Unlocking success in any field requires a commitment to learning and growth, and the field of Applied Behavior Analysis (ABA) is no exception. As an BCBA, you’re tasked with developing an individualized plan to help your learners achieve their goals. That’s where these 5 ABA teaching methods come in.
By incorporating these evidence-based teaching methods into your practice, you can transform the way you approach teaching and help your learners achieve real progress. ABA teaching methods fall along a continuum from highly structured, contrived teaching methods to less structured and more naturalistic teaching methods.
From discrete trial training to naturalistic teaching strategies, these methods are designed to maximize learning and optimize outcomes. So, whether you’re just getting started in the field or looking to advance your practice, these 5 ABA teaching methods are the key to unlocking success. Let’s get started and see how you can implement these strong methods into your practice right away.
Content
Five ABA Teaching Methods You Must Understand
Discrete Trial Training (DTT)
Direct Instruction (DI)
Pivotal Response Training (PRT)
Natural Environment Teaching (NET)
Incidental Teaching
Other Teaching Methods
Choosing ABA Teaching Methods
Ethical Considerations When Choosing ABA Teaching Methods
Research Related to Choosing ABA Teaching Methods
References and Related Reading
Five ABA Teaching Methods You Must Understand
DTT is often mistakenly used synonymously with ABA. DTT is merely one of the many different teaching methods under the umbrella of ABA. There are many teaching strategies used in ABA programs, but some of the most commonly used methods include discrete trial training (DTT), direct instruction (DI), pivotal response training (PRT), natural environment teaching (NET), and incidental teaching.
Let’s explore each of these methods in more detail.
Discrete Trial Training (DTT)
Discrete Trial Training (DTT) is a highly structured and intensive teaching method that breaks down complex skills into smaller, more manageable components. DTT is typically used to teach new skills, such as language, social, and academic skills.
During a DTT session, the learner is presented with a specific skill, such as identifying colors. The skill is broken down into small, discrete steps, and the learner is taught each step in a specific order. The learner is then given repeated opportunities to practice the skill until they have mastered it.
DTT follows the ABCs as shown in the table below:
| Antecedent | Behavior | Consequence |
|---|---|---|
| Discriminative Stimulus (SD) | Response | Reinforcement or Error Correction |
During DTT, the SD is often accompanied by a prompt to ensure the learner responds correctly and receives reinforcement. Look at this example:
| Antecedent | Behavior | Consequence |
|---|---|---|
| During a listener responding trial, RBT lays out an array of 6 images and says, “show me the car,” at the same time, the RBT points to the car | The learner points to the car | The RBT provides positive praise and tangible reinforcement on the pre-identified schedule of reinforcement |
When a learner makes an error, the process looks somewhat different:
| Antecedent | Behavior | Consequence |
|---|---|---|
| During a listener responding trial, RBT lays out an array of 6 images and says, “show me the car,” at the same time, the RBT points to the car | The learner points to the tree | The RBT provides a more intrusive prompt (i.e. partial physical prompt) to elicit the correct response |
| The RBT provides a more intrusive prompt (i.e. partial physical prompt) to elicit the correct response | The learner points to the car | The RBT completes a series of distractor trials by presenting 2-3 mastered tasks then represents the original trial: saying, “show me the car,” at the same time, pointing to the car |
| The RBT completes a series of distractor trials by presenting 2-3 mastered tasks then represents the original trial: saying, “show me the car,” at the same time, pointing to the car | The learner points to the car | The RBT provides positive praise and tangible reinforcement on the pre-identified schedule of reinforcement |
How staff respond to errors depends on the individual learner, but most often, error correction involves a prompt to correct the error and distractor trials before representing the original trial. This process is pictured in the flow chart below.
DTT is an effective teaching method for learners who have difficulty learning through naturalistic teaching methods. DTT provides structure and repetition, which can be helpful for learners who struggle with attention and focus.
The video ABA (Applied Behavior Analysis) Techniques by BCBA by Apple Jack provides a demonstration of DTT to teach a learner to identify banana in a field of 2:
Direct Instruction (DI)
Direct instruction is a teacher-directed teaching method that uses a step-by-step approach to teaching skills. It is a highly structured and explicit method based on the fundamental principles:
- All children can learn: All children have the potential to learn, regardless of their background or abilities. All students can succeed.
- Effective teaching is explicit: Teachers should provide clear and concise instructions that are easy for students to understand. It helps students to focus on the task at hand and to avoid making errors.
