INTRODUCTION TO

APPLIED BEHAVIOR ANALYSIS (ABA)

& CARD SERVICES

Katelyn Giboney, M.S., BCBA Javier Ruiz, M.S., BCBA

CARD Adults Clinical Lead CARD Clinical Supervisor
[email protected] [email protected]

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  Founded in Los Angeles in 1990 by Dr. Doreen
Granpeesheh

 More than 200 locations in the United States, as well

as, internationally

INTRODUCTION OUR MISSION:

TO
CARD “To make a difference in the world by providing
top quality innovative evidence based and
effective treatment to ensure that individuals
fulfill their potential.”

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  Over the past 40 years, several thousand published
research studies have documented the effectiveness
of ABA across a wide range of:
 Populations - children and adults with mental
illness, developmental disabilities and learning
disorders
INTRODUCTION  Interventionists - parents, teachers and staff
TO
 Settings - schools, homes, institutions, group
CARD
homes, hospitals and business offices
 Skills and Maladaptive Behavior - language; social,
academic, leisure and functional life skills;
aggression, self injury, oppositional and
stereotyped behaviors
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 Applied Behavior Analysis (ABA)
applies the principles of learning and motivation
to produce new behaviors.

WHAT IS
APPLIED
BEHAVIOR
ANALYSIS?

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 CORE PRINCIPLE OF ABA
Desirable consequences increase behavior
whereas undesirable consequences decrease
behavior. The consequences of what we do affect
WHAT IS what we learn and what we will do in the future.
APPLIED
BEHAVIOR
ANALYSIS? Antecedent – Behavior – Consequence

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 Comprehensive ABA programs include a
variety of components

Discrete Trial Training (DTT)

COMPREHENSIVE Natural Environment Training (NET)
ABA Verbal behavior
Challenging behavior
Programming for generalization
Data collection

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 1. Increase behaviors
2. Teach new skills
3. Maintain behaviors
4. Generalize or to transfer behavior from one
6 WAYS situation or response to another
ABA METHODS
SUPPORT 5. Restrict or narrow conditions under which
INDIVIDUALS interfering behaviors occur
WITH AUTISM
6. Reduce maladaptive behaviors

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  Research has shown that early, intensive
behavioral intervention in the form of Applied
Behavior Analysis (ABA) for children with autism
is a highly effective treatment option
ABA AND
EARLY  Once a child receives a diagnosis of autism or
INTERVENTION related disorder, starting ABA as soon as possible
is a big step towards making strides in learning
new skills and behavior reduction

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  ABA generally focuses on the process of behavior
change with respect to the development of
adaptive, prosocial behavior and the reduction of
maladaptive behavior.
THE FOCUS OF
ABA  Specific "socially significant behaviors" include
academics, communication, social skills and
adaptive living skills.

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  For example, ABA methods can be used to teach
adaptive living skills such as:
 Gross and fine motor skills (opening and closing
containers)
THE FOCUS OF  Eating and food preparation
ABA  Toileting
 Dressing
 Personal self-care, etc.

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  Teach new skills (e.g. the socially significant
behaviors listed above)
 Generalize or transfer behavior from one
situation to another (e.g., from communicating with
caregivers in the home, to interacting with
classmates at school)
ABA METHODS
CAN BE USED TO…  Modify conditions under which interfering
behaviors occur (e.g., changing the learning
environment so as to foster attention to the
instructor)
 Reduce inappropriate behaviors (e.g., self injury or
stereotypy)
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 Learning activities are typically performed within
two types of therapy formats

Discrete Trial Training (DTT)

 More formal instruction, repetition of
instructions, often times conducted sitting
ABA METHODS down with specific materials being presented

Natural Environment Training (NET)

 Less formal instruction, variety of instructions,
centered on naturally occurring activities,
moving around in natural environment

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  Most learners at CARD have both types of
therapy formats within their ABA program, some
will utilize more of one than the other

