Our Teaching Approaches
A. Principles of Applied Behavior Analysis (ABA)and Verbal Behavior (VB) Approach
At CAD, we design learning program based on the principles of ABA or Applied Behavior Analysis, with the following fundamental approaches:
- Analyzes socially-significant behaviors in need of improvement. This means that instructors collect, examine, and interpret data as part of the teaching process.
- Behavior is defined in objective and measurable terms.
- Examines the functional relationship between behavior (what a person does) and its controlling variables (what happens in the environment).
- Analyzes behaviors through a three-term contingency:
- Antecedent - What happens before the behavior?
- Behavior - What does the behavior look like?
- Consequence - What happens after the behavior?
To develop children's language skills, we use the VB (Verbal Behavior) approach, which is one of the ABA’s teaching approaches. The details are as follows:
- Verbal behavior is behavior that is mediated by the actions of another person. This means it involves what we do in most of our interactions with others. Verbal behavior is communication.
- Verbal behavior focuses attention on the functional analysis of language; looking at the conditions under which a person will use language. In other words, looking at why things are said.
- Verbal Behavior can include speaking, using sign language, writing, gesturing, using picture exchange systems, and using various augmentative communication devices.
- Verbal behavior is best understood by learning the verbal operants, which classify what is said based on why it is said. For example:
- Mand = request (You say it because you want it)
- Tact = label (You say it because you see, hear, smell, taste, or feel something)
- Intraverbal = conversation, answering a question, responding when someone else talks (You say it because someone else asked you a question, or made a comment)
- Echoic = repeating what someone else says (You say it because someone else said it)
- Imitation = repeating someone else’s motor movements (You move because someone else moved the same way)
- Listener Responding/Receptive = following directions (You do what someone else asks you to do)
Teaching Approach Examples
In Verbal Behavior programs, we focus on teaching all the meanings of a word. One word, such as 'cookie,' may be used for a variety of purposes – to label, to request, to answer a question, to repeat what someone else has said, and so forth. The same word may need to be taught as a mand, a tact, an echoic, an intraverbal, or as a receptive response so that the student can use the word for a full range of purposes.
- Mand (When you want a cookie)
- Tact (When you see, taste, or smell a cookie)
- Echoic (When hear the word "cookie")
- Intraverbal (When you respond to someone giving you an instruction about a cookie)
- Mimetic (Motor Imitation) (When imitating a sign language gesture for the word "cookie" after someone else demonstrates the sign)
- Listener Responding (Receptive) (You make the sign for cookie because someone else signed cookie)
How do we implement Verbal Behavior in the classroom?
First, we teach the child to cooperate and want to be with us. We do this by pairing ourselves with reinforcement. Pairing is the process by which we correlate the teaching environment and staff with the child’s reinforcers (their favorite items or activities) to eventually make them want to approach us. Then, we teach a child:
- How to ask for what they want (MAND)
- How to say what things are (TACT)
- How to answer questions (INTRAVERBAL)
- How to follow instructions (RECEPTIVE)
- How to imitate others:
- What others say (ECHOIC)
- What others do or how others move (MOTOR IMITATION)
In addition, we also teach other skills related to communication and social development. The specific skills taught depend on the individual needs of each student. Before we begin teaching children, we must first assess their skills, which can be done using one or more of the following assessment tools:
- Basic Language Assessment Form (BLAF)
- Assessment of Basic Language and Learning Skills (ABLLS)
- Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP)
Beyond assessment, Verbal Behavior consultants will train instructors and classroom staff in program development and provide on-site guided practice. This may include modeling for the staff on how to implement specific programs or handle behaviors.
References:
Pennsylvania Verbal Behavior Project Family Handbook
B. Early Start Denver Model (ESDM)
The Early Start Denver Model (ESDM) is a therapy program for children with autism under age 5, combining Applied Behavior Analysis (ABA) and developmental science. Developed by Sally Rogers and Geraldine Dawson, it was recognized as a Top Medical Breakthrough by Time Magazine in 2012. ESDM improves language, cognition, social skills, adaptive skills, and behavior. ESDM is a play-based form of ABA therapy, blending ABA principles with developmental science to teach communication and social skills using children's natural interests.
Key points:
- Focuses on normal toddler development and positive relationships.
- Teaching happens during natural play and everyday activities.
- Encourages interaction and communication through play.
- Can be used at home, in clinics, or schools, both in groups and one-on-one.
- Effective for children with various learning styles and abilities.
- Parent involvement is crucial, with therapists guiding families to practice strategies at home.
ESDM helps children improve social, language, and cognitive skills, benefiting those with and without significant learning challenges.
How Can ESDM Be Used to Teach Children with Autism?
ESDM is implemented through structured yet naturalistic interactions between the child and a therapist, parent, or teacher. It can be delivered in home, clinic, or preschool settings and is highly individualized to meet the child's developmental level.
Key Strategies in ESDM for Teaching Children with Autism:
1. Naturalistic Play-Based Learning
- Learning occurs in fun, engaging activities rather than structured, table-top drills.
- The therapist follows the child’s interests to build motivation and engagement.
2. Joint Attention & Social Engagement
- Therapists encourage turn-taking, eye contact, and shared activities to enhance social communication.
- Example: If a child reaches for a toy, the therapist might hold it briefly and wait for eye contact before giving it to reinforce joint attention.
3. Imitation & Modeling
- The therapist models appropriate behaviors, and the child learns by imitating.
- Example: If a therapist claps, they encourage the child to imitate the action by making it fun and rewarding.