- Learning is incremental: Students learn best when new information is presented in small, manageable steps. This is important because it helps students to master new skills one step at a time.
- Practice makes perfect: Students need to have opportunities to practice new skills in order to master them. Practice helps students solidify their understanding of new concepts and become more proficient in their skills.
- Feedback is essential: Providing students with feedback on their performance is a critical part of instruction. Feedback should be specific, timely, and positive. It helps students to identify their strengths and weaknesses, to make progress, and to stay motivated.
Direct instruction follows a model of “I do,” “we do,” “you do” to support learners in gradually building independence with new skills. The teacher models the skill, the works with the students to practice the skill together and finally provides feedback as the students practice the skill on their own. Steps for using direct instruction:
- Introduce the target skill. The first step is to introduce the specific skill that you want to teach. The teacher will connect the new skill with prior knowledge to activate the student’s thinking.
- Present the skill. The teacher presents the skill to the learner. This can be done by modeling the skill, giving a verbal description of the skill, or using a visual aid.
- Provide guided practice. After the skill has been presented, the learner needs to have guided practice. This means that the teacher will provide the learner with support as they practice the skill. The amount of support will gradually decrease as the learner becomes more proficient.
- Independent practice with feedback. As the learner practices the skill on their own, the teacher provides feedback. This feedback should be specific and positive. The teacher focuses on reinforcing the learner’s correct responses and providing corrective feedback for incorrect responses.
- Monitor progress. It is important to monitor the learner’s progress throughout the teaching process. This can be done by using data collection techniques, such as tally charts or checklists.
Direct instruction is a versatile teaching method that can be used to teach a wide range of skills. It is particularly well-suited for teaching academic skills, such as math and reading. However, it can also be used to teach other types of skills, such as social skills and self-help skills.
Direct instruction is a good choice for learners who have difficulty learning in a more traditional, unstructured setting. Learners who have attention deficit hyperactivity disorder (ADHD) or who are autistic may benefit from the structure and predictability of direct instruction.
There are a few important things to keep in mind when using direct instruction. It is important to:
- Make sure that the instructions are clear and concise. The learner should be able to understand the instructions without any confusion.
- Provide enough practice opportunities. The learner should have enough opportunities to practice the skill until they are proficient. Finally, it is important to provide positive reinforcement. The learner should receive reinforcement for their correct responses.
The video Small Group Direct Instruction by Vanderbilt EBIP provides an example of DI with a small group of young children.
Pivotal Response Training (PRT)
Pivotal Response Training (PRT) is a teaching method that focuses on teaching pivotal or key behaviors that can have a positive impact on a wide range of other behaviors.
PRT involves a series of steps designed to promote the development of pivotal or key behaviors in learners. Here are the key steps for implementing PRT:
- Identify Pivotal Behaviors: Begin by identifying pivotal behaviors that, when targeted and improved, can have a positive impact on a wide range of other skills. These behaviors should be relevant to the learner’s goals and promote meaningful progress.
- Create a Supportive Learning Environment: Set up a supportive learning environment that encourages the learner’s active participation and engagement. Ensure that materials, toys, or activities align with the learner’s interests and preferences to maximize motivation.
- Use Natural Reinforcement: Utilize natural reinforcers that are motivating to the learner. Identify preferred activities, objects, or social interactions that can serve as effective reinforcers when the learner engages in the pivotal behavior. These reinforcers should be related to the skill being taught whenever possible.
- Prompting and Cueing: Initially, provide prompts or cues to guide the learner’s behavior toward the desired pivotal behavior. These prompts can include verbal prompts, visual cues, or physical guidance. Gradually fade prompts over time as the learner becomes more independent.
- Reinforce Approximations: Provide positive reinforcement when the learner demonstrates an approximation of the pivotal behavior. Initially, reinforce any behavior that is closer to the target behavior, gradually reinforcing more accurate or refined versions.
- Natural Opportunities for Practice: Look for and create natural opportunities within the learner’s environment for practicing the pivotal behavior. These opportunities should be embedded within the learner’s daily routines, play activities, or social interactions.
- Data Collection and Progress Monitoring: Regularly collect data to track the learner’s progress. This allows for ongoing assessment and adjustment of instructional strategies as needed. Use data to identify patterns, make data-driven decisions, and modify the intervention accordingly.
- Generalization and Maintenance: Help the learner generalize the pivotal behavior to different settings, people, and contexts. Provide opportunities for practicing the behavior in various situations to ensure its long-term maintenance and generalization beyond the training setting. For more information on supporting generalization, read our post: Generalization: The Key to Meaningful Programming in ABA.
