Association for Behavior Analysis International

This research explored the theoretical approach to educational stimuli used in teaching, the important role imitation plays in learning and development, as well as the use of empirically supported Applied Behavior Analytic (ABA)-based teaching strategies to teach job-related skills to two adults diagnosed with an Autism Spectrum Disorder (ASD) attending a job-skills program. A functional task analysis was conducted followed by a multiple probe design in which video-based instruction was presented incorporating a progressive time delay prompting and fading strategy. The intervention was effective at teaching nine chained-behaviors to independence in less than four weeks, with efficiency comparable to this of competent peers. Generalized behaviors such as increased socialization with peers and work independence in non-taught areas were identified as collateral gains. The experiment demonstrated a non-intrusive, cost-effective method to promote higher independence in the developmentally disabled community, especially in adults and job-related skills. This study highlights the importance of investing in transition programs for individuals with learning disabilities. There is an underrepresented potential of trainable individuals eager to work in their communities; more efforts should be made to support employment opportunities for individuals with disabilities in general and ABA can provide effective evidence-base strategies that can greatly help achieve this goal.

The trial-based functional analysis is a fairly recent extension of the functional analysis methodology used to determine the function of challenging behavior. Publications on the use of trial-based functional analyses have so far addressed the problem behavior of children in a classroom setting embedded within the context of the school day. Because trial-based FA protocols require extensive participation from support staff, they could serve to facilitate training and buy-in. The authors solicited the participation of direct support providers working in the group homes of individuals with intellectual disabilities. The authors trained and supervised these staff in conducting trial-based functional analyses, and collecting data for several high-functioning adult consumers who engaged in severe problem behavior in the residential and community settings. The authors and direct support staff embedded the functional analysis into the context where problem behavior naturally occurred for these consumers. This process introduced the direct support staff to functions of behavior, illustrated how to evoke and reinforce problem behavior, helped foster buy-in and illustrated the rationale for high-effort interventions such as attention extinction. Discussion points will cover the social validity of this process, as well as the fidelity of this trial-based FA protocol.