Common ABA Terms and What they Mean

As caregivers, we all want the best for our loved ones. We strive to provide them with every opportunity to learn, grow, and succeed. When it comes to supporting individuals with unique learning needs, Applied Behaviour Analysis (ABA) has proven to be a valuable approach. However, the world of ABA can sometimes feel overwhelming with its terminology and concepts. In this blog post, we will demystify some common ABA strategies and explain them in parent-friendly language. Let's dive in!

Errorless Teaching

Errorless teaching is an instructional technique that aims to minimize errors and maximize learning success. In this approach, prompts or cues are provided to guide the individual's response, ensuring that they are correct from the start. By gradually fading these prompts over time, learners gain confidence and independence in their learning. Errorless teaching promotes a positive learning experience, preventing frustration and building a strong foundation for new skills [1].

Watch a video on errorless learning here

Prompting and Prompt Fading

Prompting involves providing additional cues or assistance to help an individual correctly respond to a specific instruction or task. These prompts can be verbal, gestural, visual, or physical prompts. Prompt fading is the gradual reduction or removal of these prompts as the individual becomes more proficient in the targeted skill. This helps individuals develop independent skills and use their skills in different settings [2].

Watch a video on prompting and prompt fading here

Chaining

Chaining refers to breaking down complex skills or tasks into smaller, manageable steps. Each step is taught and mastered individually before moving on to the next step. Once the learner demonstrates proficiency in each step, the steps are linked together to form a chain, ultimately resulting in the completion of the entire skill or task. Chaining ensures a systematic and sequential learning process, allowing individuals to acquire complex skills more effectively [3].

Shaping

Shaping involves reinforcing close representations of a desired behaviour. It is used when teaching a new skill or when working towards a more complex behaviour. The behaviour is gradually shaped by reinforcing behaviours that are closer and closer to the end behaviour goal. Shaping allows individuals to develop and refine skills incrementally, celebrating each step towards the ultimate goal [5].

Watch a video on chaining and shaping here

Differential Reinforcement 

Differential reinforcement involves reinforcing desired behaviours while providing no, or minimal, reinforcement for undesirable behaviours. By reinforcing appropriate behaviours consistently, individuals are motivated to engage in those behaviours more frequently. This approach helps shape desired behaviours while decreasing challenging or interfering behaviours [4].

Watch a video on differential reinforcement here

Pivotal Response Treatment (PRT)

Pivotal Response Treatment is an evidence-based intervention that targets pivotal areas of a learner's development, such as motivation, self-initiation, and responding to multiple cues. PRT emphasizes naturalistic teaching strategies, providing choices, and utilizing preferred activities to enhance engagement and learning. PRT promotes generalization of skills across various settings and individuals [6].

Watch a video on PRT here

Natural Environment Training (NET)

Natural Environment Training focuses on teaching skills in the individual's natural environment, using everyday activities and materials. NET incorporates the individual's interests and motivations to create meaningful learning opportunities. This approach promotes generalization of skills to real-life situations [7].

Watch a video on NET here

Discrete Trial Training (DTT)

Discrete Trial Training involves breaking down skills into small, structured teaching trials. Each trial consists of a clear instruction, the individual's response, and immediate feedback or reinforcement. DTT allows for repeated practice and targeted teaching of specific skills [8].

Watch a video on DTT here

Positive Reinforcement

Positive reinforcement is a fundamental principle in ABA that involves providing a consequence the individual likes (such as praise or preferred items/activities) immediately following desired behaviours. By associating positive consequences with specific behaviours, positive reinforcement increases the likelihood of those behaviours recurring again in the future [9].

Watch a video on positive reinforcement here

Understanding ABA strategies is essential for caregivers navigating the journey of supporting their loved one's development. By familiarizing yourself with techniques like errorless teaching, prompting and prompt fading, chaining, differential reinforcement, shaping, Pivotal Response Treatment (PRT), Natural Environment Training (NET), Discrete Trial Training (DTT), and positive reinforcement, you can actively participate in your child's ABA program and reinforce their progress at home.

Remember, ABA strategies are designed to empower individuals. Embrace the opportunity to collaborate with ABA professionals, ask questions, and seek clarification when needed. Together, we can create a nurturing environment where learners thrive and achieve meaningful growth.

Ready to see how ABA in the GTA can make a difference for your family? Contact Us to find out!

By: Julie Scher. BCBA

References:

[1] Smith, T., & Eikeseth, S. (2011). Errorless teaching within applied behavior analysis. In Evidence-Based Educational Methods (pp. 119-139). Academic Press.

[2] Alberto, P. A., & Troutman, A. C. (2013). Applied behavior analysis for teachers (9th ed.). Pearson.

[3] Parsons, M. B., & Reid, D. H. (1990). The use of time-delay fading procedures during the acquisition of chained skills. Journal of Applied Behavior Analysis, 23(3), 333-340.

[4] Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.

[5] Maurice, C., Green, G., & Luce, S. C. (1996). Behavioral intervention for young children with autism: A manual for parents and professionals. Pro-Ed.

[6] Koegel, R. L., Koegel, L. K., Ashbaugh, K., & Bradshaw, J. (2014). The importance of early identification and intervention for children with or at risk for autism spectrum disorders. International Journal of Speech-Language Pathology, 16(1), 50-56.

[7] Schreibman, L., Stahmer, A. C., Barlett, V. C., & Dufek, S. (2009). Brief report: Toward refinement of a predictive behavioral profile for treatment outcome in children with autism. Research in Autism Spectrum Disorders, 3(1), 163-172.

[8] Lovaas, O. I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology, 55(1), 3-9.

[9] Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.