- Collaboration and Communication: Foster collaboration and communication among all stakeholders involved in the learner’s care, including parents, caregivers, and other professionals. Maintain open lines of communication to ensure consistency and reinforce the learner’s progress across different environments.
Remember that PRT is a flexible and individualized approach, and the specific steps may vary depending on the learner’s needs and goals. It is important to continually assess progress, make adaptations as necessary, and consult with qualified professionals to ensure effective implementation. For more information on PRT, read our post: What is Pivotal Response Training (PRT)?
The video Intro to Pivotal Response Treatment (PRT) by Dr. Lynn Koegel provides an overview of this teaching method.
Learn more about the importance of including pivotal behaviors and behavioral cusps in your intervention palns in our post: Importance of Targeting Pivotal Behaviors and Behavior Cusps in ABA: Key Strategies for Effective Intervention Plans.
Natural Environment Teaching (NET)
Natural Environment Teaching (NET) is an instructional approach that focuses on teaching skills in the learner’s natural environment. It emphasizes using the learner’s everyday routines, activities, and interests as contexts for teaching and promoting generalization of skills.
In NET, the goal is to create meaningful learning opportunities that occur naturally during the learner’s playtime, daily routines, or interactions with others. The teaching occurs in real-life settings, such as the home, community, or school, where the learner can practice and apply skills in functional and relevant contexts.
Key features of Natural Environment Teaching include:
- Child-Led and Interest-Based: NET incorporates the learner’s interests, preferences, and motivations to increase engagement and motivation. The activities and materials used align with the learner’s natural preferences, fostering active participation.
- Natural Cues and Prompts: Rather than relying on artificial or contrived prompts, NET utilizes natural cues and prompts within the learner’s environment.
- Opportunities for Generalization: NET aims to facilitate the generalization of skills to different people, settings, and situations. By teaching skills in the learner’s natural environment, the learner is more likely to transfer and apply those skills in other relevant contexts.
- Embedding Learning in Daily Routines: NET incorporates teaching moments within the learner’s regular daily routines, such as mealtimes, bath time, or playtime. By embedding instruction into these routines, skills can be practiced and reinforced in a practical and meaningful manner.
- Individualized and Flexible: NET is highly individualized, focusing on the learner’s unique needs, strengths, and goals. Instruction and supports are tailored to the learner’s specific abilities and preferences, ensuring a personalized learning experience.
By capitalizing on the learner’s natural environment and incorporating their interests, NET promotes active engagement, motivation, and generalization of skills. It creates a seamless integration of learning into everyday life, enhancing the learner’s independence and functional abilities.
Implementing NET involves a series of steps designed to create meaningful learning opportunities in the learner’s natural environment. Here are the key steps for implementing NET:
- Assess Learner’s Interests and Skills: Begin by assessing the learner’s interests, preferences, and current skill level. This information will guide activity selection and ensure alignment with the learner’s motivations.
- Identify Teaching Opportunities: Observe the learner’s natural routines, activities, and interactions to identify potential teaching opportunities. Look for moments when the learner shows interest or engages in behaviors that can be expanded upon or improved.
- Determine Targeted Skills: Based on the learner’s goals and individualized needs, determine the specific skills or behaviors that will be targeted during NET sessions. These skills should be relevant, functional, and align with the learner’s overall development.
- Set Clear Learning Goals: Define clear learning goals for each targeted skill. These goals should be specific, measurable, achievable, relevant, and time-bound (SMART). Clearly outline what the learner is expected to achieve and how progress will be measured.
- Create a Supportive Learning Environment: Ensure the learning environment is conducive to learning and engagement. Arrange the environment to provide appropriate materials, toys, or activities that align with the learner’s interests and promote active participation.
- Follow the Learner’s Lead: Allow the learner to take the lead and follow their interests and initiatives. Be responsive to their actions and engage in interactions that build upon their natural curiosity and engagement.
- Utilize Natural Prompts and Cues: Instead of relying on artificial prompts, use natural cues and prompts that occur in the learner’s environment. These cues can include gestures, modeling, or environmental cues that guide the learner’s behavior towards the desired skill or behavior.
- Seize Teaching Opportunities: When a teaching opportunity arises, take advantage of it by providing instruction and support in the moment. Prompt, model, and encourage the learner to engage in the targeted skill or behavior, and provide reinforcement for their efforts.
