Communication in ABA

Importance of Communication in ABA

Effective communication is a cornerstone of child interaction, enabling us to convey thoughts, emotions, and needs. For children with developmental differences, such as autism spectrum disorder (ASD), communication challenges can impact various aspects of their lives. ABA therapy Services offer a structured framework to address these challenges, with a key focus on receptive and expressive language.

The Role of Applied Behavior Analysts in communication:

Applied Behavior Analysts (ABA) work to change individual behavior through evidence-based interventions, focusing on planning, developing, and monitoring treatments for behavioral challenges. Their duties include maintaining client progress records, consulting with and teaching team members, collaborating with families and service providers, and conducting periodic service reviews. Effective communication is key in ABA, as it strengthens relationships and helps analysts understand the unique needs of clients. ABA professionals enhance communication skills, particularly for those with autism spectrum disorder, by assessing behaviors, developing personalized plans, and using techniques like discrete trial training and natural environment teaching. They track progress through data, adjust interventions as needed, and work with families and educators to ensure consistency across environments, while also providing ongoing training and adhering to ethical standards.

Understanding Receptive and Expressive Language:

Receptive Language: refers to the ability to understand and comprehend spoken or written language. It involves processing and interpreting information from others, such as following instructions, identifying objects, comprehending questions, and understanding concepts. Individuals with strong receptive language skills can understand the meanings of words, sentences, and conversations.

Expressive Language: pertains to the ability to communicate thoughts, ideas, emotions, and needs to others. It involves using words, sentences, gestures, and nonverbal cues to convey messages. Expressive language skills encompass speaking, signing, writing, and using communication devices.

Intervention Strategies for receptive and expressive language aim to improve a child’s understanding of language. ABA-based strategies include:

·       Use clear and concise language during instruction.

·       Gradually increasing the complexity of instructions.

·       Incorporating visual support, such as visual schedules and cues.

·       Teaching functional communication skills, such as requesting, rejecting, and commenting.

·       Breaking down complex language into smaller components for teaching.

·       Using prompting and fading techniques to shape appropriate language use.

Types of communication that are commonly used in ABA:

1.     Verbal Communication:

• Mand: A request, such as saying “Cookie,” to ask for a cookie
• Tact: A comment used to share an experience or draw attention, such as “airplane” to point out an airplane
• Intraverbal: A word used to respond or answer a question, such as “Where do you go to school?” “Castle Park Elementary”
• Echoic: A repeated, or echoed, word, such as “Cookie?” “Cookie!” This is important as imitating will help the student learn.

2.     Nonverbal Communication:

Facial Expressions: Emotions such as happiness, sadness, anger, and surprise are often expressed through facial movements.

Gestures: Hand movements, nodding, or shaking the head are common gestures that enhance verbal communication or can stand alone to convey meaning.

Body Language: Posture, stance, and movement can indicate a person’s feelings or attitudes.

Eye Contact: The use of eye contact can regulate interactions, convey interest or disinterest, and express social cues.

What is Augmentative and Alternative Communication (AAC)?

The Autism Society of Wisconsin defines AAC as “any non-vocal form of communication that supplements or replaces vocal speech in learners with communication impairments.” There are two categories of AAC systems: Selection-based (SB) and Topography-based (TB). While SB systems like PECS may be easier for motor impairments to learn, more response effort is required. Conversely, TB systems like speech or writing are closer to vocal skills, but they require extensive systematic instruction to generate a response.

Four Forms of AAC

The Association for Science in Autism Treatment defines PECS as “a methodology that use pictures and other symbols to develop a functional communication system for individuals with autism spectrum disorder (ASD) based upon the principles of applied behavior analysis (ABA).” Another type of AAC, SGDs, are machines that produce voice output. Communication boards and sign language are two other forms of AAC that can help children communicate.

1.     PECS: PECS stands for Picture Exchange Communication System. It's an alternative communication system primarily used by children with autism or other communication disorders who may have difficulty using verbal language. In PECS, individuals use pictures to communicate their needs, wants, or ideas. The system typically begins with teaching the individual to exchange a picture (like a picture of a cookie) for the item they want (the actual cookie). As individuals progress, they can use more complex combinations of pictures to communicate.

PECS starts with a request as opposed to a comment of label. It doesn’t require verbal prompts. It’s also considered useful for transitioning to an SGD. The downside is that the selection of pictures and words used for PECS is limited.

2.     SGDs: SGDs stand for Speech-Generating Devices. These are electronic devices used by individuals with speech or language impairments to communicate. SGDs convert written text or symbols into speech, helping people who have difficulty speaking to express themselves more easily. They are valued for their portability, convenience, and ability to foster social interactions. Known for their portability and convenience, SGDs increase social interactions in natural settings. They also have widespread peer acceptance, which is valuable. However, SGDs typically require additional communication materials.

3.     Communication Boards: Communication boards can be used as a bonding experience between parents and children. The communication method is also fairly simple, and there are high-tech and low-tech options available for use. That being said, expensive high-tech communication tools restrict access to advanced communication.

4.     Sign Language: Sign language is a visual language that uses gestures, facial expressions, body movements, and hand shapes to convey meaning. It is primarily used by the Deaf and hard-of-hearing communities to communicate, but it can also be used by others who might have difficulty with speech or hearing. Sign language works because it facilitates efficient responses, it’s comprehensive, and its topography based. At the same time, it poses its challenges, such as not being universal and requiring a substantial time to learn

Strategies for Enhancing Communication Skills:

1. Pairing and Establishing Motivation: Before addressing language skills, ABA practitioners focus on building rapport and establishing motivation. Pairing involves associating the practitioner with positive experiences, creating a foundation for learning.

2. Building Basic Communication: For individuals with limited or no language, ABA practitioners often start by teaching basic communication skills. This might involve using PECS (Picture Exchange Communication System) or other AAC methods to request desired items or activities.

3. Expanding Language Skills: As individuals progress, ABA practitioners work on expanding their language skills. This includes teaching receptive skills (following instructions, identifying objects) and expressive skills (requesting, labeling, commenting).

4. Generalization and Maintenance: ABA focuses on generalization—ensuring that communication skills are used across various settings and with different communication partners. Maintenance strategies aim to prevent the loss of acquired skills over time.

5. Functional Communication Training (FCT): FCT is a common ABA intervention for individuals with limited language. It involves teaching alternative, socially acceptable ways to communicate needs and wants.

6. Prompting and Prompt Fading: ABA practitioners use prompts to guide individuals toward the correct response. Prompt fading involves gradually reducing prompts to promote independence.

7. Reinforcement and Data Collection: Positive reinforcement is integral to ABA. Providing immediate reinforcement for correct communication encourages individuals to use their language skills. Data collection helps track progress and make informed decisions about intervention adjustments.

8. Collaborative Approach: Effective ABA communication interventions involve collaboration between practitioners, families, educators, and speech therapists. Consistency across environments enhances learning outcomes.