A Progressive Approach to Applied Behavior Analysis
The Autism Partnership Method
- 1st Edition - September 21, 2023
- Latest edition
- Authors: Justin B Leaf, Joseph H Cihon, Julia L Ferguson, Ronald Leaf, John Mceachin, Toby Mountjoy, Jeremy Leaf, Amanda Rogue
- Language: English
- Paperback ISBN:9 7 8 - 0 - 3 2 3 - 9 5 7 4 1 - 0
- eBook ISBN:9 7 8 - 0 - 3 2 3 - 9 5 7 4 2 - 7
Approximately 1 in 36 children in the United States will be diagnosed with autism spectrum disorder (ASD) and that number is expected to rise according to the CDC. Interventions… Read more
Approximately 1 in 36 children in the United States will be diagnosed with autism spectrum disorder (ASD) and that number is expected to rise according to the CDC. Interventions based on the science of applied behavior analysis (ABA) are one of the most common interventions for autistic individuals. One of the biggest problems facing the field of ABA-based interventions is ineffectiveness of intervention approaches due to the rigid application of ABA-based interventions. Progressive Approach to Applied Behavior Analysis provides practicing behavior analysts (e.g., BCBAs, BCaBAs, RBTs) and other clinicians with an in-depth introduction to a Progressive Approach to ABA and how it applies to common teaching methods within ABA-based interventions. This includes research and guidelines for implementing a Progressive Approach to ABA, potentially increasing the likelihood of meaningful outcomes for individuals diagnosed with ASD. This will become the guide for practitioners on how to use clinical judgment and in-the-moment assessment across various procedures.
- Summarizes Autism Partnership Method and Progressive ABA
- Explores how to use ABA for teaching and behavioral intervention
- Discusses reinforcement conditioning, punishment, and token economies
Behavior analysts (ABA), clinical supervisors, psychologists practicing in Autism
About the authors
1. Applied behavior analysis
What is ABA?
Some research examples
Recent events
Summary
References
2. An overview and history of the Autism Partnership Method
First tenet: Clinical judgment
Second tenet: Learner-centered
Third tenet: Meaningful and functional curriculum
Fourth tenet: Flexible procedures
Fifth tenet: Working with the whole family
Sixth tenet: Performance-based staff training
Seventh tenet: Compassion
The history of the APM
References
3. Respondent and operant behavior
Reflexes and respondent behavior
Operant behavior
Some important notes
Summary
References
4. Stimulus control and generalization
Generalization
Summary
References
5. Reinforcement: Overview, identification, conditioning
Reinforcer identification
Conditioning reinforcers
Summary
References
6. Punishment: Overview, concerns, and use
Some concerns with the use of punishment-based procedures
Clinical considerations
Some punishment-based procedures
Summary
References
7. Token economies and other contingency systems
Components of token systems
The commonality of token economies
Advantages and disadvantages of token systems
Some relevant research
Clinical recommendations and progressive approaches to token systems
Summary
References
8. Respondent conditioning procedures
Considerations related to respondent behavior in autism intervention
Summary
References
9. Task analysis and chaining
Task analysis
Chaining
Research
Summary
References
10. Shaping
A sample of research
Clinical recommendations
Summary
References
11. Prompting
Prompt types
Prompting systems
Flexible prompt fading: The APM prompting system
Summary
References
12. Discrete trial teaching
Components of DTT
Summary
References
13. Naturalistic instruction
Incidental teaching
Embedded instructions
Summary
References
14. The teaching interaction procedure
Overview
Teaching interaction procedure research
Summary
References
15. Cool versus Not Cool procedure
Steps of the CNC procedure
Misuses of the CNC procedure
History and research
Summary
References
16. Social skills groups
Hallmarks of behaviorally based social skills groups
Research
Summary
References
17. Functional behavior assessment and functional analysis
Overview of functional behavior assessment
Types of functional analysis
History of FBA and functional analysis
Autism partnership method to FBAs and FAs
References
18. Differential reinforcement
Differential reinforcement of other behavior
Differential reinforcement of alternative behavior
Differential reinforcement of incompatible behavior
Differential reinforcement of low rates of behavior and differential reinforcement of high rates of behavior
Some progressive considerations regarding differential reinforcement
Summary
References
19. Extinction and response cost
Misperceptions and clarifications related to extinction
Response cost
Misperceptions and clarifications related to response cost
Recommendations for practice
Summary
References
20. Time out from positive reinforcement and the time-in ribbon
Time-out from positive reinforcement
