Frequently Asked Questions

What is Applied Behaviour Analysis (ABA)?

Applied Behaviour Analysis (ABA) is a field of study that examines the relationship between the environment and behaviour.  ABA is a scientific approach to change behaviour by either increasing desirable skills or decreasing undesirable ones.  ABA precisely describes the intervention for behaviour change and measures the changes in a person’s behaviour. ABA can be used as an instructional approach with people of all ages. It is also known as effective teaching strategies.

(Perry & Condillac, 2003)

What skills can be taught using ABA?

Principles of ABA can be used to encourage the development of comprehensive skills including language skills, social skills, play or leisure skills, motor skills, academic skills, and self-help skills. Language skills are critical for independent functioning, cognitive growth, and social development.  Social, play, and leisure skills are also important and enhance the student’s quality of life. Self-help skills build independence and academic skills help the student access the general education curriculum.

 

 Do ABA teaching procedures limit generalization and transfer of skills?

Implementing ABA principles correctly will result in positive outcomes that are durable over time and generalize to new situations.  ABA allows for flexibility to meet each student’s needs and emphasizes teaching in all settings.

(Alberto & Troutman, 2003)

 

What is Intensive Behavioural Intervention (IBI)?

Intensive Behavioural Intervention (IBI) is the application of principles of ABA and is primarily used with children who have autism. It’s a structured approach to breaking down the necessary skills for teaching.

(www.children.gov.on.ca)

 

What is Triple P?

The Triple P – Positive Parenting Program ® is a parenting and family support system designed to prevent – as well as treat – behavioural and emotional problems in children and teenagers. It aims to prevent problems in the family, school and community before they arise and to create family environments that encourage children to realize their potential.

Triple P is the most extensively researched parenting program in the world. Developed by clinical psychologist Professor Matt Sanders and his colleagues at Australia’s University of Queensland, Triple P is backed by more than 30 years’ ongoing research, conducted by academic institutions in the US, the UK, Canada, the Netherlands, Belgium, Sweden, Iran, Hong Kong, Japan, Turkey, New Zealand and Australia.

Triple P draws on social learning, cognitive behavioural and developmental theory as well as research into risk factors associated with the development of social and behavioural problems in children. It aims to equip parents with the skills and confidence they need to be self-sufficient and to be able to manage family issues without ongoing support.

Triple P is delivered to parents of children up to 12 years.  Stepping Stones Triple P forms part of the Triple – Positive Parenting Program – system of family intervention for parents of children who have or are at risk of developing behaviour problems and includes adaptations for children who have a disability.

Stepping Stones Triple P system aims to:

  • Help parents develop effective management strategies for dealing with a variety of childhood behaviour problems and developmental issues.
  • Prevent severe behavioural, emotional and developmental problems in children by enhancing the knowledge, skills, and confidence of parents.

(www.triplep.net)

 

What is Conjoint Behavioral Consultation (CBC)?

Conjoint Behavioral Consultation (CBC) is a strength-based, cross-system problem-solving and decision-making model wherein parents, teachers, and other caregivers or service providers work as partners and share responsibility for promoting positive and consistent outcomes related to a child’s academic, behavioral, and social-emotional development (Sheridan & Kratochwill, 2008, p. 25).

All stages of consultation (from problem identification to plan evaluation) are conducted with parents and teachers together, in a simultaneous (rather than parallel) manner in order to promote shared ownership for solutions.

(Sheridan & Kratochwill, 2008)

 

What is Collaborative Problem Solving (CPS)?

Collaborative Problem Solving (CPS) is an approach to understanding and helping children with behavioral challenges. It was first articulated by Dr. Ross Greene in his book, The Explosive Child (1998; 2001; 2005; 2010), then described in a book for mental health clinicians by Dr. Ross Greene and Dr. Stuart Ablon (Treating Explosive Kids, 2006), and then for educators in Dr. Greene’s book Lost at School (2008, 2010). The CPS model views behavioral challenges as a form of learning disability or developmental delay. Its main principle is that kids who are exhibiting challenging behaviour are lacking crucial cognitive skills, especially in the domains of flexibility, frustration tolerance, and problem-solving skills.  CPS aims to create fundamental changes in the interactions between kids with behavioural challenges and their adult caregivers by having caregivers engage kids in solving problems collaboratively rather than by using motivational procedures.  While original studies focused on children with oppositional defiant disorder, it has been suggested for behaviour management in youth with a variety of behavioral challenges (e.g., bipolar disorder, attention deficit hyperactivity disorder (ADHD), Asperger’s disorder, and conduct disorder).  CPS has been implemented and studied in many settings including families, schools, inpatient psychiatry units, and residential and juvenile detention facilities.

(http://en.wikipedia.org/wiki/Collaborative_Problem_Solving)

 

References

Alberto, A.A., & Troutman, A.C. (2003).  Applied behaviour analysis for teachers.  (6th edition).

NJ:  Merrill Prentice Hall.

 

Greene, R. W. (2009). Lost at School: Why Our Kids with Behavioral Challenges

Are Falling Through the Cracks and How We Can Help them.  New York,

NY: Scribner.

 

Greene, R.W. (2010). The Explosive Child. New York, NY: HarperCollins. Publishers.

 

Perry, A., & Condillac, R. (2003).  Evidence based practices for children and adolescents with

autism spectrum disorders: Review of the literature and practice guide.  Children’s Mental

Health Ontario.

 

Sanders., M., Mazzucchelli, T., & Studman, L.  (2003). Practioner’s Manual for Standard

Stepping Stones Triple P.  Milton: Triple P International Pty. Ltd.

 

Sheridan, S. M., & Kratochwill, T. R. (2008). Conjoint behavioral consultation: Promoting

family – school connections and interventions. New York: Springer.