What is ABA?

"Applied" means practice, rather than research or philosophy. "Behavior analysis" may be read as "learning theory," that is, understanding what leads to (or doesn't lead to) new skills. (This is a simplification: ABA is just as much about maintaining and using skills as about learning.) It may seem odd to use the word "behavior" when talking about learning to talk, play, and live as a complex social animal, but to a behaviorist all these can be taught, so long as there are intact brain functions to learn and practice the skills. (That is the essence of the recovery hypothesis--that for many children, the excesses and deficits of autism result largely from a learning 'blockage,' which can be overcome by intensive teaching.)

Typically developing children learn without our intervention--that is, the 'typical' environment they are born into provides the right conditions to learn language, play, and social skills. (After a few years, however, this breaks down, and we no longer learn everything 'naturally'--it takes a very structured environment, for example, for most of us to learn to read, write, and do arithmetic.)

Children with autism learn much, much less from the environment. They are often capable of learning, but it takes a very structured environment, one where conditions are optimized for acquiring the same skills that typical children learn 'naturally.' ABA is all about the rules for setting up the environment to enable our kids to learn.

Behavior analysis dates back at least to Skinner, who performed animal experiments showing that food rewards (immediate positive consequences to a target behavior) lead to behavior changes. This is accepted by everyone who wants to train their dog to 'go' outside, but we are not so inclined to want to believe the same of ourselves. Part of the problem is that people do respond to a broad range of reinforcements (rewards), but it is really true that an edible treat is among the most reliable, especially at first. (The skills that we more often think lead to learning--motivation, self-discipline, curiosity--are marvelous, and really do set us apart from other animals--but those are truly sophisticated 'behaviors' that fully develop only after more basic language and social skills are in place.)

Conversely, any new behavior that an animal (or you or I) may try, but is never rewarded, is likely to die out after a while (how often will you dial that busy number?). And, as common sense would have it, a behavior that results in something unpleasant (an aversive) is even less likely to be repeated. These are the basics of behavioral learning theory. ABA uses these principles to set up an environment in which our kids learn as much as they can as quickly as possible. It is a science, not a 'philosophy.' (Even the "as quickly as possible" part is based on science, since there is some--not conclusive--evidence that the developmentally disordered brain "learns how to learn" best if the basic skills are taught in early childhood.)

Behavioral learning is not the only type of learning. Most learning in schools is from an explanation or from a model, what people call 'natural' learning. Typically developing children learn from their environment (other people) at an astounding rate, completely unassisted. The whole point of ABA is to teach the prerequisites to make it possible for a child to learn 'naturally.' If our kids could learn without assistance in the first place they wouldn't have autism!

The most common and distinguishing type of intervention based on applied behavior analysis is discrete trial teaching It is what people most often think of when you say "ABA" or "Lovaas method." This is partly because there are so many hundreds of hours of DT teaching, and partly because it looks so odd. But it is what it is because that's what works--every aspect has been refined (and is still being refined) to result in maximum learning efficiency.

(Briefly: the student is given a stimulus--a question, a set of blocks and a pattern, a request to go ask Mom for a glass of water--along with the correct response, or a strong 'hint' at what the response should be. He is rewarded (an M&M, a piggy-back ride, a happy "good job!") for repeating the right answer; anything else is ignored or corrected very neutrally. As his response becomes more reliable, the 'clues' are withdrawn until he can respond independently. This is usually done one-on-one at a table (thus the term table-top work), with detailed planning of the requests, timing, wording, and the therapist's reaction to the student's responses.)

It is a mistake, however, to think of an ABA program as just DT teaching. Lovaas (among others) notes very clearly that a behavioral program is a comprehensive intervention, carried out in every setting, every available moment. The skills that are taught so efficiently in discrete trial drills must be practiced and generalized in 'natural' settings. A child who does not know the difference between 'ask' and 'tell' may slowly get a higher and higher percentage of right answers during table-top drills until he is considered to have 'mastered' that skill; but he will not go on to use 'ask' and 'tell' appropriately without additional support in natural situations; it takes time to go from 'mastery' to 'ownership.' It takes trained and supportive people--parents, teachers, relatives, even peers--to help reinforce a wide range of appropriate behaviors in a variety of settings, until the level of reinforcement fades to a typical level (such as the smile you get when you greet someone).

This definition was taken from:
http://rsaffran.tripod.com/aba.html

Autism is a devastating neurological and biological disorder typically diagnosed in children between the ages of 18 months to 5 years of age. Autism affects each individual differently and at different levels of severity. Some individuals with autism are severely affected, cannot speak, require constant one on one care, and are never able to live on their own. While others are less severe, can communicate, and eventually acquire the necessary skills to live on their own.

