Application of Behaviour Therapy to Education

Introduction

The most widespread and prevalent application of Behaviour therapy has probably been in the field of autism and is known as Applied Behaviour Analysis (ABA). ABA is a scientific method for understanding and changing behaviour that has long been used to help persons with autism. ABA therapy requires specific training and cannot be modified for use by a regular classroom teacher. The ABA therapist works with the classroom teacher, who can then implement certain strategies or techniques.

Applied Behaviour Analysis (ABA) offers versatile solutions for various challenges faced by individuals with autism. Its practical uses span across improving communication, reducing problematic behaviours, and developing essential life skills.

Historical Background of ABA

Let’s start with a brief History of ABA. In the mid-1960s, Dr Ivar Lovaas, a prominent psychologist, used ABA techniques to teach language and other skills to autistic children. He developed an early intensive behavioural intervention (EIBI) program designed to teach language to children with autism, using the principles of applied behaviour analysis. His approach consisted of 35 to 40 hours a week of intensive one-on-one instruction using operant conditioning. As a result of his research, ABA became increasingly popular as a teaching method for autistic children. However, many parents and educators criticised ABA because it seemed very rigid and overly structured. Children had to sit for hours through drills and repetitive activities, which could be exhausting. Since the early 1970s, however, ABA therapy has evolved enormously and become more play-based, natural and engaging.

Key Principles Underlying ABA Therapy

Reinforcement is the most important of these behavioural principles, and is most widely used in the ABA model.

In Positive reinforcement, something is added to the behavioural equation, increasing the possibility of that behaviour occurring again. For example, the therapist gives tokens, stickers, or sometimes food items as rewards. The child completes a puzzle and is given a sticker. Older children with autism may ‘win’ time for their favourite game.

Negative reinforcement refers to removing something unpleasant when the desired behaviour occurs. For example, a child who is sensitive to loud noises is given headphones to cancel the noise. Or, the child uses a ‘pass’ to leave an overcrowded room.

The terms positive and negative don’t mean good or bad. Instead, they describe whether something is added or removed to influence behaviour. Reinforcement works so well because it taps into motivation. Every child is motivated by different things: some by praise, others by toys, and some by avoiding discomfort.

When reinforcements are slowly removed, this is called ‘extinction’.
Reinforcement is not about bribery or quick fixes. It’s about teaching children that their actions have positive outcomes, which supports long-term growth, independence, and confidence.

Punishment

Punishment, defined as following a behaviour with a consequence that decreases “the future probability of behaviour”, is another basic principle of ABA. Timeout and verbal reprimands are two examples that can function as punishers, for example, when the teacher says, “No more Legos” or “Take a break”.

Extinction refers to a planned manner of discontinuing reinforcement that had previously been reinforced. For example, if a child keeps interrupting to get the teacher’s attention, the teacher chooses to ignore that behaviour. Or, if the child screams in the car that he wants to listen to the radio, the parent ignores his screaming.

Prompting

Prompts are antecedent supports added to a teaching situation to increase the likelihood of a correct response. They’re delivered before or alongside the opportunity to respond, not after the behaviour occurs.
If a learner is already completing a skill on their own, a prompt isn’t needed. The point is to support success in the moment while the skill is still being learned.
Prompts aren’t a crutch. When used correctly, they’re a bridge, a structured way of guiding someone toward independence rather than letting them practice errors.
One common approach in ABA prompting is to begin with the least intrusive prompt likely to be effective. The least-to-most approach works like this: the practitioner gives a verbal cue and waits a few seconds. If the learner doesn’t respond correctly, they try a gestural prompt. If that doesn’t work, they move to modelling. The level of support increases only as needed.
Prompting is always accompanied by fading, which is a systematic way of reducing prompts as the child becomes more independent.
Teachers and paraprofessionals trained in ABA strategies frequently use visual prompts (like picture schedules), verbal cues, and gestural prompts to support students with autism and other developmental differences. The same principles apply, and the goal is always to fade prompts toward independent functioning.

Seven Common Types of Prompts Used in ABA

ABA practitioners commonly use several types of prompts, including the following. The right choice depends on the learner, the target skill, and the environment.

1. Verbal prompt: A spoken cue that guides the learner. This could be a full instruction (“pick up your pencil”), a partial cue (starting to say the first sound of a word), or a question that directs attention.

2. Gestural prompt: Any physical gesture used as a cue, like pointing to the correct answer, nodding toward an object, or making a hand motion that represents the task.

3. Modeling prompt: The practitioner demonstrates the full behaviour and then asks the learner to imitate it. Sitting beside a child and showing how to hold a spoon before asking them to try is a classic example.

4. Full physical prompt: Also called hand-over-hand assistance. The practitioner physically guides the learner’s hands or body through the complete movement. This is the most supportive prompt type.

5. Partial physical prompt: Physical guidance that supports only part of the movement, for example, touching a learner’s elbow to direct their arm toward an object rather than guiding the whole action.

6. Visual prompt: A picture, photo, written word, or video clip that serves as a cue. Visual schedules used in classrooms are a common form of visual prompting.

7. Positional prompt: Manipulating the position of materials so the correct response is more likely (for example, placing the correct item closer to the learner).

The A-B-C Model

Another important concept in ABA is the A-B-C model. Therapists and behaviour analysts use this model to identify what triggers a behaviour, what the behaviour is, and what occurs after the behaviour, which can influence whether the behaviour occurs again. The ABC model is part of the broader Functional Behaviour Assessment (FBA). To recall,

1. An antecedent: this is what occurs right before the target behaviour. What triggers the behaviour? It can be verbal, such as a command or request. It can also be physical, such a toy or object, or a light, sound, or something else in the environment. An antecedent may come from the environment, from another person, or be internal (such as a thought or feeling).

