Principles of ABA when Working with Students with Autism "GET A CAB"
start
Karen Marquez RES5333 June 18th, 2023
Introduction
ABA is centered on seven dimensions: generalization, effectiveness, technological, applied, conceptually, analytic, and behavioral. It is based on scientific principles. The abbreviation "GET A CAB" is made up of these seven ABA dimensions. As teachers, we need to understand these principles and how we can apply them while working with students with ASD. Some of these terms can be confusing and a lot to remember, which is why this guide was created. This guide will lay out what these principles stand for and how it can be applied for our students with ASD.
Index
The 7 Principles of ABA "GET A CAB"
Applied
Generalization
Effective
Technological
Conceptually Systematic
References
Analytic
Behavioral
1. Generalization
What is it?
This indicates that you learned a skill, kept it up over time, and used your knowledge in a variety of situations and with different types of individuals. When students with ASD has accomplished this, they have generalized their learning.
What can you do for your students with ASD?
Teach the skill across multiple people, using different stimuli to teach a skill, or teaching skills in different settings. Have the other teachers on board and on the same page so that the students are more likely to learn and apply the skill in any setting with anyone.
2. Effective
What is it?
Something must be useful to the student, their family, and friends in order for it to be effective. Behavior objectives should be created with the learner in mind. The student's family and community's culture should also be reflected in these adjustments. What works for one student might not work for another learner.
What can you do for your students with ASD?
Instead than educating children with ASD too much so they won't remember what they have learned, it is crucial to educate them how to accomplish tasks on a daily basis. Focus on specific tasks and work with your students on them regularly. Work towards the desire goal you want for that specific student.
3. Technological
What is it?
An intervention should be written so that it clearly and thoroughly defines every element so that anybody may duplicate it. All of the strategies that make up an intervention should be precisely recognized and explained in order to enable this.
What can you do for your students with ASD?
Teachers and other stakeholders can work with students with ASD more successfully and efficiently when they write their processes and teachings down precisely and technically. Some ways you can do this: write your steps down and share it with the rest of the team; continue to make notes on the students progress; write down what works and what does not work.
4. Applied
What is it?
It must be socially meaningful for their learning to fulfill the "applied" criterion of behavior analysis. The implementation of targeted learning objectives is necessary for the student and their family. What is socially relevant will vary depending on the student and their unique requirements. Focusing on abilities that enable a student to operate in their community and current surroundings is essential. Changes must be substantial, lasting, and meaningful for modifications to be effective.
What can you do for your students with ASD?
Learn your students interests and goals in life. Think about the things that they need help the most and how they can apply the skill in the real world. Building relationships with your students with ASD can help you teach skills to your students. Working with parents and other teachers can also help.
5. Conceptually systematic
What is it?
An intervention that is conceptually systematic is one that is grounded on research and adheres to applied behavior analysis principles. Is this intervention congruent with the principles that have been found to be beneficial as identified in the research?
What can you do for your students with ASD?
As a teacher, you want to ensure that what you are using is backed up by research, as well as observe if what you are using and working with your students are pushing them in the right direction. Continue to observe, analyze and measure what behavioral target you want to see in your students.
6. Analytic
What is it?
Making data-based judgments requires analysis, which necessitates the collection of intervention-related data. When analyzing the data, if an intervention is not leading to a change or increase in the desired behavior, a modification is necessary. We can demonstrate a trustworthy link between our intervention and the rise in good behavior once the intervention is changed and data demonstrates an increase in the desired direction.
What can you do for your students with ASD?
Before teaching students alternative behaviors, consider how the conflicting behavior serves a purpose and how the environment influences it. Think about the student behaviors you wish to improve and how it impacts the learning environment for both them and other students.
7. Behavioral
What is it?
In order to modify behavior, it must be observable and quantifiable. If we can see and track behavior, we can collect data to quantify it and then alter it. The word "behavior" can refer to good or desirable conduct as well as "bad" behavior, therefore it is not always limited to "bad" behavior.
What can you do for your students with ASD?
Write the student's goals in measureable observable terms. You want to make sure they are realistic and that you are able to observe these behaviors and changes in your classroom. Have other teachers do the same, so that you are able to compare notes and see if something needs to be changed or not.
References
ABA Centers of America. (2023, April 10). The 7 dimensions of Applied Behavior Analysis. ABA Centers of America. https://www.abacenters.com/7-dimensions-of-aba/?utm_source=google&utm_medium=cpc&utm_campaign=VA%2B-%2BPerformance%2BMax&utm_term=&gclid=Cj0KCQjw1rqkBhCTARIsAAHz7K0AlTAkWeplubqX8wB2MpQMOZYChtMhBfqMNVuBL46mQBSkplKTiNsaAj31EALw_wcB American College of Education (a). (2023). RES5333 - Research and Applied Behavioral Analysis in the Special Education Classroom. Module 4 [Part I-IV]. Canvas. https://ace.instructure.com/courses/1876284/modules/items/35444532 Center, C. (2019, April 29). 7 dimensions of Applied Behavior Analysis. Medium. https://medium.com/@carlylecenter/7-dimensions-of-applied-behavior-analysis-5eb85128cf0a#:~:text=It%20is%20important%20that%20an,)%20Analytic%2C%207)%20Behavioral. Recreational Education Center. (2019, March 12). Get a cab - 7 dimensions of Aba. Recreational Education Center. https://www.recreationaleducationcenter.com/get-cab-7-dimensions-aba/
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Principles of ABA when Working with Students with Autism
Karen Marquez
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Transcript
Principles of ABA when Working with Students with Autism "GET A CAB"
start
Karen Marquez RES5333 June 18th, 2023
Introduction
ABA is centered on seven dimensions: generalization, effectiveness, technological, applied, conceptually, analytic, and behavioral. It is based on scientific principles. The abbreviation "GET A CAB" is made up of these seven ABA dimensions. As teachers, we need to understand these principles and how we can apply them while working with students with ASD. Some of these terms can be confusing and a lot to remember, which is why this guide was created. This guide will lay out what these principles stand for and how it can be applied for our students with ASD.
