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ABA = Applied Behavioral Analysis used to be for younger moderate/severe autistic kids, but lately parenting groups fight to extend it to all spectrum, all ages. I want to say Yay! to states/provinces where the parents prevail in making ABA funded for all ASD kids. But..... When looking closely, it's basically giving a treat to the kid when he does the right thing. Will it work with Aspergers, especially older kids? Any successes?
ABA = Applied Behavioral Analysis used to be for younger moderate/severe autistic kids, but lately parenting groups fight to extend it to all spectrum, all ages. I want to say Yay! to states/provinces where the parents prevail in making ABA funded for all ASD kids. But..... When looking closely, it's basically giving a treat to the kid when he does the right thing. Will it work with Aspergers, especially older kids? Any successes?
Done correctly, ABA intervention for autism is not a "one size fits all" approach consisting of a "canned" set of programs or drills. On the contrary, every aspect of intervention is customized to each learner's skills, needs, interests, preferences, and family situation. For those reasons, an ABA program for one learner might look somewhat different than a program for another learner. But genuine, comprehensive ABA programs for learners with autism have certain things in common:
Intervention designed and overseen directly by qualified, well-trained professional behavior analysts
Detailed assessment of each learner's skills as well as learner and family preferences to determine initial treatment goals
Selection of goals that are meaningful for the learner and the family
Ongoing objective measurement of learner progress
Frequent review of progress data by the behavior analyst so that goals and procedures can be "fine tuned" as needed
Instruction on developmentally appropriate goals in skill areas (e.g. communication, social, self-care, play and leisure, motor, and academic skills)
Skills broken down into small parts or steps that are manageable for the learner, and taught from simple (such as imitating single sounds) to complex (e.g. carrying on conversations)
An emphasis on skills that will enable learners to be independent and successful in both the short and the long run
Use of multiple behavior analytic procedures - both adult-directed and learner-initiated - to promote learning in a variety of ways
Many opportunities - specifically planned and naturally occurring - for each learner to acquire and practice skills every day, in structured and unstructured situations
Intervention provided consistently for many hours each week
Abundant positive reinforcement for useful skills and socially appropriate behaviors
An emphasis on positive social interactions, and on making learning fun!
No reinforcement for behaviors that are harmful or prevent learning
Use of techniques to help trained skills carry over to various places, people, and times, and to enable learners to acquire new skills in a variety of settings
Parent training so family members can teach and support skills during typical family activities
Regular meetings between family member
My grandson has had ABA since he was 18 months old (he is now almost 8). He was non-verbal until he was 5.5. Then he went to an aba camp over the summer and his language took off. They rarely used any tangible reinforcers. They did use preferred activities and verbal praise.
My granddaughter who has asperger's and is 9 is now attending their social skills groups once a month with her brother and it is helping her as well.
I do think that RDI can be more helpful for asperger's children, but so far funding for that is a real problem.
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