Affectively-Align & Culturally Aware ABA Notebook

( I must continually write an essay in order to soak up ABA skill sets– especially for an aspiring ABA conceptual researcher I expect tons of writing to do! I find writing more effective than lecturing to myself in the mirror)

In my Applied Behavior Analysis (ABA) class, I learned how crucial it is to systematically organize informations about behavior to create a meaningful interventions. Before this module (concepts and principles of ABA), I might have seen a child’s tantrum as just “bad behavior”, but now I clearly need to internalize the understanding that every action serves a purpose. By learning to use tools like ABC (Antecedent-Behavior-Consequence) recording, I can tract what happens right before and after a behavior to find patterns (Cooper et al., 2020). One example is, if a child screams every time a demand is placed, the function may be escape. Without organizing this data, I might miss the real reason behind the behavior and use ineffective strategies.

One of the most valuable lessons in concept and principle module was learning how to determine the functions of behavior, whether it’s for attention, escape, access to something, or sensory reasons. For instance, if a student hit their peer every time they asked to share, the function might be access to tangibles (Hanley et al., 2003). Knowing this, I can use strategies like differential reinforcement, where I reward appropriate requests (e.g., saying “My turn” or “May I borrow, please”) while “attentively” ignoring or redirecting the hitting. This approach helps caregivers and teachers respond effectively rather than unintentionally reinforcing the undesirable behavior.

Another takeaway in learning concepts and principles of ABA was how modifying the environment can prevent challenging behaviors before they happen. For example, if a child with autism struggles with transitions, a visual schedule (a type of stimulus control) can make the day more predictable, reducing anxiety-driven behaviors (Sugai et al., 2000). In like manner, if a student engage in stereotypy, like hand-flapping during downtime, providing structured activities can replace that behavior, another example is my own trichotillomania wherein I pull my hair when I feel anxious. However, when I was a child my parents didn’t know any better how to control the habit– they resorted in using punishment in the form of shaving off my head. Now, as an adult, I learn to replace that behavior with multiple alternatives like doodling. I see how small changes in the setting can lead to big improvements in behavior– Recognizing this will enable me to design empathic-behavior-informed intervention materials that provide structured activities replacing undesirable behavior.

Understanding response classes and stimulus classes was also eye-opening. A response class means different behaviors that serve the same function- like crying, flopping, or throwing objects to escape bed time. If I only address one behavior (e.g., stopping the crying), the child might switch to another (e.g., throwing object). Instead, I need to teach a replacement skill, such as asking for a few minutes extension for bed time. Comparably, a stimulus class refers to different cues that trigger the same behavior. For example, if a child elopes (run away) when they hear “clean up”, “put your or toys away”–all these phrases form a stimulus class for escape behavior. Recognizing this helps me teach a child respond appropriately across different situations.

Data analysis is just as important as intervention. If I implement a strategy like extinction (not allowing screaming any more to avoid work), I need to track whether the behavior decreases over time. If not, I might have to pair my approach– perhaps with positive reinforcement for compliance like giving praise when not screaming while doing work. Graphs and charts helps me see trends– I am so stoked learning to use celeration chart– this ensures that my methods are working and evidence-based ( Baer et al., 1968). In practice, this way caregivers and teachers can make informed decisions instead of guessing what might help.

All in all, I like this module as it reinforced how essential organization is in ABA. Whether through functional behavior assessments (FBAs), antecedent modifications, or data-driven decisions, structured systems lead to better outcomes. As an aspiring BCBA conceptual researcher, I see how these strategies empower family, caregivers, teachers, and therapists to support individuals with autism effectively. More than that, I”ll continue to apply this principles to my own habits– like noticing when stress leads to procrastination (response class) and using self-management techniques to stay on track. Moving forward, I’m excited to use these skills to design affectively-aligned reinforcement models that create real, proactive behavioral change in both neurodivergent and neurotypical population.

***I’m looking forward to read your comments. Let me know your thoughts or additional wisdom that are vital for my ABA learning process. Thank you!

References:

Baer, D.M., Wolf, M.M., Risley, T.R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1(1), 91-97.

Cooper, J.O., Heron, T.E., & Heward, W.L. (2020). Applied behavior analysis (3rd ed.) Pearson.

Hanley, G.P., Iwata, B.A., & McCord, B.E. (2003). Functional analysis of problem behavior: A review. Journal of Applied Behavior Analysis, 36(2), 147-185.

Sugai, G., Horner, R.H., Dunlap, G., Hieneman, M., Lewis, T.J., Nelson, C.M., … & Ruef, M. (2000). Applying positive behavior support and functional behavioral assessment in schools. Journal of Positive Behavior Interventions, 2(3), 131-143.