ABA Basics: Principles, Terminology, and How It Works
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- čas přidán 4. 07. 2024
- Presented by Amanda Tami, LPC, BCBA
The Johnson Center for Child Health and Development
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I’ve learned more in this hour training than I did in graduate school. I sincerely thank you for your time, insight, passion and dedication to this field, you are truly a gem.
This was extremely helpful. You covered all the bases. Thank you!
ABA comprehension...easy to understand for newbiew...thanks a lot Amanda...
Excellent presentation!
this excellently clear and well-explained talk with helpful diagrams, is very informative and usefully focuses on helping autistic folk via highly structured Skinnerian operant conditioning but there are, of course, many other treatment models and processes that can also help autism
Well articulated. Thank you
Thank you this was excellent and well presented. I appreciate the chance to learn.
You covered a lot of ground and did it well within a very short time frame. However, a suggestion, Antecedents EVOKE (or in more friendly terms make it possible for the behavior to occur and hopefully be rewarded) not ELICIT (that's for reflexive or respondent behavior) and FADING is an antecedent stimulus procedure and should not be used for CONSEQUENCE manipulations (e.g., you can thin or reduce reinforcement but not fade it) this is too common an error occuring even in the literature at times.
This guy gets it!
This is full of very helpful information. Watched
@9:37 it says it all with respect to why the entire basis of ABA is an embarrassing token relic of the past. To paraphrase, "We (ABA) are not concerned with involuntary behaviors, the beating of our heart, lungs and so forth and, therefore, only voluntary behaviors." Really? Is interoceptive (internal) feelings of safety involuntary or voluntary behavior? How about hypervigilance, hyperarousal which shifts physiological state regulation from interoceptive (internal) feelings of safety with others and activates our sympathetic-adrenal nervous system resulting in ADAPTIVE (not maladaptive) fight/flight defensive behaviors or worse if the child is in parasympathetic withdrawal/shutdown and/or dissociation?
In other words, these afferent pathways, that is affective signals from the body/autonomic nervous system back into the brain directly affect the so-called, "socially appropriate or inappropriate behaviors." It is a single bi-directional system and thus the infantile description of voluntary vs involuntary no longer apply! So by teaching/reinforcing through BS A, B, C strategies, "Appropriate" vs "Inappropriate" behaviors and cognitive tasks you are essentially and resplendently placing a strait-jacket on the child's entire system and thus laying the foundations for further repression and dissociation (i.e. PTSD).
Basically, you have at that juncture (as all behaviorists do) stripped away and flushed down the toilet the child's nervous system or physiological state regulation/organism which exist between the S (timulus) and R(esponse) (which adaptively DETERMINES what you call appropriate/vs inappropriate). Hence, why this is not partly but incontrovertibly and unequivocally criminal and destructive for the last 60 plus years!
Thx you
Thank you
Great job!
I agree with most of this and it makes a great amount of sense. But once she said the word noncompliance was unkind and that they aren’t using it anymore that’s when I saw that agreeableness and neuroticism is going to be a huge issue in this field going forward. I will likely be dealing with colleagues that cannot handle anything that could cause confrontation or conflict.
For instance. If you have two people, one of which is responsible for the other (just like a parent is for a child). Then they need that child to be compliant with their expectations as long as they are reasonable. If a child isn’t reasonably compliant then what are we talking about here. The whole purpose of this therapy is to train their behaviors into compliance with particular expectations in mind. Particularly ones that lead to a more stable and reciprocal relationship.
It’s possible you can make the word more friendly for people if you called it dismissive behavior instead. But it still sounds like you are saying the same thing to me with extra steps.
How many ours per week is recomended for ABA teraphy?
Zero
@@Neilgs agreed
@@Neilgs How's that non-evidence based play floor time going, Neil?
Why zero?
@@giftedmindsresourcecentre1508 They’re likely someone with Aspergers who is vehemently against a cure or any treatment for autism. Thus they believe that ABA therapy is abusive, but ABA therapy can be crucial for severe cases. Yes, ABA is partially about the parents, but they’re the ones who pay the therapy bills, not the SJW.
Word
ABA is literally like conversion therapy for autistics. ABA tries to force us to confirm to neurotypical standards, it only benefits neurotypicals. Basically just teaches us how to mask our autism which is incredibly harmful (I almost took my own life because of masking my autism for so many years). I can't imagine if I had been in ABA on top of the masking I already taught myself to do. I feel so sad for autistic people who are put in ABA, especially nonverbal autistics who can't verbally describe how they feel about being in ABA.
