Is ABA Just Discrete Trial Teaching? (No!)

“When one teaches, two learn” – Robert Heinlein

Author: Erin Leif, BCBA-D

Sometimes, people think ABA incorrectly is synonymous with discrete trial teaching (DTT). DTT is but one evidence-informed teaching tactic! In our recent survey of the professional practice of ABA in Australia, we found that BCBAs used a whole range of teaching tactics in ABA-based programs, including naturalistic teaching, shaping, modelling, positive reinforcement, and prompting. 

However, DTT can be a useful strategy in an ABA-based program, as it offers several advantages, all of which are designed to maximise the learner’s success:

1. DTT provides a clear and technological description of all components of teaching so multiple teachers can teach the skill in a consistent way (which prevents the learner from becoming confused and maximises learner success)
2. DTT involves breaking larger skills down into small teachable components, to meet the learner where they are at and ensure the learner can fully participate
3. DTT provides multiple practice opportunities for the learner within in single session. It is similar to a high-impact teaching strategy called opportunities to respond, which is widely used in classrooms to actively engage all students in the learning process
4. DTT incorporates prompting and prompt fading to maximise the learner’s success and build the learner’s independence with the skill. Prompts are gradually faded as the learner becomes more independent with this skill. This is similar to the process of scaffolding, which is often used in classrooms to help students learn new skills a little bit at a time 
5. DTT provides numerous opportunities for reinforcement within a single session. By keeping the rate of reinforcement high, the learning context should be enjoyable for both learner and teacher
6. DTT specifies clear mastery criteria. In other words, teaching continues until the learner demonstrates full independence with the skill (rather than moving on to new skills too quickly, before the learner is ready)
7. Each discrete response can be measured, and data can be graphed and analysed (e.g., by frequency, rate, or per cent correct/independent) to make teaching decisions and facilitate data-based problem-solving. In doing so, challenges the learner might be experiencing can be identified and addressed quickly, and changes can be made to the way we teach to keep the learner successful. 

DTT is not an appropriate teaching strategy for every skill. It is best used to teach discrete skills, or those which require a single response. Examples of discrete skills include pointing to objects or pictures (receptive language), naming objects or pictures (expressive language), following one-step instructions, matching, or imitation. 

Leaf et al. (2016) advocate for a progressive approach to DTT in ABA-based programs. In a flexible approach, fixed and inflexible protocols for using DTT are not used. Rather, teachers are encouraged to use their clinical judgement to make moment-to-moment decisions about the effectiveness of their teaching, based on ongoing analysis of the data. Leaf et al. recommend (a) making decisions about how to arrange teaching sessions (for example, the type and location of teaching materials) based on the strengths and needs of the learner, (b) using natural language when delivering instructions, (c) varying instructions when possible, (d) using flexible prompt fading strategies, (e) using a variety of consequences, including reinforcement and corrective feedback, which have been individualised to the learner, and (f) teaching in real-world (or “busy”) environments, when feasible. Such approaches may facilitate the development of more flexible and generalisable learner repertoires. 

Further Reading

• Ferraioli, S., Hughes, C., & Smith, T. (2005). A model for problem solving in discrete trial training for children with autism. Journal of Early and Intensive Behavior Intervention, 2(4), 224.
• Greer, R. D., & McDonough, S. H. (1999). Is the learn unit a fundamental measure of pedagogy?. The behavior analyst, 22(1), 5-16.
• Leaf, J. B., Cihon, J. H., Leaf, R., McEachin, J., & Taubman, M. (2016). A progressive approach to discrete trial teaching: Some current guidelines. International Electronic Journal of Elementary Education, 9(2), 361-372.
• Steege, M. W., Mace, F. C., Perry, L., & Longenecker, H. (2007). Applied behavior analysis: Beyond discrete trial teaching. Psychology in the Schools, 44(1), 91-99.

Reinforcement versus Rewards – What’s the Difference (And Why Does It Matter)?

“Behaviour goes where reinforcement flows” – Aubrey Daniels

Author: Erin Leif, BCBA-D

In every day and in pop psychology, the terms reward and reinforcement are often used interchangeably. However, there are important distinctions! 

A reward is defined based on what it looks like, such as a sticker, lolly, or smiley face on the board. In other words, a reward is a thing, not a process. Often, rewards are selected by the parent or teacher, are dispensed in the same way to everyone (for example, all students in the class), and are delivered for behaviours that may not be clearly identified and described to students. Rewards may or may not have any effect on behaviour.