- Promote Generalization: Facilitate the generalization of skills by creating opportunities for the learner to practice and apply the targeted skills in various settings, with different people, and across different contexts. Reinforce and support the learner’s ability to transfer skills from the natural environment to new situations.
- Collect Data and Monitor Progress: Regularly collect data to track the learner’s progress towards the learning goals. Document the learner’s responses, successes, and areas for improvement. Use the collected data to inform instructional decisions and modify strategies as needed.
Remember that NET is a flexible and individualized approach. The specific steps may vary depending on the learner’s needs, goals, and the natural environment in which the teaching is taking place. Regular assessments and ongoing collaboration with the learner’s support team are essential to ensure effective implementation and progress monitoring.
In this video example, Natural Environment Teaching NET, Sand Armstrong shares an example of NET:
Incidental Teaching
Incidental Teaching is similar to NET, but is even less structured. This intervention happens in the natural environment, where learning is initiated by a learner’s interest in an object or an activity. An interventionist may follow a learner from one activity to the next, then insert learning into the activity the learner chooses.
Implementing incidental teaching involves creating and capitalizing on naturally occurring teaching opportunities within the learner’s environment. Here are the key steps for implementing incidental teaching:
- Identify Target Skills: Determine the specific skills or behaviors that you want to target for instruction. These skills should be relevant to the learner’s goals and needs.
- Create an Environment Conducive to Teaching: Set up the learner’s environment to maximize teaching opportunities. Ensure that materials, toys, or activities related to the target skills are accessible and readily available.
- Observe and Wait for Opportunities: Observe the learner’s activities and interactions, looking for moments where the target skill may naturally arise. Wait for the learner to initiate or display a behavior that can be expanded or improved upon.
- Capture the Teachable Moment: Once a teachable moment is identified, seize the opportunity to provide instruction and support. Prompt the learner to engage in the target behavior or skill, using natural cues, gestures, or verbal prompts.
- Provide Prompting and Reinforcement: Offer prompts or cues to guide the learner’s behavior toward the desired skill. These prompts should be minimal and fade over time. Reinforce the learner’s attempts or correct responses with positive reinforcement, such as praise, tokens, or access to preferred items or activities.
- Expand and Extend Learning: Use the teachable moment to expand upon the learner’s existing skills. Provide additional instruction, prompts, or modeling to help the learner generalize the skill or use it in different contexts. Encourage the learner to practice and explore variations of the skill.
- Fade Prompting and Promote Independence: As the learner becomes more proficient, gradually fade prompts and supports, promoting independence and self-initiation of the target skill. Reinforce and reward the learner’s independent attempts and successful outcomes.
- Monitor and Assess Progress: Regularly monitor the learner’s progress and collect data to evaluate the effectiveness of incidental teaching. Assess whether the targeted skill is improving, being generalized to other settings, and leading to functional use.
- Collaborate and Communicate: Foster collaboration and communication among all stakeholders involved in the learner’s education and care, such as parents, caregivers, and other professionals. Share information about successful incidental teaching moments and strategies to ensure consistency across different environments.
Remember that incidental teaching is a flexible and individualized approach that takes advantage of natural learning opportunities. It relies on keen observation, capturing of teachable moments, and reinforcement to promote skill acquisition and generalization. Regular assessments and adjustments should be made to ensure continued progress and success.
The video ABA Skills Training Incidental Teaching by Brendan Considine demonstrates the use of Incidental Teaching during a learner’s chosen activity.
Other Teaching Methods
The teaching options in ABA go beyond the 5 discussed here. Below are 3 more options to consider when choosing teaching strategies for your learners. While the strategies listed below are valuable teaching options, consider using these strategies in combination with one or more of the strategies listed above.
- Precision Teaching: Precision Teaching is a data-driven teaching approach that focuses on building fluency and mastery in specific skills. It involves breaking down skills into smaller, measurable components and using frequent measurement and graphing to track progress. Precision Teaching allows for individualized instruction, immediate feedback, and targeted interventions based on learners’ performance.
- Personalized System of Instruction (PSI): Personalized System of Instruction, also known as the Keller Plan, is a self-paced, mastery-based instructional method. It promotes learner independence and active engagement through modules or units, which learners complete at their own pace. PSI incorporates regular assessments, individualized feedback, and frequent interaction with instructors to ensure mastery of content.
