The Island Project
Applied Behaviour Analysis
Applied Behaviour Analysis is a systematic approach to teaching designed to maximise effectiveness for learners. The focus is how you teach a skill, not what skill you teach. An ABA programme is individualised for each learner. Targets are identified based on each pupil's specific needs and take account of developmental stages, pupil age, interests and functionality of skills to the individual learner.
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Compassionate Applied Behaviour Analysis prioritises the well-being of the learner and builds trusting relationships between the learner and the therapist. This approach places dignity first and views behaviour as communication. Therapists are attentive to the emotional state of their learners. They use intentional, non-judgmental language to discuss and influence behaviour. There is an emphasis on environmental and situational factors that shape behaviour. This approach aims to reduce anxiety, stress, and frustration through promoting a positive therapeutic environment, encouraging learning and progress.
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“Behaviour analysis is not a therapy or a treatment approach; it is the science of understanding behaviour. If you are interested in learning more about the history and development of this science, please see the document here: “Behaviour Analysis: From Science to Profession”. Therapies based on this science have garnered a wealth of evidence to show they are effective in helping people learn new skills, as well as reducing or eliminating engagement in behaviours that might be harmful to them or others. Research in behaviour analysis is ongoing, here in the UK and around the world. Every day we are learning new things about behaviour, as well as how we can use this information to help people reach their goals and improve the quality of their lives.” — UK Society for Behaviour Analysis
Systematic breaking down of tasks
ABA uses a range of teaching methods such as Discrete Trial Teaching, Natural Environment Teaching, Shaping and Chaining in order to promote the development of new skills as efficiently as possible. Whilst other approaches also break down tasks, the difference between ABA and other approaches is the level and extent to which tasks are broken down. Each element has its own set of targets, teaching procedures, and reinforcement procedures. Data collection ensures monitoring of each sub element and the skill is not considered complete until each sub set of skills is complete.
Errorless Learning
Using ABA procedures, includes teaching arrangements to maximise success (e.g., Shaping which is the process of systematically and differentially reinforcing successive approximations to a target behaviour, used in many everyday situations to help learners acquire new behaviours). When a new skill is introduced or a mistake is made, additional prompts are given with the focus on using the least intrusive prompt possible to ensure learning is achieved. Prompts are systematically faded, based on data, until the correct response is emitted, then immediate reinforcement is given.
Reinforcement
An ABA approach uses positive reinforcement to promote motivation, which aims to ensure learners are willing and active participants. Other approaches provide praise; the difference with an ABA approach is that the consequences provided following a task are meaningful in nature and based on contingencies. Reinforcers are task specific to make learning as effective as possible. ABA practitioners know how to follow the data and respond to progress to change how reinforcers are used, and can spot when reinforcers are no longer meaningful or productive through continuous monitoring and assessment.
Addresses behaviours that are a barrier to accessing opportunities for learning and an independent life
An ABA approach analyses the relationship between behaviour and the environment that the learner is in. The approach is based on understanding these behaviours as communication of an unmet need for the individual. Environmental triggers are identified and addressed. The teaching of functionally alternative behaviours enhances choice and gives the individual the opportunity to meet their needs in different ways. No behaviour is ever stopped — alternatives are offered and encouraged where they are a more effective way to get a need met and reduce barriers to access. The long-term aim is to teach individuals to advocate for these adjustments themselves. Potential functions of behaviours that are a barrier to learning and social interaction are identified through direct and indirect functional assessment methods, and decisions are made based on this data, with the focus on positive, proactive strategies to teach alternative behaviours that are meaningful to the learner.
Data
Data collection and analysis is key to monitoring progress and evaluating effectiveness of teaching. Data is taken and analysed in real time to allow for immediate adaptation of the approach to ensure meaningful access. Data is taken on each task and step and analysed to ensure effective learning.
Generalisation
If a learner doesn't naturally apply their learning and skills across settings, they need to be taught to. ABA teaching strategies include a set of generalisation procedures which are systematically taught. Using an ABA approach means that if there is no demonstration of generalisation, a skill cannot be considered mastered.
Individualised and Functional
Whilst based on behavioural curriculums and typical child development stages, and addressing the core underlying differences associated with autism (communication, understanding language, social skills), an ABA programme is always individualised for the learner to meet their specific set of skills and differences.
Implemented by trained staff and closely monitored
The Island Project has input from Behaviour Analysts who form part of the therapeutic team and are involved in devising the individual curriculum for each pupil in School. ABA programmes are overseen by appropriately qualified and certified professionals, specifically a UKBA (cert)/BCBA. Tutors receive initial training and then regular on-going training to ensure they acquire and maintain the necessary skills to implement a programme effectively.