Not at all. It's not "conversion therapy" to reduce a severely disabled individual's eye poking and slamming his head into walls by teaching functional communication. Would you rather the kid exhibit dangerous amounts of SIB, or functionally communicate? If you chose the latter, you are for "conversion therapy"
@@IcanSeeMyselfOutThanks I’m an autistic adult and during meltdowns I do things like punch myself in the face and bite myself and I rather people just let me be when I’m in that state and I instead go in my room to be alone. Intervening just makes it worse and makes me lash out. I’m not saying it’s okay for autistic people to harm others during meltdowns but I’m saying the way ABA deals with it is harmful. Also, there are many ways to help autistic people learn to communicate that don’t involve trying to turn us into neurotypicals (ABA). I’m in autism specialized therapy and my therapist, unlike ABA therapists, helps me to work on communication without trying to make me something I’m not. Teaching us to communicate in itself is not conversion therapy but the way ABA goes about it is because it’s teaching us to get rid of our natural behaviours and instead act neurotypical. They literally force autistic people to stop stimming which regulates us and is part of us.
@@Tulsitea12333 sorry, but that is a total misconception of ABA today. It specifically states in the code of ethics that to address a specific behavior for reduction, it has to be harmful to the individual, harmful to others in their environment, harmful to the environment, or prohibits the individual’s learning. Hand flapping or any type of self stimulatory behavior would not be addressed in today’s ABA.
i was searching for roblox
This is just grooming against appropriate response from the CNS. Using ABA for physical contact is literal human trafficking grooming. This sounds like residential schools.
Takes much too long to get to the point!
Did you know that BF skinner was against using ABA on children and also didn’t believe in grades? He also became cynical as time passed.
How dare You
From a DEVELOPMENTAL Affective Neuroscience perspective, ABA methodologies are banal, reductionistic as well as severely aberrant, punitive and misguided to the point of criminality.
You should take that axe you have to grind elsewhere dude. "Aberrant, punitive and misguided" are words that indicate someone hurt/upset you deeply and this video was a ready target.
Heyyyy it's the floor play time guy again! I see you all over the place, I am sorry your floor play time is not evidence-based. I would be upset as well
The reason why this is so utterly inane as well as embarrassingly antiquated is because ALL behaviors are the symbolic or external manifestation of our underlying state regulation. For example, whether the child feels internally or interoceptively safe or not safe (for example, our parasympathetic autonomic ventral vagal or our social-emotional engagement system or if not safe mobilized for adaptive sympathetic-adrenal fight/flight behaviors or worse dorsal parasympathetic immobilization, withdrawal/shutdown or dissociative states). Hence, the so-called, "discrete data driven empirical observables" are just the external manifestation of the underlying and emergent properties of our ventral or dorsal vagus state and LHPA axis (limbic hypothalamic, pituitary adrenal axis into autonomic states) which bi-directionally connects with executive planning/functioning.
Essentially, our subcortical influences/determines 80% of premedial frontal cortex and executive functioning. The latter is determined not by the bankrupt and infantile naming, tagging of adult directed manipulations of "surface behaviors" (e.g., trained through environmental contingencies of reinforcement declarative memorizations, "Do X and get reinforced by Y" or any combination therein) but rather by cultivating the psychosocial neurobiological conditions of safety for the child (or adult) through the dynamics of back and forth reciprocal co-regulated empathic relationships. In other words, real science that has to do with Affect and Developmental Neuroscience: Interpersonal Neurobiology and Polyvagal Theory.
I'm not sure exactly what you mean by "surface behaviors" but I will say that in the late 80's when I had the responsibilities of developing a neurobeavioral treatment unit for adults with traumatic brain injuries and later Director for a pediatric and adoloescent post-acute traumatic brain injury (with various etiologies) and responsible for the servicesprovided by various specialists such as a speech therapist, occupational therapist, physical therapist, special education teachers, neurologist, etc. we all focused on very observable actions of these individuals and due to the memory issues, especially short term or working memory, we found it particularly valuable to focus on the antecedent stimulus conditions. Perhaps most importantly, we were able to achieve remarkable outcomes with these people, i.e., they learned how to walk, talk, dress, feed themselves, etc. I guess you might say we found out about neural plasticity and how consistency in stimulation and "therapies" involving the execution of observable activities which have important functions, including survival, for these persons. I believed or interpreted the conditions and practice of these skills or behaviors to not only be responsible for the measurable outcomes and progress achieved by these individuals also to perhaps be representative of the development of new neuronal networks in the brain. Regardless, the achievement of these skills was the main focus and sure seemed to make them and their loved ones very happy.
@@richardzawlocki3095 don’t worry, I have seen this guy on nearly every single behavior analytical video just trying to bash the science. He is a floor play teacher, definitely not the evidence-based procedure. I think he’s upset that his floor play time does not have the empirical evidence as ABA does. Since I can’t post links, he should check links in my info. Really interesting and objective research on the effectiveness of the methods ABA uses.
@@richardzawlocki3095 By "surface behaviors" I mean training through environmental contingencies of reinforcement declarative memorization or episodic or semantic memory and leaving out the complexity of something called, "the child's organism" or physiological state regulation which is between the S(timulus) and the R(esponse).
The former is not how deeper learning (other than surface programmed responses) occurs. Essentially, all behaviors without exception are the symbolic or external manifestation of what is occurring beneath the surface. To measure, chart behaviors as though they are intentional or can be conditioned on schedules of reinforcement might have value with respect to relearning certain tasks due to prior injuries, however not when it come to autism spectrum related challenges and the understanding of All Development in general with respect to how all children (i.e., irrespective of neurotypical or non-neurotypical learn, grow and develop). We conclusively know this from evidence based Developmental Affective Neuroscience, Interpersonal Neurobiology, Polyvagal Theory, Infant and Childhood Mental Health, etc.
