Applied Behavior Analysis (ABA) and Its Application in the Treatment of Autism in Young Children
Introduction
Applied Behavior Analysis (ABA) has been one of the most influential and widely used approaches in the treatment of Autism Spectrum Disorder (ASD) for more than four decades. Its foundation in behavioral science, emphasis on observable progress, and systematic methods have made ABA a cornerstone of early intervention. This article summarizes key scientific findings presented in “Applied Behavior Analysis: Its Application in the Treatment of Autism and Related Disorders in Young Children” by Harris and Delmolino (2002), integrating narrative explanation, historical context, and modern interpretation suitable for clinical readers and families seeking clarity on ABA’s effectiveness.
Understanding ABA in the Context of Autism
Autism is a complex neurodevelopmental disorder with early-emerging differences in communication, social interaction, and behavior. ABA approaches these challenges through individualized teaching that builds foundational learning skills, communication, adaptive behavior, and social engagement. The field began with early experimental work by Lovaas and colleagues in the 1960s and evolved into a sophisticated, multi-method treatment model used globally today.
What Does the Research Show About ABA’s Effectiveness?
The landmark 1987 study by O. Ivar Lovaas remains one of the most widely cited scientific milestones in autism treatment. In that study, young children receiving 40 hours per week of intensive ABA therapy demonstrated dramatic improvements. Approximately 47% of these children achieved intellectual and educational functioning within the typical range by first grade. In comparison, only one child in the control group—who received minimal services—showed similar outcomes.
A later follow-up study in 1993 revealed that many of these children continued to progress successfully into adolescence. Several were described as “indistinguishable from peers” in daily functioning, language, and social behavior. These outcomes, while not universal, demonstrated that intensive ABA could significantly alter developmental trajectories for a subset of children.
Replications and Extensions of ABA Research
Subsequent studies replicated these outcomes with varying degrees of success. A study by Anderson and colleagues reported that 54% of children participating in early intensive ABA programs went on to participate successfully in regular education settings. Birnbrauer and Leach documented meaningful improvements for four of nine participants, with several achieving near-normal intellectual functioning. Smith et al. found notable gains in IQ and language for children receiving around 24.5 hours per week of ABA.
Although replications showed variation, the overall pattern is consistent: ABA, when delivered early, intensively, and with high program fidelity, supports substantial improvements in cognitive, communication, and adaptive functioning.
Factors That Influence Outcomes
Research consistently shows that several variables influence treatment response:
Intensity
Higher-intensity programs—generally 25 to 40 hours per week—tend to produce stronger outcomes, especially in the domains of language, learning readiness, and adaptive behavior.
Age at Intervention
Younger children, particularly those beginning before age three, show more robust progress. Early intervention takes advantage of developmental plasticity.
Baseline Abilities
Children with higher initial receptive language and imitation skills often make faster gains, though ABA remains beneficial across ability levels.
Family Involvement
Generalization improves significantly when caregivers are trained to use ABA teaching strategies at home.
Variability Across Children
Importantly, no single study claims that ABA produces identical outcomes for all children. Differences in neurology, learning style, co-occurring conditions, and developmental history shape each child’s response to treatment. Nevertheless, ABA remains the intervention model with the strongest documented evidence base.
Models of ABA Service Delivery
ABA can be implemented in multiple formats depending on child needs, family preference, and clinical resources.
Home-Based Programs
These provide one-to-one teaching within the natural environment. Advantages include familiarity, increased parent participation, and opportunities to practice daily living skills. However, home programs require strong supervision and consistent therapist availability.
Center-Based Programs
Center-based ABA allows for structured teaching, peer modeling, and direct supervision from Board Certified Behavior Analysts (BCBAs). These programs often include multiple teaching modalities, social groups, and interdisciplinary collaboration. Limitations may include travel demands for families and reduced natural-environment learning.
School-Based ABA
Some public and private schools incorporate ABA principles into classroom instruction. While beneficial, school-based programs may be limited by staffing, training quality, or general education curriculum demands.
Key Teaching Methods in ABA
Discrete Trial Instruction (DTI)
DTI is one of the earliest and most structured ABA teaching techniques. It breaks skills into small units and teaches them through repeated, reinforced practice. DTI is highly effective for teaching early learning skills, matching, imitation, receptive language, and foundational concepts.
Natural Environment Training (NET)
Recognizing the need for spontaneity and generalization, ABA evolved to include NET, which incorporates teaching moments into play, social routines, and child-led activities. NET builds motivation, functional communication, and social engagement.
Mand Training
Teaching a child to request (mand) preferred items or actions is often one of the earliest communication goals. Mand training increases independence, reduces frustration, and facilitates expressive language.
Fluency-Based Instruction
Some ABA programs incorporate fluency training to ensure children not only learn skills but perform them accurately and quickly. This approach supports retention, generalization, and long-term mastery.
Generalization and Maintenance
One of ABA’s core strengths is its structured emphasis on generalizing skills across people, settings, and materials. Modern ABA programs include planned generalization strategies from the beginning of treatment.
Limitations and Ethical Considerations
While ABA demonstrates robust effectiveness, the field continues to evolve. Limitations include variability in provider training, potential overreliance on discrete trials, and the need for compassionate care. Modern ABA emphasizes child dignity, assent, trauma-informed practice, and individualized teaching. Researchers and clinicians stress that ABA is not a “cure,” nor should programs attempt to suppress individuality; instead, the goal is to support meaningful skill development and improved quality of life.
Conclusion
Decades of research support the conclusion that ABA is an effective, evidence-based intervention for young children with autism. Studies consistently show improvements in IQ, communication, adaptive behavior, and educational placement when ABA is implemented early and intensively. While individual outcomes vary, ABA remains the most empirically supported treatment available. Lucentra Care integrates these evidence-based principles with a compassionate, child-centered approach, ensuring that each child receives individualized, developmentally appropriate support.
Citation
Harris, S. L., & Delmolino, L. (2002). Applied behavior analysis: Its application in the treatment of autism and related disorders in young children. Infants and Young Children, 14(3), 11–17.
To learn more about our ABA programs at Lucentra Care, visit our ABA Therapy Services Page.