 Learning activities will be interspersed with play

and social activities throughout each session
ABA METHODS
 Initially, learning activities will be brief, allowing
the learner to gain rewards and breaks for small
amounts of tasks, and then will gradually be
increased
 Demand fading

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 Reinforcement will be used throughout the entire
session to keep the learner motivated and reward
all desired behaviors

ABA METHODS

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  Data collection is an essential component of any
ABA therapy program

 Data helps see what the learner knows, how fast

they are learning, what approaches work and do
not work, and what needs to be modified to
increase progress
DATA COLLECTION
 Therapists collect data on target lessons,
communication, play and social skills, self-help
skills and behaviors

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  ABA therapy involves several primary changes to
a learner’s environment, including:
 New people
 New routine/schedule
 New demands
CHANGES IN THE
LEARNER  While ABA therapy will work to introduce these
changes gradually, many learners will have an
increase of behaviors at first

Let’s look at why…

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  All behavior is a form of communication
 Crying to get a cookie
 Hitting to make someone go away

 ABA strives to teach learners how to

communicate what they want appropriately, and
CHANGES IN THE that other less appropriate forms of
LEARNER – communication will not result in the desired
outcome
EXTINCTION  Crying does not get me a cookie, but asking for it
BURST
does
 Hitting does not make someone go away, but
asking for a break does
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CHANGES IN THE
LEARNER –

EXTINCTION
BURST

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CHANGES IN THE
LEARNER –

EXTINCTION
BURST

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CHANGES IN THE
LEARNER –

EXTINCTION
BURST

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CHANGES IN THE
LEARNER –

EXTINCTION
BURST

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CHANGES IN THE
LEARNER –

EXTINCTION
BURST

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 In the home, center and community settings ABA
is used to-
 Generalize mastered skills
 Teach appropriate social interactions
ABA IN THE  Improve adherence to a routine or activity
HOME
 Teach adaptive skill independence
CENTER
AND
COMMUNITY
SETTINGS LET’S LOOK AT SOME EXAMPLES!

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  Online Data Collection Tool
 Comprehensive assessment & curriculum,
positive behavior support planning for
SKILLS® challenging behaviors, progress tracking,
treatment evaluation
 Identifies every skill needed from infancy through
adolescence
 Over 4,000 lessons

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February 25, 2019 ©CARD LLC 2019 ALL RIGHTS RESERVED; INTENTIONAL COPYRIGHT SECURED CONFIDENTIAL AND PROPRIETARY- DO NOT DUPLICATE 25
  Skills® For Life is designed to address the needs of
teen and adult learners with exceptional needs as
they transition to independence
 Includes over 3,000 lessons
 Skills® For Life helps learners develop essential life
SKILLS skills including;
FOR LIFE ®
 Effective Communication
 Problem Solving
 Personal, Adaptive, and Community Safety
 Developing and Maintaining Relationships
 Pre-Employment Skills
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February 25, 2019 ©CARD LLC 2019 ALL RIGHTS RESERVED; INTENTIONAL COPYRIGHT SECURED CONFIDENTIAL AND PROPRIETARY- DO NOT DUPLICATE 27
 TRACK
PROGRESS
AND SKILL
ACQUISITION

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 MONITOR
CHALLENGING
BEHAVIORS
AND MORE

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 MONITOR
CHALLENGING
BEHAVIORS
AND MORE

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proprietary- do not duplicate
 As children reach 13+ years of age the focus of many of their
programs are modified to meet their needs as they approach
adulthood. These skills are taught beginning at an early age as
it may take some time for learners to master and generalize
these skills. The following are some of the skills introduced
within the CARD Adults program:
THE  Adaptive Living Skills
CARD ADULTS  Community Integration
TRANSITIONS  Vocational Skills
PROGRAM  Transportation Skills
 Use of technology (emails, cell phones, debit cards, etc.)

 No previous ABA services are required to begin services

within the CARD Adults program.
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