My goal for Week 9 is to explore applied behavioral analysis as an “intervention technique” for patients with autism. Drawing from my personal experience as a Behavioral Technician, I want to review my training materials to analyze the presentation of ABA methods and procedures. Building definitions and examples of such methods will lend to creating artistic representations similar to educational posters later on.
At the same time, my research this week has also exposed the tension between the neurodiversity frameworks and ABA therapy (Lynch, 2021; Rottier and Gernsbacher, 2020; Sandoval-Norton and Shkedy, 2019). If an ABA strives to develop normative behavior in autistics, neurodiversity celebrates individual and diverse cognitive development. The tension between ABA and neurodiversity is specifically relevant to the Behavioral Technician certification process through the Autism Partnership Foundation (APF).
Before entering the field and working with clients, Behavioral Technicians (BT) must watch 40 hours of video content created by the APF to gain their BT certification. Dr. Justin Leaf, the Director of Training and Co-Director of Research for APF narrates a large portion of the APF certification videos. During the video lectures, Leaf describes the scholarship of his father, Dr. Ronald Leaf (Leaf, n.d.). Further research reveals Dr. Ronald Leaf studied under autism researcher Dr. Lovaas and assisted Lovaas’s infamous Young Autism Project which began in the 1970s (Lovas and Leaf, 1981). As one of the first major studies investigating the impact of early intervention ABA, for several participants, the study described its goal as creating autistics “indistinguishable” from their peers (Lovaas, 1987).
I hope to unravel the tensions between the neurodiversity and ABA movement through the lens of the following questions. How might processes of “early implementation” of ABA go directly against the tenets of neurodiversity? How can we reconcile the wishes of non-autistic parents to choose early implementation of ABA therapy for their autistic children? How does the neurodiversity framework address the individual nature of autism? How can ABA empower autistic communities in their autistic identity? Can ABA address “maladaptive” behaviors in a way that fits within neurodiversity frameworks?
References
Leaf, R. (n.d.) Module 1B: Overview of ABA. [Video]. Autism Partnership Foundation.
Lovaas, O.I & Lead, R. L. (1981) Five video tapes for teaching developmentally disabled children. Baltimore: University Park Press.
Lovaas, O. I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology, 55, 3-9.
Lynch, C. L. (2021, August 13). Invisible abuse: Aba and the things only autistic people can see. The Autism Spectrum According to Autistic People. Retrieved May 8, 2022, from https://neuroclastic.com/invisible-abuse-aba-and-the-things-only-autistic-people-can-see/
Rottier, H., & Gernsbacher, M. A. (2020). Autistic adult and non-autistic parent advocates: Bridging the divide. In Disability alliances and allies. Emerald Publishing Limited.
Sandoval-Norton, A. H., & Shkedy, G. (2019). How much compliance is too much compliance: Is long-term ABA therapy abuse?. Cogent Psychology, 6(1), 1641258.