ABA Teaching Styles

Autism Teaching Techniques

After taking a class in Special Education, I became interested in this as a profession. Following further research I became interested in autism. As part of this class, I was concerned with finding out if this was something I was interested in studying further. For the observation criteria, I came across FACE, or the Florida Autism School or Excellence. This is a new program that is a part of the public school system. They are determined to begin treatment at age 3. The belief is that if treatment is started this early, the student can remain on regular diploma until graduation. As it is a part of the public school system, they can only retain students until the age of 22. After this point, they must be transitioned into another treatment program. Many of the students at FACE are on regular diploma while others have IEPs that allow for other kinds of testing.

What is Autism?

Autism is a pervasive developmental disorder marked by profound deficits in social, language, and cognitive abilities (Herbert 2002),. Although not always the case, most children with this diagnosis show notable abnormalities as early as infancy. Parents, however often attribute these abnormalities to other causes. The occurrence of this disorder is between 2 and 20 out of 10,000 (Halgin, 2008).

There are five varying degrees of Autism Spectrum: autism, Asperger’s Syndrome, Retts Syndrome, Childhood disintegrative disorder, and pervasive developmental disorder. Each level in this syndrome demonstrate a varying level of social impairment (Herbert, 2002).

ABA Techniques

Applied Behavior Analysis is a technique that uses behavior modification and operant conditioning as a means of changing problematic behavior. Applied Behavior Analysis, when applied at a young age can have a significant effect on a child’s functioning. In a study done at the Young Autism Program (YAP), this therapy is started as toddlers and are usually integrated into regular kindergarten classes. The therapy applied in this program are used in every area of the child’s life, therefore resulting in 24 hour therapeutic training (Herbert, 2002J).

Polyxo.com, a website designed as a teaching resource for the parents of autistic children, describes an effective Applied Behavior Analysis program. Jason Wallin, the site’s creator, lists seven traits an effective program must have. First, the behaviors chosen as the focus should have a social significance. The events that occur and learning stages should be adequately recorded. There should be proof that the intervention chosen is the best way to change the behavior. The procedures themselves should be completely described, for further reference. Accredited and established principles should be used. The targeted behavior must be changed to an appropriate degree. The changes that take place should be visible in a variety of environments, such as home, school, and in public (Wallin,, 2004).

The basis for the Applied behavior Analysis is that each behavior has a purpose. The purpose of a particular behavior may be to obtain attention, to receive something desired, or to escape from a negative stimulus. In order for a problem behavior to be stopped, it must be replaced with a more appropriate one (Maurice, 1996).

Reinforcement with Applied Behavior Analysis can either be on a fixed time schedule or on a fixed ratio schedule. In a fixed time reinforcement schedule, the behavior will be reinforced if present over a fixed period of time. In a fixed ratio reinforcement schedule, the behavior will be reinforced when it is performed x number of times. Karina Rasmussen, (2004) performed a study in which three boys in a day treatment center were chosen to participate in a fixed time reinforcement schedule. All three boys had problems with verbal disruptions. During the study, the participants worked independently, for a fixed duration of time. During that time, if the participant raised his hand, he would receive assistance. However, if he interrupted verbally, he was ignored. The time interval began at 10 seconds. After each interval, verbal disturbances were noted. Overall, the results of this study showed that all participants decreased in verbal disruptions, from one every ten seconds, to about one every sixty seconds. If this type of therapy were applied by a classroom teacher, the rate of disruption would likely decrease dramatically (Rasmussen, 2004).

There are several types of reinforcement that can be applied. Negative reinforcement is the removal of a stimulus that increases the likelihood of subsequent positive responses. A positive reinforcement is the presentation of a stimulus that strengthens the correct response. Punishment is the presentation of an undesired stimulus that is used to weaken the likelihood of this behavior in the future (Polyxo.com, accessed on March 2, 2008).

A token economy is a system in which positive behaviors are rewarded with a token. Once a predetermined goal is met, the tokens can be used to “purchase” something. Once the action becomes associated with the token and the token with a reward, the behavior is reinforced by the expectation of the token, and therefore the reward. The main benefit of this system is delayed gratification and responsibility for one’s actions. This system is present in the work place as well. If a job is done well, the token is a salary. A salary can then be used to pay for things of enjoyment. Therefore, hard work becomes associated with the purchase of desired things. This technique also allows for independent choices. The participant, or group, may be allowed to choose a goal for themselves and may be able to select their own reward to work toward.

