By Alicia Marshall, MAT, BCBA LBS
One of the most appealing aspects of entering the field of Applied Behavior Analysis (ABA) is that analysts and technicians have the opportunity to work in a variety of settings. It is common for these ABA practitioners to accept jobs with organizations that allow their employees to work in multiple settings such as clinic-based therapy, school-based therapy, and in-home therapy. Furthermore, clinicians have the opportunity to implement strategies and build skills among various settings during their sessions. BCBAs and behavior technicians working in schools may have the ability to work with clinicians in multiple settings, such as the special education classroom, general education classroom, cafeteria, music class, and recess all in one day. Additionally, BCBAs and other clinicians working in a traditional clinical setting are often responsible for generalizing skills and training all key stakeholders. This variability and flexibility often comes with challenges and increased responsibilities.
Understanding Behavior Contrast
An important concept to consider when entering the field is the concept of behavior contrast. Behavior contrast is a side effect of reinforcement of punishment procedures implemented in one setting that causes a behavior change in another setting where the same contingencies are not in place. For example, if a reinforcement procedure is used in the school setting to increase functional communication, but the same procedures and strategies are not used at home, the clinicians and family are likely to see an increase in the functional communication in school and a possible contrast of decreased functional communication at home. In order to avoid the effects of behavior contrast, it is important that clinicians properly and thoroughly train all key stakeholders and implement treatment with fidelity.
Best practice would suggest that all key stakeholders undergo Behavior Skills Training (BST).
What is BST?
The basics of BST include having the lead clinician, most likely a BCBA, provide thorough verbal and written instructions followed by modeling the behavior in a role play or re life scenario. The trainee, key stakeholder, would then reverse roles with the trainer and demonstrate the skill being taught in a role play or real life scenario. The trainer would then provide timely and effective feedback to the trainee. The implementation of BST is essential to ensure that treatment fidelity is high. The higher the treatment fidelity, the more likely there is likely to be progress with the student or client.
Preparing for Generalization
Another key component to assure that expectations are met in a variety of settings is to include plans for generalization as soon as treatment begins. A common misstep of some practitioners is only discussing behavior plans for the treatment setting and forgetting to consider other settings until mastery criteria is obtained in that initial setting . BCBAs should account for generalization into other settings on the onset of treatment. When a BCBA begins to create a behavior, he/she should consider types of reinforcement available in all settings. The behavior plan will not be effective if potential motivators are available in one setting, but not another. During initial planning, it is also important to plan for fading of reinforcement. When starting to develop a behavior plan, it may be necessary for the stakeholders to offer a dense schedule of reinforcement. However, over time a BCBA should plan to teach learners to retain skills without the need of continuous reinforcement. This strategy can include providing access to preferred activities and items less frequently, or generalizing reinforcement to other intrinsic, or “natural”, motivators.
The field of Applied Behavior Analysis has many challenges. Clinicians, families, and other key stakeholders have to collaborate effectively in order to generalize reinforcers, skill acquisition, and assist with behavior reduction in all of the settings the learner will be a part of. Many Behavior Analysts and other clinicians must also start planning for effective collaboration and transition of services amongst settings from the onset of beginning services. While these challenges can be stressful, having the opportunity to work with learners in many different environments and measuring progress leads to a rewarding career and success for all stakeholders involved.
About the Author
Alicia Marshall, MAT, BCBA LBS, started out as a Special Education teacher and made the switch over to full-time BCBA 5 years ago. Alicia received her BCBA coursework at Rutgers and currently works as a Director of Behavioral Health in the Greater Philadelphia area. Alicia is passionate about making learning fun for all stakeholders and to encourage educators to focus on socially significant goals and compassionate care.
When Alicia is not disseminating the science of ABA, she can be found on the beaches of the Jersey Shore (and occasionally Hawaii) with her husband and two dogs.