Applied Behavior Analysis & Verbal Behavior: At Brilliant Minds, we only implement valid, ethical, evidence-based treatments. We take pride in educating others about how effective ABA is. The information we have to share is too expansive to cover online, so please don’t hesitate to call or email our Clinical Director, Gina Ballone, if you have any further inquires about Verbal Behavior and Applied Behavior Analysis. Below you'll find a few frequently asked questions, and our answers to them.

What is ABA and why should I do it? At Brilliant Minds we only implement effective, evidence-based programs for improving language and communication skills. Applied Behavior Analysis (ABA) is the science to understanding and improvement of human behavior, which focuses on objectively defining observable behaviors of social significance (Cooper, Heron & Heward, 1987). The extensive use of applying behavioral techniques in teaching children with Autism (and related disabilities) to communicate has shown significant results (Lovaas & Smith, 1989; Schreibman, 1988; Schreibman, Charlop & Milstein, 1993; Smith 1993). Teaching children language and communication is based upon Skinner’s Analysis of Verbal Behavior and over 20 years of empirical research in the journal, cf. The Analysis of Verbal Behavior. By using specific prompting and positive reinforcement procedures, we are extremely effective in teaching children how to communicate. We teach children the skills that they need to function in their day-to-day life. We use structured teaching, along with Natural Environment Training (NET) to ensure that the skills they are learning are functional, generalizing, and are maintained. No other treatment for children with Autism and related disabilities has provided extensive empirical research to validate it’s effectiveness with teaching language and communication. The field of ABA has proven that implementation of precise teaching procedures, through the process of motivational variables, based on the principles of Applied Behavior Analysis can result in significant improvements in children with Autism (Lovaas & Smith, 1989; Schreibman, 1988; Schreibman, Charlop, & Milstein, 1993; Smith 1993). What is the first thing you do in Verbal Behavior Therapy? The first thing we do is “pairing”. Paring is the process by which the therapist establishes themselves as a conditioned reinforcer, in order to build a positive relationship with the child (Sundberg & Partington, 1998). The therapist will present preferred items to the child, while pairing their words with the delivery of the preferred item. During this initial phase, no demands are placed on the learner. This process actually shapes social interaction and engagement. Our goal is to have every child want to come to therapy, instead of want to leave. In order to achieve this, the therapist must establish a “fun” rapport with the child. The pairing process is important, because research shows that it removes the motivation to escape from demands, as well allow for higher rates of responding (Lalli, Vollmer, Prograr, Wright, Borrerro, Daniel, Harthold, Tocco & May, 1999); (Michael, J., 1993). What is the first skill that you teach? “Manding” which is another word for “requesting” is the first skill that we teach in our programs. This skill is paramount, because the child learns how to ask for what he/she needs or wants. There is a “motivation” behind this skill, because the child learns to obtain preferred items by communicating to another person. Manding produces immediate and specific reinforcement requested by the learner (Michael, J., 1988). After the child is able to request various items and activities, we then implement some of the other foundation skills such as motor imitation. It is important to teach across all the verbal domains of language (i.e., manding/requesting, labeling, motor imitation, receptive skills, echoics/vocal imitation, and intraverbals/conversation). In a Verbal Behavior program we mix and vary instructional demands. Research has shown that presenting demands that vary from trial to trial appear to reduce the value of escape (as a reinforcer) when compared to massed trials (Dunlap & Koegel, 1984; Winterling, Dunlap and O’Neil; Dunlap, 1984). How do you teach? The teaching procedures that we implement are precise, and based upon empirical data. All skills are broken down into its components, and then taught through a specific system of prompting and reinforcement, therefore setting the child up for success. As the child begins to master a skill, prompts are faded until the child can do the skill independently. If a child responds incorrectly, we immediately re-state the instruction, and prompt them with the correct reponse, without using verbal negatives such as “no”.  This type of approach is referred to as “Errorless teaching”. By implementing error correction procedures, we reduce errors, thereby insuring high levels of correct responding. Empirical research has shown that Errorless Teaching reduces incorrect responding, reduces task avoidance, and appears to reduce learner frustration, which can trigger problem behaviors (Weeks & Gaylord-Ross, 1981; Touchette & Howard, 1984; Etzel & LeBlanc, 1979; Terrace, 1963). How important is data collection? We collect empirical data to direct us in analyzing treatment decisions. This allows us to monitor progress and increase skill acquisition goals. However, we do not allow data collection to get in the way of teaching the child during their therapy time. Therefore, acquisition data is collected during the last 15 minutes of the session when the child is finished. With this system, the therapist is able to teach, engage, and interact with the learner during the entire time of therapy. Instead of saying “go play” (i.e., letting the child play alone while the therapist collects data during therapy time), the therapist will say “let’s play” and teach appropriate play skills, functional communication and play interaction throughout the session. Who is involved with my child’s program? All programs are developed and monitored by a Board Certified Behavior Analyst (BCBA). A BCBA is a Master’s level Behavior Analyst with specific training and education. The therapy is implemented by highly trained Behavior Therapists, some which are Board Certified Associate Behavior Analysts (BCABA’s). The BCBA supervises the therapist on a weekly basis, as well as monitors all data. Again, treatment decisions are determined by the learner’s progress. Do you use specific Assessment and curriculum material? We use The Assessment of Basic Language and Learning Skills-Revised (The ABLLS-R) to assess the child’s current skills across all language domains (Partington, 2006). Once we’ve conducted this thorough assessment, an individualized program is developed, tailored to your child’s specific needs. This curriculum is well known in the behavioral community, and is used by many of the top, renowned Behavior Analysts around the country. We also incorporate and assist the child’s parents to determine appropriate, effective, and functional goals for their child’s Individualized Education Program (IEP). This provides continuity between therapy and school in regard to implementation of appropriate goals, specific to the child’s functional communication needs. What other skills do you work on beside communication and language? We teach social skills, appropriate play skills, visual performance skills, sharing, fine motor skills, gross motor skills, self-help skills, compliance, and toilet training. Keep in mind that the use of behavioral techniques can be applied to teaching any skill deficit. Disclaimer: *At Brilliant Minds, we only implement valid, ethical, evidence-based treatments. We are happy to educate others about how effective ABA is. The information we have to share is too numerous to mention, so please don’t hesitate to call the Clinical Director, Gina Ballone, if you have any further inquires about Verbal Behavior and Applied Behavior Analysis.