Typically autism affects individuals in four key areas:

1) Communication (verbal and non verbal)
2) Social skills
3) Behaviors
4) Learning

Facts:

• One in every 91 children in the U.S. have been diagnosed with autism. (NOTE: This number does NOT include: PDD, Aspergers and other spectrum disorders. These statistics are endorsed by the CDC, American Academy of Pediatrics, and other federal organizations.)
• Autism is a life-long disability for many affected individuals
• Autism affects each individual uniquely
• People affected with autism live a normal life span
• It is estimated that there are approximately one million people in the US affected with autism
• Some people affected with autism will require life-long care at the cost of $5 to $7 million dollars.
• Autism is the most common developmental disability in California (and many other states). Autism is now more common that Down Syndrome, Mental Retardation, and Cystic Fibrosis combined.
• Autism often strikes boys more often than girls – roughly four times more common in boys.
• Some children who receive an early diagnosis, intense behavioral intervention, medical treatment, and speech therapy will lead typical lives. Not all people diagnosed with autism receive such an early diagnosis or enjoy this outcome.

Most Common Misconception About Autism:

The common misconception with autism is that all autistics are like the actor Dustin Hoffman is his portrayal of Rain Man. His character possessed an amazing mathematical skill of adding enormous amounts of objects or counting cards in a deck. This example is a Hollywood portrayal and is not the case with all individuals affected by autism. His performance is to be applauded, but it was only that: a performance, and should not be considered as an example of autism today.

Common Autistic Traits:

People diagnosed with autism process, respond, and interact with information in different ways. In some cases, individuals with autism may not be able to speak, may have self stimulatory behaviors (such as hand flapping, vocal utterances, repetitive behaviors), may be aggressive or be self-injurious. Each individual with autism is affected differently. But like with all people - not all individuals with autism are alike. In fact, very few autistics have the exact same issues. Very few individuals with autism are affected with all the issues specified below.

Some autistic traits could include:

• Scatter/splinter skills of abilities –
  • such as poor gross motor or fine motor skills and the ability to read at a very young age
• Oversensitive or under sensitive to pain
• Desire for the same daily schedule, toys, type of clothes or an insistent on “sameness”
• Repeating words, phrases in place of typical language or conversation (This is known as echolalia)
• Much difficulty expressing needs – they may use pointing, gestures versus words, or tantrums
• Finding situations funny or laughing at times when it is inappropriate (i.e., laughing at a baby crying.)
• Activity is noticeably under active or over active
• Excessive or frequent tantrums
• Can be aggressive or self injurious
• Prefers to be alone – may have social skills deficits
• Autistics can act deaf or be non responsive to verbal cues
• Odd play such as; spinning objects, or using toys for something besides there their intended purpose or using an odd attraction to an item that is inappropriate for age
• Non existent or poor eye contact
• Non responsive to typical teaching methods
• May respond negatively to crowds or not able to mix well with others
• Difficulty with holding a conversation
• May not like hugs, or to be cuddled.
• Sensitivity to loud noises, tags in clothes, coarse clothing, lights, and smells
• Frequently uses peripheral vision to track items (e.g., rolling car along countertop at eye-level)
• Highly self-limited diet (narrow down foods they’ll eat to a very limited few items when previously a broader range was accepted (e.g., bread, chicken nuggets, cheese, milk, and crackers – period.)
• A high amount of severe food allergies
• History of chronic ear infections as an infant
• Severe gastro-intestinal issues; chronic loose and/or foul-smelling stools.
• Lack of imaginative play or imitation.

Many of the above traits can occur in neurotypical individuals as well. However, the more symptoms from this list that apply (at least eight or more,) the possibility of autism might be considered and discussed with your child’s physician or a qualified pediatric neurologist.

Medical and behavioral treatments are available to individuals affected with autism. With early intervention (via both traditional therapies and medical intervention unique to the individual,) the future can be very bright for many affected with autism. However, we know very little about what causes autism and how to prevent it. Urgent medical research is required to help solve the mystery of autism and in finding the cure.

Definitions were taken from TACA
http://talkaboutcuringautism.com

What is the GFCF diet?

Gluten and casein are getting a lot of attention in the autism community and from doctors in the "Defeat Autism Now!" biomedical movement. Some parents, doctors and researchers say that children have shown mild to dramatic improvements in speech and/or behavior after these substances were removed from their diet. Some also report that their children have experienced fewer bouts of diarrhea and loose stools since starting a gluten-free, casein-free (GFCF) diet.

Gluten and gluten-like proteins are found in wheat and other grains, including oats, rye, barley, bulgar, durum, kamut and spelt, and foods made from those grains. They are also found in food starches, semolina, couscous, malt, some vinegars, soy sauce, flavorings, artificial colors and hydrolyzed vegetable proteins.

Casein is a protein found in milk and foods containing milk, such as cheese, butter, yogurt, ice cream, whey and even some brands of margarine. It also may be added to non-milk products such as soy cheese and hot dogs in the form of caseinate.

The theory is that some people with autism and PDD cannot properly digest gluten and casein, which form substances that act like opiates in their bodies. This "drug" substance alters the person's behavior, perceptions, and responses to his environment, according to this theory. Research in the U.S. and Europe has found substances with opiate activity in the urine of a significant number of children with autism. A doctor can order a urinary peptide test that can tell if proteins are not being digested properly.

There is growing interest in the link between autism and gastrointestinal (GI) ailments. A study by the University of California Davis Health System found that children with autism born in the 1990s were more likely to have gastrointestinal problems, including constipation, diarrhea and vomiting, than autistic children who were born in the early 1980s. Some people use the GFCF diet mainly to ease gastrointestinal problems and food allergies or sensitivities.