ABLE Featured Articles
Common Applied Behavior Analysis Misconceptions
Myth 1: ABA will train my child to be a "robot"
Children with autism spectrum disorders generally have stereotyped and fixed behaviors and speech. Therefore, when it comes to teaching a concept, the child’s initial response may be simple. For example, “What is your name?” “John.” Later, ABA will overcome this repetitiveness by using many different examples, building on this and transferring it to daily life environments. For example, using different ways to ask “Your name is _____.”, “How do you want to be called?” At the same time, we also focus on teaching children to express their wishes and preferences in communication, allowing them to show their personality.
Myth 2: ABA bribes children with toys or food to manipulate their behavior
There is a huge difference between “bribery” and “reward” in meaning and execution. An example of bribery is a statement such as “I’ll give you candy, then you go and finish your classwork.” It is an exchange of conditions proposed before the behavior begins, which can easily become a negotiation and is unethical. However, reinforcement is to give rewards after the behavior is completed, and to increase the chances of good behavior in the future through positive rewards, such as “Your homework is very well written, and this candy is your reward.” Learning motivation is especially important for young children, but young children usually do not have the intrinsic motivation to learn, and food and toys can bring great learning motivation to children. This will be used in the early stages of ABA treatment, but the therapist will gradually pair food or toys with more natural rewards to guide, and over time, the role of praise and encouragement will increase, and the use of food and toys will be gradually reduced.
Myth 3: ABA uses corporal punishment
Absolutely not! ABA treatment programs never use corporal punishment. “Punishment” in ABA simply means the opposite of “reinforcement”. “Punishment” is a strategy to reduce behavior, such as when a child throws a tantrum or seeks attention in an inappropriate way, as an adult we can withhold attention from the child to reduce the problem behavior. Before considering the intervention method of punishment, ABA treatment must first try all reinforcement methods, and only consider using it when it is ineffective.
Myth 4: ABA is just cognitive training on a desktop
Single-attempt teaching does take place at a table to teach basic knowledge. However, ABA therapy is not limited to one setting. Once the basic concepts are mastered, we move to other learning environments so that children can demonstrate the skills learned in the classroom in different environments and with different people. Contextual and natural environment teaching focuses on learning through games and activities and is an important part of ABA therapy.
Myth 5: One ABA treatment plan applies to all students
This is absolutely not true. In the process of practicing ABA, each child’s different experiences, family life, relationships, social skills, language skills, likes and dislikes need to be taken into account. Therefore, all children who enter ABLE must first be evaluated and a treatment plan is customized for each child so that they can play to their unique strengths and improve their weaknesses. We will collect learning data from each of their classes to analyze their learning progress, and then adjust and change the treatment plan. Our goal is to be able to find the learning method that suits the child and equip them with the skills to adapt to different teaching methods, just like in a school setting.
Reference:
Vietze P. & Laz, L. E. (2018). Early intervention ABA for Toddlers with ASD: Effect of Age and Amount. Current Psychology.
Lovaas, O. I. , & Smith, T. (1988). Intensive behavioral treatment for young autistic children. In B. B. Lahey & A. E. Kazdin (Eds.), Advances in clinical child psychology, 1988
Turner, L.M; Stone, W. L. (2007) . Varaibility in outcome for children with an ASD diagnosis at age 2. The Journal of Child Psychology and Psychiatry, 48, 793-802
