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A PPLIED B EHAVIOR A NALYSIS AND
S PEECH L ANGUAGE P ATHOLOGY :
W ORKING TOGETHER TO CHANGE LIVES
A MY M P RINCE , MA-CCC, SLP,
BCBA
Disclosure Statement
No relevant financial relationship(s), no relevant
nonfinancial relationship(s)
• I have no relevant financial relationship(s) in the
products or services described, reviewed,
evaluated or compared in this presentation.
• I have no relevant nonfinancial relationship(s) to
disclose.
◎
Participants will be able to:
◎
(Attempt to) Identify scope of practice of
Speech Language Pathologists and
Behavior Analysts.
◎
(Attempt to) Identify similarities and
differences between Speech Language
Pathologists and Behavior Analysts.
A GENDA
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1:30-2:20 Background and information
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2:30-3:20 BCBA presentation
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3:30 - 4:30 Panel discussion, brainstorming,
questions and answers
T HE GOAL …
◎
The goal of this presentation is
collaborative…at the outcome, we want you
to leave with a positive, excited attitude
about finding ways to collaborate with ABA
professionals!
ASHA’S POSITION ON
PROFESSIONAL COLLABORATION
◎
“SLPs share responsibility with other professionals
for creating a collaborative culture. Collaboration
requires joint communication and shared decision
making among all members of the team, including
the individual and family, to accomplish improved
service delivery and functional outcomes for the
individuals served. When discussing specific roles
of team members, professionals are ethically and
legally obligated to determine whether they have
the knowledge and skills necessary to perform
such services. Collaboration occurs across all
speech-language pathology practice domains.”
W HAT IS ABA?
◎
Applied Behavior Analysis is the science of
human behavior. The best definition available
is still the one written about in 1968 by Baer,
Wolf, & Risley:
◎
“Applied Behavior Analysis is the process of
systematically applying interventions based
upon the principles of learning theory to
improve socially significant behaviors to a
meaningful degree, and to demonstrate that
the interventions employed are responsible for
the improvement in behavior“
W HAT IS ABA, CON ’ T
◎
There are many different teaching strategies
that are used under the umbrella of Applied
Behavior Analysis. These include shaping and
chaining behaviors. In addition, it includes
specific teaching strategies such as discrete
trial instruction, pivotal response training
(PRT), incidental teaching, functional
communication training and many more.
Each of these instructional techniques has a
rich empirical support base.
WHO IS A BEHAVIOR ANALYST?
◎
A behavior analyst is concerned with improving
and understanding human behavior (Cooper,
Heron, & Heward, 2007). A behavior analyst
uses direct observation and experimentation to
find causes for desired and undesired
behaviors. Behavior analysts design strategies
to alter socially significant behavior by
changing existing behaviors, teaching new
behaviors, teaching what behaviors are
appropriate to use in different situations, and
consistently evaluating the effectiveness of
their behavioral interventions
WHO
BOARD CERTIFIED
BEHAVIOR ANALYST?
IS A
◎
A behavior analyst is Board Certified by the
Behavior Analyst Certification Board® (BACB®)
after passing the BCBA® certification exam. To
sit for the exam, a candidate must apply to the
BACB® providing evidence of having a
minimum of a master's degree, completion of a
specified number of classroom hours of
graduate level instruction in the specified
content areas established by the BACB®, and
accumulated supervised (750-1500) experience
hours that meet the BACB® standards.
◎
Is communication a behavior?
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OR
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Is behavior communication?
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From Merriam Webster:
◎
Behavior is: anything that an organism does
involving action and response to stimulation
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Communication is: Information transmitted
or conveyed
A TALE OF TWO MISSION
STATEMENTS
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California Speech Language Hearing
Association:
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To foster excellence in the professions of
speech-language pathology and audiology
through education, advocacy and
collaboration in partnership with the
increasingly diverse population we serve.
A TALE OF TWO MISSION
STATEMENTS
◎
California Association for Behavior Analysis:
◎
The mission of the California Association for
Behavior Analysis is to promote the science
and theory of behavior analysis through the
support of research, education and practice.
D ID YOU KNOW ?
◎
ABAI - the Association for Applied Behavior Analysis
International - has a Speech Pathology special interest group
(SIG)!
◎
Mission/Objectives: The Speech Pathology SIG's mission is to
promote (1) dissemination of behaviorally oriented speech and
language research and (2) application of evidence-based
practices relevant to the full range of services provided by
speech and language professionals. This collaboration between
speech pathologists and behavior analysts has strong benefits
for consumers of our services to treat speech, language, and
swallowing disorders. In addition, it enhances communication
between our related professions through conference
presentations, collaborative research, workshops, publication
of treatment protocols and materials, social media, and many
other venues.
SLP C ODE OF E THICS
◎
Principle of Ethics I - Rule B: Individuals shall
use every resource, including referral and/or
interprofessional collaboration when
appropriate, to ensure that quality service is
provided
◎
Principle of ethics II - Rule A: Individuals who
hold the Certificate of Clinical Competence
shall engage only in those aspects of the
profession that are within the scope of their
professional practice and competence,
considering their certification status,
education, training, and experience.
BEHAVIOR ANALYST CODE OF
ETHICS
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2.04 (a): Behavior analysts arrange for
appropriate consultations and referrals
based principally on the best interest of
their clients, with appropriate consent, and
subject to other relevant considerations,
including applicable law and contractual
obligations.
