Applied Behaviour Analysis. It Works, It's Positive; Now What's the Problem?

• Published in: Early child development and care Vol. 163; no. 1; pp. 125 - 131
• Main Authors: Kerr, Ken P., Mulhern, Belfast F., McDowell, C.
• Format: Journal Article
• Language: English
• Published: Taylor & Francis Group 01.01.2000
• Subjects: Access to Services; Applied Behavior Analysis; Applied behavioural analysis; Autism; Autistic children; Barriers to Information; Education; Educational Theories; Foreign Countries; Ireland; Irish Republic; Outcomes of Treatment; Program Descriptions; Psychology; Therapy; Young Children; Ireland
• ISSN: 0300-4430; 1476-8275
• DOI: 10.1080/0300443001630109

Applied Behaviour Analysis [ABA] involves the technology of applying basic principles governing behaviour. It represents a knowledge base of information that can help everyone, including parents and children, lead a fully rewarding life. Professionals and parents have practiced ABA for over thirty years in the field of autism and much has been written about the findings that show early intensive behavioural treatment offers a favourable outcome for children with autism. Still in the U.K. and Ireland many professionals and parents are not aware of the behavioural approach to educating children with autism.This paper briefly describes the key findings in relation to behavioural programmes and autism. Despite the research findings there is currently no statutory body providing ABA on the island of Ireland. To fill this vacuum, two charities have been founded in Ireland, Parents' Education as Autism Therapists [P.E.A.T] in the North and Irish Children's Autism Network for Developmental Opportunities [I.C.A.N.D.O] in the South. Both charities work towards ensuring that parents have a choice in the type of education for their children by allowing parents to access information and training on ABA. Until recently, this choice has been absent. This paper briefly describes the work of these charities and poses the question as to why there is so little in terms of state provision and professional knowledge about current practice in the application of behaviour analysis. The answer to this question is firstly discussed in terms of the approach taken to autism. That is, whether autism is seen as a life-long disability or as a series of excesses and deficits in behaviour, which may be amenable to change. Secondly, the question is answered by identifying a source of bias against and misrepresentation of ABA. Parental involvement in the education process is emphasised throughout the paper.