Applied Behavior Analysis

The Behavior Analyst Certification Board (BACB) states on their website that the "field of Behavior Analysis grew out of the scientific study of principles of learning and behavior. It has two main branches: experimental and applied behavior analysis (ABA)."  Applied behavior analysis uses the principles of learning and behavior established experimentally for the purpose of addressing behavioral needs in a variety of settings.  The branch of applied behavior analysis has developed a rigorous process for establishing competency for practitioners.  Professional organizations (e.g. IABA, Cal-ABA, etc.) and the BACB have helped establish general competencies for practitioner and a board certification (Board Certified Behavior Analyst) is available through the BACB.  Board certification establishes that  the individual has gone through a training process that included specific subject matter (including ethical practice), an internship under a BCBA, and subject area testing.  A BCBA is considered competent to engage in behavior analysis activities such as conducting functional behavioral assessment (please refer to my previous blog page on functional assessment of behavior), consulting on problem behaviors in classroom and home environments, and designing interventions derived from applied behavior analysis.

When we talk about the general principles of behavior analysis established experimentally, we are speaking of principles like operant conditioning, which involves the modification of voluntary behaviors, maintained by consequences (i.e. a change that follows a response and changes the likelihood that it will occur in the future).  In considering interventions, a behaviorist (e.g. BCBA, BCABA, autism specialist, teacher, etc.) may consider an intervention that  reduces the likelihood of a problem behavior reoccurring and/or increases the likelihood of a replacement behavior occurring.  Behavioral intervention then involves using reinforcement or punishment to increase or decrease the likelihood of a behavior reoccurring.  To increase the likelihood of a behavior reoccurring, positive reinforcement or negative reinforcement can be used.  Positive reinforcement refers to the provision of an appetitive (desired) stimulus to increase the likelihood that the behavior  may occur in the future (e.g. verbal praise, stickers, or a high-five are provided to a student when they remember to raise their hand before asking a question).  Negative reinforcement refers to the taking away of an aversive stimulus to increase the likelihood that the behavior may occur in the future (e.g.  a weekly quiz given on Fridays is not required of students that turn all of their assignment for the week prior to the quiz).   Positive punishment refers to the provision of a aversive stimulus to decrease the likelihood that the behavior may occur in the future (e.g. a student is sent to sit temporarily on a bench during recess due to arguing with another student).  Negative punishment refers to the taking away of an appetitive stimulus to decrease the likelihood that the behavior may occur in the future (e.g. the minutes of allowed use of cell phone are decreased in response to excessive talking on the phone).