Frequently, I’ve discussed a variety of problems that occur when we attempt to measure progress in ABA for children with autism. Even when the data are collected perfectly, a variety of factors can make it look like the child has made more progress than he or she really has. Those issues can be problematic, because they can lead to bad treatment decisions.
I believe that one way to partially overcome some of those problems is to decide this ahead of time:
What will we consider success in ABA treatment?
There is only one answer, regardless of the child:
What happens after treatment ends?
We are thrilled when the child reduces tantrum behaviors, learns new words, eats something that isn’t orange, uses the toilet, or learns a new leisure skill. But if the child only uses those skills in therapy, it probably is not very meaningful for the child’s life.
Now, many times we have to start in a place that is very far from what it might look like when therapy ends. Sometimes, it can take a long time to get to the point where the skills are useful outside of therapy. We understand that. But if you start with the idea that success is what happens when therapy is over, you are much less likely to fool yourself with great looking videos, reports, or graphs of hundreds of changes that were made. There are lots of ways to do that which won’t last over time.
Of course, we don’t want to wait until therapy ends to see if we are successful. By then, it is too late. We need to do testing to determine if the long-term success if likely.