Joy C. Brewster and Associates

BEHAVIOR ANALYSIS

Applied behavior analysis is the science of shaping human behavior. Applied behavior analysis may be further defined as the science in which the principles of the analysis of behavior are applied systematically to improve socially significant behaviors. By functionally assessing the relationship between operationally defined behaviors and the environment, the methods of applied behavior analysis can be used to change that behavior. Applied behavior analysis is one of the three fields of behavior analysis. The other two are behaviorism, or the philosophy of the science; and experimental analysis of behavior, or basic experimental research [2].

The news and other media have emphasized the most common applications and interventions of applied behavior analysis in the areas of treating people with developmental disabilities, most notably autism spectrum disorders [3]. However, applied behavior analysis contributes to a full range of areas including the following, and quite varied, fields: Acquired Immune Deficiency Syndrome prevention [3], conservation of natural resources [4], education [5], gerontology [6], health and exercise [7], industrial safety [8], language acquisition [9], littering [10], medical procedures [11], parenting [12], seatbelt use [13], severe mental disorders [14], sports [15], and zoo management and care of animals [16], bullying [17,18].

In one of the tried and true chestnuts of the science of ABA, Baer, Wolf, and Risley's article from 1968 (add a footnote here) is still used as the standard description of applied behavior analysis. Their seven dimensions of science as directly relevant to applied behavior analysis are given in the following paragraphs:

Applied: Applied behavior analysis focuses on areas that are of social significance and validity. In doing this, behavior analysts take into consideration the short-term and long-term effects of the behavior change. Also of importance is considering how these behavior changes can affect the person, those who are close to the person, and how any change will affect the interactions between the two.

Behavioral: Applied behavior analysis must be behavioral, i.e., after creating an operational definition of the behavior one wants to change, the behavior itself must change, not just what an observer reports about the behavior. The goal of the behavior analyst is to actually change the problem behavior, not just reduce complaints from the team about the behavior one is trying to change. Any behavior must be objectively measured with a variety of dimensions. Some of these included duration, frequency, latency, number of conversational exchanges, number of questions answered correctly in a specified amount of time (e.g., “beat the clock”).

Analytic: The behavior scientist can demonstrate believable control over the behavior that is being changed. In the lab, this has been easy as the researcher can start and stop the behavior at will. However, in the applied situation, this is not always as easy, nor ethical, to do. According to Baer, Wolf, and Risley, this difficulty should not stop a science from upholding the strength of its principles. As such, they referred to two designs that are best used in applied settings to demonstrate control and maintain ethical standards. These are the reversal and multiple baseline designs. The reversal design is one in which the behavior of choice is measured prior to any intervention. Once the pattern appears stable, an intervention is introduced, and behavior is measured. If there is a change in behavior, measurement continues until the new pattern of behavior appears stable. Then, the intervention is removed, or reduced, and the behavior is measured to see if it changes again. If the behavior scientist truly has demonstrated control of the behavior with the intervention, the behavior of interest should change with intervention changes.

Technological: This means that if any other researcher were to read a description of the study, that researcher would be able to "replicate the application with the same results." This means that the description must be very detailed and clear. Ambiguous descriptions do not qualify.

Conceptually Systematic: A defining characteristic is in regards to the interventions utilized; and thus research must be conceptually systematic by only utilizing procedures and interpreting results of these procedures in terms of the principles from which they were derived.

Effective: An application of these techniques improves behavior under investigation. Specifically, it is not a theoretical importance of the variable, but rather the practical importance (social importance) that is essential.

Generality: It should last over time, in different environments, and spread to other behaviors not directly treated by the intervention. In addition, continued change in specified behavior after intervention for that behavior has been withdrawn is also an example of generality.

**************************************************************

Heward, W. L.; et al., eds. [(2005). Focus on behavior analysis in education: Achievements, challenges, and opportunities. Upper Saddle River, NJ: Prentice Hall/Merrill. ISBN 0131113399.] has also suggested that five additional characteristics should be added to those of Baer, Wolf, and Risley. These characteristics are given below:

Accountable: Direct and frequent measurement enables analysts to detect their success and failures to make changes in an effort to increase successes while decreasing failures. Applied behavior analysis is a scientific approach in which analysts may guess but then critically test ideas, rather than "guess and guess again." this constant revision of techniques, commitment to effectiveness and analysis of results leads to an accountable science.

Public: Applied behavior analysis is completely visible and public. This means that there are no explanations that cannot be observed. There are no mystical, metaphysical explanations, hidden treatment, or magic. Thus, Applied behavior analysis produces results whose explanations are available to all of the public.

Doable: Applied behavior analysis has a pragmatic element in that implementors of interventions can consist of a variety of individuals, from teachers to the participants themselves. This does not mean that Applied behavior analysis requires one simply to learn a few procedures, but with the proper planning, it can effectively be implemented by most everyone willing to invest the effort.

Empowering: Applied behavior analysis provides tools to practitioners that allow them to effectively change behavior. By constantly providing visual feedback to the practitioner on the results of the intervention, this feature of Applied behavior analysis allows clinicians to assess their skill level and builds confidence in their technology.

