Parents seeking treatment for their children’s Autism Spectrum Disorder (ASD) are faced with an overwhelming number of treatment options. Cutting through the noise to identify Applied Behavior Analysis (ABA) as the most effective treatment can be a difficult task. Unfortunately, even for the parents who have discovered that ABA has the most supporting research, the journey is not done. There is significant variation between ABA providers, and further determinations are necessary for selecting the most suitable provider.
This article explains the key features of Progressive ABA and how it stands apart from Conventional ABA, helping parents make better-informed decisions when evaluating therapy options.
Key Differences in Training and Expertise
The most notable difference between Progressive ABA and Conventional ABA is the level of training therapists receive. The use of ABA to treat individuals diagnosed with ASD began more than 60 years ago. During those years, a tremendous amount of technical and theoretical knowledge has been built. For someone to gain the minimum clinical skills necessary to be an effective interventionist takes months, not days or weeks.
Individualized and Flexible Therapy
The extensive training Progressive ABA therapists receive allows them to individualize therapy in ways that Conventional ABA cannot. For example,
Progressive ABA Therapist: Will use in-the-moment analysis to identify the most appropriate reinforcer at any given time and when to provide it. They often use a wide variety of reinforcers, including those naturally tied to the child’s behavior (e.g., praise or access to a preferred activity).
Conventional ABA Therapist: Will use formalized procedures to identify a reinforcer and follow a predetermined schedule for delivering it. They often rely on a limited range of reinforcers and frequently use food.
Progressive ABA Therapist: Will adeptly use varied instructions and feedback with natural language and make judgments about what instructions and help to provide based on how the student is performing at that moment.
Conventional ABA Therapist: Will instruct their students using shortened and static phrases and often issue instructions in a predetermined sequence and with a fixed prompting approach.
Hallmarks of Progressive ABA
The differences in reinforcement selection, instruction style and provision are not simply the result of philosophical differences. They are also the result of differences in the therapists’ capacities stemming for differences in training. There are other hallmarks of a progressive ABA program that will not be seen in conventional ABA.
A progressive behavior analyst will be capable of breaking down the components of a task to teach it systematically, utilize shaping (gradually guiding behavior) and chaining (teaching a sequence of steps), assess the function of disruptive behaviors, adjust reinforcement based on the quality of a child’s performance, and how to discontinue use of a previously reinforced behavior and systematically present anxiety provoking items and activities.
Additionally, progressive ABA therapy goes beyond one-on-one sessions. It includes a variety of settings like pairs (dyads), small groups, and larger group activities, all of which are essential for helping children learn social skills, improve observation skills, and generalize what they’ve learned to different situations.
The variety of learning arrangements plays a crucial role in helping children to learn through observation, learn more efficiently, generalization, and possibly socialization. A progressive ABA therapist’s ability to implement these approaches effectively is a direct result of their comprehensive training and expertise.
Beyond teaching procedures and arrangements, progressive behavior analysis can be identified by its approach to behavior assessment. A progressive behavior analyst will evaluate the reasons behind behaviors (their function) in natural settings, rather than in artificial or controlled environments. They carefully examine what happens before a behavior (antecedents) and what follows it (consequences) to develop effective strategies. Their training has provided them with the clinical judgement necessary to treat behavior in this manner.
A key aspect of a progressive ABA program lies in how teaching targets are selected. Unlike relying on curriculum guides or assessments (such as VB-MAPP or ABLLS-R) to develop programs or set goals, progressive ABA focuses on creating highly individualized curriculum. Every program is tailored to the specific needs and abilities of each child, ensuring that the goals are meaningful and relevant to their development.
There is too much variability from person to person to utilize anything resembling a cookie cutter approach. However, identifying goals is not an easy task. It takes years of experience, training, and sophisticated clinical judgement to develop effective and appropriate programming for each child.
By understanding the unique features of progressive ABA and how it differs from conventional ABA, parents can make an informed choice when selecting a provider. Recognizing the importance of highly trained and skilled professionals helps parents choose a program that optimizes their child’s learning opportunities and maximizes their progress.
At Autism Partnership (AP), we adopt our very own treatment method called, Autism Partnership Method (APM™). AP Method™ is a progressive model of ABA and is a high quality treatment approach for ASD.
Psy. D., CPBA-AP BCBA-D
Behavioral Consultant
Dr. David Fischer received a doctoral degree in Clinical Psychology from Rutgers University, USA, advised by Dr. Sandra Harris. Since 1999, he was worked in the field of Applied Behavior Analysis and with individuals diagnosed with a developmental disability. He completed his pre-doctoral internship and post-doctoral fellowship at the Marcus Institute in Atlanta, Georgia working in the severe behavior unit, short-term-out-patient clinic, feeding disorders unit, and early intervention clinic. From 2007 – 2011, he trained public school teachers to instruct and manage the behavior of their students diagnosed with Autism spectrum disorder. He also was the clinical coordinator of the Asperger’s College Program, which provides support services to Rutgers students diagnosed with Asperger’s Disorder.
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