What is Behaviour Analysis?
Behaviour Analysis is one of many disciplines focusing on learning that takes a natural science approach to understand the behaviour of organisms. The objectives of behaviour analysis include discovering factors that influence behaviour, determining whether these factors apply across species, and developing ways to use its discoveries to help improve humanity. Essentially, it is a science devoted to understanding behaviour and circumstances that cause people to do the things they do. Behaviour analysis as a science has discovered, and continues to further explore, how certain events that occur before and after behaviour influence whether that behaviour will happen again.
References
References
- Pierce, W.D. & Cheney, C. D. (2017). Behavior Analysis and Learning: A Biobehavioral Approach. New York: Routledge.
What is Applied Behaviour Analysis?
ABA is a science that uses what is found in behaviour analysis and applies it to explore ways to improve behaviours that are of concern to people or society. These behaviours are referred to as socially significant behaviours. These behaviours are often, but not always, observable and measurable, which allows those using ABA to demonstrate whether environmental manipulations are working, or having an effect on the behaviour. If the behavior is not observed to improve, the individual using ABA has not successfully identified the environmental events that influence that behaviour and must try again. The environmental manipulations used must be clearly documented so that others can use them and to ensure that they are grounded in the science and philosophy of behaviour analysis. Last, these environmental manipulations should produce changes at more than one time or place. Collectively, these are known as the characteristics of ABA. ABA is used in research and as a professional practice.
ABA focuses on the environment to determine why a behaviour is either not occurring, or occurring too often. In doing so, those using ABA may use information from respondent (classical) conditioning or operant conditioning. Operant conditioning places focus on what is occurring in the context of the behaviour, both before and after, to help understand why it occurs. Therefore, those using ABA may use principles of operant conditioning such as reinforcement, extinction, and very rarely, and only after intense ethical consideration and review, punishment.
Research in ABA has produced technologies used the world over: task analysis, chaining, prompting, fading, and shaping. These technologies have been used in a plethora of ways to improve people's lives. ABA has been used to help parents alleviate common childhood behaviour problems, in education to help improve student performance, and there is also a branch of ABA that is used in organizations to improve the organization’s performance and the health and well-being of its employees. People often take an ABA perspective to help those with intellectual or developmental disabilities, inborn and acquired brain disabilities, physical disabilities, and it is successfully used to help those with autism improve their quality of life. ABA is also being used to help those with substance use disorders and other forms of addiction; the elderly, including those with Parkinson’s and Alzheimer’s; performers and athletes; health and fitness; climate change; and more. Essentially, if it is something that concerns society, there is likely someone trying to determine how ABA can help.
References
ABA focuses on the environment to determine why a behaviour is either not occurring, or occurring too often. In doing so, those using ABA may use information from respondent (classical) conditioning or operant conditioning. Operant conditioning places focus on what is occurring in the context of the behaviour, both before and after, to help understand why it occurs. Therefore, those using ABA may use principles of operant conditioning such as reinforcement, extinction, and very rarely, and only after intense ethical consideration and review, punishment.
Research in ABA has produced technologies used the world over: task analysis, chaining, prompting, fading, and shaping. These technologies have been used in a plethora of ways to improve people's lives. ABA has been used to help parents alleviate common childhood behaviour problems, in education to help improve student performance, and there is also a branch of ABA that is used in organizations to improve the organization’s performance and the health and well-being of its employees. People often take an ABA perspective to help those with intellectual or developmental disabilities, inborn and acquired brain disabilities, physical disabilities, and it is successfully used to help those with autism improve their quality of life. ABA is also being used to help those with substance use disorders and other forms of addiction; the elderly, including those with Parkinson’s and Alzheimer’s; performers and athletes; health and fitness; climate change; and more. Essentially, if it is something that concerns society, there is likely someone trying to determine how ABA can help.
References
- Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Applied Behavior Analysis (3rd Edition). Hoboken, NJ: Pearson Education.
- Roane, H., Ringdahl, J. E., & Falcomata, T. (2015). Clinical and Organizational Applications of Applied Behaviour Analysis. London: Elsevier.
What is the Professional Practice of Applied Behaviour Analysis?
Those using ABA in professional practice aim to use the understanding of behaviour from behaviour analysis and ABA research to help address the immediate needs of an individual. When it comes to the professional practice of ABA, practitioners will design and implement interventions for behaviours that are important to the individual and, when warranted, their family (for example, when working with a minor). This may be done for any individual, regardless of age, sex or gender, or whether the individual has a particular diagnosis. ABA services will start with an objective assessment and analysis of the individual's environment and how it affects the individual's behaviour. Those practicing ABA will use the principles and procedures of behaviour analysis to try to improve the individual's quality of life, including their overall mental and physical health, along with their independence. Generally speaking, the focus will almost always be on skill development, though there may be instances when behaviours may be focused on for reduction, particularly when a behaviour is a threat to themselves or others. No matter the intervention or goal, individual progress will be closely tracked by an individual or individuals trained in ABA.
More technically the practice of ABA refers to the design, implementation, and evaluation of instructional and environmental modifications to produce socially significant improvements in human behaviour. The practice of applied behaviour analysis includes all of the following:
The professional practice of ABA may be done in almost any setting. For instance, ABA practitioners may be seen in home settings, in school classrooms, in hospital inpatient or outpatient settings, in independent centres, in elder care settings, in the workplace, and in community or public spaces. The practice of ABA can be conducted anywhere the individual needs it, and is often done in more than one place to help ensure what is being taught is used in multiple contexts.
