ABA AND VERBAL BEHAVIOR TREATMENT THERAPY
Megan Nastoff M.Ed. BCBA and the Registered Behavior Therapists at Thrive Behavioral Consultants use the Verbal Behavior approach to ABA therapy.
Applied Behavior Therapy’s method for assessment and treatment was established by the scientific study of behavior identified as Applied Behavior Analysis. ABA was founded by B.F. Skinner and has thirty years of scientific research as to substantiate its effectiveness. ABA explores the reason a person is engaging in a behavior targeted for change by identifying and modifying the environmental variables that motivate, trigger and maintain behavior. Data collection and analysis are required to evaluate the effectiveness of a behavioral intervention. ABA teaches new skills, expand on the skills a person has already established, reduce problem or other socially unacceptable behaviors and improve a person’s ability to accomplish a task.
Autistic children usually have related disorders or language delays who participate in an Early Intensive Intervention (EIBI) program through ABP, B.F Skinner’s approach to Verbal Behavior (VB)) is used in conjunction with ABA to assess and facilitate the development of language skills. VB is a component of Applied Behavior Analysis except the functional analysis of language rather than general behavior. Verbal Behavior teaches a child to effectively use a word as a speaker in all situations. Just because your child can say “cracker” does not mean the child will automatically be able to functionally use the word “cracker” when there is motivation for one command or in response to someone else saying “cracker” (echoic), label one upon seeing it (tact), write or read the word or talk about it when it is not present (intraverbal). The word is the same across all these different scenarios, the variables controlling the functional use of the word are different. (HTTP://www.marksundberg.com)
This is the reason why a child may off handedly say a word when they are playing alone or even use a word functionally, say name their favorite toy when prompted, but may not successfully use the word in other situations you would expect your child to do so, such as wanting their favorite toy. Children with language delays or shortcomings, don’t have the skills to use a word in some or all of these situations needs to be taught directly under the close supervision of a Board Certified Behavior Analyst who is specifically trained in Verbal Behavior to control and identify the variables controlling the child’s use of appropriate language. VB also teaches the child to be an effective listener by understanding what is being spoken by others and then will be able to respond appropriately. Social, play, fine/gross motor and independent living skills are also focused areas of treatment with Verbal Behavior approach to ABA.
Our goal at Thrive Behavioral Consultants is to help your child reach their potential by making them eager and willing to learn which in turn will reduce your child’s ASD symptoms. The teaching methods utilized during therapy are chosen carefully as some may hinder the child’s cooperation. This is not to suggest if your child cries during treatment that it is an indication of aversion to the methods being used. VB approach strives to identify obstacles to learning, including problem behaviors, and makes the necessary changes in the environment to create a positive learning environment in which the child is eager and willing to participate in treatment. To achieve this goal, Verbal Behavior programs apply a set of researched-based and highly effective teaching methods in ABA therapy. When these effective teaching methods are collectively and consistently practiced, they result in high rates of responding and child cooperation while problem behavior motivated by escape of demands remains low.
SOCIAL SKILLS GROUPS
Social skill and social interaction deficits are trademarks of ASD, although the level of deficit varies from child to child and depends on their age and what the functioning level of the child is. Children with ASD typically have low self- esteem, feel lonelier and have fewer friends than their peers despite their desire to have more interactions with peers and have more friends. Megan Nastoff M.Ed. BCBA leads weekly social skills groups for Thrive Behavioral Consultants’ children as an integral part of ABA therapy.
The social skills group usually meet in the clinic setting with three or four children with ASD. The group agenda includes appropriately greeting others, being friendly, joining or initiating play with others, reading nonverbal cues, appropriate personal space and maintaining conversations. Topics which are most often taught are getting to know someone, nonverbal body talk, dealing with emotions, starting and ending a conversation, making impressions, teasing vs humor and friendship tips. The social skill groups are usually activity based to help foster social interactions between peers.
Incorporating social skills training into ABA therapy helps your child become more self- confident which in turn makes them more receptive to learning new skills.