By contrast, reinforcement is a process, not a thing. In ABA, reinforcement is defined as a stimulus change (or consequence) following a behaviour that increases the future likelihood of that behaviour. If a specific consequence is shown to increase the occurrence of behaviour (for example, getting an HD on a quiz increases study behaviour), we call the consequence a reinforcer. Sometimes, a reward can function as a reinforcer - but not always! 

To use reinforcement effectively, the parent or teacher must be able to (a) describe the specific target behaviours for increase, (b) identify specific and individualised reinforcers for each person, (c) deliver the reinforcer following the target behaviour, and (d) demonstrate that the delivery of the reinforcer results in an improvement or increase in the target behaviour of the learner. 

What functions as a reinforcer is likely to vary from person to person – we are all different, and we all have unique likes and dislikes! Reinforcers can include social interactions, types of social attention, activities, events, toys and objects, sensory feedback, and even task completion. Extrinsic reinforcers are consequences that are dispensed by other people, such as activities, stickers, pay cheques, and good grades. Intrinsic reinforcers are directly produced by the behaviour itself (i.e., are not delivered by someone else) and may include things like reading a book, engaging in a hobby, or playing a video game. Both extrinsic and intrinsic reinforcers are important and influence our behaviour all the time. We often use extrinsic reinforcers, like praise or a toy, to establish new behaviours or skills. Over time, engaging in the skill produces forms of intrinsic reinforcement, such as feelings of success!

When delivering extrinsic reinforcement, it is very important that we focus on interactions, not transactions. Every opportunity to deliver an extrinsic reinforcer is an opportunity for the adult to engage in a meaningful social interaction with the learner. This in turn can have the added effect of strengthening the relationship between the adult and learner. 

Reinforcement is a very individualised process. When delivering ABA-based programs, it is important to identify the unique and personally relevant reinforcers for each person. We can do this by asking the person, asking others who know the person well, observing the person and noticing what types of things they like to do, providing the person with lots of choices, and helping the person experience new things in life. Ultimately, we should strive to create contexts for people we support in which they can experience lots and lots of reinforcement, both extrinsic and intrinsic! 

Rewards and reinforcement are not the same! However, we often use these terms interchangeably in everyday language. In ABA, we advocate for the use of reinforcement, not rewards. Reinforcement is a person-centred and individualised process that leads to meaningful skill development and opportunities for strengthening relationships. 

Further Reading

Hardy, J. K., & McLeod, R. H. (2020). Using Positive Reinforcement With Young Children. Beyond Behavior, 29(2), 95-107.

Scott, T. M., & Landrum, T. J. (2020). An evidence-based logic for the use of positive reinforcement: Responses to typical criticisms. Beyond Behavior, 29(2), 69-77.

Sugai, G., & Simonsen, B. (2020). Reinforcement foundations of a function-based behavioral approach for students with challenging behavior. Beyond Behavior, 29(2), 78-85.

What Actually IS ABA? 

Author: Erin Leif, BCBA-D

I often have people ask me, ‘What actually IS ABA?’ And sometimes, I find this a hard question to answer! While most likely best-known among the public as a therapy for children with autism and developmental disabilities, Applied Behaviour Analysis (ABA) has diverse far-reaching applications. It’s important to note that ABA isn’t a single type of intervention for a specific population (for example, autism). Rather, it’s a branch of science concerned with the application of basic principles of behaviour and learning to solve socially important problems and teach new skills.

Behaviour analysis is a natural science approach to understanding behaviour, learning, language and cognition. As a science, it’s conceptually similar to the disciplines of psychology, biology, chemistry and medical science. It’s comprised of four branches that together form the foundation for research and clinical practice. The first is radical behaviourism, or the philosophy of the science. This attempts to understand all human behaviour, including thoughts, feelings, emotions, cognition and complex language, in terms of person-centred historical variables (i.e., learning) and biological endowment. The second branch is the experimental analysis of behaviour, a natural science approach to the study of basic behavioural processes. The third branch is applied behaviour analysis, in which basic behavioural processes derived from the experimental analysis are applied to improve socially significant behaviour in real-world settings. The scientific method is used to show that behaviour change and learning is due to the careful and specific implementation of the intervention or teaching strategy, rather than an uncontrolled variable. The fourth branch, the professional practice of applied behaviour analysis, involves the delivery of applied behaviour analytic interventions in a range of real-world settings, such as classrooms, clinics, and homes.

