Alphabet Soup: Understanding ABA & AVB

Chances are you’ve heard the terms Applied Behavioral Analysis (ABA) and Applied Verbal Behavior (AVB) more times than you can count. So what do they really mean? And are they the miracle intervention for your child?

ABA, in the most complex terms is “the application of the principles of learning and motivation from Behavior Analysis, and the procedures and technology derived from those principles, to the solution of problems of social significance.”

In the simplest terms?  It’s using learning to change behavior. And AVB?  Basically the same thing except it’s all about language.

At Trellis, we use the principals of ABA and an AVB methodology to lay the foundation for success in school and life. We integrate ABA principles into all the work we do at Trellis and we primarily focus on using AVB in our Trellis School and Love2Learn programs.

How we use the principals of ABA

The goal of most families is to have children develop the basic communication, social and life skills they need to be successful. That’s what we focus on. Using ABA, we’re able to help teach new behaviors by breaking skills down into small, understandable steps that are taught separately. Once each step is learned separately they are strung together into a targeted behavior or task. For example, a child working on building a pre-requisite skill of sitting at a table might start with short intervals, gradually increasing the time and the seatmates. The goal isn’t just to have the child sit at a table during a group session, but to be an engaged participating member at the end.

How we use AVB

Using words, having conversations, reading and writing. We know that’s what you want for your child. AVB is a natural next step as children and students at Trellis slowly begin to trust staff and beginning developing activities. As activities are established, instructors are providing learners with all the language needed to talk about the items, what the items do, the parts of the items, etc. This is what facilitates communication. Motivation is key in this process. When a learner is motivated by an item or something fun that an instructor can do with the item, they will be motivated to “demand” or request that item or activity again. Multiple opportunities for the learner to communicate those “wants” are contrived throughout an activity, evoking the learner’s communication and repeated opportunities to practice that communication.

At Trellis, we emphasize the AVB methodology because aside from the scientific evidence, we believe that communication is the foundation for learning, and by rigorously focusing on communication we can better support a child functioning in school and the community.

AVB gives children the language they need to engage in social situations within the school and community. They are able to participate in those situations because of their increased ability to communicate their wants and needs. Also, for some, an increase in communication can contribute to reductions in interfering or challenging behavior.  Trellis understands that children need various ways to communicate too, that’s why we teach using a variety of modalities, such as vocal communication, sign language, through the use of pictures, or using an augmentative communication system (e.g., software on an iPad or another voice output device).

These are very simple explanations of what ABA and AVB are and how we try to integrate the principles into our work at Trellis. We invite you to read more on our website or contact us to find out more about how and why we use these interventions to create fun, motivating and individualized programs for each of our learners.

What is the NET? And Why Is It Important?

NET is code name for Natural Environment Teaching.

Research has shown that children with Autism learn better in a natural learning environment because they are not typically motivated to learn new things.

At Trellis the NET is set up in areas mimicking typical playrooms and in thematic centers (e.g., Housekeeping/Dress up, Vehicles and Blocks, Art Room, Sensory Room, Gross Motor Room, Library, Game Room, etc.).  Throughout the NET, toys are strategically placed in bins and/or on shelves, out of the learners’ reach to facilitate opportunities for communication.  When children are motivated to get something, they will attempt to communicate their desire for that item.  At that time, appropriate language is taught so the learners are more readily and easily able to communicate what they want the next time they want that item.

In the Trellis School, young learners at Trellis spend up to 90% of their day in the NET

Trellis Hosts LAMP Training at Trellis Learning Center

Members of the autism community and staff of Trellis participated in LAMP training at the new Trellis Learning Center.

The Language Acquisition through Motor Planning (LAMP) is a therapeutic approach that teaches nonverbal or limited verbal learners a way to communicate – through a very specific methodology using a speech generating device. It is an approach that is well known and loved by Trellis therapists, instructors and families.

LAMP gives individuals who are nonverbal or have limited verbal abilities a method of independently and spontaneously communicate.

Trellis collaborated with The Center for AAC and Autism and the Prentke Romich Company on the program.

Twelve Trellis staff members and more than 50 people from the Baltimore community attended the training at the Trellis Learning Center in Sparks, Maryland.

Learn more about LAMP from the Center for AAC and Autism.