Aba Therapy Washington Dc: The 7 Dimensions Of Applied Behavioral Analysis (Aba)
For more than 50 years, these seven dimensions by researchers mark that everyone who performs practices based on Applied Behavior Therapy Services Washington DC.
For more than 50 years, these seven dimensions by researchers mark that everyone who performs practices based on Applied Behavior Therapy Services Washington DC must have in their work since they keep a signal or milestone for research. Connect with us for ABA Therapy Training Washington DC.
ABA Therapy Washington DC: The 7 Dimensions
Each of the seven dimensions of ABA Therapy is described below.
Investigate socially significant behaviors that are of immediate importance to people who need to change behaviors.
In the ABA Therapy Training Washington DC, the objective is to have functional relevance in the life of the person and the environment with which we are dealing, therefore the priority in selecting socially significant behaviors for the life of the person who will be treated with us. For this, you must have access to the environments where the student interacts and the family to have clarity and precision in the objective behaviors to have endless opportunities to be reinforced in other places, with other people at various times for the person.
It involves the precise measurement of the behavior that needs improvement and documents the changes they have in that individual's behavior.
The objective behavior described in a specific way opens up a world to those of us who teach what is sought in each opportunity for rehearsals and stimulus presentations before finding a response in our students. It focuses on what the person does or does, not on what they say they do, as the saying "seeing is believing" or rather "doing is believing."
It demonstrates the experimental control over the occurrence and non-occurrence of the behavior if a functional relationship is being shown. We can genuinely confirm that the event (s) are responsible for whether or not the person performs, weakens, or strengthens the conduct.
The high repertoire of scientific evidence in procedures has allowed us over time to apply these same procedures in different students, thanks to the specificity described. The great importance with the students must be shared where the interventions are extended.
Having described how we are going to ask the student for the objective behavior (for example, pointing with his index finger to ask), the materials that we will present (number of copies, numbers of comparison stimuli, types of materials): how many objects we show him, if one, two, three, etc.; a variety of different forms, uses, presentations that the same thing can have. If in a tangible format (3D) or real photo (2D), written word, workplace. These are some variables that the behavior analyst must carefully describe to be replicated by other teachers, a new therapist, or the same family.
Interventions to modify behaviors are derived from the basic principles of conduct. We rely on procedures that have been studied and proven to be effective.
It is necessary to know the basic principle system selected to carry out the intervention with the student within the objective behaviors proposed to be covered in specific periods.
It improves behavior enough to produce practical results for the people involved. The usefulness of behavior modification and learning new skills is decisive in an intervention design based on applied behavioral analysis.
Produces changes in behavior that remain over time, appear in other contexts, or spread to other related behaviors or that have not led to an intervention by the behavior analyst.
The maintenance and generalization of the results as a consequence of a treatment based on applied behavioral analysis assure us that the student is becoming autonomous when using these new skills in other environmental contexts and turning with other people.