| |
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
Joy Brewster and Associates
© 2010 JCB & Associates - All Rights Reserved -
Updated March 15, 2012
|