Q & A about Applied Behavior Analysis

Kern Society for Applied Behavior Analysis

The following information is, in part, reprinted from National Autism Center 2007.

Is ABA safe?

Tested by research and experience for more the 35 years, ABA practices have been endorsed by the Surgeon General, the National Institutes of Health (NIH) and the Association for Science in Autism Research. The skills and experience of an ABA professional are essential for successful treatment. Continuous and systematic evaluation of effectiveness is a fundamental component of ABA methodology.

What type of problems can ABA address?

ABA can be used to teach a variety of skills and positive behaviors, including language, reading, social skills, positive peer support, academic engagement, functional living skills and more. ABA methodology is also effective in decreasing inappropriate behaviors such as noncompliance, tantrums, bed-wetting, feeding problems, aggression and self-injury.

At what age can a child benefit form ABA?

ABA can be effective in working with individuals of all ages. However, research shows that skill development programs provided at a young age foster better outcomes and can often reduce the likelihood of more severe or dangerous behaviors later in life.

Is ABA the right choice?

Parents who feel their child might be helped by ABA-based procedures should take several things into consideration: the time and resources of the family, the severity of the behaviors and the help available in the community.

What is an example of ABA?

ABA has been used in many settings to improve a wide range of skills and behaviors. Andy is a good example. Professionals used ABA to teach this 4-year-old boy with pervasive developmental disorder (PDD) to share toys with other children. Before intervention, Andy tended to play by himself and hoard his toys. When a peer or adult would ask him to share, he would vigorously refuse. this behavior left him very much isolated.

Using ABA techniques, clinical staff and teachers helped Andy learn to share and give up a toy when asked. At the start of play opportunities, teachers practiced sharing with Andy, gently guiding him to share and praising him each time he did so. At first, Andy had to give up the toy very briefly (for a second or two). The toy was immediately returned ti him (as long as he did not demonstrate and severe problem behaviors). Eventually, he was able to offer the toy to his teachers independently so they could have a full turn with it.

Later, when Andy was with his peers, teachers periodically prompted him to share. As Andy began sharing more, they faded the intervention. The teachers also measured sharing among 4-year-olds without PDD in Andy's class. They found that, before intervention, Andy shared far less than his peers. After intervention, however, Andy shared as often and sometimes more often than the other children. In this case, ABA was used to teach an essential social skill that was otherwise underdeveloped.

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