ABA-父母指导手册

Thesematerialsaretheproductofon-goingactivitiesoftheAutismSpeaksAutismTreatmentNetwork,afundedprogramofAutismSpeaks.ItissupportedbycooperativeagreementUA3MC11054throughtheU.S.DepartmentofHealthandHumanServices,HealthResourcesandServicesAdministration,MaternalandChildHealthResearchProgramtotheMassachusettsGeneralHospital.AppliedBehaviorAnalysisAParent’sGuidep.1AParent’sGuidetoAppliedBehavioralAnalysisWHATISABA?“ABA”standsforAppliedBehaviorAnalysis.ABAisasetofprinciplesthatformthebasisformanybehavioraltreatments.ABAisbasedonthescienceoflearningandbehavior.Thisscienceincludesgeneral“laws”abouthowbehaviorworksandhowlearningtakesplace.ABAtherapyappliestheselawstobehaviortreatmentsinawaythathelpstoincreaseusefulordesiredbehaviors.ABAalsoappliestheselawstohelpreducebehaviorsthatmayinterferewithlearningorbehaviorsthatmayharmful.ABAtherapyisusedtoincreaselanguageandcommunicationskills.Itisalsousedtoimproveattention,focus,socialskills,memory,andacademics.ABAcanbeusedtohelpdecreaseproblembehaviors.ABAisconsideredanevidence-based“best”practicetreatmentbytheUSSurgeonGeneralandbytheAmericanPsychologicalAssociation.“Evidencebased”meansthatABAhaspassedscientifictestsofitsusefulness,quality,andeffectiveness.ABAtherapyincludesmanydifferenttechniques.Allofthesetechniquesfocusonantecedents(whathappensbeforeabehavioroccurs)andonconsequences(whathappensafterthebehavior).Onetechniqueis“positivereinforcement.”Whenabehaviorisfollowedbysomethingthatisvalued(areward),thatbehaviorismorelikelytoberepeated.ABAusespositivereinforcementinawaythatcanbemeasuredinordertohelpbringaboutmeaningfulbehaviorchange.AfewtypesoftherapiesbasedonABAprinciplesarediscretetriallearning,incidentalteaching(ornaturalenvironmenttraining),verbalbehavior,pivotalresponsetraining,andnaturallanguageparadigm(seenextpagefordetails).AlloftheseABA-basedtherapies:ArestructuredCollectdatafortargetskillsorbehaviorsProvidepositivestrategiesforchangingresponsesandbehaviorsABAfocusesonpositivereinforcementstrategies.Itcanhelpchildrenwhoarehavingdifficultylearningoracquiringnewskills.Itcanalsoaddressproblembehaviorsthatinterferewithfunctioningthroughaprocesscalled“functionalbehavioralassessment.”Theprinciplesandmethodsofbehavioranalysishavebeenappliedeffectivelyinmanycircumstancestodevelopawiderangeofskillsinlearnerswithandwithoutdisabilities.ABAInaNutshellUnderstanding(andmodifying)behaviorinthecontextofenvironmentisthebasisforABAtherapies.Behaviorreferstoallkindsofactionsandskills(notjustmisbehavior).Environmentincludesallsortsofphysicalandsocialeventsthatmightchangeorbechangedbyone'sbehavior.ThistoolkitisaninformationalguidetoAppliedBehavioralAnalysis(ABA).ItisdesignedtoprovideyouwithabetterunderstandingofABA,howyourchildcanbenefit,andwhere/howyoucanseekABAservices.p.2AParent’sGuidetoAppliedBehavioralAnalysisEXAMPLETHERAPIESBASEDUPONABADiscreteTrialLearning(Training)isbasedontheunderstandingthatpracticehelpsachildmasteraskill.Itisastructuredtherapythatusesaone-to-oneteachingmethodandinvolvesintensivelearningofspecificbehaviors.Thisintensivelearningofaspecificbehavioriscalleda“drill.”Drillshelplearningbecausetheyinvolverepetition.Thechildcompletesataskmanytimesinthesamemanner(usually5ormore).Thisrepetitionisespeciallyimportantforchildrenwhomayneedagreatdealofpracticetomasteraskill.Repetitionalsohelpstostrengthenlong-termmemory.Specificbehaviors(eyecontact,focusedattentionandfacialexpressionlearning)arebrokendownintoitssimplestforms,andthensystematicallypromptedorguided.Childrenreceivepositivereinforcement(forexample:high-fives,verbalpraise,andtokensthatcanbeexchangedfortoys)forproducingthesebehaviors.Forexample,atherapistandachildareseatedatatableandthetherapistpromptsthechildtopayattentiontoherbysaying“lookatme.”Thechildlooksupatthetherapistandthetherapistrewardsthechildwithahigh-five.IncidentalTeaching(orNaturalEnvironmentTraining)isbasedontheunderstandingthatitisimportanttogivereal-lifemeaningtoskillsachildislearning.Itincludesafocusonteachingskillsinsettingswhereyourchildwillnaturallyusethem.Usingachild’snaturaleverydayenvironmentintherapycanhelpincreasethetransferofskillstoeverydaysituationsandhelpsgeneralization.InIncidentalTeaching,theteacherortherapistutilizesnaturallyoccurringopportunitiesinordertohelpthechildlearnlanguage.Theactivityorsituationischosenbythechild,andthecaregiverorteacherfollowsthechild'sleadorinterest.Theseteachingstrategiesweredevelopedtofacilitategeneralizationandmaximizereinforcement.Oncenaturallyoccurringsituationsinwhichachildexpressesinterestareidentified,theinstructorthenusesgraduatedpromptstoencourageresponsesfromthechild.Forexample,achildisplayingontheswingsandneedsthetherapisttopushhimsothathecanswinghigher.Thetherapistwaitsonthechildtoaskforapush.Onlyafterthechildasksdoesthetherapistpushtheswing.Thetherapistwaitsforthechildtoaskeachtimebeforehe/shepushesthechildagain.VerbalBehaviorissimilartodiscretetrialtraininginthatitisastructured,intensiveone-to-onetherapy.Itdiffersfromdiscretetrialtraininginthatitisdesignedtomotivateachildtole