Basics of Applied Behavior
Analysis
Early Autism Project, Inc
Applied Behavior Analysis
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This process includes the following components which outline a reliable
and accountable approach to behavior change (Sulzer-Azaroff & Mayer,
1991).
1. Selection of interfering behavior or behavioral skill deficit
2. Identification of goals and objectives
3. Establishment of a method of measuring target behaviors
4. Evaluation of the current levels of performance (baseline)
5. Design and implementation of the interventions that teach new skills
and/or reduce interfering behaviors
6. Continuous measurement of target behaviors to determine the
effectiveness of the intervention, and
7. Ongoing evaluation of the effectiveness of the intervention, with
modifications made as necessary to maintain and/or increase both the
effectiveness and the efficiency of the intervention.
Behavior Analysis
• Increasing Desired
Behaviors
• Decreasing Problem
Behaviors
The Basics of Applied Behavior
Analysis
A→ B→ C
Sd→R→Sr
Understanding Behavior
Antecedent→Behavior→Consequence
To change behavior we must first
define what we want to change.
Behavior
• Describing exactly what the person does…..
– Clapping Hands
– Turns over a desk
– Running in a circle
• Describing exactly what the person is not
doing….
– Not able to ask for things
– Not able to play with toys
Behavior
• Behavior to increase: Learner is not
able to follow receptive directions.
• Behavior to decrease: Learner engages
in aggression when asked to do
something.
Understanding Behavior
Antecedent→Behavior→Consequence
After you have determined what you want to
change you have to determine what is
maintaining that behavior or what will maintain
the behavior.
Consequence
Consequence: object or event that
follows a behavior
Consequence
• Behavior to increase: Reinforcing the learner
when you ask them to follow the direction and
they do so correctly. (what will teach this skill)
• Behavior to decrease: Demands are removed
when the learner becomes aggressive. (what
is maintaining the behavior now)
Understanding Behavior
Antecedent→Behavior→Consequence
To change behavior we
must last determine what is causing
the behavior to occur or will cause
the behavior to occur.
Antecedent
• Behavior to increase: Presenting the
learner with the direction (i.e. clap
hands) and prompting them to follow
that direction.
• Behavior to decrease: Use strong
reinforcers, use good teaching
procedures
Sd R Sr
Discriminative Stimulus: The stimulus that
is present when a particular behavior is
reinforced.
SD evokes behavior because that
behavior has been reinforced in its
presence
Article
• Please read the following article:
“Behavioral treatment and normal
educational and intellectual functioning
in young autistic children”