Applied Behavioural – Analysis

Introduction

Applied behaviour analysis is a branch of science in which procedures derived from the principles of behaviour are systematically applied to improve socially meaningful behaviour that could be rigorously defined and objectively detected and measured (Cooper et al., 1987). As pointed out by Moore (1999), behaviour analysis has developed three components, as well as a philosophy of science: (1) the experimental analysis of behaviour, the basic science of behaviour, (2) applied behaviour analysis, the systematic application of behavioural technology, and (3) the conceptual analysis of behaviour, the philosophical analysis of the subject matter of behaviour analysis. The philosophy of science that guides behaviour analysis is called radical behaviourism. Even though the link between the experimental and applied component of behaviour analysis is not as united as it should be, bridges are being built between basic and applied work, such as the work being conducted in the areas of establishing fluency and building momentum (Mace, 1996). The impact of bridge studies has been especially pronounced in functional analysis methodologies on aberrant behaviour (Wacker, 2000). This entry will focus on important aspects of functional assessment.

Characteristics and Areas of Interest

Baer, Wolf, and Risley (1968) list seven defining characteristics of applied behaviour analysis: behaviour or stimuli studied are selected because of their significance to society rather than their importance to theory (applied). The behaviour chosen must be the behaviour in need of improvement and it must be measurable (behavioural). It requires a demonstration of the events that can be responsible for the occurrence or non-occurrence of that behaviour (analytic). The interventions must be completely identified and described (technological). The procedure for behaviour change is described in terms of the relevant principles from which they are derived (conceptual systems). The behavioural techniques must produce significant effects for practical value (effective). The behavioural change must be stable over time, appear consistently across situations, or spread to untrained responses (generality).

The writings of B. F. Skinner have inspired behaviour analysts to develop basic concepts of reciprocal behaviour-environment interactions. Over fifty years of research and application have shown the usefulness of these basic concepts in understanding many forms of behaviour, as well as in guiding effective [Page 46]behaviour-change strategies. The knowledge of stimulus control (when the presentation of a stimulus changes some measures of behaviour) and reinforcement (the process by which the frequency of an operant [class of responses] is increased) has been useful in the analysis and treatment of human behaviour problems, as well as creating novel behaviour since the inception of applied behaviour analysis. Applied behaviour analysis has played a prominent role in the treatment of individuals with autism and/or developmental disabilities. Though, the areas of interest have been expanding, e.g. school settings, treatment of habit disorders, paediatrics, troubled adolescent runaways, brain-injury rehabilitation, behavioural psychotherapy, organizational management, performance analysis, consultation, sport psychology, college teaching, and behavioural medicine (e.g. Austin and Carr, 2000).

Assessment

The role of assessment in applied behaviour analysis has been described as the process of identifying a problem and identifying how to alter it for the better. Furthermore, it involves selecting and defining the behaviour (target behaviour) to be changed. Two questions have been essential in behavioural assessment: ‘(a) What types of assessment methodologies provide reliable and valid data about behavioural function, and how can they be adapted for use in a particular situation? and (b) How might the results of such assessments improve the design and selection of treatment procedures?’ (Neef & Iwata, 1994: 211). As we shall examine further, behaviour is assumed to be a function of current environmental conditions – antecedent and consequent stimuli – and it is predicted to be stable as long as the specific environmental conditions remain stable. On the contrary, traditional approaches or non-behavioural therapies assume that the behaviour is a function of enduring, underlying mental states or personal variables. One premise is that the client's verbal behaviour (what people talk about, what they do and why they do it) is considered important because it is believed to be reflective of a person's inner state and the mental processes that govern a person's behaviour (Cooper et al., 1987). This is quite different from a behaviour analytic view where a distinction is made between what people say they do and what they do (Skinner, 1953), and the focus is on behaviour for its own sake.

...