ABA Misconceptions
Introduction
Understanding the background of, and knowing how to implement ABA strategies based on ABA practices is essential for those that work with students who present with autism. Though the implementation of ABA can present a number of challenges in the public school setting, educators and service providers need to be aware of the misconceptions surrounding ABA as well as have awareness of what ABA is and is not (Boutot & Hume, 2010).
Educators need to be aware of their own misconceptions surrounding the practices of and implementation of ABA. If people could get past the negative and possibly incorrect connotations ABA carries, practitioners could successfully implement ABA based strategies; practices which could possibly result in …show more content…
positive changes in behavior for those with autism. All this considered, are educators of students with autism doing their part in ensuring school systems are prepared to educate others about the effectiveness that ABA can have on students with autism?
The Problem
The effective use of behavior management strategies is a continuously debated topic amongst public educators. Regardless of the overwhelming evidence that has proven the effectiveness of ABA as a treatment for students with autism, educators are reluctant to have a buy-in based on their misconceptions about ABA practices. Much criticism is based on the large misconceptions about what conducting ABA actually looks like in a public setting (Boutot & Hume, 2010). “These misconceptions contribute to a reluctance in the part of educators to implement strategies” (Fielding, et al., 2013, p. 83). As a result, these same misconceptions inhibit educators from delivering effective practices to their students.
Interventions based on the principles of ABA have been acknowledged as effective treatments for children with autism (Dillenburger & Keenan, 2009).
As a result of misunderstanding of what ABA is and what the treatment of ABA entails, many still view ABA as just one of the many options and treatments for children with autism. Moreover, a general lack of understanding, or misunderstanding of ABA procedures, has contributed and often results in limited implementation in many school settings (Boutot & Hume, 2010). Much of the criticism surrounding ABA methods, is based on the misconceptions about what ABA is and means. “ABA is much more than “Table Time” or discrete trial training, and “time out” or punishment” (Boutot & Hume, 2010, p.4). Differing from methods other than ABA, ABA offers a holistic approach to the view of the child; in which principles are grounded in evidence based intervention procedures (Dillenburger & Keenan, …show more content…
2009).
Currently, public school systems who educate youngsters with autism, do not implement the date proven strategies that can have positive effects for those with autism. If the various treatments that are being implemented in public school for students with autism were successful, why are so many of the autistic students who leave the school systems still without the necessary skills needed for successfully living with others or for functioning in society?
Background
Long before educators created a definition of applied principles for behavior, educators and parents alike have been using the concepts of punishment as well as positive reinforcement to help change unwanted behaviors in children.
The science of ABA has been in use for decades, beginning with the work of Dr. Ivar Lovaas, who was among the first researchers to use the principles of behavior to educate students with autism (1987). Lovaas and his colleagues found through their research, that children who received more intensive ABA therapy (40 or more hours per week) led to greater gains than those children who received less intensive ABA services
(1973).
Operant conditioning is associated with B. F. Skinner who determined that the consequences that follow a behavior determine the likelihood that the behavior will increase or decrease. In addition, Skinner believed that if reinforcement is applied directly after a behavior has occurred, that behavior will result in one of two outcomes: the behavior will at the very least stay the same, or may increase (Boutot & Hume, 2010). When punishment is applied following a behavior, that behavior is likely expected to decrease. According to Skinner’s theory, individuals can be taught to respond in a particular way to certain stimuli. These theories became the basis for behavior modification principles (Boutot & Hume, 2010).
In 1968, Baer, Wolf, & Risley defined applied behavior analysis as “the process of applying sometimes tentative principles of behavior to the improvement of specific behaviors, and simultaneously evaluating whether or not any changes noted are indeed attributed to the process of application” (p. 91). The idea of using behavior principles to change or shape a child’s behavior has been used throughout history for years. The difference in current education, is that the idea of changing a child’s behavior alone does not constitute a clear definition of ABA (Boutot & Hume, 2010). The use of such behavior principles gained popularity in the 1900’s. The changes in definitions as of today, is that of the setting. In order for behavior principles to be “applied” they have to be implemented in a meaningful way, and they need to reinforce socially appropriate behaviors (Boutot & Hume, 2010). It is crucial that these behaviors also be generalized to a child’s natural environment where the behaviors or skills are needed.
Some nearly fifty years later, ABA has expanded by leaps and bounds. Since Lovaas’ original study, many more studies on the effectiveness of ABA have been conducted. Today’s ABA is founded in research, focuses on positive reinforcement over punishment procedures, and is focused on students having the ability to generalize skills that will be useful to them in their natural environment (Boutot & Hume, 2010). Studies have found that using the applied principles of ABA is not only effective for children with autism, but is not considered an evidence based strategy for all students.
