Comparison of 3 ABA -based therapy approaches with those that are more socially and emotionally based

There are several basic differences between ABA based programs and social/emotionally based programs that were discussed previously in this blog. The basis of Applied Behavior Analysis programs, such as discrete trial teaching , verbal behavior and the competent learner model, focus on teaching specific skills, such as communication and academic skills using objective and measurable terms. Tasks are often broken into small discrete steps so that mastery and progress can be easily measured. Data collection is a key component of ABA based programs, so that it is easy to determine whether a child is improving. ABA programs also help to provide a replacement behavior, such as communication skills, in order to aid in reducing the problem behaviors that often occur in children with autism. Generalization is a part of ABA teaching and training, and planned structured activities are used to generalize mastered skills to a natural environment. There are specific assessments in ABA programs to help determine the starting point for a child, and baselines for behaviors are also used to measure progress or the reduction of behaviors. Therapy is carried out by trained therapists and often managed by behavior specialists. ABA programs have research that demonstrates the effectiveness of their programs, due to the extensive amount of data collection that occurs.

Programs such as Floortime and RDI have the emotional and social development of the child as their primary focus. Therapy is focused on play and imaginative skills, or on the emotional relationship development of the child. Therapy is also often child centered and parents, who lead the therapy sessions, are taught to follow the child’s lead. The measured of progress is more subjective, although there are specific levels in each of the programs that a child needs to work through. Academic skills and basic communication are not the focus of these programs, although basic turn taking in interactions is stressed. Behavior is not targeted. Since social relationships are an integral part of the autism spectrum disorder, these programs are felt to be addressing the ‘crux’ of the problem, and improvement in these areas will help the individual with autism function in his environment and develop friendships and peer relationships. Although these programs are parent led, parents are supported by specially trained clinicians. Due to the child-led focus, it is sometimes easier to keep and maintain the attention of the child for longer periods of time. Research to support these programs is less extensive than that of ABA programs.