A Progressive Approach to Applied Behavior Analysis: The Autism Partnership Method

Approximately 1 in 36 children in the United States will be diagnosed with autism spectrum disorder (ASD) and that number is expected to rise according to the CDC. Interventions based on the science of applied behavior analysis (ABA) are one of the most common interventions for autistic individuals. One of the biggest problems facing the field of ABA-based interventions is ineffectiveness of intervention approaches due to the rigid application of ABA-based interventions. Progressive Approach to Applied Behavior Analysis provides practicing behavior analysts (e.g., BCBAs, BCaBAs, RBTs) and other clinicians with an in-depth introduction to a Progressive Approach to ABA and how it applies to common teaching methods within ABA-based interventions. This includes research and guidelines for implementing a Progressive Approach to ABA, potentially increasing the likelihood of meaningful outcomes for individuals diagnosed with ASD. This will become the guide for practitioners on how to use clinical judgment and in-the-moment assessment across various procedures.

Table of Contents:
About the authors 1. Applied behavior analysis What is ABA? Some research examples Recent events Summary References 2. An overview and history of the Autism Partnership Method First tenet: Clinical judgment Second tenet: Learner-centered Third tenet: Meaningful and functional curriculum Fourth tenet: Flexible procedures Fifth tenet: Working with the whole family Sixth tenet: Performance-based staff training Seventh tenet: Compassion The history of the APM References 3. Respondent and operant behavior Reflexes and respondent behavior Operant behavior Some important notes Summary References 4. Stimulus control and generalization Generalization Summary References 5. Reinforcement: Overview, identification, conditioning Reinforcer identification Conditioning reinforcers Summary References 6. Punishment: Overview, concerns, and use Some concerns with the use of punishment-based procedures Clinical considerations Some punishment-based procedures Summary References 7. Token economies and other contingency systems Components of token systems The commonality of token economies Advantages and disadvantages of token systems Some relevant research Clinical recommendations and progressive approaches to token systems Summary References 8. Respondent conditioning procedures Considerations related to respondent behavior in autism intervention Summary References 9. Task analysis and chaining Task analysis Chaining Research Summary References 10. Shaping A sample of research Clinical recommendations Summary References 11. Prompting Prompt types Prompting systems Flexible prompt fading: The APM prompting system Summary References 12. Discrete trial teaching Components of DTT Summary References 13. Naturalistic instruction Incidental teaching Embedded instructions Summary References 14. The teaching interaction procedure Overview Teaching interaction procedure research Summary References 15. Cool versus Not Cool procedure Steps of the CNC procedure Misuses of the CNC procedure History and research Summary References 16. Social skills groups Hallmarks of behaviorally based social skills groups Research Summary References 17. Functional behavior assessment and functional analysis Overview of functional behavior assessment Types of functional analysis History of FBA and functional analysis Autism partnership method to FBAs and FAs References 18. Differential reinforcement Differential reinforcement of other behavior Differential reinforcement of alternative behavior Differential reinforcement of incompatible behavior Differential reinforcement of low rates of behavior and differential reinforcement of high rates of behavior Some progressive considerations regarding differential reinforcement Summary References 19. Extinction and response cost Misperceptions and clarifications related to extinction Response cost Misperceptions and clarifications related to response cost Recommendations for practice Summary References 20. Time out from positive reinforcement and the time-in ribbon Time-out from positive reinforcement Research on time-out Autism partnership method and time-out Time-in ribbon Summary References 21. Measurement systems Considerations in selecting a measurement system Measurement systems Measuring with our heart Summary References 22. Formal assessments The assessments Summary References 23. Curriculum assessment Common curriculum assessments Autism Partnership Method and curricular assessment Building the curriculum References 24. Learning-how-to-learn curriculum The skills Summary References 25. Social skills curriculum Reasons why we teach social skills Reasons why social skills development is often not a priority What to teach: The social skills taxonomy How to teach social behavior Don’t forget