About ABA/VB

We believe that Applied Behaviour Analysis (ABA) and Verbal Behaviour (VB) can make a real difference to the teaching and learning for people with autism and their families.

Applied Behaviour Analysis the BeyondAutism way

At BeyondAutism we find teaching opportunities in every situation that are tailored to pupil preferences and needs and support our learners and their families. Applied Behaviour Analysis (ABA) is evidence-based, using reflective teaching and tracking progress to celebrate every achievement using fun and motivating learning.

We enable choice and strive for independence whilst helping to reduce behaviours that limit learners’ opportunities. We teach complex skills step-by-step including daily living skills, communication, functional academic skills and social skills to ultimately allow learners to be as independent as possible.

Verbal Behaviour

Verbal Behaviour (VB) refers to a view that language is a behaviour which is learnt and acquired in the same way as other skills. The foundations of VB are rooted in the work of the psychologist and behaviourist B.F Skinner. There is a large body of research supporting this analysis of language and its application to teaching children with autism.

An ABA/VB approach

ABA and VB are not separate entities, they can be used in conjunction with one another. An ABA/VB approach will utilise ABA principles and teaching procedures alongside the VB methods of teaching language based on its function and the motivation of an individual.

Our ABA/VB teaching aims to:

  • Motivate children to want to learn
  • Understand behaviour and why it occurs
  • Support children to be successful in their learning
  • Teach functional language and communication.

How do we do this?

There is no one way to teach using ABA/VB, each child is an individual, therefore all interventions are tailored to their needs and will vary depending on those needs. However, there are some commonalities:

  • All children will have an initial baseline assessment in their first 2 weeks
  • All intervention will focus on motivating children to be able to access learning
  • All intervention will focus on teaching functional language and communication
  • Where needed intervention will have a focus on teaching pre-requisite skills to learning such as copying others or following simple instructions from others
  • Programmes will focus on teaching self-care and independence skills.