Index
The 7 Principles of ABA "GET A CAB"
Applied
Generalization
Effective
Technological
Conceptually Systematic
References
Analytic
Behavioral
1. Generalization
What is it?
This indicates that you learned a skill, kept it up over time, and used your knowledge in a variety of situations and with different types of individuals. When students with ASD has accomplished this, they have generalized their learning.
What can you do for your students with ASD?
Teach the skill across multiple people, using different stimuli to teach a skill, or teaching skills in different settings. Have the other teachers on board and on the same page so that the students are more likely to learn and apply the skill in any setting with anyone.
2. Effective
What is it?
Something must be useful to the student, their family, and friends in order for it to be effective. Behavior objectives should be created with the learner in mind. The student's family and community's culture should also be reflected in these adjustments. What works for one student might not work for another learner.
What can you do for your students with ASD?
Instead than educating children with ASD too much so they won't remember what they have learned, it is crucial to educate them how to accomplish tasks on a daily basis. Focus on specific tasks and work with your students on them regularly. Work towards the desire goal you want for that specific student.
3. Technological
What is it?
An intervention should be written so that it clearly and thoroughly defines every element so that anybody may duplicate it. All of the strategies that make up an intervention should be precisely recognized and explained in order to enable this.
What can you do for your students with ASD?
Teachers and other stakeholders can work with students with ASD more successfully and efficiently when they write their processes and teachings down precisely and technically. Some ways you can do this: write your steps down and share it with the rest of the team; continue to make notes on the students progress; write down what works and what does not work.
4. Applied
What is it?
It must be socially meaningful for their learning to fulfill the "applied" criterion of behavior analysis. The implementation of targeted learning objectives is necessary for the student and their family. What is socially relevant will vary depending on the student and their unique requirements. Focusing on abilities that enable a student to operate in their community and current surroundings is essential. Changes must be substantial, lasting, and meaningful for modifications to be effective.
What can you do for your students with ASD?
Learn your students interests and goals in life. Think about the things that they need help the most and how they can apply the skill in the real world. Building relationships with your students with ASD can help you teach skills to your students. Working with parents and other teachers can also help.
5. Conceptually systematic
What is it?
An intervention that is conceptually systematic is one that is grounded on research and adheres to applied behavior analysis principles. Is this intervention congruent with the principles that have been found to be beneficial as identified in the research?
What can you do for your students with ASD?
As a teacher, you want to ensure that what you are using is backed up by research, as well as observe if what you are using and working with your students are pushing them in the right direction. Continue to observe, analyze and measure what behavioral target you want to see in your students.
6. Analytic
What is it?
Making data-based judgments requires analysis, which necessitates the collection of intervention-related data. When analyzing the data, if an intervention is not leading to a change or increase in the desired behavior, a modification is necessary. We can demonstrate a trustworthy link between our intervention and the rise in good behavior once the intervention is changed and data demonstrates an increase in the desired direction.
What can you do for your students with ASD?
Before teaching students alternative behaviors, consider how the conflicting behavior serves a purpose and how the environment influences it. Think about the student behaviors you wish to improve and how it impacts the learning environment for both them and other students.
7. Behavioral
What is it?
In order to modify behavior, it must be observable and quantifiable. If we can see and track behavior, we can collect data to quantify it and then alter it. The word "behavior" can refer to good or desirable conduct as well as "bad" behavior, therefore it is not always limited to "bad" behavior.
What can you do for your students with ASD?
Write the student's goals in measureable observable terms. You want to make sure they are realistic and that you are able to observe these behaviors and changes in your classroom. Have other teachers do the same, so that you are able to compare notes and see if something needs to be changed or not.
References
ABA Centers of America. (2023, April 10). The 7 dimensions of Applied Behavior Analysis. ABA Centers of America. https://www.abacenters.com/7-dimensions-of-aba/?utm_source=google&utm_medium=cpc&utm_campaign=VA%2B-%2BPerformance%2BMax&utm_term=&gclid=Cj0KCQjw1rqkBhCTARIsAAHz7K0AlTAkWeplubqX8wB2MpQMOZYChtMhBfqMNVuBL46mQBSkplKTiNsaAj31EALw_wcB American College of Education (a). (2023). RES5333 - Research and Applied Behavioral Analysis in the Special Education Classroom. Module 4 [Part I-IV]. Canvas. https://ace.instructure.com/courses/1876284/modules/items/35444532 Center, C. (2019, April 29). 7 dimensions of Applied Behavior Analysis. Medium. https://medium.com/@carlylecenter/7-dimensions-of-applied-behavior-analysis-5eb85128cf0a#:~:text=It%20is%20important%20that%20an,)%20Analytic%2C%207)%20Behavioral. Recreational Education Center. (2019, March 12). Get a cab - 7 dimensions of Aba. Recreational Education Center. https://www.recreationaleducationcenter.com/get-cab-7-dimensions-aba/
Lorem ipsum dolor
Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod.