Applied Behavior Analysis (ABA) is a scientific approach for improving socially significant behavior, focusing on observable actions and the principles of behavior modification. It assesses and intervenes on problem behaviors through methods like positive reinforcement, discrete trial training, and functional behavior assessment. ABA techniques are applied in various childhood disorders, seeking to enhance learning and communication skills through structured help and positive reinforcement.

1. APPLIED BEHAVIORAL
ANALYSIS
Md Guljar Ahmad
Clinical psychologist

2. LEARNING AND BEHAVIOUR
1900s especially by the works of Russian
physiologist Ivan P. Pavlov (1849-1936) with his
famous contributions of learning principles of
classical conditioning.
In 1913, John Watson laid out the stimulus-
organism-response psychology which started
“Behaviorism “and identified observable
behaviour and stated that all behaviour is
controlled by environmental events.

3. BEHAVIOUR MODEAL
ABC
A = Antecedent.
B = Behaviour.
C = Consequences.
(Operant Conditioning)

4. BEHAVIOURL PROCESS
Covert Behaviour
Overt Behaviour

5. Any observable and measurable activity is
called behaviour. It is divided into two
types:
 Skill behavior.
 Problem behavior.

6. ABA
 Applied Behaviour Analysis (ABA) is the
science of applying experimentally derived
principles of behaviour to improve socially
significant behaviour.
 The term Applied behaviour analysis was
introduced in 1968 in the first issue of Journal
of Applied Behaviour Analysis with the
publication of Baer, Wolf, and Risley’s

7.  Applied - principles applied to socially
significant behaviour.
 Behavioural - based on scientific principles of
behaviour.
 Analysis - progress is measured and
interventions, modified.

8. CHARACTERISTICS OF ABA (Kazdin,2001)
 Focus on overt behaviour
 Focus on behaviours those are socially or clinically
significant
 Assess behaviour through direct observation
 Assess behaviour continuously over time to identify the
patterns of behaviour
 Search for marked intervention plans that make a clear
difference to everyday functioning of the individual
 Focus on one or a small number of individuals over time
 Use environmental and observable events to influence
the frequency of behaviour
 Identify, evaluate, and demonstrate the factors that are
responsible for the behaviour change.

9. ? PROBLEM BEHAVIOUR
A behaviour is considered to be problematic when it
meets the following criteria.
 When behaviours are dangerous to self or others.
 When behaviours are inappropriate to the age.
 When behaviours are interfering with the learning of
self or others.
 When behaviours cause unreasonable stress to others.
 When behaviours are socially deviant.
 When behaviours occur more frequently or have long
duration
 When behaviours are severe in nature.

10. PROBLEM BEHAVIOUR NATURE
 Excess Behaviour.
 Deficite Behaviour

11. How and what to assess
 Initially difficult to search.
 Regular observation.
 Note every action and reaction.
 Maladaptive behaviour pattern.
 Anxiety.
 Escape to given task.
 Sensory issues.
 Physical health condition.

12. WHY PROBLEM BEHAVIOUR COME
OUT
 Attention seeking.
 Self stimulating factor.
 Escaping.
 Avoidance.
 Tangible factor.
 Skill deficit.
 Sensory seeking.

13. METHODS OF BEHAVIOURAL ASSESSMENT
 Observation
 Parental reports
 Teachers’/Therapist reports
 Rating scales
 Behavioural check-lists.

14. PROBLEM BEHAVIOUR
 Misbehavior with Others.
 Temper Tantrum
 Violent and Destructive behavior.
 Self Injurious Behaviour.
 Repetitive Behaviour.
 Odd Behaviour.
 Hyperactivity.
 Fear.
 Rebellious Behaviour.
 Antisocial Behaviour.

15. ASSUMPTIONS OF APPLIED
BEHAVIOUR ANALYSIS
 Most behaviours are learned
 Behaviours are stimulus specific
 Behaviours can be taught and modified
 Behaviour change programs must be
individualized
 Emphasis on intervention is on the here and
now
 Focus of etiology is on child’s environment
 Behaviour change goals must be specific and
clearly defined

16. ABA In Different Childhood Disorder
 Autism
 Hyperkinetic disorders.
 Intellectual disability.
 Conduct disorder.
 Eating disorder.
 Mood disorder.
 Anxiety disorder.