Summary References 26. Language curriculum Language programs Summary References 27. Self-help and adaptive behaviors Toilet training Mealtime challenges Sleep Appearance checks Basic efficiency and organization Walk with me Crossing the street safely Following a visual or written schedule Self-advocacy Summary References 28. Working with parents of autistic children Prediagnosis stress Diagnostic process stress Postdiagnosis stress Intervention stress Autism partnership method of parent support Research on parent training Summary References 29. Siblings Sibling relationship throughout the lifespan The Autism Partnership Method and siblings References 30. Staff and staff training Characteristics of quality interventionists Additional skills interventionists should display Additional skills supervisors should display Staff training Summary References Index

About the Author :
​Justin Leaf, Ph.D., is the Executive Director for Autism Partnership Foundation and the Progressive Behavior Analyst Autism Council, the Associate Director for ABA Doctoral Studies at Endicott College, and the Executive Director for Contemporary Behavior Consultants. Justin received his doctorate degree in Behavioral Psychology from the Department of Applied Behavioral Science at the University of Kansas. His research interests include Progressive ABA, improving behavioral intervention, social behavior, and methodologies to improve the lives of autistic/individuals diagnosed with ASD. Justin has over 140 publications in either peer reviewed journals, books, or book chapters and has presented at both national and international professional conferences and invited events. Justin has served on numerous editorial boards for behavior analytic and autism journals. Justin career has been dedicated to improving the field of Applied Behavior Analysis and lives of Autistic individuals Dr. Joseph H. Cihon received his BS in special education from Fontbonne University, his MS in behavior analysis at the University of North Texas under the mentorship of Drs. Shahla Ala’i, Jesus Rosales-Ruiz, and Manish Vaidya, and his PhD in applied behavior analysis at Endicott College under the mentorship of Dr. Mary Jane Weiss. He is currently the director of research at the Autism Partnership Foundation, an adjunct professor at Endicott College, the certification coordinator at the Progressive Behavior Analyst Autism Council, and on the council for the Autism Special Interest Group. Joseph has 20 years of experience working with children, adolescents, and adults on the autism spectrum and with other developmental disabilities in home, school, and community settings. His research interests in behavior analysis are broad and include evaluating assumptions within practice, examining historical foundations in behavior analysis, training thoroughgoing behavior analysts, examining the effectiveness and training professionals in shaping techniques, increasing favorable interactions among children, their families, and interventionists, developing contingencies to promote generalization and maintenance, and improving mealtimes for selective eaters. He serves on the editorial boards for the International Electronic Journal of Elementary Education and Behavior Analysis in Practice and has published more than 70 peer-reviewed articles, books, and book chapters. Julia Ferguson, MS, BCBA, CPBA-AP, is the research and assessment coordinator for the Autism Partnership Foundation and the associate director of the Progressive Behavior Analyst Autism Council. She received her bachelor’s degree in applied behavior analysis and her master’s degree in behavior analysis from the University of North Texas. She is currently pursuing her PhD in applied behavior analysis at Endicott College under the advisement of Dr. Mary Jane Weiss. Julia has more than 10 years of experience working with children diagnosed with autism in home, community, and clinical settings. Her research interests include evaluating social skills interventions, evaluating progressive approaches to behavioral interventions, and comparing different teaching methodologies for individuals diagnosed with autism. Julia has published more than 50 peer-reviewed research articles, book chapters, and books and has presented at national and international conferences. Dr. Ronald Leaf is a licensed psychologist with more than 50 years of experience in the field of autism. He began his career working with Prof. Ivar Lovaas while receiving his undergraduate degree at the University of California, Los Angeles (UCLA). Subsequently, he received his doctorate under the direction of Prof. Lovaas. During his years at UCLA, Leaf served as clinic supervisor, research psychologist, lecturer, and interim director of the Young Autism Project. He was extensively involved in several research investigations, contributed to The Me Book, and is a coauthor of The Me Book Videotapes. Dr. Leaf