The underlying primary core challenges associated with ASD and related affect sensory processing and social-pragmatic communication/language challenges are beneath executive functioning or what actually connects executive functioning or prefrontal areas which is implicit procedural memory, a focus on the Functional-Emotional Developmental Capacities of deepening affect reciprocal attachment and attunement or back and forth co-regulated visual-facial, auditory-prosodic, tactile-gestural interactions.
From the understanding of our phylogenetic autonomic nervous system, which is not merely one of maintaining homeostasis, i.e. sympathetic adrenal arousal bad, parasympathetic rest and restoration good with a higher left order rational brain sitting on top but our second parasympathetic nervous system with the evolutional in our transition from reptiles to mammals. Specifically, this is the ventral vagus (our mammalian social emotional engagement system) which connects to the sinoatrial value or pacemaker or the heart through visceromotor pathways to the nucleus ambiguous and at the same time forms as a column in the brain stem to the cranial nerves (referred to as special visceral efferents). These include, the striated muscles of the face, ears, eyes; as well as a branch of the vagus which connects to the larynx and pharynx. This is our parasympathetic social-emotional engagement system (physiological foundations which is transformed through) our interpersonal social-emotional co-regulation with others.
Basically, from the perspective of the child (or any individual) , "Do I feel safe with to engage with you and my surrounding or is my sympathetic-adrenal system ADAPTIVELY mobilized for defensive fight/flight behaviors or worse parasympathetic (our reptilian dorsal vagus), withdrawal/shutdown, dissociation?"
These are NOT learned behaviors through environmental contingencies of reinforcement or operant conditioning (that is, more or less, scooping off the foam or cream from the surface). Basically, without going further here as we help the child (or older) cultivate the foundations of internal or interoceptive feelings of safety, the social-engagement system along with cognitive functioning and social-pragmatic communication/language begins to come more prodigiously online. Thus, what initially appears to be the child's (or older) primary core deficits associated with ASD or other regulatory challenges are often not at all. In other words, as we help shift the child's state regulation through deepening reciprocal attachment and attunement (interpersonal affective co-regulation) to increased adaptive internal or interoceptive feelings of safety this then objectively and measurably changes! This is of course is aside from any comorbidities.
@@Neilgs funny how nobody takes you seriously. Just like floorplay fun time... maybe one day it will be evidence based (but don't hold your breath)
Sorry, but when you begin to look ar a child (or an adult) as a compilation of learned "appropriate behaviors versus inappropriate behaviors" you have flushed down the toilet, or extinguished if you will, the biopsychosocial complexity of human existence and thus have brilliantly and resplendently demonstrated not one iota of mammalian or human empathic understanding! You have to begin to understand a wee bit more emotionally or empathically (rather than under the centuries long supposition, "giveth a child an inch and s/he will take a mile, especially one with 'behavioral' issues"), what that child is experiencing/feeling. And please spare me the blithe ignorance that 'feelings' are not observeable; they in fact are from an exhaustive evidentiary perspective and is what build the foundations of neural connections (i.e., between the eariler and later or subcortical and executive functions of the brain). Where are thou the evidence? I would be happy to provide it, but it is readily, openly and exhaustively available, neuroanatomically, neurophysiologically and neurodevelopmentally.
It is about understanding the child's arousal, feelings of extreme anxiety; hyperarousal (or hypoarousal and withdrawal). It is unerstanding not "behaviors" at a cortical but subcortical and LHPA level; and how a diathesis in physiological states become optimally regulated around deepening affect reciprocal attachement and attunement around the child's individual (heterogeneous) sensory processing differences; meeting the child where s/he is functionall-emotionally developmentally; having that child's, e.g., physiological state of hyperarousal or extreme anxiety and bodily-emotional perceived threat to increased calm and safety by feeling undestood, felt and connected with through affect (emotional) nonverbal levels of reciprocal back and forth engagement by (empathically) attributing purpose and meaning to his/her actions; becoming a part of his/her world and deepening those bonds of engagement in two-way reciprocal problem solving around his/her emotions!
Floor play time has 0 evidence backing it up for what it was designed for. You would be better off going to Chuck E. Cheese
Please tell us , What are "Socially significant behvaiors" and how do they differ from other behaviors which are less "socially significant"? Completely, antiquated and destructive nonsense!
Agreed
Hi, Neil’s! I’m sorry your floor play time is not empirically backed at all like ABA is. I don’t think you should go around spewing nonsense that really just makes you look dumb as hell. Check out the links in my info for real empirically backed methods….here’s a hint: You won’t see floor play time as an evidence based procedure. Rather, it specifically states floor play time is NOT evidence based. Sorry, guy. But I’m sure floor play is just as beneficial as taking your kid to a ghetto Chuck E. Cheese