The aim of this resource is to provide clarity and address the most common misconceptions about behaviour analysis. We have compiled current resources from various professional practice groups and international research groups for this document and present the key facts about the defining features of the field of behaviour analysis.

Key Facts

1. Behaviour Analysis is a natural science discipline which was founded in the 1930’s by B.F. Skinner. Like other scientific disciplines, behaviour analysis has theoretical, experimental, and applied branches; journals; scholarly and professional organisations; university training programmes; and well-established professional credentials.

2. The applied branch of the discipline (applied behaviour analysis, ABA) was developed by blending the experimental analysis of behaviour with information about human development. It involves applying scientific principles and procedures discovered through basic research (e.g., positive reinforcement) to meaningfully improve behaviours that are important for a person or society.

3. ABA is not a specific therapy or a specific set of interventions. Rather the behaviour analyst works with the people involved to identify the areas of concern that are impacting on the quality of life for the person. They then look at the person’s situation to understand what is causing the behaviour and/or acting as a barrier to learning. With this information the behaviour analyst then creates a programme, based on the science, that will support the person and those around them to produce the desired behaviour change. To accurately be characterized as ABA, interventions must include the 7 defining features (applied, behavioural, analytical, technological, conceptually systematic, effective, generalised) defined by Baer, Wolf, and Risley (1968).

4. Although clinicians trained in behaviour analysis can work with a wide variety of organisations and types of people, we predominately work with those who struggle to learn with traditional education and supports, for example, people with behaviours of concern, autistic individuals/individuals with autism, children in care, people with intellectual disabilities, dementia, or brain injury. Often the behaviour analyst will not just work with the person, but also with those who support the person (e.g., teachers, parents, caregivers etc.).

5. Social validity is a key component for our field. The application of behaviour analysis means we are tasked at providing interventions that are practical in their improvement of socially important behaviours (Baer, Wolf, & Risley, 1968). Social validity entails main three components: the goal is socially acceptable, the intervention components are socially acceptable, and the effects of the intervention are wanted by individuals and stakeholders (Wolfe, 1978).

   Professional practice standards have been fully defined by our credentialing boards, professional practice groups, and ethical codes. Practicing behaviour analysts (e.g., BCBAs) are required to adhere to these standards of ethical practice as defined by their credentialing boards (e.g., Behaviour Analysis Certification Board, New Zealand Psychologists Board).

Resources on Scope of Practice and Ethical Treatment

• Association for Behavior Analysis International (2021). Statement on Conversion Therapy and Practices. Retrieved from https://www.abainternational.org/about-us/policies-and-positions/policy-statement-on-conversion-therapy-and-practices,-2021.aspx

• Association of Professional Behaviour Analysts. (2021). White Paper: Identifying Applied Behavior Analysis Interventions. Retrieved from https://cdn.ymaws.com/www.apbahome.net/resource/collection/1FDDBDD2-5CAF-4B2A-AB3F-DAE5E72111BF/APBAwhitepaperABAinterventions.pdf

• Association of Professional Behaviour Analysts. (2020). Commitment to Diversity, Equity, and Social Justice. Retrieved from https://cdn.ymaws.com/www.apbahome.net/resource/collection/1FDDBDD2-5CAF-4B2A-AB3F-DAE5E72111BF/Statement_on_Diversity,_Equity,_&_Social_Justice_060320_FINAL.pdf

• Association of Professional Behaviour Analysts. (2009). The Use of Restraint and Seclusion as an Intervention for Dangerous and Destructive Behaviours. Retrieved from https://cdn.ymaws.com/www.apbahome.net/resource/collection/1FDDBDD2-5CAF-4B2A-AB3F-DAE5E72111BF/Restraint_Seclusion_.pdf

• Behaviour Analysis Certification Board. (2016). The Professional and Ethical Compliance Code for Behavior Analysis. Retrieved from https://www.bacb.com/ethics-information/ethics-codes/

