​Extinction is a method used in ABA therapy to discontinue reinforcement previously given to challenging behaviors. The way we react to problem behaviors can sometimes increase rather than decrease the behaviors. Often times, this is done unintentionally. By modifying our response to the challenging behavior, we can decrease its occurrence. 
 
Extinction is never the ONLY part of a behavior plan. Plans for problem behaviors are created by the child's BCBA, and involve determining the function of the problem behavior, changing our response to that behavior when it occurs by not attending to it, and teaching the child an alternative, functional, and appropriate manner to achieve the desired outcome. 
 
During extinction, we often see an extinction burst, or an increase in the occurrence of the problem behavior. Sometimes a child will even resort to more intense behaviors or try alternative inappropriate behaviors when the original problem behavior no longer results in what the child wants. 
 
Hang on!! This too shall pass … because you will not attend to it! By doing so, the child will learn that they should follow your instruction and choose the alternative, appropriate, and functional behavior that you are reinforcing. 
 
If you adhere to this behavior plan, as instructed by your therapist, you will begin to see the behavior decline and over time, stop altogether.
 
Please beware!!! What's the worst you can do? The worst thing you can do is to start an extinction plan but occasionally give in. By occasionally giving in, you are only teaching your child that their behavior must reach a certain intensity or duration before you will response. In a manner of speaking, this will only intensify and prolong the initial behavior you were hoping to decrease. 
 
So, stay strong and stick to your extinction plan!! You can do it! And we will help you. 

Blog article written by Melissa Roberts, RBT

ABA is Functional. Unique. Natural.

Here's a great process to create a FUN ABA goal:

1. ABA goals are functional. This means goals are chosen because they are of importance to the child and the child's ability to be a part of the community. That is, within the family, school, at the grocery store, etc.

Sam (not an actual client!) is doing really well with his preschool peers and the teachers are excited to move him up to Kindergarten. Our goal is to work on Kindergarten readiness skills: playing with toys in a functional manner, reading grade level words/letter sounds, and identifying numbers.

2. Each child is unique. The first thing we have to do is find the appropriate motivation. Children don't fit into cookie cutter therapy programs. Every child is UNIQUE and will prefer different activities, experiences, foods, or toys. Identify a few of these highly preferred things your child enjoys. 

Sam is pretty good at playing with a variety of toys, but ABSOLUTELY LOVES vehicles. In fact, this is the first thing he runs to during free play time and will sit for 15 minutes and play with airplanes and firetrucks. Sam will also consistently and quickly finish worksheets when told that he can play with vehicles after work. 

3. Natural. A lot of people think that ABA only occurs at the table, but it actually occurs everywhere. ABA therapists may have to begin skill building at a table, but they will quickly work on generalizing skills to the natural environment. We want the child to be able to use all of that wonderful knowledge in all environments.

Time to piece it together! For Sam, we made a parking lot and filled in the parking spots with "targets." Programs covered during his therapy time included:

- Receptive and Expressive identification of words and numbers (park the airplane in spot 11, what is parked in the spot that says "that")
- Multiple step instructions (grap the red train, fill it up at the gas station, and park it in spot 20)
- Colors
- Block imitation from a model (Vehicles need gas to go! build a gas station pump that looks like mine!)
- Following instructions (Parking lots need stores! Go get the pile of blocks and build your favorite store)
- Receptive and Expressive Categories (where are the numbers/words/vehicles, what vehicle do you want?)
- Math, Counting (how many empty spots do we have left? How many more vehicles need spots?)
- Positional words (put the airplane on top of the store)
- Yes/no/not (is this a firetruck? find the airplane that is NOT yellow)
- Answering questions (the kids on this bus are hungry...where should they go?)

Remember: It's important for children to play and have fun while they learn!

Written by: Elizabeth Ginder, MSSW, BCBA
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Sticker charts, M&Ms, and a few high fives is not an ABA program! How can a parent determine what an ABA program is and if it’s being implemented correctly?
When piecing together your ABA team, the first step is to make sure that the program and treatment is under the supervision of a certified professional. The BACB (the credentialing board for Behavior Analysts) restricts the practice of ABA to certified professionals (Board Certified Behavior Analysts) or individuals under direct supervision of certified professionals (Board Certified Assistant Behavior Analysts and Registered Behavior Technicians).
After you have your professionals in place, evaluate the program using the
7 Dimensions of Applied Behavior Analysis:

1. Applied: The targets for behavior change are of social importance for your child
2. Behavioral: The target behavior is able to be measured. It is observable and measurable
3. Analytical: DATA!!!!! Treatment decisions are based on data and the data must show that treatment interventions led to behavior change…not chance.
4. Technological: Treatment plans should be parent and staff friendly. Procedures should be described clearly and concisely…so clearly that anyone can step in and implement your child’s plan!
5. Coneptually Systematic: Procedures should be based on the principles of ABA (shaping, errorless teaching, positive reinforcement, prompting methods, etc)
6. Effective: Procedures should improve the behaviors being addressed to a practical degree.
7. Generalized: Positive behavior change and skills should generalize across time, environments, and stimuli. Ex. Once the child has mastered identifying the color green, can the child label a green ball during therapy and a green apple at the grocery store?