Q: Is ABA/VB better than Lovaas?

A: The important thing to remember is that these applications are based on the science of behavior analysis. There is a difference between pure science, from which we gather principles of behavior (such as reinforcement, prompting, fading, shaping), and the applied science. Different behavior analysts apply the science differently, resulting in the approaches dubbed AVB, Lovaas, DTT, etc. What works best is completely child-determined.


Q: Can I use ABA/VB with a nonverbal child?

A: Absolutely! The emphasis in ABA/VB is on functional communication. That's not restricted to speech, but also encompasses sign, PECS, augmentative communication, etc. The important thing is to analyze your child's skill repertoires and determine which response form is most suitable for him/her.


Q: Which is better: Errorless learning or no-no-prompt?

A: Again, this is child-determined. However, I prefer to use errorless because I believe that, when done right, it is the best way to increase the reinforcement value of learning and to simultaneously decrease the value of escape. It is important to use quick transfer procedures to prevent prompt dependency.


Q: How do I learn more about ABA/VB?

A: You can read Teaching Language to Children with Autism Or Other Developmental Disabilities by Sundberg and Partington (available at http://www.difflearn.com); you can order the Analysis of Verbal Behavior Journal (at http://www.abainternational.org/aba/avb.html); you can also attend a conference by Vincent Carbone (http://www.drcarbone.net) or Mark Sundberg and Jim Partington (http://www.behavioranalysts.com). Visit Getting Started on this site for more resources.


Q: Is ABA/VB appropriate for older children?

A: Absolutely! As long as the teaching is effective and you are working from a comprehensive, individualized curriculum (such as the ABLLS), the child will learn!


Q: What is the ABLLS and how do I get it?

A: You can order the Assessment of Basic Language and Learning Skills at http://www.difflearn.com (under books/manuals). The ABLLS is a curriculum-based assessment that analyzes Cooperation & Reinforcer Effectiveness; Visual Performance; Receptive Language; Motor Imitation; Vocal Imitation/Echoics; Mands; Tacts; Intraverbals; Spontaneous Vocalizations; Academics; Socialization; and Adaptive Daily Living Skills, among others. The ABLLS can then dictate the curriculum that is being followed by staff. It is a wonderful resource.


Q: How do I switch my program from DTT only to ABA/VB?

A: This really should be done under the guidance of a qualified consultant, but getting the Sundberg and Partington book and attending a Carbone or S&P conference are two good first steps. Also, utilize the email lists devoted to ABA/VB for information. The more you learn, the better. For specific information, you'll need to discuss ideas with a qualified person who knows your child.


Q: What is NET and what does it have to do with ABA/VB?

A: The most effective way to teach language involves teaching it in all settings throughout the entire day and doing so across many people and situations. Additionally, you want to be teaching all the functions of language. To do this, you need to teach the child to use language functionally in both formal teaching settings and in the natural environment. This is what is meant by NET. It goes hand-in-hand with ABA/VB because what is taught is functional and it is used immediately and constantly. Given the natural, functional language focus of both NET and ABA/VB, ABA/VB is, in some ways, more portable than other applications of behavior analysis.


Q: Can you explain the mixed VB approach as it differs from mass trialing?

A: One of the key elements of an ABA/VB program is mixing and varying instructional demands, rather than mass trialing them. With mixed VB, the child is presented with instructional demands in which the stimuli and response requirements vary across trials. Thus, the same stimulus is never presented repeatedly over many consecutive trials. You want to be switching from mands to tacts, intraverbals to RFFCs, receptive ID to TFFCs, and so on. This format, combined with careful attention to the MO/EO and effective prompting, fading, and transfer procedures, are an extremely effective combination for learning.


Q: How do I get an ABA/VB consultant to work with my child?

A: Talk to as many parents as you can and try everyone. Be an educated consumer so that you know when a professional really knows what s/he is doing. Contact as many people as you can and put yourself on as many waiting lists as possible. Unfortunately, the demand for trained ABA/VB people greatly exceeds the supply, so a lot of parents have to do the bulk of the work on their own. Again, utilize all the resources available to you and network as much as possible. Hopefully, there will soon be more people trained in ABA/VB to help families teach their children.