Applied Behavior Analysis in Education in Trinidad and Tobago

 

By Allick Delancy

Applied Behaviour Analysis (ABA) is an exceptionally powerful tool that has been used worldwide over a few decades to assist with behavior modification in schools and the workplace. This type of analysis is backed by science, and this is seen in the various strategies and techniques that are used.  

 

In Trinidad and Tobago, the education system can truly benefit from Applied Behaviour Analysis (ABA) as in the classroom this tool can be used to assist students improve in their social skills, motivation, mindset, productivity and academic performance, and even in their communication skills.

 

A few teachers in Trinidad and Tobago have been using prompting, chaining, discrete trial training, fading and errorless learning, all ABA techniques and strategies, for a number of years now.  What is needed now is to have the practice standardized.     

 

When applied Behaviour Analysis is accurately done, it provides the students, parents and the teacher or educator, with understanding as to the function of the problem behaviour (eg. Escape, avoid, obtain etc).

 

I have enjoyed looking at how students and stakeholders use ABA to set goals and the step-by-step process for those goals to be achieved.

 

How exactly is this done, though?

 

Well firstly, a Functional Behavioural Assessment (FBA) is conducted (an ABC Behavioural Chart may be used), secondly, the practitioner generates a Behaviour Intervention Plan (BIP) that can now be monitored and evaluated. Now what is interesting, is that at times a Functional Analysis (FA) is required.  This is where the practitioner manipulates a variable (this involves collecting baseline data, then treatment data) of the antecedents or the consequences. Because a Functional Analysis involves the use of frequency, duration, interval charts, the analyst can chart the client’s performance based on the environmental demands place on them.  This now takes the guess work out of behavior modification therapy as the interventions are now more targeted.

 

If we had to looking at sustainable development goals, we can highlight quality education. With Applied Behaviour Analysis, it provides support for students who may be failing at school academically and behaviourally, not because they lack the intelligence to complete the task and comply to demands of rules, but they lack the necessary guidance, motivation and support.

 

With Applied Behaviour Analysis both the teacher and parents/guardian can also benefit from the psychoeducation and training offered by the Analyst or Behavioural Specialist. This means, that even if a student has a diagnosis of, let’s say a neurodevelopmental disorder (Autism Spectrum Disorder or Attention Deficit Hyperactive Disorder), they will not be at a disadvantage in an inclusive and equitable classroom. 

 

With my research in the area of Applied Behaviour Analysis, as it pertains to classroom management in Trinidad and Tobago, this will add to the small, but growing body of knowledge in this domain, thus fostering a positive learning environment that can support the student and stakeholders.