Hand in Hand ABA is a group of behaviour analysts led by Victoria Meader, BCBA. We provide high quality ABA educational services for children with autism, working at home, within school settings, on in the wider community. We can provide training for new tutors, to ensure high standards of service delivery, ensuring that the learning experience is both positive and effective.
Please email us your enquiry and we would be happy to arrange an assessment visit.
What is Applied Behaviour Analysis (ABA)?
Applied Behaviour Analysis uses scientifically validated principles of behaviour to teach socially significant behaviours and reduce those that are inappropriate or challenging.
Each skill that the child has not acquired is broken down into small, measurable units. These skills can range from the child’s ability to recognise their own name or label everyday items, to more complex skills such as learning to read or initiate social interaction with peers. Many new skills are initially taught in a one to one setting.
The therapist may use prompts to facilitate the acquisition of a new skill. Prompt levels will vary depending upon the learner, the specific skills or level of acquisition. Examples include gentle physical guidance (for example, to help the child select the correct item in an array of three) or a vocal prompt (for example, to demonstrate the required vocal response to a question). For new skills, teaching trials are often repeated frequently until the response is independent. Appropriate responses are followed by reinforcement in order to increase the likelihood of that response occurring again in the future. Items that function as effective reinforcers for the individual are determined by frequent preference assessments. This ensures that the therapist is frequently monitoring the child’s motivation.
Data is taken for each acquisition target, which allows the therapist to monitor the child’s progress and to determine when to move on to the next step, according to specific mastery criteria.
Problematic responses such as aggressive or destructive behaviour, self injury or tantrums are regarded with respect to their function. This often requires a detailed analysis of the behaviour to determine alternative appropriate responses that can be explicitly reinforced.
The child is given frequent opportunities to practice their new and emerging skills across different environments to allow for generalisation. For example, if a child is taught to respond to their name appropriately with their one to one therapist, this will also be practiced with different individuals and in different settings, to ensure that the skill is appropriately generalised.