Interview with Robert Schramm

An Interview with Robert Schramm, MA, BCBA - 2010

Question: Which are the methods used for autistic/or children with learning disabilities in schools?

Answer: There are quite a few different methodologies that have been developed for schools to help educate children with autism. Some have shown different strengths and weaknesses and some have been utterly useless. Some common approaches to intervention are ABA (LOVAAS),  ABA (Verbal Behavior), ABA (Pivitol Response Training), Floortime, Pecs, TEACCH, and Sensory Integration. Of these methodologies, it is the differing forms of ABA that have shown the best results and have the proper scientific support and research behind them. Additionally, these techniques are useful for all children with disabilities and without. The reason is that ABA is a scientific approach to understanding human interactions (how and why we all behave the way we do) and an application of that understanding to people who have deficits. Those deficits could be caused by any number of problems or disabilities. Regardless, the understanding of how to best effect the behavior and learning choices of individuals in positive ways is the best we can do to help remediate the issues that come with disabilities.

Question: What are common characteristics or stereotypes  of learning disabled children?

Answer: I think looking for common characteristics or stereotypes of disabled children as a whole is an ineffective and potentially dangerous undertaking. The difference in individuals diagnosed solely with the diagnosis of autism can be so great that trying to pigeon hole even children with that diagnosis, as having a specific set of characteristics, causes you to often miss the key needs of the individual child. What ABA does is teach, parents, teachers and therapists how to see the child as an individual and develop program recommendations based solely on what has the best chances of working for that child. It then demands objective data taken on the interventions to determine if the intervention is worthwhile or needs changing. No other approach offers such a detailed look into the individuals needs of a child as ABA does.

Question: Which is the impact of ABA to these characteristics or stereotypes?

Answer: Again, as I do not want to categories individuals with disabilities by a list of the most prominent features that make them different from people without a diagnosis, I do not know how to discuss the impact of ABA on stereotypes.  What I can say is that the principles of behavior can be applied to all behavior choices, from simple non-verbal interactions to more complex social learning interactions and when appropriately applied to these issues, can often offer life changing results.

Question: Is it possible for children with disabilities to learn by using the ABA teaching method?

Answer: It is not only possible but it has been shown very effective. All individuals learn at different rates. Some of us are more adept at learning certain things over others. But ABA addresses the motivations of the individual in question and targets that persons needs in addressing whatever their individual learning difficulties are. We are often able to take children with severe autism and bring them into a more moderate category and kids who are considered moderate can become high functioning. Some kids who are demonstrating autistic like behavior can be educated to the point that they no longer demonstrate this behavior and are capable of living lives that would be deemed normal by medical standards.

Question: What is your experience in using the ABA method in a regular classroom?

Answer: Although the roots of ABA is one-to-one teaching, it is often very simple to apply the principles of behavior and the procedures often recommended for kids with disabilities in regular education classrooms. I personally feel that it is our responsibility to educate kids in the most typical environment possible and that it is often a direct violation of their civil rights to remove them to segregated classrooms and schools based merely on a diagnosis.

Question: Are there any other adaptations - except for ABA - needed in a regular classrooms, e.g. adapted learning program etc.

Answer: There are quite a few individual adaptations that have been used to help children with disabilities be more successful in regular education classes. It could be as simple as giving them accommodations for their individual needs, such as extra time on tests, reduced amounts of homework, the help of more concrete examples in learning or they could be more supportive like having an extra classroom aid, or a one-to-one aid to help the child to interact more effectively with the environment and maximize his potential within that environment.

Question: What are the measures need to be taken to realize ABA within a regular school system?

Answer: Access to well trained Behavior Consultants is the first step. Someone who knows how to analyze behavior and has the experience to design programs for the school. The best way to ensure these people are available is to promote ABA in Europe and support program development for University degrees so that professionals are able to find the coursework and experience necessary to become Board Certified as Behavior Analysts from groups like the Behavior Analyst Certification Board www.bacb.com.  Once there is access to these people, the costs required for their time to help train the individuals working with the children would be necessary. However, it has been shown that giving intensive behavioral intervention early in a child's life will reduce the total amount of costs necessary for the Government to pay throughout the child's lifetime.

Question: Are there any studies in regard of ABA or ABA used in schools?

Answer: There are tons of Studies regarding the use of Applied Behavior Analysis and its teaching recommendations with children who have autism, and other developmental disabilities.  Many of these studies were conducted with children within school programs. Two that we have available on our website are the Stanislaus Study and the Ontario IBI study at www.knospe-aba.com.