4. Communication Enhancement
- Encourages both verbal and nonverbal communication (gestures, signs, or spoken words).
- Example: If a child wants a snack, they may be encouraged to point, sign, or use words before receiving it.
5. Reinforcement Through Positive Interactions
- Natural reinforcement is used, meaning rewards are embedded in the activity (e.g., blowing bubbles continues only when the child interacts).
- This increases intrinsic motivation to communicate and engage.
6. Flexible & Individualized Curriculum
- ESDM covers all developmental domains, including language, cognition, motor skills, and social interaction.
- The program is adjusted based on the child’s progress, and data is continuously monitored.
7. Parent Involvement
- Parents are trained to embed ESDM strategies into daily routines, making learning consistent throughout the day.
C. Benefits of an Intensive ABA intervention Classroom
How can an Intensive ABA intervention classroom, with 15-30 hours per week, effectively promote skills and development in children with Autism Spectrum Disorder?
Autism Spectrum Disorder (ASD) presents challenges in social skills, communication, and behavior. Applied Behavior Analysis (ABA) therapy has become a leading intervention, offering structured approaches tailored to individual needs. However, the number and duration of therapy sessions play a crucial role in its effectiveness.
Research suggests that 15-30 hours of ABA therapy per week provide significant benefits for children with ASD, leading to improvements across various developmental areas. Studies on program models support this notion, with Dawson and Osterling (1997) reporting similar intervention durations. Moreover, early intervention is key. Children starting ABA therapy before the age of 4-5 tend to make greater gains compared to those starting later (Harris & Handleman, 2000; Sheinkopf & Siegel, 1998). In essence, the more frequent and intensive the ABA therapy, the greater the potential for positive outcomes in children with ASD. Early intervention further enhances these benefits, highlighting its critical role in supporting development.
Enhanced Skill Acquisition:
Children with ASD often struggle with acquiring and mastering new skills, such as language, social interaction, and self-help abilities. ABA intervention provides structured and systematic teaching methods tailored to the individual's needs. With 15 to 30 hours of intervention per week, children have increased opportunities to practice and reinforce newly learned skills. This intensive approach enhances skill acquisition, promotes generalization to different environments, and fosters greater independence over time.
Behavioral Improvement:
Challenging behaviors are common among children with ASD and can significantly impact their daily functioning and social interactions. ABA interventions focus on understanding the underlying functions of these behaviors and implementing strategies to address them effectively. With regular sessions totaling 15 to 30 hours per week, therapists can identify triggers, teach alternative behaviors, and implement reinforcement techniques consistently. Over time, this intensive intervention can lead to significant reductions in problem behaviors and improvements in emotional regulation and self-control.
Social and Communication Development:
Social and communication deficits are hallmark features of ASD, often hindering children's ability to connect with others and engage in meaningful interactions. ABA therapy targets these areas by teaching essential social skills, such as turn-taking, initiating conversations, and understanding nonverbal cues. Through frequent and structured sessions, children with ASD have the opportunity to practice these skills in controlled settings and gradually generalize them to real-life situations. The consistent exposure to social and communication goals within 15 to 30 hours of ABA intervention per week fosters significant improvements in peer interaction, social reciprocity, and overall communication abilities.
Family Involvement and Generalization:
The involvement of families and caregivers is integral to the success of ABA therapy. With 15 to 30 hours of intervention per week, parents and caregivers have ample opportunities to learn and implement ABA techniques in naturalistic settings. Therapists provide ongoing support, training, and guidance to ensure that strategies taught during therapy sessions are reinforced at home and in community settings. This collaborative approach promotes generalization of skills across various environments and strengthens the child's support network, leading to more consistent progress and long-term success.
Conclusion:
Research and clinical evidence support the efficacy of receiving 15 to 30 hours of ABA intervention per week for children with Autism Spectrum Disorder. This intensive approach enables targeted skill acquisition, reduces challenging behaviors, fosters social and communication development, and promotes generalization of skills across settings. By providing structured and evidence-based interventions at optimal frequency and intensity, children with ASD can achieve meaningful improvements in their functioning, independence, and quality of life.
References
- Dawson, G., & Osterling, J. (1997). Early intervention in autism. In M. J. Guralnick (Ed.), The effectiveness of early intervention (pp. 307–326). Baltimore: Brookes.
- Harris, S. L., & Handleman, J. S. (2000). Age and IQ at intake as predictors of placement for young children with autism: A four- to six-year follow-up. Journal of Autism and Developmental Disorders, 30(2), 137–142.
- Sheinkopf, S. J., & Siegel, B. (1998). Home based behavioral treatment of young children with autism. Journal of Autism and Developmental Disorders, 28(1), 15–23.
- 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.
- National Research Council. (2001). Educating Children with Autism. Committee on Educational Interventions for Children with Autism. Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.
- Dawson, G., Rogers, S., Munson, J., Smith, M., Winter, J., Greenson, J., & Varley, J. (2010). Randomized, controlled trial of an intervention for toddlers with autism: The Early Start Denver Model. Pediatrics, 125(1), e17-e23.
- Virués-Ortega, J., Rodríguez, V., & Yu, C. T. (2013). Meta-analysis of early intensive behavioral intervention for children with autism. Journal of Clinical Child & Adolescent Psychology, 42(4), 512-524.
- https://www.autismspeaks.org/early-start-denver-model-esdm
- https://soarautismcenter.com/learning-center/overview-of-the-early-start-denver-model-esdm/
- https://raisingchildren.net.au/autism/therapies-guide/applied-behaviour-analysis-aba