, and you're still at work this week?  That was positive reinforcement...a principle of ABA.)

2) "Why should we use ABA and not another approach when working with children with autism?"  ABA is DATA driven.  It is a dynamic approach to changing behavior that is based on analysis of the data.  Data is taken every time work is done with a student, and changes to teaching strategies can be made based on that data - that day!  It is generalizable.  It has been proven to generate behavior change that LASTS.  Most importantly, it is supported by years of research.  There is a reason ABA has come up in the discussion of teaching children with autism for the last 30 years...because it WORKS.  Keep this in mind in your search for ways to help your child.

3) "You say ABA is based on behaviorism.  When I think of behaviorism, I think of B.F. Skinner and his research with teaching rats to push levers!  How does that possibly relate to my child?"  Well, ABA is the application of behavioral principles to behaviors of social significance.   ABA uses the science of behaviorism to change measurable behaviors that have significance to the participants involved, in a way that demonstrates a functional relationship (i.e., that the changes in one variable reliably led to changes in another), and which uses effective, completely and precisely defined procedures to generate behavior change that lasts over time.  We can systematically change behaviors that are important for the child, and show that the methods we used were the cause of the change.

4) "What is discrete trial instruction?"  Discrete trial instruction (DTI) is a special form of teaching used to maximize learning for students who struggle with more traditional methods, and who require repetition to learn.  DTI relies heavily on the antecedents and consequences of behavior.  DTI differs from other instructional methods because it relies heavily on intensity and structure.  It is designed to be a formal, exact unit of teaching.  During teaching sessions, one must create multiple moments of teaching.

5) There is a WIDESPREAD misconception (even by many people in the field!!) that ABA and discrete trial instruction are the same thing. They are not. Discrete trial instruction is just one of many teaching strategies that utilizes the principles of ABA. There are many other ABA teaching strategies.  It is important not to "jump on the bandwagon" of new teaching strategies. What IS important is to teach with data-based, empirically validated teaching strategies. The following is taken from the description of services provided by Douglass Outreach and I feel that it represents a comprehensive ABA program incorporating:

No one curriculum or teaching strategy is appropriate for ALL children.

The key is to find out what works for YOUR child.

Curricula and strategies must be individualized to your child’s needs.

6) I also want to dispel the myth that ABA and what people term "Verbal Behavior" are not complementary.  As mentioned before, ABA is a science.  DTI is a teaching strategy, as are natural environment training, precision teaching, etc.  "Verbal Behavior" is in fact NOT a teaching strategy, although it is referred to as one.  "Verbal Behavior" is a language classification system develop by B. F. Skinner.  When instructors use Skinner's "Verbal Behavior" classifications to teach language, and do so by using natural environment training, DTI with task interspersals, etc., these are ABSOLUTELY complementary, and are based on the principles of ABA.  Be cautious of those who tell you that there is an ABA vs. Verbal Behavior (VB) "war."  This is falsely created and not based on facts.  There is a rift in the field that shouldn't be there, and is spread through misinformation.  There is room for the use of Skinner's Verbal Behavior classification, and many different ABA teaching strategies.  Educate yourself about ABA, VB, and teaching strategies before tossing aside empirically based strategies simply because someone provided you with misinformation about how they all fit together.

7) I've heard that ABA is about control and "being mean."  OK - this one blows my mind all the time, but I've heard it so many times that it's amazing to me.  Let me assert that ABA is NOT about control and "being mean."  I can't believe I even felt the need to write that!  The "control" portion may be related to the use of the terms "instructional control" or "stimulus control," which are terms heard in ABA, but not to the colloquial use of the term control.  The "being mean" portion may be related to any one of a number of issues - misunderstanding, inappropriate and unethical use of ABA principles, etc.  It is true, however, that ABA as practiced in the 1960s is much different than ABA practiced today...especially as it relates to children with autism.  (In fact, I know how much the field has changed in just the 10 years that I have been in it!)  Years ago, when ABA techniques were being explored as a treatment for children with autism, many principles of behaviorism were used - including punishment and the use of aversives in order to achieve behavior change.  Fortunately, ABA is a dynamic field.  It changes as a function of the results of research.  SO, the field has advanced, grown, and developed over the years.  Obviously, punishment is still a component of behaviorism.  HOWEVER, other interventions for behavior change should be implemented first before ever implementing punishment as a behavior reduction strategy.  This is not to say that punishment is never used...if less restrictive models have been implemented and been ineffective, if the client is at risk of hurting him/her self or others, if ethically, this is warranted as a right to the client to receive effective treatment, and if consent has been received from involved parties, it can be used.  There are a lot of IFs there.  Today, when working with children with autism, good behavior analysts will FIRST focus on positive reinforcement, developing positive rapports with clients, and antecedent interventions.  Behavior change can still be accomplished exploring ALL areas of ABA.  It's a matter of using the least restrictive methods to achieve the desired behavior change. 

Go and observe a program before enrolling your child, and make sure that ABA is being used appropriately, and that you are comfortable with what you see.  Ask questions about why things are being done the way they are.  If someone is not willing to explain it to you, that should be a cause of concern for you. 

I am biased in that I live in a state where ABA is the "norm" for teaching children with autism.  I have heard of families that move TO New Jersey to obtain state of the art ABA treatment for their child with autism.  I sometimes forget that other places are still debating its value. 

ABA is an amazing field and should be recognized and respected as such.  We need people to better educate themselves about exactly what it is and the amazing role it can play in the lives of children with autism. 

Please visit the autism related links in the left hand menu for more information about autism, ABA (applied behavior analysis), and links to products/supplies, autism-related research, and special education law.

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