17. Day/Time/Place Antecedent Behavior Consequences

18. ABA THERAPY TECHNIQUES
 Positive Reinforcement:
 In the most general of terms, positive
reinforcement is providing someone with a
reward or praise to encourage them to continue
to behave in the way you would like them to. The
praise or reward needs to quickly follow the
desired behavior. If a reward or praise quickly
follows a behavior, the person will associate the
positive reinforcement with the behavior. This
makes the person more likely to increase the
rewarded behavior.

19. DISCRETE TRIAL TRAINING:
 Discrete Trial Training (DTT) is one of the major
teaching strategies used in ABA Therapy. DTT is
a technique where skills are broken down into
small, “discrete” (or distinct) elements. The
therapist then introduces each element of the
skill to your child, one at a time. Your child will
receive positive reinforcement after each correct
response to the discrete element being taught.

20. ANTECEDENT-BASED
INTERVENTIONS:
 To understand Antecedent Based Interventions (
ADI), it is helpful to understand how ABA
Theory looks at learning. ABA Theory looks at
learning as a three-stage process (Antecedent
Behavior Consequence). According to this ABC
process, an antecedent (A) occurs that triggers a
behavior (B). The behavior (B) then leads to a
consequence (C).

21. EXERCISE:
 You may be surprised to learn that your child’s
ABA Therapist may engage your child in exercise
as part of his/her therapy session. Exercise not
only improves one’s physical health, it has been
proven to have many other benefits.

22. EXTINCTION:
 Extinction in ABA is simply a procedure used to
help reduce problem behaviors. Different
strategies are developed to reduce problem
behaviors based on the way the particular
behaviors are being maintained.

23. FUNCTIONAL BEHAVIOR
ASSESSMENT:
 A Functional Behavioral Assessment (FBA) is the
process your child’s ABA Therapist uses to
identify the behaviors that need to be altered to
help your child learn. This process helps your
child’s ABA therapist identify specific behaviors,
determine the purpose of these behaviors, and
figure out the factors that are maintaining these
behaviors. Your child’s FBA will become the basis
for the interventions your child’s ABA Therapist
uses to help your child learn and grow.

24. FUNCTIONAL COMMUNICATION TRAINING:
 Functional Communication Training (FCT) uses
differential reinforcement (DR) to teach a child to
replace one behavior with another. Generally, a
child is taught to replace a problematic behavior
with an appropriate phrase or some other way of
communicating. FCT interventions progress
through a set of stages.

25. MODELING:
 Modeling is, simply put, when one person
intentionally shows another person what an ideal
behavior looks like. In ABA therapy, your child’s
therapist may use modeling to help your child
understand the behavior that he/she is looking
for.

26. PICTURE EXCHANGE COMMUNICATION
SYSTEM:
 A Picture Exchange Communication System
(PECS) is a modified ABB program that allows
people without the ability to speak to use images
to communicate. Studies have shown that suing
PECS can improve your child’s language skills. A
PECS can also help your child communicate
needs and help reduce behaviors associated with
the frustration of being misunderstood or unable
to communicate.

27. PIVOTAL RESPONSE TRAINING:
 Pivotal Response Training (PRT) is a variation of
ABA therapy. This method is based on the idea
that there are pivotal behaviors that influence
other behaviors. Therapists using PRT focus on
these pivotal areas instead of looking at specific
behaviors. PRT often occurs through gameplay.

28. REDIRECTION:
 Redirection is a technique used by many
therapists, educators, and caregivers. An ABA
therapist using this technique quill distract a
child from a problem behavior that is happening.
The child’s attention is drawn toward more
appropriate behavior.

29. SCRIPTING:
 Scripting means repeating the same words over
and over again. ABA therapists may use
scripting to help your child learn a new skill. The
therapist will create a description of a skill or
situation. The therapist will practice the script
with your child before the skill is used. A script
may be as simple as, “ook the person you are
talking to in the eye.”

30. SHAPING
 Shaping is a very common technique used in
ABA therapy sessions. It’s likely you have used
shaping yourself, without knowing the term for
it. In technical terms, shaping is the process of
systematically reinforcing behavioral
approximations toward an end goal. Let’s break
that down to clear up the technical language.
Shaping is used to teach and reinforce an optimal
goal. Shaping can be used when teaching a
greater skill, by first teaching and reinforcing the
steps toward the end goal.

31. Thank you.