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per questa gravissima patologia infantile. The international scientific literature and guidelines for autism - Recommendations for technical-operational developmental neuropsychiatry services prepared by the Italian Society of Child and Adolescent Psychiatry (SINPIA) state very clearly that the Applied Behaviour Analysis (ABA) is the therapy of choice for this very serious childhood disease.
The ABA is the use of scientific principles of applied behavior analysis for the modification of behavior socially significant and, given the definition, knows no limits in its application relating to age or disease. This methodology, in fact, is not the exclusive preserve of autism, for example in Anglo-Saxon countries is normally used as a tool for solving problems of the world of work. Where it is necessary to change behavior, and behavior we intend to do or say anything that has an effect on the environment, the ABA is the only science that gives us the tools to do so. The curricular choices, that is what you decide to teach or what behavior / problem you decide to take action depends on the individual circumstances of the individual subject: - the functionality of certain choices in the long run (in a young adult with autism non-verbal and non-voice, priority should be the teaching spontaneous communication, personal autonomy, the teaching of vocational skills and independent as possible, the extinction of problem behaviors) to increase the quality of life of individuals and families;
- The current repertoire of the individual (deficit, skills and abilities);
- family and school situation (ie how these two environments can support the programs of change and apply the guidelines);
At the moment in Italy there are academic courses that prepare and certify professionals in ABA therapy, specializing in autism, this certification is gained only currently abroad and need to be extremely careful in the choice of professionals, as there is currently no legislation to protect and guarantee the patient. WHAT AND HOW TO APPLY APPLIED BEHAVIORAL ANALYSIS What is ABA? ABA stands for Applied Behavior Analysis, or Applied Behavior Analysis. The 'ABA is based on the use of the principles of behavioral science to change socially significant behaviors. The ABA is applied in many fields with great success, one of these fields has autism. What does make an ABA program for a child with autism? The technical and behavioral principles are successfully applied to children with autism for eight years. An intensive ABA program involves the application of behavioral principles for the teaching of social skills (language, play, communication, socialization, personal autonomy, academic skills, etc ...) and correction of problem behaviors (stimming, aggression, SIB, obsessions, etc. ...). You can not do ABA intensively? You can apply the principles of behavior change for even a behavior, such as reducing aggression, increasing the selection of foods, taught to take a shower, etc.. With an intensive, daily and applied for an appropriate number of hours (school, family, leisure), involving all the people in the child's life in a uniform and working on many behaviors, the results will certainly be more. The ABA is a cure for autism? No, the ABA is not a cure for recovery from autism. Is the set of scientific principles that if applied in the field of autism offer a program for the rehabilitation of education of the child. Some children, however, can make so much progress as to be indistinguishable after several years by other children in all developmental areas. When detail on a based interventions are the only scientifically validated educational approach for Autism, all other approaches can be considered experimental. Who can apply ABA to a child with autism? The Association for Behavior Analysis, to regulate the actions of those who apply the ABA has held since 2000, the Commission for the Certification of Behavioral Analyst (BACB). The BACB is the only international body dealing with certification of persons who have completed a rigorous post-graduate course in theoretical and practical ABA. Many of these are certified behavior analysts who specialize in autism. International BACB certification requires annual renewal and that the analyst earn credits each year of training. There are also several private agencies offering ABA services, which use a system of internal quality control to ensure that the standards achieved by their "employees" to respond to that established by the model of treatment to which they refer. For example, there are centers that practice a specific treatment model such as the UCLA model of ABA, Lovaas pioneered by Professor who will have their own psychologists to undergo a special training course. And if a person has neither the BACB certification and neither works for a specialized center? In that case the parent has no guarantee that the person has the training necessary to design a program, nor is protected from the ABA code of ethics that must meet the BACB certified behavior analyst. In addition to certification (this is BACB or a certificate of the internal quality of a UCLA center or similar) the person must demonstrate that they have years of experience with dozens and dozens of cases. The BACB certification is NOT an option for those who practice ABA, is essential to provide parents with the necessary expertise, experience and supervision received in the autism field are also essential and these are clearly defined in the guidelines for the consumer in Section Autism Special Interest Group. What elements must have an intensive program for children with behavioral autism? Thirty years of research has identified the following elements: - Intensive Intervention: minimum of 25 to 30 hours per week
- Massive involvement of the family
- Individualized and comprehensive curriculum
- Structured teaching
- Incidental teaching
- Generalization scheduled
- Teaching in the communication
- Ongoing management of problem behaviors
- Frequent supervision and qualified
GUIDELINES - GENERAL REQUIREMENTS AND CONDITIONS 'FOR THE PROPER IMPLEMENTATION OF A PROGRAM ABA Carefully analyzed all 4 points listed below. Must be met simultaneously. If even one is missing, there are very serious doubts that it is a real ABA program that is proposed. 1.
