Science in ABA: Purpose and Characteristics
Welcome to the start of our 6th Edition BCBA® Task List series! This series will provide you everything you need to pass your BCBA® exam. We are going to start with A-1: Goals of Behavior Analysis as a Science. The overall goal of science is to achieve a thorough understanding of the phenomena under study. Science is not just about discovering new information, but about gaining a deeper and more comprehensive understanding of the world around us. In the case of applied behavior analysis, the goal of science is to gain an understanding of socially important behavior change through three core concepts: description, prediction, and control. These concepts are the foundation for how we evaluate and treat behavior and will help us collect accurate and reliable data. The better we assess and treat behavior the more meaningful and socially valid the outcomes of our clients will be. Let’s now break down each goal individually starting with Description.
Description
Description is the most basic level of understanding of science in behavior analysis. Description is the knowledge of an event of phenomenon that allows us to being forming hypotheses or predictions of research. Although description does not attempt to draw correlations, or establish functional relationships, description is a foundational aspect of ABA practice. Description includes the facts about events that can be observed, measured, and examined.
Key Characteristics of Description:
- Focuses on observable behavior and measurable facts.
- Includes antecedents (what happens before the behavior) and consequences (what happens after).
- Avoids subjective opinions or speculations.
- No hypotheses are made yet
Example:
A child’s mother says, “No, you can’t buy a toy.” The child screams, and the mother gives the child a snack. This sequence happens five times.
In this example, we are simply describing what occurred. We’re not hypothesizing why the behavior happened or manipulating the environment. Description is just that—a clear, unbiased observation.
Prediction
Prediction is the second level of scientific understanding in ABA. Prediction occurs when repeated observations start to indicate a correlation between the two events. Although causation is not established with prediction, it is an essential step in setting up an experiment to establish experimental control. Prediction occurs when one event tends to happen in the presence of another event. If you see sunshine and grab sunglasses, those two things are correlated.
Key Characteristics of Prediction:
- Focuses on identifying relationships between antecedents, behavior, and consequences.
- Develops hypotheses about the behavior’s function.
- Anticipates future occurrences of the behavior.
Example:
After observing the scenario of the child and mother in the store, we hypothesize that the child screams to obtain tangibles. Each time the child screams, they are given an item, and the screaming stops.
By recognizing this pattern, we can predict that the child will likely scream again when denied access to a desired item. This stage helps us lay the groundwork for intervention.
Control
Control is the highest level of scientific understanding. To establish control, independent variables must be manipulated leading to a change in the dependent variable. Repeated manipulation of variables can establish more and more experimental control (or a functional relationship). Although true causation is difficult to prove, control is the most effective way to identify possible causation between two events. We use control in behavior analysis to determine the effectiveness of our interventions and treatments.
Key Characteristics of Control:
- Introduces independent variables, such as interventions or environmental modifications.
- Tests the hypothesis and determines the effectiveness of interventions.
- Establishes experimental control to evoke or abate behavior.
Example:
Using the earlier scenario, the intervention might involve extinction, where the mother ignores the screaming and leaves the store without providing a tangible item. After three weeks, the screaming behavior decreases and eventually stops.
This successful intervention demonstrates control over the behavior, highlighting how manipulations based on description and prediction lead to meaningful change
Why Are Levels of Scientific Understanding Important?
Description, prediction, and control are interconnected and essential for effective behavior change. Without accurate description, we cannot develop reliable hypotheses. Without strong predictions, interventions may fail to address the function of the behavior. Only by achieving control can we implement strategies that produce lasting, socially valid outcomes that can generalize across settings.
Our next post will cover A.2 Philosophical Assumptions.
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