I just finished attending the 34th annual ABA convention, this year held in Chicago. 3394 participants from 23 countries presented research and discussed issues, all of which were open for critique by other behavior analysts. Just a few of the various topics for discussion included: marriage and divorce, economics, workplace environments, bullying at school, and interventions for children with autism. Perhaps the most enlightening talk I heard was from Dr. Per Holth of Norway who demonstrated how behavioral descriptions of joint attention are helping develop and refine effective strategies for teaching these critical skills to children with autism.

In my last post, I referred to some amazing feats of children (such as learning to talk) as “another step in the ongoing chain of more complex behavior.” I’m well aware that some people are offended by such descriptions. This is unfortunate. Behavioral language is not meant to diminish the accomplishments of humanity any more than scientific language diminishes the incredible beauty of the universe. Every behavioral consultant I have ever known has had tears come to their eyes on at least one occasion after witnessing a child learn something new, do something others would have once thought impossible. When this has happened to me, I am also fully aware that it is precisely because of the objective language of behavior that procedures were developed which made the incredible accomplishment for which I am about to cry, quite possible.

I’m interested in any moments others would like to share that they have been able to celebrate because of the use of behavioral treatment.

By Vince LaMarca, M.A., BCBA, Editor
Lovaas Institute - Indianapolis

I have lost count of the number of times that I have worked with a child who showed inconsistent abilities with a skill who quickly became consistent once behavioral treatment was started. At the age of 5, one girl I taught had a very limited vocabulary. She had made minimum progress on all of her speech goals because she wouldn’t consistently repeat any words. At the age of 4, one girl I worked with had made no progress at school in her ability to string beads. And at the age of 3, one boy I worked with used only 3 vocal approximations to request and typically did not repeat any other words.

I seldom see a newspaper article about a child learning to read through the use of phonics. I guess that’s not surprising. Most people know that phonics is an effective method to teach someone to read. There’s nothing that makes it especially interesting enough to make the news. As Autism Awareness month ends, I noticed that I seldom saw newspaper articles about children with autism learning new skills through behavioral treatment. Most articles or TV coverage I saw focused on the latest medication, diet, or novel intervention that has made a big difference in one child’s life. Again, I guess that’s not surprising.