THE PROFESSIONAL The certification of a professional is the official document that certifies and provides a proper training, without which the users can not be sure of its competence and professionalism, which is applied to the child or a real and productive path ABA. The certification is acquired through two training programs: - BACB Board Certified Behavior Analyst (BACB is the Certification Body: www.bacb.com). In the absence, it is necessary that the person is following a post-graduate course to enter the examination and that his practice is supervised by certified analyst.
- An internal quality certification (Level 2 therapist) at a research center at UCLA (Lovaas) - Multi-site project (Norway, UK-YAP, CEAT) or another reputable center with similar slips under guidance of a BACB.
In addition to certification, the behavior analyst must have experience and specialist practice in directing the preparation and intensive programs for children with autism. This practice should be varied and not tied to a single model of intervention that can be Lovaas, or VB, incidental teaching, precision teaching, or PRT. The behavioral analyst in charge of autism needs to know all these measures to better differentiate the various programs and then to better choose the one that is effective for a particular individual at a particular time. It must also keep constantly updated on the latest techniques and this is only possible if you take part in various seminars and training courses around the world. The behavior analyst responds to a specific code of ethics, whose vision is publicly available. It's right of access to the service of a competent behavior analyst, as it is defined by the Association for Behavior Analysis and the Commission for the certification of behavior analysts. Italy, not only because the university has a tradition of behavior can not be considered exempt from these international guidelines. It is also important not only satisfied the certification, but also require years of experience, the number of cases with which he worked, publications, etc. ...
MEETINGS AND TEAM
The family and the team involved in all the meetings. For the duration of the program should be regular meetings, depending on the complexity of the programs, of all the tutors, family, teachers and other stakeholders in the project work. This is to avoid an uneven behavior. ENVIRONMENT The meetings are conducted in 'the child's natural environment (home, school ...) and not in a clinic or other locations. This condition is required to assess the child in his everyday life and make significant changes in their daily interactions (abroad, where there is a greater spread of culture and the territory of this science, the supervision can be carried out, with all the staff, in specialized centers ABA). This point is particularly important for the management of problem behaviors. FAMILY The family is always a fundamental part of an ABA program. The parent must receive the same training as therapists and has been invited, with the needs of the family, personal attitude and ability to practice one to one sessions. In each case the parent is always taught in all programs and encouraged to play the highest generalization of the work. In addition to being supported to manage problem behaviors. TEAM AND HIS TRAINING This is in line listed below approximate the training necessary to be able to give titles to work in an ABA program (tutors, supervisor, consultant) and their skills. Training time and features: TUTOR The tutor is the person who works daily with the child using the work program established by the Consultant. For his training expertise is needed from three to six months on at least three children to be minimally competent in managing new situations without requiring a continuous intervention. SUPERVISOR Pre-requisite: at least two to three years of therapy as a mentor to a full-time with at least 4 children both verbal and non-verbal, high functioning and with considerable delay and at least 2 as a senior tutor (total 6 children) from 2 to 12 years. A degree in psychology or educational science. Theoretical training: theoretical route to access the examination of behavior analyst (does not have to do the exam, but only take courses needed to access the exam). Practical training: 1 year of supervision under a management consultant with 4-6 programs with bi-weekly frequency. CONSULTANT (or second level supervisor) is responsible for the assessment of the child, for the preparation of the work program, its implementation and verification: Theoretical training: essential to the 'examination by behavior analyst (BCBA or school or BCABA Lovaas and the like). Preferable than the essentials: master's or doctoral degree in behavioral analysis behavioral analysis; Practical training: essential supervision and counseling programs with more than 50 subjects aged 2 years to late