A token economy may be used for adults with autism as well, whether it be in the home, monitored by family, or a day program, such as a sheltered workshop. The individual feels as if they are working toward a goal and becoming independent in their choices. They have the choice to do their work, or go to work even. They have the choice of how hard they will work. They then have the choice of what to use their token, whatever it may be, to purchase something (Polyxo.com, accessed on March 2, 2008 ).

One specific type of Applied Behavior Analysis is Discrete Trial Training.According to Wallin, (2004) Discrete trial training has four parts. The first step, discriminative stimulus, the child is presented with a stimulus that they are expected to respond to, such as showing two balls and asking which is red. Next step is the response. In this step, the child’s response is noted, whether correct or not. Reinforcing stimulus, the third step, is a reward, or consequence to the response. There is then a pause between stimuli.

The reward which is presented depends on the child. In the case with many autistic children, there is an obsession with a certain object or topic. For a child who is obsessed with beads, an appropriate reward would be choosing a bead from a jar. An appropriate negative consequence is the removal of beads for a time. The key to this approach is not to send mixed messages. It will only work if every caregiver in their lives applies the same principles. In order for a behavior to be permanent, the consequences cannot change from positive to negative (Maurice, et al, year, 1996).

Another take on ABA style teaching is the ABC model. This model has three steps that form the acronym ABC. First is the antecedent. The antecedent is the reason for the behavior. This could be anything on Maslow’s hierarchy of needs. The more basic the need, the higher the drive to respond to the need. Next is the Behavior. This is the response or action taken by the child. Third is the Consequence. This is what results from the behavior. This consequence can be enforced or natural. An example of ABC model can be seen when a child is hungry. One behavior would be to whine for a treat. A more appropriate behavior may be to get a healthy snack from the kitchen. Each of these behaviors results in a different consequence. The first behavior may result in an enforced consequence of the response “no” from a parent. However, the more appropriate behavior would result in a natural consequence of the termination of the hunger (Maurice, et al, 1996).

Picture Exchange Communication System

Like any other group of individuals, autistic children each have their own way of learning. However, for most, visual images are most effective. As described by Dr. Temple Grandin,(2006), information for autistics individuals is played like a video when being recalled This knowledge has affected the way these children are now being taught. The use of images is used in many ways in an autistic student’s curriculum.

Picture Exchange Communication System is used to communicate for these children. A text picture book is a photo album, filled with pictures of common things in a child’s day. It may contain pictures of toys, food, friends and family members. When the child, especially those who are mute, needs to use a word that they don’t know, they simply point to it in the book.

Picture Cards

Another way pictures are used in educating is to teach right and wrong and emotions. Picture cards displaying a certain emotion is shown to t he child and he or she is asked “how does this child feel?” Or a picture is shown of a child pushing another, and is asked “is this right or wrong?”

According to Grandin (2006), this technique gives the child a catalog of images that he or she can recall when making a decision. With a picture of a child crying in his mind, accompanied by the emotion “sad”, the child can respond in a more appropriate way, when they see another child crying, realizing that they are “sad”.

There are also some negative results that come with using pictures to communicate. According to Cynthia Leahy (2000), it is not that these children cannot speak, but rather that they do not comprehend the necessity or function of speech. The use of pictures to communicate further proves it’s unimportance. These children have a hard time explaining emotions and the use of pictures to illustrate these ideas, makes them more concrete in others, but foreign to the individual. It is easy to look at a picture of a child smiling and know that they are what we call happy. However, the feeling that goes with the word “happy” will remain a strange concept.

Physical education

Physical activity can be used to teach a variety of skills to children with autism, or other disabilities. First, it teaches the child to follow directions, increases attention span and handle daily frustrations. All children need to be taught how to deal with disappointments and problems that occur every day. However, these children do not always know how to get through these frustrations appropriately. By getting physically active, the child is given an outlet in which to deal with these frustrations. According to an article by Daniel Hawthorn (2008) who was once an autistic child, there is a connection between the physical benefits one gains from exercise and the way in which the brain functions. This is true of course in another way. It is important to incorporate exercises that use both sides of the brain. One of the most beneficial exercises is the crossover (Burton, personal interview, February 21, 2008). In this exercise the individual touches the hand to the opposite knee as they march. This exercise is particularly beneficial because it involves the crossing of the mid line of the body. In doing so, the two hemispheres are being used in an unusual way. This process is used in other academic areas. In math, the child often needs to cross from one hemisphere to the other and this exercise helps them develop the ability to do this.