Optimistic: According to several leading authors, practitioners skilled in behavior analysis have genuine cause to be optimistic for the following reasons:

-The environmental view is essentially optimistic as it suggests that all individuals possess roughly equal potential, which is directly countered by the vast bulk of research and even Skinner himself held that no serious student of behavior has ever held this position;

-Direct and continuous measurements enable practitioners to detect small improvements in performance that might have otherwise been missed;

-As a practitioner uses behavioral techniques with positive outcomes, the more they will become optimistic about future success prospects;

-The literature provides many examples of success teaching individuals considered previously unteachable.

**************************************************************

ATTRIBUTIONS

1. Cooper et al.. Applied Behavior Analysis. p. 20. ISBN 067520223X

2. Dillenburger K, Keenan M (2009). "None of the A's in ABA stand for autism: dispelling the myths". J Intellect Dev Disabil 34 (2): 193–5.

3. DeVries J.E., Burnette M.M., Redmon W.K. (1991). "AIDS prevention: Improving nurses' compliance with glove wearing through performance feedback". Journal of Applied Behavior Analysis 24 (4): 705–711. doi:10.1901/jaba.1991.24-705 PMID 1797773.

4. Brothers KJ, Krantz PJ, McClannahan LE (1994). "Office paper recycling: A function of container proximity". Journal of Applied Behavior Analysis 27 (1): 153–160. doi:10.1901/jaba.1994.27-153 PMID 16795821.

5. Dardig, Jill C.; Heward, William L.; Heron, Timothy E.; Nancy A. Neef; Peterson, Stephanie; Diane M. Sainato; Cartledge, Gwendolyn; Gardner, Ralph; Peterson, Lloyd R.; Susan B. Hersh (2005). Focus on behavior analysis in education: achievements, challenges, and opportunities. Upper Saddle River, N.J: Pearson/Merrill/Prentice Hall. ISBN 0131113399.

6. Gallagher S.M., Keenan M. (2000). "Independent use of activity materials by the elderly in a residential setting". Journal of Applied Behavior Analysis 33 (3): 325–328. doi:10.1901/jaba.2000.33-325. PMID 11051575.

7. De Luca R.V., Holborn S.W. (1992). "Effects of a variable-ratio reinforcement schedule with changing criteria on exercise in obese and nonobese boys". Journal of Applied Behavior Analysis 25 (3): 671–679. doi:10.1901/jaba.1992.25-671.PMID 1429319.

8. Fox D.K., Hopkins B.L., Anger W.K. (1987). "The long-term effects of a token economy on safety performance in open-pit mining". Journal of Applied Behavior Analysis 20 (3): 215–224. doi:10.1901/jaba.1987.20-215.PMID 3667473.

9. Drasgow E., Halle J.W., Ostrosky M.M. (1998). "Effects of differential reinforcement on the generalization of a replacement mand in three children with severe language delays". Journal of Applied Behavior Analysis 31 (3): 357–374. doi:10.1901/jaba.1998.31-357.PMID 9757580.

10. Powers R.B., Osborne J.G., Anderson E.G. (1973). "Positive reinforcement of litter removal in the natural environment". Journal of Applied Behavior Analysis 6 (4): 579–586. doi:10.1901/jaba.1973.6-579.PMID 16795442.

11. Hagopian L.P., Thompson R.H. (1999). "Reinforcement of compliance with respiratory treatment in a child with cystic fibrosis". Journal of Applied Behavior Analysis 32 (2): 233–236. doi:10.1901/jaba.1999.32-233.PMID 10396778.

12. Kuhn S.A.C., Lerman D.C., Vorndran C.M. (2003). "Pyramidal training for families of children with problem behavior". Journal of Applied Behavior Analysis 36 (1): 77–88. doi:10.1901/jaba.2003.36-77.PMID 12723868.

13. Van Houten R, Malenfant J.E. L, Austin J, Lebbon A (2005). "The effects of a seatbelt-gearshift delay prompt on the seatbelt use of motorists who do not regularly wear seatbelts". Journal of Applied Behavior Analysis 38 (2): 195–203. doi:10.1901/jaba.2005.48-04.PMID 16033166.

14. Wong S.E., Martinez-Diaz J.A., Massel H.K., Edelstein B.A., Wiegand W., Bowen L., Liberman R.P. (1993). "Conversational skills training with schizophrenic inpatients: A study of generalization across settings and conversants". Behavior Therapy 24: 285–304. doi:10.1016/S0005-7894(05)80270-9.

15. Brobst B., Ward P. (2002). "Effects of public posting, goal setting, and oral feedback on the skills of female soccer players". Journal of Applied Behavior Analysis 35 (3): 247–257. doi:10.1901/jaba.2002.35-247.PMID 12365738.

16. Forthman D.L., Ogden J.J. (1992). "The role of applied behavior analysis in zoo management: Today and tomorrow". Journal of Applied Behavior Analysis 25 (3): 647–652. doi:10.1901/jaba.1992.25-647.PMID 16795790.

17. Early Warning Timely Response: A Guide to Safe Schools, U.S. Department of Education, Office of Special Education Programs, http://www.ed.gov/offices/OSERS/OSEP/earlywrn.html, August 1998.

18. Safeguarding Our Children: An Action Guide, U.S. Department of Education, Office of Special Education Programs, http://www.ed.gov/pubs/edpubs.html, April 2000

CAVEAT

MATERIAL POSTED WITHIN THESE WEB PAGES IS INFORMATIONAL ONLY AND IS IN NO WAY INTENDED TO BE CLIENT PRESCRIPTIVE