- Task Analysis and Chaining: While not a complete method for teaching all skills, Task Analysis is an important method of teaching complex skills in ABA. It is a process of breaking down complex skills into smaller, manageable steps. It involves analyzing each step required to complete a skill and sequencing them logically. Chaining refers to teaching each step individually and gradually linking them together until the entire skill is mastered. Task Analysis and Chaining allow for systematic instruction, scaffolded learning, and mastery of complex skills.
These teaching methods offer additional unique teaching opportunities that can be integrated into your practice to complement and enhance other teaching strategies. By diversifying your instructional approaches, you can tailor interventions to meet the specific needs and learning styles of your learners.
Choosing A Teaching Method
It’s most common to use a variety of teaching methods in ABA programming. Often, new, complex or more challenging skills are best introduced using a more structured teaching method before beginning to include it during more naturalistic teaching opportunities.
There are many factors to consider when choosing ABA teaching methods, including:
- The learner’s age and developmental level. Some methods are more appropriate for younger children, while others are better suited for older children or adolescents.
- The learner’s learning style. Some learners learn best in a structured environment, while others prefer a more relaxed and natural setting.
- The learner’s interests and motivation. It is important to choose methods that are relevant to the learner’s interests and that will motivate them to learn.
- The learner’s attention span. Some methods require a longer attention span than others.
- The learner’s ability to generalize skills. Some methods are better at helping learner generalize skills to new settings and situations.
- The availability of resources. Some methods require more resources than others, such as materials or staff training.
It is also important to consider the learner’s individual needs and goals when choosing ABA teaching methods. Some learners may need to learn specific skills, such as how to imitate or how to follow directions. Other learners may need to improve their social skills or their ability to communicate.
Here are some additional factors or learner characteristics that you may want to consider when choosing ABA teaching methods:
- The learner’s sensory sensitivity. Some autistic learners are sensitive to certain sensory stimuli, such as noise or bright lights. This can make it difficult for them to learn in certain settings or with certain teaching methods.
- The learner’s medical history. Some learners with ASD have medical conditions that can affect their learning. For example, learners with attention deficit hyperactivity disorder (ADHD) may have difficulty paying attention in traditional teaching settings.
- The learner’s and family’s preferences. The learners and their families should be involved in the decision-making process when choosing ABA teaching methods. The learner’s and family’s preferences should be taken into account, as they will be the ones who are implementing the methods at home.
It is important to remember that there is no one-size-fits-all approach to ABA teaching methods. The best approach will vary depending on the individual learner and their specific needs. The table below provides an overview of each of the teaching methods discussed in this post.
| Teaching Method | Description | Type of Skills |
|---|---|---|
| Discrete Trial Training (DTT) | A highly structured and intensive teaching method that breaks down complex skills into smaller, more manageable components. | New skills, such as language, social, and academic skills. |
| Direct Instruction (DI) | A teacher-directed teaching method that uses a step-by-step approach to teaching skills. | Academic skills, such as math and reading. |
| Pivotal Response Training (PRT) | A teaching method that focuses on teaching pivotal or key behaviors that can have a positive impact on a wide range of other behaviors. | Language, social, and play skills. |
| Natural Environment Teaching (NET) | A teaching method that uses the natural environment to teach new skills. | Social and communication skills. |
| Incidental Teaching | A teaching method that takes advantage of naturally occurring opportunities to teach skills. | Skills that are relevant to the learner’s everyday life. |
| Precision Teaching | A data-driven teaching method that focuses on increasing the rate of correct responding. Precision teaching uses a variety of techniques, such as charting and graphing, to track progress and make adjustments to the teaching program as needed. | All types of skills, but especially those that are may require repeated practice such as academics. |
| Personalized System of Instruction (PSI) | A self-paced teaching method that allows learners to progress at their own pace. PSI uses a variety of materials, such as textbooks, workbooks, and audiotapes, to deliver instruction. | All types of skills, but especially those that are written or can be presented visually. |
| Task Analysis | A breakdown of a skill into smaller, more manageable steps. Task analyses are often used to develop teaching programs and to assess mastery of skills. | Skills that are complex or require multiple steps. |
Ethical Considerations Related To Choosing ABA Teaching Methods
The table below presents some important ethical considerations when choosing ABA teaching methods. The table includes specific action steps to help you ensure you practice in an ethical way.
