If you have a child on the autism spectrum, you may have heard of ABA (applied behavior analysis therapy). It’s a type of therapy focused on understanding and then improving specific behaviors through systematic intervention. Originally developed in the 1960s, it can benefit a variety of different needs related to anxiety, autism spectrum disorder (ASD), obsessive compulsive disorder (OCD), attention deficit hyperactivity disorder (ADHD), and other development or behavioral challenges.
“It’s particularly effective in teaching new skills,” said Lea Ichimura, IBI Program Manager at Franklin Therapy. “It can improve communication skills, social interactions, and adaptive living skills.”
At Franklin Therapy, the team uses IBI or intensive behavior intervention. While based on the principles of ABA, IBI extracts certain elements and integrates with other evidence-based methods, such as play-based therapy, naturalistic teaching, and various components of mental health strategies.
“Our approach is a unique blend,” said Lizzy Freese, BCBA, Associate Director of Therapy Services at Franklin Therapy. “We break down behaviors into smaller, more manageable pieces and use reinforcement to encourage more positive, constructive behaviors. This involves direct teaching for new skills, too, which is why the individual tailoring is so important.”
The Benefits of IBI Therapy
IBI starts with a functional behavior assessment to analyze behaviors, the situations that trigger them, and other factors like mental health, development stages, and so on. That in-depth understanding, in addition to a formal neuropsychological diagnosis, serves as the foundation to develop a holistic, customized strategy.
While every student gets their own individual program at Franklin Therapy, here are some of the techniques used in IBI. Positive reinforcement is embedded in all the approaches.
Breaking down behaviors into the smallest elements.
Officially known as discrete trial training (DTT), this is done one on one. A trained therapist will take a behavior or a skill (for example, sitting still and listening during morning circle in class) and break it down into its component parts. The therapist will communicate the desired behavior, and then reward the behavior. This will be repeated until the student is successful – like any other learned skill.
Learning by doing
Therapists use modeling to show what the desired behavior looks like. This could be a demonstration in person or via video. Students can then imitate what they see – which is frequently an easier way to learn for many people. When teaching social emotional skills, for example, the therapist might show a video of someone sharing a toy with a classmate, or two therapists might demonstrate how to take turns on the playground.
Visual learning
We all remember flash cards and picture books from our childhood, and today video reigns supreme. That’s because visual tools are a powerful way to communicate. In IBI, therapists use what’s called a picture exchange communication system (PECS). The student gives the therapist a picture of an object they want. When they share the correct card, the therapist gives them that object. This is most useful for children or students who can’t communicate with words or for those working to express themselves in socially adaptive ways.
Extending Beyond Therapy Sessions
Once foundational components of a skill are mastered, additional elements can be incrementally introduced. This phased approach helps students retain the skills and apply them in different situations or contexts, which is known as generalization. Generalization is a key indicator that the skill has been learned.
“That’s why the family’s involvement, as well as teachers, is key,” said Ichimura. “We try to help generalize in every setting we can.”
Therapists do in-home visits as well as community outings to help translate skills to all other aspects of a student’s life. For example, therapists can accompany the family to swim lessons, or to the grocery store or the local park. In each different setting, the skills they’ve learned in therapy can be applied and reinforced.
They also can help translate the skills to the classroom. (And at Franklin Therapy, most of the clients are dual-enrolled at Franklin Academy, which makes sharing information with teachers much simpler.)
Benefits of IBI
Every outcome will be as individual as each person (and each therapy). In general, IBI helps children to:
- communicate more effectively
- improve attention and focus
- decrease challenging behaviors
“Most of all it helps the child’s needs be met,” said Ichimura. “Communication is a huge piece of IBI because it’s fundamental to agency.”
While IBI can have many benefits — like any treatment — it has to come after a diagnosis. Sometimes that level of intensity is not appropriate. It’s critical that there is medical necessity, shown through comprehensive assessments of the child’s current skill level and needs.
An Example of How IBI Therapy Can Help
One client who came to Franklin Center was showing challenging behaviors almost constantly. Nothing flowed easily, from listening to the teacher to playing on the playground, to telling family members what was bothering them.
The team’s first step was to get to know the individual. Once a rapport was created, and they figured out how to communicate with each other, the challenges immediately declined. With that foundation of trust, the team could begin to help them build skills to increase independence, like daily living skills, body awareness, and self-control.
The team then progressed to helping the student develop long-term skills to get through difficult situations, like going to the dentist or the mall. Those involve self-denial, delay, and focusing on the benefits versus the short-term discomfort.
After a year of IBI this student developed enough toleration and regulation tools to start school at Franklin Academy. They’ve now advanced to being at grade level and can engage more effectively with friends, follow group instructions, and participate in daily activities.
“ABA isn’t always the answer, but certain principles may be useful,” said Freese. “Most of us use many of the principles in daily life without even realizing it – positive reinforcement, for example. The key with any therapy is to start by understanding the root cause of the behavior, as well as the personality of the individual. Nothing is one-size-fits-all.”
If you have questions about Franklin Therapy or IBI, please reach out. While we currently have a waitlist, we might be able to suggest other resources. Download our one-pager on “What to Look for in IBI Therapist” here.
Interested in our K-12 school? Check out Franklin Academy and then let’s schedule a conversation.
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