• Behaviour Analysis Certification Board. (2017). Applied Behaviour Analysis Treatment of Autism Spectrum Disorder. Retrieved from https://cdn.ymaws.com/www.apbahome.net/resource/collection/1FDDBDD2-5CAF-4B2A-AB3F-DAE5E72111BF/BACB_ASD_Gdlns.pdf

• The Council of Autism Service Providers. (2014). Applied Behaviour Analysis Treatment of Autism Spectrum Disorder: Practice Guidelines for Healthcare Funders and Managers 2nd edition. Retrieved from https://casproviders.org/asd-guidelines/

• National Professional Development Center. (2020). Evidence-Based Practices for Children, Youths, and Young Adults with Autism Spectrum Disorder. Retrieved from https://autismpdc.fpg.unc.edu/node/21

•  National Autism Center. (2015). National Standards Project. Retrieved from https://www.nationalautismcenter.org/national-standards-project/

• New Zealand Psychological Society. (2012). Code of Ethics. Retrieved from https://www.psychology.org.nz/members/professional-resources/code-ethics

• New Zealand Human Rights Commission (2008). Retrieved from https://www.hrc.co.nz/files/5714/2378/7661/15-Jan-2008_14-56-48_HRC_Transgender_FINAL.pdf

• New Zealand Psychological Society (2021). Retrieved from https://www.psychology.org.nz/application/files/9016/1350/6552/conversion_therapy_statement_-_Final_2-21.pdf

Endorsements

• American Academy of Child and Adolescent Psychiatry

• The Association for Science in Autism Treatment (ASAT)

• The Autism Science Foundation

• Autism Speaks

• Centres for Disease Control

• Centre on Positive Behavioural Interventions and Supports

• Organization For Autism Research 

• Ministry of Education

• Ministry of Health

• National Autism Centre’s National Standards Report

• The National Professional Development Centre on Autism Spectrum Disorders

• National Institute of Child Health and Human Development

• New Zealand Psychologist Board

• Surgeon General of the United States

Empirical Evidence

Cook, E. D. M., Swift, K., James, I., Malouf, R., De Vugt, M., & Verhey, F. (2012). Functional analysis‐based interventions for challenging behaviour in dementia. Cochrane Database of Systematic Reviews, (2).

Eldevik, S., Hastings, R.P.,Hughes, J. C., Jahr,E., Eikeseth, S., &Cross, S. (2010). Using participant data to extend the evidence for intensive behavioral intervention for children with autism. American Journal on Intellectual and Developmental Disabilities, 115, 381- 405.

Greenwood, C. R., Carta, J. J., Hart, B., Kamps, D., Terry, B., Arreaga-Mayer, C., ... & Delquadri, J. C. (1992). Out of the laboratory and into the community: 26 years of applied behavior analysis at the Juniper Gardens Children's Project. American Psychologist, 47(11), 1464.

Howard, J. S., Sparkman, C. R., Cohen, H. G., Green, G., & Stanislaw, H. (2005). A comparison of intensive behavior analytic and eclectic treatments for young children with autism. Research in developmental disabilities, 26(4), 359-383.

Klintwall, L., Eldevik, S., & Eikeseth, S. (2015). Narrowing the gap: Effects of intervention on developmental trajectories in autism. Autism, 19, 53-63.

Pelham Jr, W. E., & Fabiano, G. A. (2008). Evidence-based psychosocial treatments for attention-deficit/hyperactivity disorder. Journal of Clinical Child & Adolescent Psychology, 37(1), 184-214.

Lewis, N., Reynolds, E., Vale, M., Keenan, E., Hartland, A., Haines, M., & Davies, B. E. (2021). An evaluation of positive behavioural support implemented within an intensive community support service for people with learning disabilities who present with behaviours that challenge. Journal of Intellectual Disabilities, 25(3), 348-356.

Reichow, B. (2012). Overview of meta-analyses on early intensive behavioral intervention for young children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42, 512-520.

