Chapter I Definition and Characteristics of Applied Behavior Analysis

ABA 417 August 27, 2008

Applied Behavior Analysis Is a science Goal of understanding and improving

human behavior Defined as: the science in which tactics

derived from the principles of behavior are applied systematically to improve socially significant behavior and experimentation is used to identify the variables responsible for behavior change. Cooper, et al. (2007)

Applied Behavior Analysis: Methods, Focus, Goals Objectively defined behaviors Address behaviors of social

significance

Applied Behavior Analysis: Methods, Focus, Goals ABA: scientific approach Discover environmental variables that

influence socially significant behavior Technology of behavior change

Science “Systematic approach for seeking and

organizing knowledge about the natural world.” Cooper et. al. (2007)

Goal of the Science of Applied Behavior Analysis Understanding of socially important

behaviors.

Scientific Investigations Yield 3 Levels of Understanding Description Prediction Control

Description Collection of facts about observed

events Can be quantified Classified Evaluated related to other known

facts Suggests hypotheses/questions for

additional research

Prediction Repeated observations reveal that the presence of

one event will likely predict the presence of another event.

Systematic covariation is termed a correlation Correlation predicts the relative probability of an

event based on the presence of another event No variables are manipulated in correlational studies

so you can not determine if observed relationships are responsible for changes in other variables.

Results suggest possible causal relationships. These results can be explored in later studies.

Control Functional relations: provide scientific

information that is most useful to changing behavior.

Functional relation: Well controlled experiment reveals that a change in the dependent variable can be produced by manipulations of the independent variable.

The change in the dependent variable is unlikely to be the result of a confounding variable.

Attitudes of Science Determinism Empiricism Experimentation Replication Parsimony Philosophic Doubt

Determinism Science presumes determinism The presumption that events studied

are lawful and occur as the result of other events.

Empiricism

Empiricism: objective observation independent of individual prejudices/private opinions, subjective beliefs

In ABA Empiricism guides the Behavior Analyst to operationally define the behavior of interest, to systematically observe occurrence and to reliably measure occurrence or non occurrence of the behavior of interest.

Experimentation Determines if events observed to

covary in a close sequence are functionally related.

An experiment compares the dependent variable under two or more different conditions (independent variable), varying only one variable at a time.

Replication Replication: The repeating of

experiments or repeating of independent variable conditions within an experiment.

A primary method for determining reliability and usefulness of findings.

Parsimony Simple, logical explanations are ruled

out before more complex or abstract explanations are considered.

Choose the simplest explanation/the one that requires the fewest assumptions.

Philosophic Doubt Scientists continue to question what

is regarded as fact. Maintain skepticism Practitioners should be skeptical Extraordinary claims are cause for

philosophic doubt

Behaviorism The philosophy of the science of

behavior.

Stimulus-Response Behaviorism: Watson John B. Watson: subject matter for

psychology should be observable behavior.

Study of behavior as a natural science should be of environmental stimuli and the responses they evoke.

S-R psychology Watson made a case for the study of

behavior to be a natural science.

Experimental Analysis of Behavior Began in 1938 with publication of The

Behavior of Organisms by B. F. Skinner.

Respondent behavior: reflexive behavior/elicited by stimuli that immediately precede the behavior

Found that the S-R paradigm couldn’t explain much of behavior

Experimental Analysis of Behavior Rather than reflexive, much behavior

appeared voluntary Described operant behavior Described the three term contingency S-R-S Manipulated stimuli that preceded

and followed behavior systematically and generated many of the principles of behavior.

Mentalism Many theories of psychology study behavior

that is assumed to be mental or an inner dimension, different from the behavioral dimension.

Mentalism uses hypothetical constructs to refer to possibly existing but unobserved processes.

Mentalism is key to much of psychological theory and western thought.

Structuralism and Methodological Behaviorism Reject events not defined by objective

assessment Structuralists describe behavior only Methodological behaviorists do not

consider inner variables Methodological behaviors

acknowledge mental events but only are concerned with public events

Radical Behaviorism: Skinner Seeks to understand all human behavior,

not just that which is observed, but that which is under the skin.

Skinner described these events as private events.

Skinner said private events are behavior, it is distinguished from other behavior only that it takes place within the skin so is inaccessible, private behavior is a function of the same kinds of variables as public behavior.

