Skills ABA can help, and assessment tools

ABA relies heavily on observing behaviour, so the skills and domains targeted are determined by the assessment tool the behaviour analyst uses. For parents and caregivers, understanding the tool can clarify the rationale behind the goals and interventions. For professionals, this knowledge helps guide the development of appropriate goals in an Individualized Educational Plan (IEP).

Key Domains Supported by ABA

• Communication Skills

ABA often draws on verbal operants (Skinner,1957)  a framework based on Skinner’s theory, to teach language and communication in a structured way. Verbal operants break communication into concrete and clear stages, helping individuals with special needs learn effectively. 

Stages include:

• Echoic: Verbal Imitation in terms of repeating words/sounds heard. Example: Say "What is this?" The individual repeats "What is this?" 

• Mand: Requesting: The individual stating what they want from others. Example: "I want the big ball"; "Give me the car"; "Look at me"

• Tact: Labeling: Looking at something and stating what it is. Example: (Looks at butterfly) "This is a butterfly"

• Intraverbal: Conversational Language: Hearing and responding to auditory stimuli. Example: "When is your birthday?" "15 May"

• Reducing Challenging Behaviours and Promoting Pro-Social Skills

ABA focuses on decreasing problem behaviours while encouraging positive social interactions and autonomy skills.

• Emotional Regulation

Teaching strategies to help manage emotions and respond appropriately in different situations.

• Cognitive and Visual-Spatial Skills

Developing problem-solving, reasoning, and visual-spatial understanding.

• Independent Living Skills

Promoting daily life skills such as toileting, bathing, eating, cooking, shopping, and using transportation.

• Basic Academics

Supporting foundational skills in subjects like English and mathematics.

Assessment tools, why is it important?

Padilla et al. (2023) conducted a systematic review to examine the reliability and validity of ABA-based assessments. They highlighted four widely and most commonly used tools in the field: VB-MAPP, ABLLS-R, AFLS, and EFL. Since then, research has also supported other assessments, including PEAK and VABS, which have demonstrated positive results in ABA practice. 

References: 

Dixon, M. R. (2008). PEAK Relational Training. https://www.peak2aba.com/

McGreevy, P., Cornwall, C., & Fry, T. (n.d.). An Introduction and User Guide. Essential for Living. https://essentialforliving.com/wp-content/uploads/2021/08/EFL-Intro-UserGuideNewFinalDigital2.pdf

Padilla, K. L., Weston, R., Morgan, G. B., Lively, P., & O’Guinn, N. (2023). Validity and reliability evidence for assessments based in applied behavior analysis: A systematic review. Behavior Modification, 47(1), 247–288. https://doi.org/10.1177/01454455221098151

Skinner, B. F. (1957). Verbal behavior. Appleton-Century-Crofts. 

Sundberg, M. L. (n.d.). Mark L. Sundberg, Ph.D., BCBA-D. https://marksundberg.com/

Vineland‑3^TM: The adaptive behavior assessment you know and trust. (2018). Pearson Education. https://www.pearsonassessments.com/content/dam/school/global/clinical/us/assets/vineland-3/vineland-3-brochure.pdf