There are 7 Dimensions to the Science of ABA:

Applied

A behaviour change is applied when it enhances and improves the everyday life of a learner, and those who are closest to a learner (e.g., parents, siblings, peers), by improving a socially significant behaviour.

Behavioural

The behaviour chosen must also be observable and measurable. By defining a behaviour that makes it easily observable and measurable, we are able to study it for proof of improvement, as well as lack of improvement. By defining a behaviour, practitioners are able to collect data and show change over time.

Conceptually Systematic

Interventions are consistent with the principles demonstrated in the literature and the research. It is important that practitioners continue to use research-based techniques, and avoid using any shortcuts in our teaching methods.

Technological

Procedures are described clearly and concisely so that others may implement the procedures accurately. Think of this dimension like a recipe – all steps are written in detail to get the desired result. You would not be able to follow a recipe if it did not list the specific ingredients and measurements. Same thing goes for Applied Behaviour Analytic interventions!

Analytic

Using data to make informed decisions. The practitioner is able to show that whenever he/she applies a certain variable, the behaviour is produced, and whenever he/she removes this variable, the behaviour is lost (Baer, Wolf, Risley, 1968).

Effective

interventions are effective when they improve a behaviour in a practical matter. If the application of behaviour techniques does not produce large enough effects for practical value, then the application has failed (Baer, Wolf, Risley, 1968). An intervention is effective when it changes the behaviour it seeks to change.

Generality

A behavioural change may be said to have generality if it proves durable over time, if it appears in a wide variety of possible environments, and/or if it spreads to a wide variety of related behaviours (Baer, Wolf, Risley, 1968). In other words, a behaviour demonstrates generality when the taught behaviour carries over into other contexts than just the training environment. We want these taught behaviours to be used in multiple settings, across multiple people, and to continue to be used in the future.

“The quality of human life, perhaps even the survival of life as we know it, depends on finding ways to make everyone’s environment more nurturing–less coercive and more caring, supportive of human development, and focused on doing what works.”

                    – Anthony Biglan, 2015

“Ultimately, knowing what drives us puts us in the driver’s seat.”

– Susan M. Schneider, 2012