There is evidence that being physically active during the school day helps to promote arousal and reduce boredom (Podulka, 2006). Physical activity aids in increasing concentration and attention span. It is apparent that stimulation levels among autistic students are much higher than their peers. Knowing this, it is easy to see that the children need an outlet for this pent up arousal. They be taught to run, when appropriate, and to use this arousal to complete their school work or the task at hand. This energy can be turned into mental energy rather than physical.

Video Modeling

Because of the way in which children with this disorder respond to stimulation, videos can be used to prompt children to imitate positive behaviors. With many autistic individuals, auditory learning is strongly effective. These children can watch a movie and recite complete segments word for word. Using this knowledge, video modeling was developed. In the same way social stories can teach appropriate behaviors in a particular circumstance, modeling videos can be used (modelmekids.com, March 3, 2008).

Model Me kids is a website that promotes and sells modeling videos. In their videos, children can become acquainted with key characters and model behaviors after them. For example, after watching a video about going to school, the child can use vocabulary learned in the video and create for themselves social situations similar to those that were modeled. Just as a character on a popular cartoon, the characters in the videos become the child’s role models (modelmekids.com, March 3, 2008).

Another way this technique can be used is to videotape an older sibling or peer of the autistic child acting in a way that is appropriate. While watching the video, allow the child to be in the same room the video was taped in and provide them with the same objects to interact with (modelmekids.com, March 3,2008).

Living skills As A Teaching Tool

An additional teaching technique in educating autistic children is living skills. Instead of focusing on learning multiplication tables simply to recite them, this technique teaches the child to learn skills that will help them to survive in the world. For instance, a math lesson may involve using a restaurant menu and a tip calculator or a list of groceries they need to buy and a price list. These skills will improve their math ability while teaching them to function on their own. In writing, the class may write a newsletter to be sent home to parents. This may involve researching, using the Internet, typing and possibly creating logos or advertisements. These real world skills teach the students fundamental academic skills while training them in real life situations (Mr. Fred, FACE, personal interview, March 6, 2008).

Living skills can be anything from reciting your personal information to purchasing something in a store. A good example of this can be seen at the high school level of the FACE program. On Fridays the high school students use the kitchen to make simple meals such as hotdogs and hamburgers. They then set up a food stand and are in charge of selling the food they have prepared. “This activity teaches them to properly use kitchen appliances, and to handle money, while making change.” (Mr. Fred, personal interview, March 2, 2008).

Social Stories are a way to teach children how to behave in a specific situation. They illustrate how exactly the child should act. As described on polyxo.com:

“Social Stories are relatively short, straightforward descriptions of social situations, specifically detailing what an individual might expect from the situation and what may be expected of him ”

For example, if the child’s family is going to the amusement park, the family may read a social story together. In the story, the process of standing in line, boarding a ride and riding a rollercoaster may be described.

According to Edelson, (1995), a social story can contain four types of sentences: descriptive, directive, perspective, and control. Descriptive sentences what is done in the situation being described. Directive sentences direct a person to act in a certain way. Perspective sentences show other people’s responses to actions and events. The Control sentence is added by the reader after the story is read. It is used to help the reader, or audience, to remember the most important parts of the story (Edelson, 1995).

The idea of a social story has been used in many ways in classrooms and homes of children with developmental disabilities. Ms. Marsha, a teacher at FACE, used a social story called “Going to McDonald’s” with her class before taking a field trip to McDonald’s. She says that the children were reciting lines from the story while in line and reminding each other that “you need to say “please” after telling him what you want.” After the field trip, Ms. Marsha had the class make their own social stories about places their families go. They shared these stories with a class of younger students. This activity enabled the children not only to follow instructions but also to give them (Ms. Marsha, personal interview, 2/14/2008).

With any program or curriculum it is important that every caregiver in the individual’s life is participating in the treatment. If Applied Behavior Analysis is used in the classroom, parents and siblings need to be taught how to use it at home as well.