2. A resulting behaviour: What actions does the child do? This can be an action, a verbal response, or something else.

3. A consequence: this is what comes directly after the behaviour. How do adults or peers respond to the behaviour? It can include positive reinforcement of the desired behaviour, or no reaction for incorrect/inappropriate responses.

4. For example, a child might shout (behaviour) when they want attention (antecedent), and if they receive attention (consequence), shouting is likely to occur again. Conversely, ignoring the shouting (no consequence) can reduce its frequency.

Example:
1. Antecedent: The teacher says “It’s time to clean up your toys” at the end of the day.
2. Behaviour: The student yells “no!”
3. Consequence: The teacher removes the toys and says “Okay, toys are all done.”

How is ABA Delivered?

A qualified and trained Board Certified Behaviour Analyst (BCBA) designs and directly oversees the program. The behaviour analyst customises the ABA program to each learner’s skills, needs, interests, preferences and family situation.
The BCBA will start by doing a detailed assessment of each person’s skills and preferences. They will use this to write specific treatment goals. Family goals and preferences may be included, too. Treatment goals are written based on the age and ability level of the person with ASD. Generally, these are the main goals addressed for children with autism.

1. Communication and language
2. Social skills
3. Self-care (such as showering and toileting)
4. Play and leisure
5. Motor skills
6. Learning and academic skills

The BCBA and therapists measure progress by collecting data in each therapy session. Data helps them to monitor the person’s progress toward goals on an ongoing basis.

The behaviour analyst regularly meets with family members and program staff to review information about progress. They can then plan ahead and adjust teaching plans and goals as needed.

Pivotal Response Training (PRT)

Pivotal Response Treatment, or PRT, is a behavioural treatment for autism. This therapy is play-based and initiated by the child. Goal is to develop communication and language skills and increase positive social behaviours. The PRT therapist targets “pivotal” areas of a child’s development instead of working on one specific behaviour. By focusing on pivotal areas, PRT produces improvements across other areas of social skills, communication, behaviour and learning.

1. Motivation
2. Response to multiple cues
3. Self-management
4. Initiation of social interactions

So for example, if a child ask for a teddy bear, it is given to him, no other external reward is offered.

Another example, if a child is fascinated by trains, we might use a toy train set to encourage communication. Instead of prompting the child with direct commands, we could model language by saying, “Wow, this train is so fast! Do you want to make it go?” This encourages the child to respond naturally, reinforcing both social and verbal skills in an engaging way.

Discrete Trial Training (DTT)

DTT is not a separate therapy but a technique under ABA. DDT was introduced by Dr Ivar Lovaas in the 1970’s and the 1980’s as a structured way to teach children with autism spectrum disorder (ASD). It’s a core component of the Lovaas Method and is rooted in the ABCs of applied behaviour analysis: Antecedent, Behaviour, and Consequence. The defining feature of DTT is the word “discrete.”

Each teaching opportunity is broken down into its own clearly defined trial, with a specific prompt, a specific expected response, and a specific consequence (either a reward or a gentle correction). This structure makes it possible to teach complex skills that would be difficult to address any other way. DTT is most commonly used with younger children and with those on the lower-functioning end of the spectrum, though it can be beneficial at any level. For higher-functioning children, therapists often rely more heavily on naturalistic approaches.

Behaviour Chaining

One of the most powerful things DTT does is break complex behaviours into manageable pieces and then chain them back together into the full skill. This is called behaviour chaining, and it’s central to how DTT builds real-world competencies. DTT addresses each of those steps individually. The therapist teaches and reinforces them one at a time, then gradually connects them into the full sequence. This approach prevents the problem of waiting until the very end of a complex chain to offer feedback: by then, it’s too late to reinforce small wins (or correct small misses) along the way.

For example, activities like hand washing involve a series of steps: turning on the water, wetting hands, applying soap, scrubbing, rinsing, and drying. Behaviour chaining is used for all kinds of social skills, – requesting a toy, asking a friend to play and so on.

Each discrete trial follows the same five-step structure, repeated across multiple sessions:
1. Antecedent: The therapist presents a clear instruction or stimulus. (“Touch your nose.”)
2. Prompt: If needed, the therapist provides a cue to help the child respond correctly. Prompts are faded over time as the child gains independence.
3. Response: The child responds to the instruction, either correctly or incorrectly.
4. Consequence: Correct responses earn a reward (praise, a favourite item, or a preferred activity). Incorrect responses receive a calm, neutral correction, and the trial is attempted again.
5. Inter-trial interval: A brief pause between trials gives the child a moment to reset before the next instruction begins.

Some Criticisms of the ABA Program

1. ABA programs can be overly intensive, with children often spending 20 to 40 hours each week with a behaviour analyst. ABA should not be viewed as a canned set of drills. Rather, each program is written to meet the needs of the individual learner.
2. ABA is very rigid, and children with autism only perform with the therapist. A good ABA therapist teaches skills with generalisation in mind.
3. The heavy emphasis on compliance and “learning to follow directions” may strip children of their autonomy. Children with autism need to acquire a set of basic skills that can only be acquired after drill and repetition.
4. The recommendation for up to 40 hours of therapy per week is often criticised as being too gruelling for young children, potentially leading to emotional burnout. Incorporate child-led play and natural environments rather than rigid, repetitive drills.

Conclusion

When caregivers are equipped with ABA principles and strategies, they can build an optimal learning environment that complements professional interventions. This can lead to better behavioural outcomes!

Video – Applied Behaviour Analysis (ABA)

Teacher Resource Document – Applied Behaviour Analysis (ABA)