◎
1.02 Competence: Behavior analysts provide
service, teach, and conduct research only
within the boundaries of their competence,
based on their education, training,
supervised experience, or appropriate
professional experience.
SLP S COPE OF P RACTICE
◎
The speech-language pathologist (SLP) is
defined as the professional who engages in
professional practice in the areas of
communication and swallowing across the
life span. Communication and swallowing are
broad terms encompassing many facets of
function. Communication includes speech
production and fluency, language, cognition,
voice, resonance, and hearing. Swallowing
includes all aspects of swallowing, including
related feeding behaviors.
BCBA SCOPE
OF
PRACTICE
Practitioners of behavior analysis provide services
consistent with the dimensions of ABA. Common
services may include, but are not limited to,
conducting behavioral assessments, analyzing data,
writing and revising behavior-analytic treatment plans,
training others to implement components of treatment
plans, and overseeing the implementation of treatment
plans. Behavior analysts are qualified to provide
services to clients with a variety of needs, including
improvements in organizational functioning (e.g., staff
performance, management and pay structure
interventions), skill deficits (e.g., communication,
adaptive behavior), and problem behavior (e.g.,
aggression, self-injurious behavior), among others.
◎
OVERLAPPING SCOPE OF
PRACTICE
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Address communication impairments
including the reduction of problem behaviors
that stem from inadequate communication
skills. (Joanne Gerenser, Ph.D., CCC-SLP,
Eden II Programs)
B ASIC TERMINOLOGY
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SLP
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Imitation (verbal)
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Requests/Demands
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Labels/Commenting
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Conversations/exchanges
Verbal
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Vocal/speech/oral speech
Carry Over
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Speaking
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Generalization
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BCBA
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“Verbal Behavior” (Skinner)
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Echoic
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Mands
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Tacts
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Intraverbal
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Vocal
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MORE IN COMMON THAN WE
THINK
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Their points of commonality include (Alan Harchik, Ph.D., BCBA):
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1. ABA and SLP are the treatment components most frequently requested
by parents.
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2. ABA and SLP therapists are highly focused on the individual, his or her
unique learning style, and the outcomes of treatment.
◎
3. Both ABA and SLP address skill deficits directly by teaching specific
language behaviors rather than treating the problem indirectly using
specialized diets or sensory stimulation programs.
◎
4. Both fields rely on procedures that are supported by evidence;
objective research that shows their effectiveness. Most therapists
measure the child's performance by collecting data to make decisions
about progress and potential changes in instruction.
◎
Laura Mize shares the following on her Teach Me To Talk
blog:
◎
“I’ve viewed ABA as a much more formal, abrasive
approach. Truthfully, my perception of ABA therapy was
more like this:
◎
◎
A child and a person are locked in a little room with
nothing but a table, two chairs, and a bunch of black
and white picture cards. No fun is allowed. Ever. Do
the pictures. Occasionally give the child a goldfish for
compliance. End the session. Repeat.”
She goes on to share what SLPs can learn
from ABA about:
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Pacing
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Frequency
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Structure
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Motivation, pairing, and reinforcement
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Balancing mastered skills with new skills
WHO
DOES A BEHAVIOR ANALYST
WORK WITH ?
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Kids
◎
Adults
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Teens
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Rats…Pigeons…Dogs…
WHAT
DO THEY WORK ON…
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Learner will clip and clean under fingernails.
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Learner will apply deodorant
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Learner will allow hair to be cut
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Taken from the Assessment for
Functional Living Skills (The AFLS)
A ND …
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Learner will follow at least 20 different
instructions that involve walking to a location
and performing actions such as: a)placing
items in a specific location b)getting and
returning with a specific item c)going to a
specified person and deliver an item
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Does that sound like a speech and language
goal?
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There are 22 items assessing Basic
Communication skills on The AFLS including
asking and answering wh- questions, labeling
skills, prepositions…
W HAT DOES THIS MEAN ?
◎
What all of this information leads us to is
that collaboration is not only necessary, it is
our professional and ethical responsibility!
R OLE R ELEASE
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Enrichment - what you wish you knew more about and
what you could teach others.
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Expansion - observe and make judgments and
recommendations outside their own disciplines
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Exchange - Work side by side with people from other
disciplines in the classroom or program, demonstrating
interventions to families and staff.
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Release - put newly acquired techniques into practice
under the supervision of team members from the discipline
that has accountability for those practices
◎
Support - Team member from one discipline provides direct
services because needed intervention is too complicated or
an intervention is required by law by a specific discipline
Q UESTIONS ?
◎
Contact information:
[email protected]
S OURCES
http://www.asha.org/PRPSpecificTopic.aspx?folderid=8589935303&section=Treatment
http://www.csha.org/About-Us/Mission
https://calaba.org/codeofethics.shtm
http://www.asha.org/Code-of-Ethics/
http://eden2.org/what-is-applied-behavior-analysis/
http://www.newsforparents.org/expert_autism_speech_language.html
http://www.asha.org/policy/SP2016-00343/#Domains
http://bacb.com/about-behavior-analysis/
McGonigel, M., Woodruff, G., & Roszmann-Millican, M. (1994). The transdisciplinary
team: A model for family-centered early intervention. In L. Johnson et al. (Eds.), Meeting early
intervention challenges: Issues from birth to three. (pp. 95-131). Maryland: Paul H. Brookes
Publishing Company.