Research on time-out
Autism partnership method and time-out
Time-in ribbon
Summary
References
21. Measurement systems
Considerations in selecting a measurement system
Measurement systems
Measuring with our heart
Summary
References
22. Formal assessments
The assessments
Summary
References
23. Curriculum assessment
Common curriculum assessments
Autism Partnership Method and curricular assessment
Building the curriculum
References
24. Learning-how-to-learn curriculum
The skills
Summary
References
25. Social skills curriculum
Reasons why we teach social skills
Reasons why social skills development is often not a priority
What to teach: The social skills taxonomy
How to teach social behavior
Don’t forget
Summary
References
26. Language curriculum
Language programs
Summary
References
27. Self-help and adaptive behaviors
Toilet training
Mealtime challenges
Sleep
Appearance checks
Basic efficiency and organization
Walk with me
Crossing the street safely
Following a visual or written schedule
Self-advocacy
Summary
References
28. Working with parents of autistic children
Prediagnosis stress
Diagnostic process stress
Postdiagnosis stress
Intervention stress
Autism partnership method of parent support
Research on parent training
Summary
References
29. Siblings
Sibling relationship throughout the lifespan
The Autism Partnership Method and siblings
References
30. Staff and staff training
Characteristics of quality interventionists
Additional skills interventionists should display
Additional skills supervisors should display
Staff training
Summary
References
Index
1. Applied behavior analysis
What is ABA?
Some research examples
Recent events
Summary
References
2. An overview and history of the Autism Partnership Method
First tenet: Clinical judgment
Second tenet: Learner-centered
Third tenet: Meaningful and functional curriculum
Fourth tenet: Flexible procedures
Fifth tenet: Working with the whole family
Sixth tenet: Performance-based staff training
Seventh tenet: Compassion
The history of the APM
References
3. Respondent and operant behavior
Reflexes and respondent behavior
Operant behavior
Some important notes
Summary
References
4. Stimulus control and generalization
Generalization
Summary
References
5. Reinforcement: Overview, identification, conditioning
Reinforcer identification
Conditioning reinforcers
Summary
References
6. Punishment: Overview, concerns, and use
Some concerns with the use of punishment-based procedures
Clinical considerations
Some punishment-based procedures
Summary
References
7. Token economies and other contingency systems
Components of token systems
The commonality of token economies
Advantages and disadvantages of token systems
Some relevant research
Clinical recommendations and progressive approaches to token systems
Summary
References
8. Respondent conditioning procedures
Considerations related to respondent behavior in autism intervention
Summary
References
9. Task analysis and chaining
Task analysis
Chaining
Research
Summary
References
10. Shaping
A sample of research
Clinical recommendations
Summary
References
11. Prompting
Prompt types
Prompting systems
Flexible prompt fading: The APM prompting system
Summary
References
12. Discrete trial teaching
Components of DTT
Summary
References
13. Naturalistic instruction
Incidental teaching
Embedded instructions
Summary
References
14. The teaching interaction procedure
Overview
Teaching interaction procedure research
Summary
References
15. Cool versus Not Cool procedure
Steps of the CNC procedure
Misuses of the CNC procedure
History and research
Summary
References
16. Social skills groups
Hallmarks of behaviorally based social skills groups
Research
Summary
References
17. Functional behavior assessment and functional analysis
Overview of functional behavior assessment
Types of functional analysis
History of FBA and functional analysis
Autism partnership method to FBAs and FAs
References
18. Differential reinforcement
Differential reinforcement of other behavior
Differential reinforcement of alternative behavior
Differential reinforcement of incompatible behavior
Differential reinforcement of low rates of behavior and differential reinforcement of high rates of behavior
Some progressive considerations regarding differential reinforcement
Summary
References
19. Extinction and response cost
Misperceptions and clarifications related to extinction
Response cost
Misperceptions and clarifications related to response cost
Recommendations for practice
Summary
References
20. Time out from positive reinforcement and the time-in ribbon
Time-out from positive reinforcement
Research on time-out
Autism partnership method and time-out
Time-in ribbon
Summary
References
21. Measurement systems
Considerations in selecting a measurement system
Measurement systems
Measuring with our heart
Summary
References
22. Formal assessments
The assessments
Summary
References
23. Curriculum assessment
Common curriculum assessments