| Concern | Description | Action Steps to Ensure Ethical Practice |
|---|---|---|
| Lack of Individualization | Failing to tailor teaching methods to the unique needs, preferences, and abilities of each learner. | Conduct comprehensive assessments to understand individual strengths, challenges, and goals. Develop individualized teaching plans that consider the learner’s unique characteristics. Regularly monitor progress and adjust interventions accordingly. |
| Coercion and Forced Compliance | Imposing teaching methods that rely on coercion, punishment, or forced compliance, disregarding the learner’s autonomy and dignity. | Prioritize learner’s autonomy and consent. Use positive reinforcement strategies to motivate and engage learners. Employ teaching methods that promote active participation, choice, and collaboration. Avoid aversive techniques that may cause harm or distress. |
| Limited Generalization of Skills | Focusing solely on teaching skills in a specific setting without promoting generalization to real-life situations and diverse environments. | Design teaching programs that target generalization by systematically introducing skills across multiple settings, people, and contexts. Incorporate naturalistic teaching strategies to promote skill transfer. Regularly assess and support the learner’s ability to apply skills in various situations. |
| Lack of Evidence-Based Practice | Utilizing teaching methods that lack empirical support or are not grounded in evidence-based practice. | Stay informed about the latest research and evidence-based practices in ABA. Base teaching methods on well-established interventions with demonstrated effectiveness. Continuously evaluate and update teaching approaches based on current evidence. |
| Insufficient Consideration of Cultural and Contextual Factors | Neglecting to account for the learner’s cultural background, language, social context, and individual values when selecting teaching methods. | Develop cultural competence by seeking knowledge about diverse cultures, beliefs, and practices. Consider cultural and contextual factors when designing teaching programs. Collaborate with learners, families, and cultural experts to ensure teaching methods align with their values and preferences. |
| Lack of Collaboration and Communication | Failing to involve learners, families, and other professionals in the decision-making process and disregarding open and transparent communication. | Foster a collaborative approach by actively involving learners and their families in the treatment planning and implementation process. Maintain ongoing communication with all stakeholders to ensure shared goals, address concerns, and provide updates on progress. Respect and value the input and expertise of all team members. |
| Inadequate Assessment and Monitoring | Insufficiently assessing learner progress and not regularly monitoring the effectiveness of chosen teaching methods. | Conduct comprehensive assessments to establish baseline skills and ongoing monitoring to track progress. Use reliable and valid assessment tools to measure skill acquisition and behavior change. Implement data collection procedures to evaluate the effectiveness of teaching methods and make informed adjustments as needed. |
| Lack of Professional Competence | Utilizing teaching methods without possessing the necessary expertise, qualifications, or ongoing professional development in ABA. | Obtain appropriate education and training in ABA principles and practices. Pursue professional certifications and engage in continuing education to stay updated on best practices. Seek supervision and consultation from experienced ABA professionals when needed. Adhere to professional ethical standards and guidelines. |
| Invasive Data Collection and Privacy Concerns | Collecting sensitive learner data without proper consent or safeguards, compromising privacy and confidentiality. | Obtain informed consent from learners and families regarding data collection and storage practices. Implement secure data management protocols to protect sensitive information. Comply with relevant privacy laws and regulations, such as HIPAA, to ensure confidentiality. Regularly communicate with stakeholders about data usage and security measures. |
| Failure to Promote Learner Well-being | Focusing solely on skill acquisition without considering the learner’s overall well-being, emotional health, and quality of life. | Take a holistic approach by considering the learner’s emotional, social, and mental well-being alongside skill acquisition. Incorporate activities and interventions that promote well-being, independence, and positive relationships. Regularly assess and address the learner’s quality of life indicators and goals. Provide opportunities for choice, self-expression, and personal growth. |
Addressing these ethical concerns requires ongoing reflection, collaboration, and commitment to providing ethical and effective ABA interventions. By considering these concerns and implementing the corresponding action steps, practitioners can ensure that their teaching methods are grounded in ethical principles and promote the best interests of the learners they work with.
Research Related To Choosing ABA Teaching Methods
Below is a table summarizing research articles related to choosing ABA teaching methods. The table includes important action steps to help you put these ideas into practice.
