An Introduction to Applied Behavior Analysis
There is an interesting history in the development and evolution of the science of Applied Behavior Analysis (ABA), and our science continues to change and evolve as does the society in which we live. In the text, Applied Behavior Analysis, Cooper et al. (2020) describe Applied Behavior Analysis (ABA) as “a science devoted to understanding and improving human behavior” (p. 2). This course will introduce you to the basic foundation of concepts and principles that underlie the science and goals of ABA.
For this discussion, you will read pages 19-23 in Cooper et al., 2020, the introductory chapter in Case Studies in Applied Behavior Analysis for Students and Adults with Disabilities, and review resources and information at the page.
- At the BACB web site, watch the introductory video “About Behavior Analysis.” At the same site, review the fact sheets on subspecialties of practice in ABA (there are also videos associated with these fact sheets which you may want to review).
- After your review, choose three subspecialties in ABA. Describe the goals of each of these subspecialties and discuss how practice in these areas supports the Cooper et al. (2020) description of ABA.
- Finally, refer to Figure 1.3 (Improving people’s quality of life from A to Z) in chapter 1 of Cooper et al. (2020). Considering the historical perspective provided in the Watson (1913) reading and the futuristic perspective described by Bailey (2000), along with the overview of the goals of ABA presented by Storey and Haymes (2017), discuss how practice in these varied areas contributes to a “science devoted to understanding and improving human behavior” (Cooper et al., 2020). Be sure to use the various readings and resources to support your work throughout.
Review two of your classmates’ responses using following ideas as a guide:
- How do the areas of specialization discussed support the goals of ABA?
- Do the historically supported goals of ABA remain relevant as the field continues to evolve?
- Ask at least one thoughtful follow up question. First classmate to reply Tyeisha: Hello everyone!The three subspecialties that I chose to discuss are behavioral pediatrics, clinical behavioral analysis, and brain injury rehabilitation. The first subspecialty area, behavioral pediatrics, is the use of behavioral analysis that is applied to behaviors found in the pediatric medical setting. The next subspecialty in ABA, clinical behavioral analysis, is the use of behavior-analytic tools that are used to treat a variety of mental health issues such as depression, anxiety, and stress relationship discord. The last subspecialty, brain injury rehabilitation, allows behavior analysts the opportunity to provide behavior reduction programs to assist patients with brain injury towards rehabilitation goals and independent living. Cooper describes ABA as the science in which principles of behavior are applied to not only improve significant social behaviors, but to identify the variables that are responsible for behavior change. I believe that the practice of the subspecialties that I chose to supports Coopers definition of applied behavior analysis because in each area the goal is to not only apply scientific methods to socially significant behaviors, but to provide meaningful improvement to behaviors in these areas with the goal of a better way of living for individuals. Second classmate to reply LORISSA: Cooper et al. (2020) asserts that applied behavior analysis is the science in which tactics derived from the principles of behavior are applied systematically to improve socially significant behavior. I am choosing three subspecialties that, as a registered nurse, are very important to me as I have worked with all three in at least one role over the last nine years and absolutely improve socially significant behavior.Behavioral gerontology is a subspecialty of applied behavior analysis that applies to the principles of behavior in improving quality of life indicators to the older adult population (defined as 65 years and up). By 2030, more than 20% of the U.S. population will be over the age of 65, and one in three seniors will have obesity, depression, diabetes, and/or a neurocognitive disorder, among other conditions (Drossel et al., 2015). We can already see this in our already failing healthcare system; our inpatient floors are consistently filled with patients fitting this description. In the past, most of these issues have been treated pharmacologically rather than behaviorally in the geriatric population. However, there has been a shifting emphasis to adapting behaviorally over the last few years due to rising pharmaceutical costs (with many of these patients already on a poly substance of drug cocktails to begin with). This is one factor that supports Cooper et al. description of applied behavior analysis. Patients with cognitive changes can react both to their environment as well as to whatever may be occurring medically. In one study, those with dementia within a long-term care facility were consistently and frequently becoming lost within their environment. As they conducted a functional behavioral assessment, behavior analysts recognized that patients with dementia have difficulty developing their short-term memory (such as identifying room numbers). However, because they often had no issues with their long-term memory, researchers incorporated personal belongings from their past, otherwise identified as anchors. By doing so, patients began to identify their rooms with nearly 100% efficacy (Day et al., 2000). This can also support Cooper et al. description of applied behavior analysis as getting lost can be so debilitating for senior, even within merely a building.Another subspecialty of applied behavior analysis is substance use disorders. As a registered nurse, you see substance use misuse and abuse everywhere across almost all specialties of nursing; it is truly an epidemic touching all psychosocial domains