I wanted to share some thoughts on what the professional practice of Applied Behaviour Analysis is (since that is what most of us do!), and how we might define it when talking to people who are unfamiliar with our field. I like to talk about ABA as a framework for delivering a variety of teaching and behaviour support strategies. The different strategies that are used within an ABA-based program have all been evaluated in published research and have an evidence-base. However, simply delivering an evidence-based intervention is not enough. Applied behaviour analysis practitioners must be well-versed in the process of evidence-based practice and must be able to draw on peer reviewed published research, their own clinical judgement and expertise, and the values, preferences, strengths, goals, and needs of the person they are supporting when designing a therapy program or intervention. When used in clinical and educational contexts, the ABA framework consists of several important components:

Applied Behaviour Analysis has broad and varied applications. For example, positive behaviour support (PBS) is an approach for supporting individuals with disability who display behaviour of concern that integrates the values of the disability community with the clinical framework of ABA. School-wide positive behaviour support (SW PBS) is a prevention-focused, tiered approach to supporting the social, emotional, and behavioural development of all students in school settings. Early behavioural intervention involves the delivery of comprehensive, evidence-informed early learning and skill building programs to young children with developmental delays and their families. Organisational behaviour management (OBM) uses the ABA framework to assess the effectiveness of various systems to improve employee job performance and create more effective work environments. What these applications have in common is that they use the framework described above to guide the development, delivery, and evaluation of strategies for helping people! 

In our recent survey of ABA practitioners in Australia, we identified the different types of teaching and behaviour support strategies used as part of ABA-based programs. In the graphics below, you can see that practitioners reported using a wide range of strategies, each of which is individualised to meet the needs of the person. 

In our upcoming blogs and practice briefs, we will share more information about what each of these strategies involves, and when they might be used as part of an ABA-based program. 

2021 Conference Announcement 

Let's Get Virtual!

After the postponement of our 2020 annual conference in Sydney due to the COVID-19 pandemic, ABA Australia had high hopes that we would hold our 2021 conference in Sydney as scheduled. About six months ago, the board of directors began discussing the reality of holding an in-person conference in 2021. To better understand our members' thoughts and preferences, we sent out a survey about the 2021 conference.

Members’ Survey

Out of the 84 respondents, most stated they had planned on attending the conference 2020. When asked how likely they would attend an in-person conference: 29.7% said unlikely, 27.4% were unsure, and 45.2% said likely to attend. When asked if the conference should be postponed again: 46.7% were unsure, 20.2% said yes, and 31.2% said no. When asked if the conference needed to be delayed again, what was the virtual format preference? There was a similar preference for either a virtual conference or webinar series. With this information and seeing what has unfolded with citywide and statewide lockdowns, it has become clear that holding a face-to-face conference in Sydney this July might not be possible. The COVID-19 virus is highly unpredictable and can get through some of the world’s strictest quarantine systems, meaning that we could potentially have to cancel the conference last minute due to government restrictions. As always, our top priority is making the annual conference a safe, productive, and enjoyable experience for everyone who attends. In these uncertain times, we have decided the best way to do that is to turn the annual conference into a virtual conference while keeping it in July. We have adjusted the dates a bit, as explained in more detail below.

Conference Program

We will have several prerecorded and some live presentations (available later on-demand) available across July 2021. We understand that the time spent online has increased over the past year and that ‘Zoom fatigue’ is real. We wanted you to be at your best when listening to our conference program, so we thought it best to let you choose when to watch the presentations.

But what about networking and real connections?

Networking is an essential part of a conference, one of the main reasons we love holding the conference. We are looking to host several small in-person networking events in each state and territory (yes, even you NT!). We will release more information about these events in the coming months. We wanted to provide a way for our members to connect with other local members or ABA nerds without crossing any borders. We are looking to hold these events in September - October 2021. As the requirements for live events change quickly, all we can say is that there will be presentations, roundtable discussions, and a poster session at each event.

What if you want to present?

We are securing several invited speakers worldwide (one of the benefits of a virtual conference). However, we still love to show off our local talent. Submission for presentations can be made on our website.

How much will this cost?

Virtual registration rates will be lower than for one of our in-person conferences. Check out our website for prices as they are based on your membership status. Ticket prices include access to all the recorded events and all BACB CEUs (Whoo Hoo!). There is an early bird discount if you purchase by 31/5. Tickets will go on sale 15/3/2021. We are also offering free tickets to people who live in low-income countries. One of our objectives is to disseminate this amazing science we love so much. As we are going virtual, this allows us to push our dissemination objectives beyond Australia's borders. More information about this is available on our website. Please spread the word about this opportunity!

Sponsors

We have sponsorship options available for our conference. Check out our website for options. Or contact us to discuss a customised sponsorship package.

What if I bought a ticket last year and kept it?

We'll be sending you an email shortly explaining your ticket options. More info here!