| Title | Summary | Action Steps |
|---|---|---|
| Effectiveness of personalized system of instruction on students’ retention ability in mathematics in Kwara state, Nigeria | This study examines the effectiveness of personalized system of instruction (PSI) on students’ retention ability in mathematics in Kwara state, Nigeria. The results showed that PSI had a significant positive effect on students’ retention ability compared to traditional instructional methods. | Consider implementing personalized system of instruction (PSI) in mathematics education to enhance students’ retention ability. |
| Precision teaching: The Standard Celeration Charts | This article introduces precision teaching and the use of Standard Celeration Charts for data analysis and decision-making. It explains the principles and benefits of precision teaching in educational and clinical settings. | Learn how to use Standard Celeration Charts for precision teaching and data analysis in order to make informed decisions in educational and clinical settings. |
| Behavioral artistry: Examining the relationship between the interpersonal skills and effective practice repertoires of applied behavior analysis practitioners | The study explores the relationship between the interpersonal skills and effective practice repertoires of applied behavior analysis (ABA) practitioners. It emphasizes the importance of interpersonal skills in delivering effective ABA interventions. | Focus on developing and improving interpersonal skills as an ABA practitioner to enhance the effectiveness of ABA interventions. |
| Pivotal response training in early intervention | This article discusses the use of pivotal response training (PRT) in early intervention for children with developmental disabilities. It explains the principles of PRT and its effectiveness in promoting pivotal behaviors. | Consider incorporating pivotal response training (PRT) into early intervention programs for children with developmental disabilities to promote pivotal behaviors. |
| Classroom Pivotal Response Teaching | The article introduces Classroom Pivotal Response Teaching (CPRT) as an instructional approach for students with autism. It provides an overview of CPRT principles and strategies for implementation in inclusive classrooms. | Explore the implementation of Classroom Pivotal Response Teaching (CPRT) in inclusive classrooms to support students with autism. |
| Effectiveness of a Pivotal Response Training Programme in Joint Attention and Social Interaction of Kindergarten Children with Autism Spectrum Disorder | The study examines the effectiveness of a Pivotal Response Training (PRT) program in improving joint attention and social interaction skills of kindergarten children with Autism Spectrum Disorder (ASD). The results demonstrate significant improvements in these areas after PRT intervention. | Consider implementing a Pivotal Response Training (PRT) program to enhance joint attention and social interaction skills of kindergarten children with ASD. |
| The precision teaching system: A synthesized definition, concept analysis, and process | This article provides a synthesized definition and concept analysis of the precision teaching system. It offers a comprehensive understanding of precision teaching and its application in behavior analysis. | Gain a deep understanding of the precision teaching system and its application in behavior analysis to enhance instructional practices. |
| Direct instruction: A research-based approach to curriculum design and teaching | The article highlights the research-based approach of direct instruction in curriculum design and teaching. It emphasizes the effectiveness of direct instruction in improving student outcomes. | Consider incorporating direct instruction as a research-based approach in curriculum design and teaching to enhance student outcomes. |
| Comparison of traditional and embedded DTT on problem behavior and responding to instructional targets | The study compares the effectiveness of traditional discrete trial training (DTT) and embedded DTT on problem behavior and responding to instructional targets. The results suggest that embedded DTT may be more effective in reducing problem behavior and increasing instructional responding. | Consider using embedded discrete trial training (DTT) as an alternative to traditional DTT to reduce problem behavior and improve instructional responding. |
| Teach more in less time: Introduction to the special section on direct instruction | This article provides an introduction to the special section on direct instruction, emphasizing the importance of efficient and effective teaching strategies. It discusses various topics related to direct instruction and its implementation. | Explore the special section on direct instruction to gain insights into efficient and effective teaching strategies for improved instructional outcomes. |
| Personalized system of instruction (PSI) models: Using digital teaching materials on learning | The article discusses the application of personalized system of instruction (PSI) models using digital teaching materials. It highlights the benefits and effectiveness of digital instructional resources in promoting learning outcomes. | Consider integrating digital teaching materials into personalized system of instruction (PSI) models to enhance learning outcomes. |
| Direct instruction: What it is and what it is becoming | The article provides an overview of direct instruction, explaining its core principles and evolution. It discusses the key components of direct instruction and its effectiveness in improving student performance. | Familiarize yourself with the core principles and components of direct instruction to implement it effectively for improved student performance. |
| Benefits of adding precision teaching to behavioral interventions for students with autism | The article explores the benefits of incorporating precision teaching into behavioral interventions for students with autism. It highlights the positive effects of precision teaching on skill acquisition and intervention outcomes. | Consider adding precision teaching techniques to behavioral interventions for students with autism to enhance skill acquisition and intervention outcomes. |