has consulted with families, schools, and agencies on a national and international basis. He is the cofounder and director of the Autism Partnership, which offers comprehensive services for families with children and adolescents diagnosed with autism spectrum disorder (ASD). With offices in 10 countries, Ronald and his team have developed the Autism Partnership Method, a progressive approach to implementing Applied Behavior Analysis (ABA) treatment. He is the coauthor of A Work in Progress, Time for School, It Has to Be Said, Crafting Connections, A Work in Progress Companion Series, Clinical Judgment, Autism Partnership Method: Social Skills Groups, and the Clinician’s Toolbox: Rediscovering Compassionate ABA. He has coauthored more than 100 articles in research journals and presented more than 100 times at professional conferences. Dr. Leaf is also the cofounder of the Autism Partnership Foundation, a nonprofit organization dedicated to advancing professional standards and the treatment of individuals with autism through research and training. John McEachin, a psychologist and BCBA-D, has been providing behavioral treatment to individuals with autism for more than 40 years. He received his graduate training under Prof. Ivar Lovaas at UCLA on the Young Autism Project. During his 11 years at UCLA, Dr. McEachin served in various roles, including clinic supervisor, research and teaching assistant, and acting director. His research has included the long-term follow-up study of young autistic children who received intensive behavioral treatment, which was published in 1993. In 1994, he joined Ron Leaf in forming the Autism Partnership, which they codirect. In 1999, they published A Work in Progress, a widely used behavioral treatment manual and curriculum for children with ASD. Dr. McEachin has lectured throughout the world and coauthored numerous books and research articles. He consults regularly with families, agencies, and school districts nationally and internationally, assisting in the development of treatment programs and providing training to parents, staff, and classroom personnel. Dr. McEachin’s dedication to the advancement of behavioral treatment through research and quality training led to the cofounding of the Autism Partnership Foundation with Dr. Ron Leaf. Toby Mountjoy is a board-certified behavior analyst and holds a master of science in applied behavior analysis. He also became one of the first certified autism professionals in 2022. With more than 27 years of experience working with individuals with ASD, he has been extensively trained by Drs. Ronald Leaf and John McEachin. Besides overseeing the Autism Partnership operation in Hong Kong, Korea, the Philippines, Singapore, and Beijing, with more than 300 staff, including psychologists, consultants, and therapists, he has also provided consultations to school districts, agencies, and families worldwide. Mr. Mountjoy has also contributed chapters to publications such as Sense & Nonsense and It’s Time for School. In 2007, he founded the charitable Autism Partnership Foundation and Aoi Pui School to offer more services for children with autism. Jeremy Leaf is a clinical director for the Autism Partnership. Jeremy received his master’s degree in special education at Loyola Marymount University. He has worked with children, adolescents, and adults diagnosed with autism spectrum disorder (ASD) and other disabilities since 2007. He has worked extensively on creating curriculum in a variety of domains, running social skills groups, and staff training. Additionally, Jeremy has published 16 peer-reviewed publications and was a coauthor of The Autism Partnership Method: Social Skills Groups. He has also presented his research at national and international conferences. In addition to his work in Seal Beach, CA, Jeremy also works as a consultant both nationally and internationally, helping staff, children, and families reach their full potential. Amanda Rogue is the site director for Autism Partnership’s clinic in San Francisco, CA. She received her bachelor’s degree in neuroscience from the University of California, Los Angeles, and began working for the Autism Partnership shortly after. She went on to receive her master’s degree in applied behavior analysis from St. Cloud State University. Amanda has more than 11 years of clinical experience working with children and adolescents diagnosed with autism spectrum disorder, but her experience working directly with adolescents and adults with developmental disabilities extends years beyond that. Amanda has a younger brother with a developmental disability that thrives to this day despite being born after just 23 weeks and given only a 10% chance of surviving. Due to this, she is a firm believer that highly skilled and heartfelt care can make a substantial difference in the quality of life for individuals with developmental disabilities.