Quality Indicators of an ABA Program
The 30-point criterion listed in the video is compiled from multiple sources, each of which focuses on determining components necessary to make effective, behavioral change in individuals with neurological disabilities, such as autism spectrum disorders.
The indicators listed here are suggestions from information referenced by the following resources (click on the link to access each source):
Report of the Autism Task Force - Maine Administrators (2000)
Mental Health: A Report of the Surgeon General, Chapter 3, Autism
Clinical Practice Guideline: Report of the Recommendations (1999)
The following are offered as 30 Indicators of a Quality ABA Program:
1. Begins early, before age 3
2. Working closely with families - include extended family and caregivers
3. Incorporates student interest and motivation
4. Focus on independence
5. Provides a structured environment
6. Plans for generalization to natural environments
7. Places an emphasis on fluency
8. Focuses on teaching play/leisure skills and facilitating social opportunities
9. Offers opportunity to practice mastered skills, prevents regression
10. Assessments inform individualized instruction
11. Appropriate consents are obtained before conducting assessments or implementing behavior plans.
12. Emphasis on data collection and pre-treatment (baseline) measures
13. Progress is monitored via visual display.
14. Changes made are based on measures of progress
15. Emphasis on determining functions of behavior and identifying replacement behaviors
16. ABA programs establish predictability and routine
17. Provides immediate feedback is given to student
18. Use of accurate, immediate models, errorless strategies
19. Ongoing supervision is provided by a competent, trained individual (often a Board Certified Behavior Analyst)
20. Allows for increased staff to student attention (low ratios)
21. ABA programs are typically more intense than traditional teaching approaches
22. Behavior plans, teaching programs are written down
23. Increases opportunity for active student responding
24. Relies on research-driven, empircally-validated teaching techniques
25. Interdisciplinary; involves collaboration with other disciplines, including medical staff as appropriate
26. Places an emphasis on generative/pivotal skills
27. Takes into consideration consumer satisfaction (social validity)
28. Use of self-monitoring/self-management techniques (helps foster independence)
29. Teaching programs and behavior plans are monitored and updated on an ongoing basis (based on measures of progress)
30. The learner LOVES learning