The Study
I have reviewed this important literature and it has helped me to make some meaningful decisions to help me build my resource guide. The essential questions that educators need to be asked is: Why is ABA an effective treatment for students with autism? What are some ways that ABA is effective in changing challenging behaviors for students with autism? Is ABA more successful than other strategies currently used in school settings?
ABA is customarily used to teach students new skills and to decrease challenging behaviors. Teachers are already using ABA more than they realize in their daily interactions with all students. Many educators may not realize the times they are already implementing the use of ABA strategies throughout their school day. Several of the strategies educators view as positive and effective are also recognized as positive behavior interventions for students with autism.
Project Significance
Using evidence based data and conducted studies, I will create an ABA resource guide – this will help to educate teachers and families about what ABA is, what it entails, and how it can be directly beneficial to students with autism. The ultimate goal, is that this resource guide will be a tool to help guide teachers and families to introduce, teach, and integrate ABA strategies into their classroom and home practices.
Through instructing teachers effective, evidence based strategies for teaching their students with autism, educators can be empowered, and students’ needs will be met. ABA integrates the use of data; which is a clear way for teachers to see the effectiveness of their work and growth of student progress. Teachers who integrate the use of data into their work, can begin to see the positive effects their work has; no matter how small the changes are. The continuous presence of compelling data is proof that a teacher’s hard work is paying off; this in itself can result in an energizing force.
Currently, many public school systems that educate youngsters with autism, do not implement the ABA data proven strategies that can have positive effects for those with autism. Many of the students with autism who leave these school systems have not generalized the necessary skills for successfully living with others or for functioning in society. The ultimate goal of the resource guide is to break the cycle of misinformation and to empower teachers to be informed about effective strategies for educating their students with autism.
Summary
According to Fielding and colleagues, “In a constructionist view, if a student does not learn the way we teach, then the blame falls on the student. In a behaviorist view, if a student does no learn the way we teach, then we need to change the way we teach” (2013, p.85). Teaching students in a way that works in their best interests is what needs to happen. There continues to be a clear need for effective education; practices that best support student needs; especially when looking at children with autism. Consistent and effective practices are either not being implemented at all, are not widespread, or are not being appropriately implemented (Fielding, et al., 2013). It is imperative that educators are aware of their own misconceptions about the practice and implementation of ABA.
Understanding the background of, and knowing how to implement ABA strategies based on ABA practices is essential for those that work with students who present with autism. Though the implementation of ABA can present a number of challenges in the public school setting, educators and service providers need to be aware of the misconceptions surrounding ABA as well as have awareness of what ABA is and is not (Boutot & Hume, 2010).
Educators need to be aware of their own misconceptions surrounding the practices of and implementation of ABA. If people could get past the negative and possibly incorrect connotations ABA carries, practitioners could successfully implement ABA based strategies; practices which could possibly result in …show more content…
positive changes in behavior for those with autism. All this considered, are educators of students with autism doing their part in ensuring school systems are prepared to educate others about the effectiveness that ABA can have on students with autism?
The Problem
The effective use of behavior management strategies is a continuously debated topic amongst public educators. Regardless of the overwhelming evidence that has proven the effectiveness of ABA as a treatment for students with autism, educators are reluctant to have a buy-in based on their misconceptions about ABA practices. Much criticism is based on the large misconceptions about what conducting ABA actually looks like in a public setting (Boutot & Hume, 2010). “These misconceptions contribute to a reluctance in the part of educators to implement strategies” (Fielding, et al., 2013, p. 83). As a result, these same misconceptions inhibit educators from delivering effective practices to their students.
Interventions based on the principles of ABA have been acknowledged as effective treatments for children with autism (Dillenburger & Keenan, 2009).
As a result of misunderstanding of what ABA is and what the treatment of ABA entails, many still view ABA as just one of the many options and treatments for children with autism. Moreover, a general lack of understanding, or misunderstanding of ABA procedures, has contributed and often results in limited implementation in many school settings (Boutot & Hume, 2010). Much of the criticism surrounding ABA methods, is based on the misconceptions about what ABA is and means. “ABA is much more than “Table Time” or discrete trial training, and “time out” or punishment” (Boutot & Hume, 2010, p.4). Differing from methods other than ABA, ABA offers a holistic approach to the view of the child; in which principles are grounded in evidence based intervention procedures (Dillenburger & Keenan, …show more content…
2009).
Currently, public school systems who educate youngsters with autism, do not implement the date proven strategies that can have positive effects for those with autism. If the various treatments that are being implemented in public school for students with autism were successful, why are so many of the autistic students who leave the school systems still without the necessary skills needed for successfully living with others or for functioning in society?
