Applied behavior analysis (ABA) is a behaviorist-based restorative practice that strives to address individuals with characteristic behaviors, particularly those who have autism spectrum disorder (ASD). Two consequential considerations arise when considering a parent’s desire to loosen their child’s stereotypical mannerisms.
First, it is essential to comprehend the behavior’s functional component (Leaf et al., 2021). The youngster may be using stereotypical manners to reduce anxiety or cope with stress. Therefore, it is all-important to understand why they are doing it and assess the social validity of focusing on stereotypical demeanor (Leaf et al., 2021). This entails considering the family’s and the child’s viewpoints and ensuring the intervention aligns with their values and the child’s best interests.
To address a claim that “ABA is terrible because it uses shock therapy,” it is imperative to elucidate the ethical considerations and existing norms within the field. Although ABA’s origins include contingent electric skin shock (CESS), this technique is contentious and must reflect ABA accurately. With a priority on the value of moral and compassionate methods in ABA, the Association for Behavior Analysis International (ABAI) has declared its opposition to the use of CESS (Blenkush et al., 2023). This position indicates a greater commitment to change and to addressing ethical issues.
When a teacher challenges the disposition of ABA, it is critical to note that ABA is an expansive field that primarily focuses on positive reinforcement to stimulate desired behaviors. Although punishment has been used historically, contemporary ABA emphasizes reinforcement-based processes and seeks to reduce its use. The aim is to create a helpful learning environment that suits each person’s needs.
Concerns about goal selection in ABA were noted by Leaf et al. (2021), who noted that goals may need to be developed with the client or their caretakers. Behavior analysts are advised to involve clients and their families in the goal-setting process to allay these concerns and ensure the goals are practical, significant, and consistent with the client’s values and best interests. According to Choi et al.’s (2021) research, a child may not need 40 hours of ABA per week to show developmental progress. However, rigorous ABA can be helpful, and the number of hours needed varies depending on each child’s needs and circumstances. Not every youngster must work forty hours a week to make progress.
References
Blenkush, N. A., O’Neill, D. A., & O’Neill, J. (2023). Contingent electric skin shock: An empirical or ideological issue? Perspectives on Behavior Science, 46(2), 329–337.
Choi, K. R., Bhakta, B., Knight, E. A., Becerra-Culqui, T. A., Gahre, T. L., Zima, B. T., & Coleman, K. J. (2021). Patient outcomes after applied behavior analysis for autism spectrum disorder. Journal of Developmental and Behavioral Pediatrics, 43(1), 9–16.
Leaf, J. B., Cihon, J. H., Leaf, R., McEachin, J., Liu, N., Russell, N., Unumb, L. S., Shapiro, S., & Khosrowshahi, D. (2021). Concerns about ABA-based intervention: An evaluation and recommendations. Journal of Autism and Developmental Disorders, 52(6), 2838–2853.