Those who practice ABA often use a tiered service-delivery model. This means that there are multiple individuals providing ABA services to an individual with varying levels of training. Typically someone with at least a master’s degree (see APABA recommendations for ABA Providers) designs the treatment program and provides clinical supervision and is supported by other staff who have appropriate training. Assistants to this clinical supervisor, usually with at least a bachelor’s degree, as well as behaviour technicians, usually with at least a high school degree, deliver the ABA services; though in some instances, the clinical supervisor may deliver services directly.
Last, ABA services may vary significantly in intensity, duration, targeted behaviours, number of targeted behaviours, and procedures. This is because ABA practitioners work with populations that vary significantly, even within those with the same diagnosis. Though these differences exist, there are two generally accepted categories of treatment models, which are better viewed as opposite ends of a continuum of ABA services: focused and comprehensive. Focused treatment refers to when the ABA practitioner focuses on a smaller set of behaviours and usually requires less intensity or duration of services. Comprehensive treatment refers to when the ABA practitioner focuses on a large set of behaviours across multiple developmental domains and usually requires more intensity or duration of services.
It is important to note that the practice of ABA is not a single procedure or specific intervention or only practiced with a specific population. The professional practice of ABA pulls procedures and interventions from a large and rich history of research. Indeed, those that practice ABA will take the three pillars of evidence-based practice into consideration when working with individuals:
The practice of applied behaviour analysis does not include the diagnosis of disorders, psychological testing, psychotherapy, cognitive therapy, psychoanalysis, counseling, speech-language pathology, occupational therapy, physical therapy, and medicine. Please see the Statement on the Professional Practice of ABA in the Atlantic Provinces for a more in-depth discussion about the differences between the Professional Practice of ABA and other helping professions.
In many jurisdictions, the professional practice of ABA is recognized as a separate profession than the ones mentioned above, requiring at least certification by the Behavior Analyst Certification Board (BACB) and, in some instances, licensure to practice: https://www.bacb.com/u-s-licensure-of-behavior-analysts/.
References
More technically the practice of ABA refers to the design, implementation, and evaluation of instructional and environmental modifications to produce socially significant improvements in human behaviour. The practice of applied behaviour analysis includes all of the following:
- The empirical identification of functional relations between behaviour and environmental factors, known as functional assessment and analysis.
- ABA interventions that are based on scientific research and the direct observation and measurement of behaviour and the environment.
- The utilization of contextual factors, motivating operations, antecedent stimuli, or reinforcement.
- The utilization of other consequences to help individuals develop new behaviours, increase or decrease existing behaviour, and emit behaviours under specific environmental conditions.
The professional practice of ABA may be done in almost any setting. For instance, ABA practitioners may be seen in home settings, in school classrooms, in hospital inpatient or outpatient settings, in independent centres, in elder care settings, in the workplace, and in community or public spaces. The practice of ABA can be conducted anywhere the individual needs it, and is often done in more than one place to help ensure what is being taught is used in multiple contexts.
Those who practice ABA often use a tiered service-delivery model. This means that there are multiple individuals providing ABA services to an individual with varying levels of training. Typically someone with at least a master’s degree (see APABA recommendations for ABA Providers) designs the treatment program and provides clinical supervision and is supported by other staff who have appropriate training. Assistants to this clinical supervisor, usually with at least a bachelor’s degree, as well as behaviour technicians, usually with at least a high school degree, deliver the ABA services; though in some instances, the clinical supervisor may deliver services directly.
Last, ABA services may vary significantly in intensity, duration, targeted behaviours, number of targeted behaviours, and procedures. This is because ABA practitioners work with populations that vary significantly, even within those with the same diagnosis. Though these differences exist, there are two generally accepted categories of treatment models, which are better viewed as opposite ends of a continuum of ABA services: focused and comprehensive. Focused treatment refers to when the ABA practitioner focuses on a smaller set of behaviours and usually requires less intensity or duration of services. Comprehensive treatment refers to when the ABA practitioner focuses on a large set of behaviours across multiple developmental domains and usually requires more intensity or duration of services.
It is important to note that the practice of ABA is not a single procedure or specific intervention or only practiced with a specific population. The professional practice of ABA pulls procedures and interventions from a large and rich history of research. Indeed, those that practice ABA will take the three pillars of evidence-based practice into consideration when working with individuals:
- What has been shown to work via research (this is referred to as empirically validated interventions)
- Their own training and expertise
- The values and opinions of their clients and their families when warranted
The practice of applied behaviour analysis does not include the diagnosis of disorders, psychological testing, psychotherapy, cognitive therapy, psychoanalysis, counseling, speech-language pathology, occupational therapy, physical therapy, and medicine. Please see the Statement on the Professional Practice of ABA in the Atlantic Provinces for a more in-depth discussion about the differences between the Professional Practice of ABA and other helping professions.
In many jurisdictions, the professional practice of ABA is recognized as a separate profession than the ones mentioned above, requiring at least certification by the Behavior Analyst Certification Board (BACB) and, in some instances, licensure to practice: https://www.bacb.com/u-s-licensure-of-behavior-analysts/.
References
- Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Applied Behavior Analysis (3rd Edition). Hoboken, NJ: Pearson Education.
- Roane, H., Ringdahl, J. E., & Falcomata, T. (2015). Clinical and Organizational Applications of Applied Behaviour Analysis. London: Elsevier.
- The Council of Autism Service Providers (2020). Applied Behavior Analysis Treatment of Autism Spectrum Disorder: Practice Guidelines for Healthcare Funders and Managers. https://casproviders.org/asd-guidelines/english/