such as interpersonal relationships, legal standing, cognitive functioning and psychiatric comorbidities. Voucher-based reinforcement therapy is widely used today in many rehabilitation programs with a high record of success (Omstead et al., 2009.The last subspecialty I chose is brain injury rehabilitation. This one is deeply personal to me; in 2013, my husband was outside trimming branches when a branch at the top, left dangling from a recent winter storm, struck his head resulting in loss of consciousness for several moments. The result was life changing. Small changes to his routine created loss of emotional control. He could not tie his shoes, nor button his coat. Sound familiar? Many of us who have worked with children with autism sure know these behaviors. Using reinforcement in replacing his inappropriate behavior with more appropriate behavior was a huge win for the entire family and amenable to Coopers description of applied behavior analysis. Providing choices, and breaking tasks down into smaller steps were key. Behavior analysts can add so much value to interdisciplinary teams for patients with brain injuries by developing both skill-acquisition and behavior-reduction programs throughout the continuum of care (Heinicke et al, 2014)Figure 1.3 in Cooper et al. (2020) demonstrates how applied behavior analysis improves quality of life across many, many domains. These include the subspecialities that I just described, which show how very far behavior analysis has come from the days of Watson (1913), who utilized a far more stoically observable perspective. Baileys (2000) perspective goes on to support the growth of applied behavior analysis across societal settings (such as those in the gerontological setting). Storey and Haymes (2017) provides us with instructional strategies using case studies utilizing the principles in applied behavior analysis that are evidence-based in approach (helpful to educators everywhere). Many contributors in between, from B.F. Skinner, to Baer, Wolf and Risley, cannot be forgotten and all demonstrate a science devoted to understanding and improving human behavior.
Criteria 1 7 points Level II Max Points6 points Level I Max Points4 points Not Present0 points Criterion Score Initial Discussion Board Post Content Quality Initial post meets all of the following: - Responds to all parts of the topic(s) in complete sentences.
- Post includes original thoughts or ideas.
- Post includes support from multiple academic outside sources and/or course materials.
- Post is substantive and includes evidence of reflection and ideas related to the topic.
Initial post meets two of the following: - Responds to all parts of the topic(s) in complete sentences.
- Post includes original thoughts or ideas.
- Post includes support from multiple academic outside sources and/or course materials.
- Post is substantive and includes evidence of reflection and ideas related to the topic.
Initial post meets one of the following: - Responds to all parts of the topic(s) in complete sentences
- Post includes original thoughts or ideas.
- Post includes support from multiple academic outside sources and/or course materials.
- Post is substantive and includes evidence of reflection and ideas related to the topic.
No initial post to the topic(s).OrThe initial post does not address any parts of the discussion topic. / 7 Criteria 2 7 points Level II Max Points6 points Level I Max Points4 points Not Present0 points Criterion Score Additional Responses and Engagement in Social Learning Additional responses and follow-up questions meet all of the following: - Are posted in response to multiple classmates or the instructor.
- Responses to others ask follow-up questions or provide additional ideas that expand on the topic.
- Posts responses over multiple days throughout the unit week.
Additional responses and follow-up questions meet two of the following: - Are posted in response to multiple classmates or the instructor.
- Responses to others ask follow-up questions or provide additional ideas that expand on the topic.
- Posts responses over multiple days throughout the unit week.
Additional responses and follow-up questions meet one of the following: - Are posted in response to multiple classmates or the instructor.
- Responses to others ask follow-up questions or provide additional ideas that expand on the topic.
- Posts responses over multiple days throughout the unit week.
No additional responses postedOrAdditional responses do not remain on topic. / 7 Criteria 3 3 points Level II Max Points2 points Level I Max Points1 point Not Present0 points Criterion Score Spelling / Grammar / Mechanics All of the following are true: - Posts are clearly written in Standard English.
- Posts are free of spelling, grammar, or punctuation errors.
One of the following is true: - Posts are clearly written in Standard English.
- Posts are free of spelling, grammar, or punctuation errors.
None of the following is true: - Posts are clearly written in Standard English.
- Posts are free of spelling, grammar, or punctuation errors.
No posts. / 3 Criteria 4 3 points Level II Max Points2 points Level I Max Points1 point Not Present0 points Criterion Score APA Style All of the following are true: - Formats correctly using APA style with in-text citations.
- Formats correctly using APA style with complete reference at the end of the post
One of the following is true: - Formats correctly using APA style with in-text citations.
- Formats correctly using APA style with complete reference at the end of the post.
None of the following is true: - Formats correctly using APA style with in-text citations.
- Formats correctly using APA style with complete reference at the end of the post.
No posts. / 3 TotalScore of SBS Grad 20 point Discussion Rubric,/ 20
Overall Score
Level III17 points minimum
Level II
11 points minimum
Level I
1 point minimumNot Present
0 points minimum
Requirements: Full answer
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