Behavioural therapy is not a commonly known practice in Australia. The field of applied behavioural analysis is very much in its infancy here and is more widely recognised internationally. Leading experts in the field generally come from the United States and certain parts of Europe, especially Ireland.
Behavioural Therapy is an important component of the AEIOU Foundation program. Behavioural therapists work alongside speech and language pathologists, occupational therapists, teachers and skilled facilitators to deliver the AEIOU evidence-based autism specific curriculum.
So, what is a behavioural therapist?
According to Autism Speak, behavioural therapy is “use of [operant learning theory] to bring about meaningful and positive change in behaviour”.
A behavioural therapist has qualifications in behavioural science, psychology, or social science and has specialised training in applied behavioural analysis.
Most people would understandably assume behavioural therapists only work with maladaptive, or challenging, behaviours. The truth can be found in this notion of behavioural therapy but to get to that eventual conclusion, it is important to fully understand the concept of behavioural therapy and what comprises maladaptive, or challenging, behaviours versus adaptive, or typical, behaviours.
The Law of Polarity states that everything must have an opposite to be fully understood. Dark has light, cold has warm, and, in terms of behaviour, maladaptive has adaptive. Certainly a behavioural therapist will deal with challenging behaviours. A behavioural therapist will analyse the function, or reason, behind behaviour and reach a conclusion of what to do about that behaviour. This is where the opposite comes into play. If a child has a challenging behaviour, there must be an opposite behaviour that can also fulfil the function of that behaviour. If a child is biting for attention, this is maladaptive. The opposite is adaptive, and the adaptive form of gaining attention may be asking for it or tapping an adult on the shoulder, etc. This is the essence of behavioural therapy.
Behavioural therapists, as you are beginning to see, must concern themselves with not only the maladaptive behaviours they do not want to see but the adaptive ones they do. As the best approach in life is always proactive, and behavioural therapy is no different, this means that behavioural therapists’ main intention is teaching before maladaptive behaviours can occur. Behavioural therapists aim to teach children everything they need to know in order to functionally access their world. If a child has the understanding of how to obtain everything he or she needs, in the most appropriate manner, he or she will use this knowledge. By having access to every appropriate way of accessing our wants and needs, challenging behaviours no longer have any purpose.
From a more straightforward angle, rather than theoretical, behaviour therapists have a slew of different responsibilities. A behavioural therapist will analyse challenging behaviours based upon the function, or reason, behind the behaviour. According to this, a behavioural therapist will write a behaviour plan which includes exactly how to manage the behaviour across home, school, and the natural environment when the behaviour does occur. A behaviour plan will also include what to do in order to reward and encourage the behaviours we want to see as we work towards these appropriate behaviours recplacing the challenging ones.
Unfortunately, even as we replace one challenging behaviour with an appropriate behaviour, that skill may not become generalised, or be applicable in all situations and settings. For example, if a child bites to gain a toy and is taught to say “I want the toy”, the child may still become lost when trying to gain access to lollies or may still bite if someone invades his or her personal space. This is where the teaching aspect becomes important.
A behavioural therapist must not only be able to identify challenging behaviours, but must also be able to identify gaps in a child’s development. These gaps will be used to better understand why a child is engaging in a maladaptive behaviour rather than a functional and more appropriate behaviour. When these gaps are identified, a behavioural therapist must be able to use his or her creativity to devise an intervention plan specific to each child to teach the skills necessary to fill these gaps. Behavioural therapists often will run these programs as well, and therefore must be well versed in how to teach a child, how to run trials of every learning domain, how to correct errors, how to reinforce, or encourage, further correct responses, etc. Essentially, a behavioural therapist must know how to do everything it takes to strive toward typical development for any individual displaying maladaptive divergences that negatively affect the lives of the individuals with whom we work.
Effectively, behavioural therapists better the lives of individuals who may be experiencing difficulties. Thankfully, behavioural therapists are also some of the most kind-hearted, patient, and caring individuals you’ll ever come across and are always happy to help. So when you do have any trouble; when you’re searching for answers; when you’re lost for how to help yourself, contact a behavioural therapist.
Michael Scanlon is a senior behavioural therapist with AEIOU Foundation. He is responsible for the clinical supervision of therapy staff across AEIOU’s centres. Since joining the team at AEIOU, Michael assisted in the development of the Foundation’s curriculum and behaviour manual.
Originally from the United States, Michael studied at Lewis University in Illinois, before obtaining two degrees and undertaking research at the University of Miami’s Centre for Autism and Related Disabilities (CARD Department).
Michael regularly delivers training workshops on topics including behaviour management, verbal behaviour, neuroscience and brain plasticity, early interventions, applied behavioural analysis, Good Practice Guidelines, and changing developmental trajectories. Michael’s career is inspired by his sister, who has autism. He strives to ensure every child grows up with an ability to contribute.