Autism Partnership Method and curricular assessment
Building the curriculum
References
24. Learning-how-to-learn curriculum
The skills
Summary
References
25. Social skills curriculum
Reasons why we teach social skills
Reasons why social skills development is often not a priority
What to teach: The social skills taxonomy
How to teach social behavior
Don’t forget
Summary
References
26. Language curriculum
Language programs
Summary
References
27. Self-help and adaptive behaviors
Toilet training
Mealtime challenges
Sleep
Appearance checks
Basic efficiency and organization
Walk with me
Crossing the street safely
Following a visual or written schedule
Self-advocacy
Summary
References
28. Working with parents of autistic children
Prediagnosis stress
Diagnostic process stress
Postdiagnosis stress
Intervention stress
Autism partnership method of parent support
Research on parent training
Summary
References
29. Siblings
Sibling relationship throughout the lifespan
The Autism Partnership Method and siblings
References
30. Staff and staff training
Characteristics of quality interventionists
Additional skills interventionists should display
Additional skills supervisors should display
Staff training
Summary
References
Index
- Edition: 1
- Latest edition
- Published: September 21, 2023
- Language: English
JB
Justin B Leaf
Justin Leaf, Ph.D., is the Executive Director for Autism Partnership Foundation and the Progressive Behavior Analyst Autism Council, the Associate Director for ABA Doctoral Studies at Endicott College, and the Executive Director for Contemporary Behavior Consultants. Justin received his doctorate degree in Behavioral Psychology from the Department of Applied Behavioral Science at the University of Kansas. His research interests include Progressive ABA, improving behavioral intervention, social behavior, and methodologies to improve the lives of autistic/individuals diagnosed with ASD. Justin has over 140 publications in either peer reviewed journals, books, or book chapters and has presented at both national and international professional conferences and invited events. Justin has served on numerous editorial boards for behavior analytic and autism journals. Justin career has been dedicated to improving the field of Applied Behavior Analysis and lives of Autistic individuals
Affiliations and expertise
Autism Partnership Foundation, USAJH
Joseph H Cihon
Dr. Joseph H. Cihon received his BS in special education from Fontbonne University, his MS in behavior analysis at the University of North Texas under the mentorship of Drs. Shahla Ala’i, Jesus Rosales-Ruiz, and Manish Vaidya, and his PhD in applied behavior analysis at Endicott College under the mentorship of Dr. Mary Jane Weiss. He is currently the director of research at the Autism Partnership Foundation, an adjunct professor at Endicott College, the certification coordinator at the Progressive Behavior Analyst Autism Council, and on the council for the Autism Special Interest Group. Joseph has 20 years of experience working with children, adolescents, and adults on the autism spectrum and with other developmental disabilities in home, school, and community settings. His research interests in behavior analysis are broad and include evaluating assumptions within practice, examining historical foundations in behavior analysis, training thoroughgoing behavior analysts, examining the effectiveness and training professionals in shaping techniques, increasing favorable interactions among children, their families, and interventionists, developing contingencies to promote generalization and maintenance, and improving mealtimes for selective eaters. He serves on the editorial boards for the International Electronic Journal of Elementary Education and Behavior Analysis in Practice and has published more than 70 peer-reviewed articles, books, and book chapters.
Affiliations and expertise
Autism Partnership Foundation, Seal Beach, CA, United StatesJF
Julia L Ferguson
Julia Ferguson, MS, BCBA, CPBA-AP, is the research and assessment coordinator for the Autism Partnership Foundation and the associate director of the Progressive Behavior Analyst Autism Council. She received her bachelor’s degree in applied behavior analysis and her master’s degree in behavior analysis from the University of North Texas. She is currently pursuing her PhD in applied behavior analysis at Endicott College under the advisement of Dr. Mary Jane Weiss. Julia has more than 10 years of experience working with children diagnosed with autism in home, community, and clinical settings. Her research interests include evaluating social skills interventions, evaluating progressive approaches to behavioral interventions, and comparing different teaching methodologies for individuals diagnosed with autism. Julia has published more than 50 peer-reviewed research articles, book chapters, and books and has presented at national and international conferences.