adolescence. Deep knowledge of the management of inappropriate behavior and techniques to increase appropriate behaviors. Having covered the stages of tutor (2-3 years) and supervisor / senior supervisor with at least 4-5 years of supervisory experience (total 2 + 4-5 tutor supervisor / senior supervisor = 8 years) in monitoring competent advisors; Preferable than the essentials: the ability to conduct research in behavioral analysis. MINIMUM TRAINING TIME Tutor: 6 months Supervisor: 3 to 4 years Consultant: 6 to 8 years. Detail on a few notes taken from "Guidelines for autism - Recommendations for technical-operational developmental neuropsychiatry services", written by SINPIA (Societa 'Italian Nneuropsichiatria of Childhood and Adolescence) from which shows the crucial importance of the application of this methodology rehabilitation / cognitive in all environments and situations of life (school, family, leisure activities), essential for the treatment of children falling in the "pervasive developmental disorders - Spectrum autistic. " BEHAVIORAL APPROACHES ) è lo studio del comportamento, dei cambiamenti del comportamento e dei fattori che determinano tali cambiamenti. 'S analysis of the behavior (Behavior Analysis) is the study of behavior, behavioral changes and the factors that determine these changes. = ABA) è l'area di ricerca finalizzata ad applicare i dati che derivano dall'analisi del comportamento per comprendere le relazioni che intercorrono fra determinati comportamenti e le condizioni esterne. The applied behavior analysis (ABA = Applied Behavior Analysis) is the area of research aims at applying data derived from the analysis of behavior to understand the relationships between certain behaviors and external conditions. In this perspective the '"behavior analyst" using the data obtained to formulate theories as to why a particular behavior occurs in a particular context and, therefore, implements a series of interventions aimed at changing the behavior and / or context. The information obtained from the analysis of behavior, therefore, are used in a proactive and systematic approach to changing behavior. The ABA considers the following 4 elements: - the background (everything before the conduct in question);
- the conduct in question (which should be observable and measurable);
- the consequences (whatever that is derived from the conduct in question);
- the context (defined in terms of place, people, materials, activities or time of day) in which the behavior occurs.
), la riduzione delle sollecitazioni ( fading ), il modellamento ( modeling ), l'adattamento ( shaping ) e il rinforzo. The intervention program (behavior modification) is performed on data emerging from the analysis, using the usual techniques of behavior therapy: The stress (prompting), the reduction of stress (fading), modeling (modeling); adaptation (shaping) and the reinforcement. Neo-BEHAVIORAL INTERVENTIONS During the last few years has been increasingly recognized that a program will require significant over-structured problems "generalization" of the skills learned outside the learning setting. Moreover, it was recognized that the autistic child can learn much more than is commonly believed in 'natural' environment, in an appeal. * Recently, therefore, there is a tendency to use the paradigm of ABA implementation in environments that "of course" the child attends (family, school, leisure activities). This implies, of course, the involvement of parents, siblings, teachers and peers, with appropriate training for the implementation of intervention programs on children. ) This trend, however, reflects a shift towards a type of operation more and more "child-centered" on the stimulation of his initiative and the facilitation of their social development (Prizant et al., 1998) THE SCHOOL The school is a privileged place in the treatment plan, as well as promote academic learning (reading, writing, computing) design for a part of that broader program aimed at improving social interaction, functional communication and the enrichment of the diversification of interests and activities. Moreover, the presence of peers makes the school environment the natural stage where the subject can generalize skills favorites in acquisitions and structured in a therapeutic setting (psychomotor therapy, speech therapy, structured education in a one to one ratio) * In situations where a marked functional impairment persists in areas of social interaction, communication and cognition, the teacher in charge of taking care of the person must "know" the main strategies of approach (ABA principles, of ' AAC, etc..) and, with the help of the operators of the Service, should inspire them to achieve the curricular objectives identified in accordance with the requirements of the case. Document taken from the website: www.emergenzautismo.org
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