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ABA Therapy

What is Applied Behaviour Analysis?

Applied Behavior Analysis (ABA) is a therapy based on the science of learning and behavior.

Behavior analysis helps us to understand:

  • How behavior works
  • How behavior is affected by the environment
  • How learning takes place

ABA treatment applies our comprehension of how to conduct functions to genuine circumstances. The objective is to build practices that are useful and decline practices that are hurtful or influence learning.

ABA therapy programs can help:

  • Increment language and relational abilities
  • Improve consideration, center, social abilities, memory, and scholastics
  • Abatement issue practices

The strategies for conduct examination have been utilized and read for quite a long time. They have helped numerous sorts of students increase various aptitudes – from more beneficial ways of life to learning another dialect. Specialists have utilized ABA to assist youngsters with the mental imbalance and related formative issues since the 1960s.


Who can benefit from ABA Therapy?

Applied Behavior Analysis includes numerous strategies for understanding and evolving conduct. ABA is an adaptable treatment:  

  • Can be adjusted to address the issues of every novel individual
  • Given in a wide range of areas – at home, at school, and in the network
  • Instructs aptitudes that are helpful in regular day to day existence
  • Can include coordinated educating or gathering guidance

Encouraging feedback is one of the fundamental techniques utilized in ABA.

At the point when conduct is trailed by something that is esteemed (a prize), an individual is bound to rehash that conduct. After some time, this empowers positive conduct change.

To begin with, the specialist recognizes objective conduct. Each time the individual uses the conduct or ability effectively, they get a prize. The prize is significant to the individual – models incorporate recognition, a toy or book, viewing a video, admittance to the play area, or other areas, and that’s just the beginning.

Positive prizes urge the individual to keep utilizing the aptitude. After some time this prompts important conduct change.

Good ABA programs for autism are not “one size fits all.” ABA should not be viewed as a canned set of drills. Rather, each program is written to meet the needs of the individual learner.

The goal of any ABA program is to help each person work on skills that will help them become more independent and successful in the short term as well as in the future.

Antecedent, Behaviour, Consequence

Understanding antecedents (what happens before a behavior occurs) and consequences (what happens after the behavior) is another important part of any ABA program.

The following three steps – the “A-B-Cs” – help us teach and understand behavior:

  1. An antecedent: this is what occurs right before the target behavior. It can be verbal, such as a command or request. It can also be physical, such a toy or object, or a light, sound, or something else in the environment. An antecedent may come from the environment, from another person, or be internal (such as a thought or feeling).
  2. A resulting behavior: this is the person’s response or lack of response to the antecedent. It can be an action, a verbal response, or something else.  
  3. consequence: this is what comes directly after the behavior. It can include positive reinforcement of the desired behavior or no reaction for incorrect/inappropriate responses.

Looking at A-B-Cs helps us understand:

    1. Why behavior may be happening
    2. How different consequences could affect whether the behavior is likely to happen again


  • Antecedent: The teacher says “It’s time to clean up your toys” at the end of the day.
  • Behavior: The student yells “no!”
  • Consequence: The teacher removes the toys and says “Okay, toys are all done.”

How could ABA help the student learn more appropriate behavior in this situation?

  • Antecedent: The teacher says “time to clean up” at the end of the day.
  • Behavior: The student is reminded to ask, “Can I have 5 more minutes?”
  • Consequence: The teacher says, “Of course you can have 5 more minutes!”

With continued practice, the student will be able to replace the inappropriate behavior with one that is more helpful. This is an easier way for the student to get what she needs!

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