ABA presents itself as being a treatment of choice for people presenting Pervasive Developmental or Behavioural disorders (Autism, Rett Syndrome, Childhood Disintegrative Disorder, Asperger Syndrome, Pervasive Developmental Disorder Not Otherwise Specified)

These people may present behavioural dysfunctions in the following areas:

• Language
• Attention
• Emotional coping
• Play
• Collective play
• The development of autonomy
• Imitation
• Cognitive development

They also may present behavioural specificities such as:

• Angriness and aggressiveness
• Routine behaviours and self-harm
• Restricted interests for certain aspects of the environment
• Fright related to interaction and relationship

In the scope of an ABA intervention program, our aim is to improve those skills which participate in the harmonious development of the person, and in his autonomy. We aim at the same time at the maximum reduction of behavioural problems which may interfere with the individual’s learning and social integration.

ABA aspires to maintain naturally every competence acquired within the person’s every day environments (school, home, at the swimming pool, in the park…)

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 ABA stands for Applied Behaviour Analysis: It aims at analysing the individual’s conducts (their topography, their frequency, their function…) in order to modify them accordingly, in an effective way.

ABA is rightly adapted for people who present behavioural specificities such as:

• Hyperactivity
• Attention deficit
• Non compliance
• Angriness and aggressiveness
• Routine behaviours and self harm
• Fright related to interaction and relationship…

It aims at the maximum reduction of behavioural problems that may interfere with the child’s learning or social integration.

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As a whole, behavioural studies point out the importance of early intervention¹.

It appears that children who benefit from 30 hours of treatment over 2 to 3 years, before the age of 6, can achieve normality in the scope of their intellectual and educational functioning.

In Lovaas’ studies², 47% of children successfully re-integrated public education, presenting normal-range IQ scores and 1st grade performance, 40% were assigned to special classes, and 10% evolved with more difficulty.

Another study³ highlighted that the typical signs of Autism Spectrum Disorders can disappear for 42% to 67% of cases when the intensive treatment is carried out before the age of 4. However, with later treatment and even if recovery is partial, the behaviours learned enable the children to evolve in a spectacular way: they develop language, master reading, etc. skills which are indisputably important for adult life and autonomy.

These results are recognised by the INSERM (French National Institute of Health and Medical Research), as it stipulates in its 2003 report on detection and prevention of children and adolescents’ mental disorders:

“Educational programs that start early (before 4 and even before if possible) and that are intensive (more than 25 hours per week) lead to considerable progress” (translated from French, page 48).

In 2005, Sallows and Graupner also demonstrated the efficacy of ABA when it is applied at an early age. After 4 years of treatment, in regards to language, cognitive, adaptive, social and academic skills, 48% of all children showed rapid learning, acheived average post-treatment scores and at the age of 7 were able to succeed in regular educational classrooms. 

ABA professionals have in their possession scientifically documented treatments which can render possible, after 4 years of early and intensive treatment, an Autistic child’s integration into normal education and, without intervention, the ability to follow the life of a typical child.

Concerning children undertaking a program at a later stage in their lives, ABA can enable them to access socially significant competences such as personal hygene, managing social relationships, cooperating and communicating.

Footnotes:
1. Anderson et al., 1987 ; Birnbrauer & Leach, 1993 ; Fenske et al., 1985 ; Klevstrand, 1992 ; Lovaas, 1987 ; McEachin, Smith & Lovaas, 1993 ; Morrow, Terzich, & Williamson, sous presse; Perry, Cohen & DeCarlo, 1995 ; Sheinkopf & Siegel, 1998
2. Lovaas, 1987 ; McEachin, Smith & Lovaas, 1993
3.  Krantz & McClannahan, 1999

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