As a Behavior Analyst, I observe and work in various settings. Recently I came acrossed comments on another Autism related blog that proclaimed Applied Behavior Analysis just makes kids into robots due to its overly high structured protocols and interventions!
Whenever I read these types of comments, I think to myself- ABA is not just about highly structured interventions with massive discrete trials that rewards with M&Ms.
Yes, I have to be honest, I do come across some ABA programs that are too highly structured that lack fading procedures and Natural Environment Teaching. Yes, I do come across behavioral psychologists who joke about the ABA usage of primary reinforcers like M&Ms.
However, my response is usually this- A truly experienced Behavior Analyst will know what is necessary for each individual, group, situation or setting and will apply ABA principles accordingly.
I recently did a school observation of a child with Autism who is mainstreamed with typical developing children. It has been very nice to witness how this child has grown over the past few years being in regular school with some added therapeutic supports.
Does Natural Environment Teaching occur in the regular school system? Absolutely! This child has benefited from it. Though being the Behavior Analyst consultant, I did have to add some more structure and intervention. I advised on how to balance the teaching environment.
Thus, I have seen both sides, settings that were mainly Natural Environment Teaching that needed more sstructure and discrete trial additions to overly structured programs that needed to become more flexible and natural.
Is there an easy answer to all of this? NO.
It all DEPENDS upon many factors that have to be assessed and evaluated.
Tags: advice, balance, consultant, Discrete trial, fading, interventions, Natural Environment Teaching, NET, PBS, Postive Behavioral Supoorts, procedures, protocols, reinforcers, rewards, robots, school observation, supervision, teaching