Radical Behaviorism Observe: Defined by Skinner as come

into contact/which can be done with private events.

Does not describe hypothetical constructs but describes behavior that can be observed.

Responses to private stimuli are responsive to the laws of behavior.

Applied Behavior Analysis

Study in 1949 with young man with profound multiple disabilities was one of the first published studies of human application of operant behavior

1950-1960’s EAB principles replicated with human subjects

Early researchers established that the principles of behavior are applicable to humans

Applied Behavior Analysis Roots in paper by Ayllon and Michael “The

Psychiatric Nurse as a Behavioral Engineer” Pioneering applications of ABA in education

in the 1960’s and 1970’s included contingent teacher praise and attention, token reinforcement systems, curriculum design, programmed instruction

University programs in ABA began in 1970’s 1968 JABA and Some Current Dimensions of

Applied Behavior Analysis

Defining Characteristics of ABA Applied Behavioral Analytic Technological Conceptually Systematic Effective Generality

Applied Select behaviors to change that are

socially significant/enhance and improve the persons life

Examples: social skills, language, academic skills, daily living, self care, recreation and leisure behaviors

Behavioral Behavior: in need of improvement Behavior: must be measurable,

precise and reliable measurement is critical in applied research

When behavior is observed to change, must ask whose behavior has changed/must assess the reliability of the measures.

Analytic Demonstrate a functional relation

between the manipulated variables and the target behavior.

The experimenter can control the occurrence or non-occurrence of the behavior.

ABA demonstrates control to the greatest extent possible.

Technological Operant procedures are described so

they can be replicated. Procedures are not valuable unless

they can be replicated. Check for technological soundness

Conceptually Systematic Procedures for changing behavior

need to be related to the basic principles.

Conceptual systems are needed so that there is an integrated discipline.

Effective The behavior under study must be

improved to clinical or social significance.

Generality Lasts over time Appears in environments where it was

not taught Spreads to other behaviors not

directly addressed Continues after treatment is

withdrawn

Additional Characteristics Accountable Public Doable Empowering Optimistic

Accountable Commitment to being effective Detect successes and failures through

direct and continuous measurement and make changes based on data.

Public Explicit and straight forward No hidden treatments and no magic

Doable Parents, teachers, coaches,

supervisors and participants can implement procedures themselves.

Empowering Provides real tools for changing

behavior Data raises confidence

Optimistic Environmental view Direct and continuous measures show

small changes More often there are positive

outcomes, the more optimistic the practitioner

Some still current dimensions of Applied Behavior Analysis Changes in numbers of practitioners

from more EAB to ABA Changes in data from continuous

measures of discrete behaviors to interval measures

Applied What social problems are now of

concern Stimulus control in problem displays Counter control

Behavioral Invitations of non-behavioral

approaches to behavior analysts Standard of measurement: direct

observation and recording Codes/training of observers Problems of Self-reports and

Participant observer

Behavioral Assessment Use of IQ tests and achievement tests Address precursors to behaviors:

accidents and delinquency These have led to behavioral

assessments Need for direct observation studies to

evaluate behavioral assessments

Analytic and Conceptual Behavior change now should be both analytic and

conceptual It is not ok to change behavior and clearly

demonstrate the change without how to make the change in a way that makes sense conceptually

Behavior Analysts are not just studying and managing behavior but also managed by behavior

Manage and program around contextual controls Extending designs to evaluate behavior control in

different contexts: multielement design Design questions to fit known designs vs design to

answer the question

Technological Generally journals and text described procedures

adequately Criticism of incidental teaching and praise

descriptions in literature and need to empirically validate procedures used

Applications of procedures and their recording are recorded like subject behaviors/how the field addresses or discusses the presentation or lack of presentation of such information

Should program procedures disseminated be followed exactly or should they be revised

Capable of Appropriate Generalized Outcomes The field has demonstrated the ability

to produce generalized outcomes Need for development of a

technology for generalization System for matching generalization

programming to the target

Effectiveness Reference to the applied discussion and counter

control Study of behavior change: a) measure of changed

target behavior b) measure of problems displays and explanations that have decreased

Absence of the second measure may reflect a weakness in ABA

The field needs to measure effectiveness of interventions beyond the intervention

Measures of social validity Measure consumer goals before program

development so that programs are socially valid