Background
Long before educators created a definition of applied principles for behavior, educators and parents alike have been using the concepts of punishment as well as positive reinforcement to help change unwanted behaviors in children.
The science of ABA has been in use for decades, beginning with the work of Dr. Ivar Lovaas, who was among the first researchers to use the principles of behavior to educate students with autism (1987). Lovaas and his colleagues found through their research, that children who received more intensive ABA therapy (40 or more hours per week) led to greater gains than those children who received less intensive ABA services
(1973).
Operant conditioning is associated with B. F. Skinner who determined that the consequences that follow a behavior determine the likelihood that the behavior will increase or decrease. In addition, Skinner believed that if reinforcement is applied directly after a behavior has occurred, that behavior will result in one of two outcomes: the behavior will at the very least stay the same, or may increase (Boutot & Hume, 2010). When punishment is applied following a behavior, that behavior is likely expected to decrease. According to Skinner’s theory, individuals can be taught to respond in a particular way to certain stimuli. These theories became the basis for behavior modification principles (Boutot & Hume, 2010).
In 1968, Baer, Wolf, & Risley defined applied behavior analysis as “the process of applying sometimes tentative principles of behavior to the improvement of specific behaviors, and simultaneously evaluating whether or not any changes noted are indeed attributed to the process of application” (p. 91). The idea of using behavior principles to change or shape a child’s behavior has been used throughout history for years. The difference in current education, is that the idea of changing a child’s behavior alone does not constitute a clear definition of ABA (Boutot & Hume, 2010). The use of such behavior principles gained popularity in the 1900’s. The changes in definitions as of today, is that of the setting. In order for behavior principles to be “applied” they have to be implemented in a meaningful way, and they need to reinforce socially appropriate behaviors (Boutot & Hume, 2010). It is crucial that these behaviors also be generalized to a child’s natural environment where the behaviors or skills are needed.
Some nearly fifty years later, ABA has expanded by leaps and bounds. Since Lovaas’ original study, many more studies on the effectiveness of ABA have been conducted. Today’s ABA is founded in research, focuses on positive reinforcement over punishment procedures, and is focused on students having the ability to generalize skills that will be useful to them in their natural environment (Boutot & Hume, 2010). Studies have found that using the applied principles of ABA is not only effective for children with autism, but is not considered an evidence based strategy for all students.
The Study
I have reviewed this important literature and it has helped me to make some meaningful decisions to help me build my resource guide. The essential questions that educators need to be asked is: Why is ABA an effective treatment for students with autism? What are some ways that ABA is effective in changing challenging behaviors for students with autism? Is ABA more successful than other strategies currently used in school settings?
ABA is customarily used to teach students new skills and to decrease challenging behaviors. Teachers are already using ABA more than they realize in their daily interactions with all students. Many educators may not realize the times they are already implementing the use of ABA strategies throughout their school day. Several of the strategies educators view as positive and effective are also recognized as positive behavior interventions for students with autism.
Project Significance
Using evidence based data and conducted studies, I will create an ABA resource guide – this will help to educate teachers and families about what ABA is, what it entails, and how it can be directly beneficial to students with autism. The ultimate goal, is that this resource guide will be a tool to help guide teachers and families to introduce, teach, and integrate ABA strategies into their classroom and home practices.
Through instructing teachers effective, evidence based strategies for teaching their students with autism, educators can be empowered, and students’ needs will be met. ABA integrates the use of data; which is a clear way for teachers to see the effectiveness of their work and growth of student progress. Teachers who integrate the use of data into their work, can begin to see the positive effects their work has; no matter how small the changes are. The continuous presence of compelling data is proof that a teacher’s hard work is paying off; this in itself can result in an energizing force.
Currently, many public school systems that educate youngsters with autism, do not implement the ABA data proven strategies that can have positive effects for those with autism. Many of the students with autism who leave these school systems have not generalized the necessary skills for successfully living with others or for functioning in society. The ultimate goal of the resource guide is to break the cycle of misinformation and to empower teachers to be informed about effective strategies for educating their students with autism.
Summary
According to Fielding and colleagues, “In a constructionist view, if a student does not learn the way we teach, then the blame falls on the student. In a behaviorist view, if a student does no learn the way we teach, then we need to change the way we teach” (2013, p.85). Teaching students in a way that works in their best interests is what needs to happen. There continues to be a clear need for effective education; practices that best support student needs; especially when looking at children with autism. Consistent and effective practices are either not being implemented at all, are not widespread, or are not being appropriately implemented (Fielding, et al., 2013). It is imperative that educators are aware of their own misconceptions about the practice and implementation of ABA.