Frequently Asked Questions about Autism and Behavior Analysis

The following questions illustrate common misconceptions about the ABA approach to treating Autism:

• Is ABA just a new fad?
• Is ABA comprehensive?
• Is ABA useful for managing anything other than "bad" behavior or severe behavior problems?
• Is ABA basically just early intervention?
• Is ABA an easy "miracle cure?"
• Is ABA a mechanical approach, which turns people into robots?
• What are the key features of ABA?

ABA with persons with autism is not new and is not a fad

Research began in the early 1960s with the studies of Charles Ferster, Ivar Lovaas, Montrose Wolf and Todd Risley to name just the best known pioneers.

As long ago as 1981, applied behavior analysis was identified as the treatment of choice for autistic behavior. (See the literature review by Marion K. DeMyer, J. Hingtgen and R. Jackson.) Here are some references.

Recently, Johnny Matson and his colleagues counted more than 550 studies published in scientific journals showing the effectiveness of behavior analytic procedures with persons with autism.

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ABA is comprehensive

ABA has been effective for teaching a vast range of skills to people with disabilities as well as to many other people in every setting in which people live, study and work

• in their own homes
• in shops, restaurants, public transport
• in recreation and sporting activities
• in regular and special preschools, primary schools and high schools; in colleges [For an exciting and challenging review, see Ed Anderson’s Education that works: The child is always right.]
• in business and industry
• in institutions, hospitals and correctional facilities.

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ABA is definitely not just useful for managing "bad" behavior or for people with severe behavior problems

Although ABA does provide the best methods for managing problem and aberrant behavior such as self-injurious, ritualistic, repetitive, aggressive and disruptive behavior, it does this through teaching alternative pro-social behavior.

Proper application of behavior principles and procedures also prevents behavior from becoming a problem.

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ABA is much more than early intervention

The most successful early intervention programs to be documented are based on applied behavior analysis, but a great deal of work has been accomplished throughout the age span as well.

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ABA is not easy and not a "miracle cure"; there are NO cures – psychological or medical

ABA is not easy and not a “miracle cure”; there are NO cures – psychological or medical. Anyone who has tried to do ABA knows it is not easy. However, when done properly, progress can be seen very quickly. Positive results make the effort worthwhile.

You will not find a shred of scientifically acceptable evidence that treatments using psycho-dynamic psychotherapies or holding therapy are effective. The theory behind them has been discredited.

There are no medical treatments for autism itself. Persons with autism, of course, have medical needs for which pharmacological and other medical treatments are appropriate.

In a recent review of autism in the New England Journal of Medicine, Dr. Isabelle Rapin concluded: “No drug or other treatment cures autism, and many patients do not require medication. However, psychotropic drugs that target specific symptoms may help substantially.” She said further that: “The most important intervention in autism is early and intensive remedial education that addresses both behavioral and communication disorders.” (p. 102)

“Many other …(than educational/behavioral and medical)…interventions are available, but few, if any, scientific studies support their use. These therapies remain controversial and may or may not reduce a specific person's symptoms. Parents should use caution before subscribing to any particular treatment. Counseling for the families of people with autism also may assist them in coping with the disorder.” (From NIMH Fact Sheet)

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ABA is not mechanical

People are often told that behavior analysts are cold scientists who tell others what to do. In fact, behavior analysts know that successful programs require that they work collaboratively with all concerned. Being scientific means being guided by objective results and modifying procedures because other demands in the school or family must also be met and to make best use of the knowledge and skills of carers and the persons with autism as well.

A series of papers by Montrose Wolf and his associates published between 1964 and 1967 illustrate these points very well. The articles describe how they worked first with “Dicky” when he was 3-1/2 years old in a hospital and made transitions from hospital to home and pre-school. Successful methods were developed in the hospital, the parents practiced them there, and then in stages Dicky returned home and was enrolled in a generic nursery school, where he acquired self-help, pre-academic and play skills. Many people were involved in planning and making those programs work.

And ABA does not turn people into robots

“... Anne-Marie is friendly and caring. She continues to make contact more easily with her peers and she is forming deeper relationships with them.... Anne-Marie feels close to her teachers and is sharing more of her thoughts with them now... Anne-Marie is a cooperative, helpful group member who has learned to take her share of responsibility ....Anne Marie is a capable child who is eager to learn. It’s a pleasure to see Anne-Marie feeling comfortable and relaxed in her school environment and actively enjoying our various group activities with her classmates...” (Maurice, p. 286).

Anne-Marie was the older of two children who had been treated very successfully by ABA methods. These comments were made by her pre-kindergarten teachers in their end-of-year report. Other parents have reported similar outcomes.

[Catherine Maurice’s book, Let Me Hear Your Voice. A Family’s Triumph over Autism, was published in 1993. It is available through this web site. To order, click here.]

Studies have shown that ABA programs are successful in generating spontaneous and creative behavior.

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