The Truth About Applied Behavior Analysis
by Shelly Fritz, MS, BCBA

Applied Behavior Analysis (ABA) has increasingly been getting more attention with the rise of Autism awareness and families finally getting financial support from their insurance companies. With over 30 years of research validating its effectives, it continues to amaze me how people often misuse or misunderstand what ABA is and how beneficial it is for changing behaviors. It is true that ABA has empirical soundness in improving the lives of those affected by Autism, however ABA is not Autism specific. I often tell friends that the simple principles of ABA can be used with their husbands to get them to do the dishes or laundry. ABA is simply a scientific approach to understanding behavior. Behavior Analysts seek to understand how to change behavior, how to decrease maladaptive behaviors, and how to teach someone to acquire new behavior, based on what is socially significant for them. When someone says to me that they “don’t like ABA”, I am sure they are misinformed because what they are saying is “I don’t like behavior” or “I don’t like learning”. Because there is such a lack of understanding about what ABA truly is and how it works to educate children with Autism, there are myths and misconceptions about this science that continue to persist without any rationality. It is so important for parents and professionals to understand the truths about ABA and what to expect from this type of program. I am hoping to help educate others on the truth about ABA and to dispel some of the myths. I have personally witnessed many children with Autism happily growing and learning from this approach, but don’t take my word for it; there is plenty of research out there to prove it.

Myth #1: “ABA is merely training monkeys and will turn my child into a robot.”

This myth is typically developed by people who have witnessed a poorly implemented program in which someone has conducted therapy for many hours per week by keeping a child at the table and repeating the same instructions over and over again. A good ABA program will work in many environments and not strictly at a table. Although it is true that animals are living organisms and their behavior too can be shaped or changed, the reality is that even the earliest developing human life is far more complex than can be compared with animal behavior. Children with Autism tend to imitate the teacher, so if the therapist talks in a robotic way, so will the student. In teaching children to communicate, a good ABA program will use what is meaningful to the child, and teach that there is more than one way of asking and answering questions, greeting someone, or commenting on the environment.

Myth #2: “ABA is just bribing kids with toys and candy.”

One of the most fundamental principles in the science of ABA is reinforcement. For all of us we understand that we choose to do things in life that result in a positive outcome. The difference between reinforcement and a bribe is that reinforcement comes after a behavior and a bribe comes before a behavior. Bribes indicate some type of negotiation, “If you do this, I’ll give you that.” Reinforcement is a consequence that occurs after a behavior and increases the likelihood of the behavior occurring again. In ABA we tend to use candy or toys because these items are reinforcing for children and will lead to the behavior change desired. As adults we are often reinforced by a paycheck, or a kind word.

Myth #3: “There is only one kind of ABA and it is better to have an Eclectic Approach.”

In using an eclectic approach, a therapist is essentially using a grab bag with no empirical foundation. It is true that there is only one science of ABA, but this does not mean that all programs are the same. No two ABA programs should look the same because no two individuals with Autism are the same. The individual needs and desires of the child should always be taken into account. Unlike an eclectic approach ABA uses data to guide decisions about behavior change. Make sure therapists are showing you concrete evidence of your child’s success through the use of data and not just telling you your child is “doing well”. If your therapist is not doing data analysis, they are not doing ABA.

Just getting an ABA program for your child with Autism is never enough. Make sure your therapists know how to pair themselves with reinforcement and become people your child wants to be with. Your child should not be crying or running away during good ABA therapy. It is so important to consider the background and training of the individuals who are writing and implementing your child’s program. Insurance companies have recognized ABA as an effective insurable treatment for Autism, and they are mandating that services be implemented by a Board Certified Behavior Analyst (BCBA). To find a BCBA near you visit the Behavior Analyst Certification Board website at www.bacb.com.

Shelly Fritz has been the Executive Director for the ABA Network for the past two years. She received her M.S. in Counseling Psychology from Chestnut Hill College in Philadelphia Pennsylvania and provides behavioral consultation for children with autism, local to the Tampa Bay area. The ABA Network employs six BCBA therapists in addition to Shelly Fritz. For more information please contact the ABA Network at 941-896-7431 or www.abanetwork.org.