Applied Behavior Analysis (ABA) Intervention
for Children with Special Learning Needs


What is ABA?

Applied Behavior Analysis (ABA) is a framework for the practice of a science. Furthermore, it is a set of principles and guidelines. Applied Behavior Analysis, simply put, is Analyzing a set of Behaviors (this means anything measurable; for example, asking for a hug, saying “Hello,” upon seeing a friend, playing with a toy, etc.), and then Applying a particular teaching instruction to change the targeted Behavior (for example, using the teaching approach Verbal Behavior to increase appropriate requesting OR using Pivotal Response Teaching to increase language and play skills OR using differential reinforcement principles to decrease repetitive behavior, etc.) in systematic and measurable ways.

Research has shown ABA to be effective in 1) reducing disruptive behaviors, 2) integrating children into classrooms, and 3) teaching deficient skills such as complex communication, social, play, cognitive skills, self-help skills, etc.

Baer, Wolf and Risely (1967) outlined principles and guidelines which are essential to an ABA-based program. These necessary principles and guidelines include the following (keeping in mind that the word behavior(s) means anything measurable - what we ‘do’ or ‘say’):

  1. The program must be conceptually systematic (which means that the program is based off of established and accepted principles - e.g., motivation, learning theories, etc.),
  2. The program must be effective (which means the techniques must improve the behavior(s) to a meaningful degree,
  3. The program should generalize (which means that the targeted behavior(s) should last over time, be demonstrated in different environments and spread across new behaviors,
  4. The program must be applied (which means that the program needs to address what is most applicable and socially relevant to that individual),
  5. The program needs to be behavioral (which means that the targeted behavior(s) must be observable and precisely measured,
  6. The program needs to be analytic (which means that the program collects data showing evidence that the intervention is responsible for actually changing the targeted behavior(s)),
  7. and the program must be technological (which means that the program is described well enough that another person can duplicate the program).

From this information, you can now understand that ABA is a precise way (adhering to particular principles and guidelines) to examine what we ‘do’ or what we ‘say’ (a.k.a., behavior) and then apply a particular teaching instruction to increase/decrease the targeted behavior(s). Furthermore, ABA is NOT a specific program or type of therapy, the actual teaching instruction is the type of therapy.

What would an ABA program at KGH look like?

KGH takes an in-depth look of your child’s strengths, weaknesses, sensory system, learning style, current form of communication and overall level of functioning. We also look at what your child does too much of, or areas of EXCESSES (e.g., repeating the same question over and over, toe walking, etc.), as well as what your child does not do enough of, or areas of DEFICITS (e.g., socialization, communication, etc.).

We then create a developmentally based ABA program that works on decreasing the EXCESSES and increasing the DEFICITS. What we mean by ‘developmentally based’ is that we perform behavioral AND developmental assessments at the start of your child’s treatment program and then work up the developmental ladder as your child progress with us, addressing all the necessary developmental milestones.

Since our developmentally based ABA program is individually tailored, the type of teaching instruction may vary from child to child. Regardless of teaching instruction, evidence-based teaching procedures are used. These include:

In addition to using evidence-based teaching procedures, we employ several components that have been shown through research (Dawson & Osterling, 1997, Hurth, 1999) to be ‘tried and true’ factors of an effective intervention program. These include:

  1. A curriculum content focusing on the ability to attend to elements in the environment, the ability to imitate others, the ability to comprehend and use language, the ability to play appropriately with toys, and the ability to socially interact with others
  2. a highly supportive teaching environment and generalization strategies
  3. predictability and routine within the program
  4. a functional approach to problem behaviors
  5. transitioning plan from in-home or clinic intervention to school classrooms
  6. family/parent involvement

So with all this information, you can expect that your child’s developmentally based ABA consultant will provide you with evidence-based treatment using intervention elements that have also shown evidence of effective programming. You will be updated, through visual analysis of graphs, regarding change in your child’s progress and, more importantly, you will see changes in your child. As your child’s parent, you will be actively coached on parenting techniques to help increase areas of deficits as well as behavior reduction techniques, if needed.

If you are still interested in learning more about KGH’s developmentally based ABA program or would like to learn more about KGH’s treatment model or KGH’s curriculum book please feel free to contact Kim Garvey Hoehne, M.A., BCBA at 847.498.KIDS (5437) x12.