We believe that Applied Behaviour Analysis (ABA) and Verbal Behaviour (VB) can make a real difference to the teaching and learning for adults with autism.

There may be some terms on this page and elsewhere in the website that you’re slightly unsure of. Take a look at our handy Jargon Buster to find out what they all mean.

Applied Behaviour Analysis the BeyondAutism way

At BeyondAutism we find teaching opportunities in every situation that are tailored to learner preferences and needs, and support our students, family and care staff. Applied Behaviour Analysis (ABA) is evidence based, using reflective teaching and tracking progress to celebrate every achievement using fun and motivating learning.

We enable choice and strive for independence whilst helping to reduce behaviours that limit students’ opportunities. We teach complex skills step-by-step including daily living skills, communication skills and social skills to ultimately allow students to be as independent as possible.

Verbal Behaviour

Verbal Behaviour (VB) refers to a view that language is a behaviour which is learnt and acquired in the same way as other skills. The foundations of VB are rooted in the work of the psychologist and behaviourist B.F Skinner. There is a large body of research supporting this analysis of language and its application to teaching adults with autism.

An ABA/VB approach

ABA and VB are not separate entities; they can be used in conjunction with one another. An ABA/VB approach will utilise ABA principles and teaching procedures alongside the VB methods of teaching language based on its function and the motivation of an individual.

Our ABA/VB teaching aims to:

  • Motivate adults to want to learn
  • Understand behaviour and why it occurs
  • Support adults to be successful in their learning
  • Teach functional language and communication.

How do we do this?

There is no one way to teach using ABA/VB. Each learner is an individual, therefore all interventions are tailored to their needs and will vary depending on those needs. However, there are some commonalities:

  • All students will have an initial baseline assessment in their first 6 weeks
  • All programmes will focus on motivating the students to be able to access learning
  • All programmes will focus on teaching functional language and communication
  • Where needed programmes will have a focus on teaching pre-requisite skills to learning such as copying others or following simple instructions from others
  • Programmes will focus on teaching self-care and independence skills.