Affiliations and expertise
Autism Partnership Foundation, Seal Beach, CA, United StatesRL
Ronald Leaf
Dr. Ronald Leaf is a licensed psychologist with more than 50 years of experience in the field of autism. He began his career working with Prof. Ivar Lovaas while receiving his undergraduate degree at the University of California, Los Angeles (UCLA). Subsequently, he received his doctorate under the direction of Prof. Lovaas. During his years at UCLA, Leaf served as clinic supervisor, research psychologist, lecturer, and interim director of the Young Autism Project. He was extensively involved in several research investigations, contributed to The Me Book, and is a coauthor of The Me Book Videotapes. Dr. Leaf has consulted with families, schools, and agencies on a national and international basis. He is the cofounder and director of the Autism Partnership, which offers comprehensive services for families with children and adolescents diagnosed with autism spectrum disorder (ASD). With offices in 10 countries, Ronald and his team have developed the Autism Partnership Method, a progressive approach to implementing Applied Behavior Analysis (ABA) treatment. He is the coauthor of A Work in Progress, Time for School, It Has to Be Said, Crafting Connections, A Work in Progress Companion Series, Clinical Judgment, Autism Partnership Method: Social Skills Groups, and the Clinician’s Toolbox: Rediscovering Compassionate ABA. He has coauthored more than 100 articles in research journals and presented more than 100 times at professional conferences. Dr. Leaf is also the cofounder of the Autism Partnership Foundation, a nonprofit organization dedicated to advancing professional standards and the treatment of individuals with autism through research and training.
Affiliations and expertise
Autism Partnership Foundation, Seal Beach, CA, United StatesJM
John Mceachin
John McEachin, a psychologist and BCBA-D, has been providing behavioral treatment to individuals with autism for more than 40 years. He received his graduate training under Prof. Ivar Lovaas at UCLA on the Young Autism Project. During his 11 years at UCLA, Dr. McEachin served in various roles, including clinic supervisor, research and teaching assistant, and acting director. His research has included the long-term follow-up study of young autistic children who received intensive behavioral treatment, which was published in 1993. In 1994, he joined Ron Leaf in forming the Autism Partnership, which they codirect. In 1999, they published A Work in Progress, a widely used behavioral treatment manual and curriculum for children with ASD. Dr. McEachin has lectured throughout the world and coauthored numerous books and research articles. He consults regularly with families, agencies, and school districts nationally and internationally, assisting in the development of treatment programs and providing training to parents, staff, and classroom personnel. Dr. McEachin’s dedication to the advancement of behavioral treatment through research and quality training led to the cofounding of the Autism Partnership Foundation with Dr. Ron Leaf.
Affiliations and expertise
Autism Partnership Foundation, Seal Beach, CA, United StatesTM
Toby Mountjoy
Toby Mountjoy is a board-certified behavior analyst and holds a master of science in applied behavior analysis. He also became one of the first certified autism professionals in 2022. With more than 27 years of experience working with individuals with ASD, he has been extensively trained by Drs. Ronald Leaf and John McEachin. Besides overseeing the Autism Partnership operation in Hong Kong, Korea, the Philippines, Singapore, and Beijing, with more than 300 staff, including psychologists, consultants, and therapists, he has also provided consultations to school districts, agencies, and families worldwide. Mr. Mountjoy has also contributed chapters to publications such as Sense & Nonsense and It’s Time for School. In 2007, he founded the charitable Autism Partnership Foundation and Aoi Pui School to offer more services for children with autism.
Affiliations and expertise
Autism Partnership Foundation, Seal Beach, CA, United StatesJL
Jeremy Leaf
Jeremy Leaf is a clinical director for the Autism Partnership. Jeremy received his master’s degree in special education at Loyola Marymount University. He has worked with children, adolescents, and adults diagnosed with autism spectrum disorder (ASD) and other disabilities since 2007. He has worked extensively on creating curriculum in a variety of domains, running social skills groups, and staff training. Additionally, Jeremy has published 16 peer-reviewed publications and was a coauthor of The Autism Partnership Method: Social Skills Groups. He has also presented his research at national and international conferences. In addition to his work in Seal Beach, CA, Jeremy also works as a consultant both nationally and internationally, helping staff, children, and families reach their full potential.
Affiliations and expertise
Autism Partnership Foundation, Seal Beach, CA, United StatesAR
Amanda Rogue
Amanda Rogue is the site director for Autism Partnership’s clinic in San Francisco, CA. She received her bachelor’s degree in neuroscience from the University of California, Los Angeles, and began working for the Autism Partnership shortly after. She went on to receive her master’s degree in applied behavior analysis from St. Cloud State University. Amanda has more than 11 years of clinical experience working with children and adolescents diagnosed with autism spectrum disorder, but her experience working directly with adolescents and adults with developmental disabilities extends years beyond that. Amanda has a younger brother with a developmental disability that thrives to this day despite being born after just 23 weeks and given only a 10% chance of surviving. Due to this, she is a firm believer that highly skilled and heartfelt care can make a substantial difference in the quality of life for individuals with developmental disabilities.
Affiliations and expertise
Autism Partnership Foundation, Seal Beach, CA, United StatesRead A Progressive Approach to Applied Behavior Analysis on ScienceDirect