Reichow, B. & Wolery, M. (2009). Comprehensive synthesis of early intensive behavioral interventions for young children with autism based on the UCLAYoung Autism Project model. Journal of Autism and Developmental Disorders, 39, 23-41.

Smith, T. & Iadarola, S. (2015). Evidence base update for autism spectrum disorder. Journal of Clinical Child & Adolescent Psychology, 44, 897-922.

Smith, D. P., Hayward, D. W., Gale, C. M., Eikeseth, S., & Klintwall, L. (2021). Treatment gains from early and intensive behavioral intervention (EIBI) are maintained 10 years later. Behavior modification, 45(4), 581-601. 

Virués-Ortega, J. (2010). Applied behavior analytic intervention for autism in early childhood. Clinical Psychology Review, 30, 387-399.

Additional Citations

Anderson, A., & Carr, M. (2021). Applied Behaviour Analysis for Autism: Evidence, Issues, and Implementation Barriers. Current Developmental Disorders Reports, 1-10.

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 

Baer, D. M., Wolf, M. M., & Risley, T. R. (1987). Some still‐current dimensions of applied behavior analysis. Journal of applied behavior analysis, 20(4), 313-327.

Capriotti, M. R., & Donaldson, J. M. (2021). “Why don't behavior analysts do something?” Behavior analysts' historical, present, and potential future actions on sexual and gender minority issues. Journal of Applied Behavior Analysis.

Dillenburger, K., Keenan, M., & Gallagher, S. (2015). A seat at the table: Families affected by autism.

Friman, P. C. (2021). There is no such thing as a bad boy: The Circumstances View of problem behavior. Journal of Applied Behavior Analysis, 54(2), 636-653.

Foxx, R. M. (1996). Twenty years of applied behavior analysis in treating the most severe problem behavior: Lessons learned. The Behavior Analyst, 19(2), 225-235.

Gambrill, E. (2013). Birds of a feather: Applied behavior analysis and quality of life. Research on Social Work Practice, 23(2), 121-140.

Gorycki, K. A., Ruppel, P. R., & Zane, T. (2020). Is long-term ABA therapy abusive: A response to Sandoval-Norton and Shkedy. Cogent Psychology, 7(1), 1823615.

Leaf, J. B., Cihon, J. H., Leaf, R., McEachin, J., Liu, N., Russell, N., ... & Khosrowshahi, D. (2021). Concerns About ABA-Based Intervention: An Evaluation and Recommendations. Journal of Autism and Developmental Disorders, 1-16. 

Leaf, J. B., Leaf, R., McEachin, J., Taubman, M., Ala’i-Rosales, S., Ross, R. K., ... & Weiss, M. J. (2016). Applied behavior analysis is a science and, therefore, progressive. Journal of autism and developmental disorders, 46(2), 720-731.

Morris, E. K. (2009). A case study in the misrepresentation of applied behavior analysis in autism: The Gernsbacher lectures. The Behavior Analyst, 32(1), 205-240.

Plessas, A., McCormack, J., & Kafantaris, I. (2019). The potential role of applied behavior analysis in the cultural environment of Māori mental health. Behavior analysis in practice, 12(4), 854-868.

Sigafoos, J., & Schlosser, R. W. (2008). Applied behavior analysis is NOT an autism therapy. Evidence-based communication assessment and intervention, 2(4), 197-198.

Wolf, M. M. (1978). Social validity: the case for subjective measurement or how applied behavior analysis is finding its heart 1. Journal of applied behavior analysis, 11(2), 203-214.

Van Houten, R., Axelrod, S., Bailey, J. S., Favell, J. E., Foxx, R. M., Iwata, B. A., & Lovaas, O. I. (1988). The right to effective behavioral treatment. Journal of Applied Behavior Analysis, 21(4), 381-384.

 Van Houten, R., Axelrod, S., Bailey, J. S., Favell, J. E., Foxx, R. M., Iwata, B. A., & Lovaas, O. I. (1994). The right to effective behavioral treatment. Ethical issues in developmental disabilities, 103-118.