| Precision teaching: Discoveries and effects | This article presents the discoveries and effects of precision teaching. It discusses the impact of precision teaching on various areas such as academic skills, social behaviors, and psychological constructs. | Explore the discoveries and effects of precision teaching to understand its impact on academic skills, social behaviors, and psychological constructs. |
| Incidental teaching | This encyclopedia entry provides an overview of incidental teaching, a naturalistic teaching approach used to promote learning in everyday situations. It explains the principles and benefits of incidental teaching for individuals with autism. | Familiarize yourself with the principles and benefits of incidental teaching as a naturalistic teaching approach for individuals with autism. |
| Applied Behavior Analysis Techniques: Discrete Trial Training & Natural Environment Training | The article discusses two applied behavior analysis (ABA) techniques: discrete trial training (DTT) and natural environment training (NET). It explains the features and application of these techniques in ABA interventions. | Gain an understanding of the features and application of discrete trial training (DTT) and natural environment training (NET) as applied behavior analysis (ABA) techniques. |
| Features of direct instruction: Interactive lessons | The article focuses on the features of direct instruction, particularly interactive lessons. It explains the characteristics and benefits of interactive lessons in promoting student engagement and learning. | Implement interactive lessons as a feature of direct instruction to enhance student engagement and learning outcomes. |
| Autism in the air: using point of view video priming and natural environment teaching to help children with autism travel by plane | The study explores the use of point of view video priming and natural environment teaching to support children with autism in traveling by plane. It highlights the effectiveness of these interventions in reducing anxiety and improving travel skills. | Consider incorporating point of view video priming and natural environment teaching techniques to support children with autism in traveling by plane, reducing anxiety, and improving travel skills. |
| Applied behavior analysis in early childhood education: An overview of policies, research, blended practices, and the curriculum framework | The article provides an overview of applied behavior analysis (ABA) in early childhood education. It discusses policies, research, blended practices, and the curriculum framework related to ABA implementation in early childhood settings. | Explore the policies, research, blended practices, and curriculum framework related to the implementation of applied behavior analysis (ABA) in early childhood education settings. |
| Features of direct instruction: Content analysis | The article focuses on the features of direct instruction, particularly content analysis. It explains the importance of content analysis in instructional planning and delivery within the direct instruction framework. | Emphasize content analysis as a key feature of direct instruction to enhance instructional planning and delivery within the framework. |
| Comparison of the Effectiveness of Pivotal Response Treatment and Applied Behavioral Analysis on the Symptoms Severity and Executive Functions in Autistic Children | The study compares the effectiveness of Pivotal Response Treatment (PRT) and Applied Behavioral Analysis (ABA) on symptoms severity and executive functions in autistic children. The findings suggest that both interventions have positive effects, but PRT may be more effective in improving executive functions. | Consider implementing Pivotal Response Treatment (PRT) or Applied Behavioral Analysis (ABA) interventions based on the specific needs of autistic children, focusing on symptom severity and executive functions. |
| Personalized system of instruction in physical education | The article explores the application of personalized system of instruction (PSI) in physical education. It discusses the benefits and effectiveness of PSI in promoting student engagement and learning outcomes in physical education settings. | Implement personalized system of instruction (PSI) in physical education settings to enhance student engagement and learning outcomes. |
| Efficacy of interventions based on applied behavior analysis for autism spectrum disorder: a meta-analysis | This meta-analysis examines the efficacy of interventions based on applied behavior analysis (ABA) for individuals with autism spectrum disorder (ASD). The results indicate that ABA interventions have positive effects on various outcomes related to ASD. | Consider using interventions based on applied behavior analysis (ABA) for individuals with autism spectrum disorder (ASD) due to their demonstrated efficacy in improving various ASD-related outcomes. |
References And Related Reading
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Lindsley, O. R. (1992). Precision teaching: Discoveries and effects. Journal of Applied Behavior Analysis, 25(1), 51.
McDuffie, A. (2021). Incidental teaching. In Encyclopedia of autism spectrum disorders (pp. 2413-2415). Cham: Springer International Publishing.
Mosier, A. K. (2011). Applied Behavior Analysis Techniques: Discrete Trial Training & Natural Environment Training. OpenSIUC. https://opensiuc.lib.siu.edu/gs_rp/226/
National Standards – National Autism Center at May Institute. (2022, March 24). National Autism Center at May Institute. https://nationalautismcenter.org/national-standards/
Rolf, K. R., & Slocum, T. A. (2021). Features of direct instruction: Interactive lessons. Behavior Analysis in Practice, 14(3), 793-801.
Ruddy, L., Booth, N., Gaw, M., Liao, Y., Dounavi, K., & Dillenburger, K. (2015). Autism in the air: using point of view video priming and natural environment teaching to help children with autism travel by plane. Good Autism Practice (GAP), 16(2), 25-32.
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