It’s been a busy week. Dylan follows an individualised ABA programme which we meet once a month with his consultant to discuss, review progress and plan further steps. It’s always a busy week, cramming a months’ worth of work, goals, problem solving and achievements into a 3 hour meeting is always going to be a tough feat. It’s lovely to see his consultant and discuss Dylan for 3 hours but the work it generates afterwards is huge. We make our own learning resources, source our own equipment and manage all our own documentation so for a mid-week meeting the ‘jobs to do’ list often continues into the following week!
ABA is a method of teaching which is not without its controversy and for that reason I am keen to stress that we use elements of ABA methodology, we break things into manageable tasks to be built on one another. We use positive reinforcement to encourage Dylan and we reward him for his efforts. We use extinction to ignore undesirable behaviours and focus on praising the good behaviours. There is no punishment, no ‘drills’ as may have been in the 1960s or reported of in the media. Our own Local Authority refuse to fund Dylan’s ABA programme as it is deemed worthless as it ‘doesn’t generalise learning.’ It is true that the stages of learning taught are tiny and with many, many components but the skills that are learned can be generalised and can continue to be generalised within lifelong learning. And that’s the thing with education authorities, they can’t see past a person being 16-18 years old. By then the educations authorities job is done and if it’s been done to a good standard then great; welcome to Adulthood. If it’s not done to a good standard then great, it’s not their problem; welcome to Adult services – you’re somebody else’s problem.
Dylan is approaching 13. He is able to write his name, he can add and subtract and so it’s time to progress with some life skills. Dylan takes a long time to learn things, mostly because of his incredible anxiety around things that are unfamiliar. Dylan not knowing what he should be doing or what’s expected of him makes his unfocused and can even make him self-harm. Dylan works hard to learn and succeed and the mastered skills he has encourages him to become more confident and focused. Then the learning changes, we move the goal posts set a new task and he is left feeling confused and anxious; that’s Dylan learning. It’s stressful for him! By using ABA methods he is positive in his learning:
He hasn’t got something wrong; he just hasn’t learnt it yet,
It’s not a mistake, it’s just a correction
It’s not us giving him the answers but enables him to see the right way of doing something.
It’s not cheating!
Throughout Dylan’s time previously in the special needs education system those from his Special Needs teachers to Educational Psychologists gave Dylan tasks that he can’t do, that he hadn’t been taught yet as a benchmark for how capable he is or may become. Until we met Dylan’s ABA consultant we hadn’t met anyone with the understanding that testing him like that is just setting him up to fail. That’s why ABA works for Dylan.
Dylan enjoys his life skills; he likes to learn to cook, is getting to grips with laundry and has growing experience of tools and DIY. For one of this month’s tasks he is learning to make a shopping list. He can already push a trolley, pay for selected items with a chip and pin card and pack his own shopping bags – all skills which had to be taught as previously Dylan had no idea when it came to shopping. Each element was broken down, practiced at home in his classroom, moved into practicing in the house, used in the shop with supervision and now he can do this independently with an adult present.
It’s taken 6 months but he can use those skills forever.