Dear Ms Bita,
I am writing in response to your article titled ‘Disability advocate likens autism treatments to gay conversion therapy’ published in The Australian on June 18th, 2022. In the article, therapies for autism are criticised for trying to change the behaviour of a child to do what is neurotypical, using rewards and punishment. In addition, Australian schools are criticised for punishing autistic students for disrupting classrooms, rather than teaching other children about autistic culture. I agree that more needs to be done to support children on the autism spectrum at school. Procedures such as punishment that includes reprimanding, excluding, or otherwise sanctioning students with autism for not sitting still, not looking people in the eyes, or simply being autistic are unacceptable and should be cause for concern. I believe that all children with autism can succeed socially and academically at school, while being their authentic selves, when provided with access to high quality education and individualised accommodations to allow them to fully participate at school.
One framework for supporting children with autism is applied behaviour analysis (ABA). ABA is not a treatment for autism per se, but a framework for delivering a range of evidence-informed educational and behaviour support strategies that are individualised to the strengths and needs of the person. The strategies and supports used within an ABA-based program are individualised and designed in collaboration with autistic people and their families. The goals of ABA-based programs are the same that most people have for themselves, their children, and their loved ones more generally; that is, to cultivate positive relationships and participate in joyful life experiences. Such strategies should ultimately enhance the quality of life for the person and minimise or prevent the use of any sort of restrictive or exclusionary practices.
Sadly, the comments provided in your article misrepresent the field of ABA. ABA is not simply a reward system to change the behaviour of autistic people, nor does it require 30 hours a week of therapy to teach children to look people in the eye (if that were deemed to be an appropriate goal at all). ABA is not synonymous with gay conversation therapy. The Association for Behavior Analysis International (the primary membership organisation for professional behaviour analysts and researchers) expressly condemns the practice of gay conversion therapy and has published a statement against such practices. Such statements may turn Australian families and their loved ones away from potentially effective therapies or may result in families discontinuing therapies that they have chosen to pursue and from which they have benefitted.
Applied behaviour analysis is a distinct helping profession with unique graduate coursework and supervised fieldwork requirements and professional and ethical standards. In the United States, there has been a certification in behaviour analysis for over twenty years and many states have pursued or are pursuing licensure. However, there have been challenges in advancing the field of ABA due to it being unregulated in Australia. This has led to a lack of understanding about what ABA is, and how it should be practiced. In addition, there are no regulations restricting persons from referring to themselves as ABA ‘therapists’ or ‘practitioners.’ Therefore, it is important to ensure behaviour analysts are appropriately credentialled and are working within their scope of practice and competence. The development and application of a professional regulation of ABA in Australia is currently a priority, as it would provide many benefits and safeguards in the development of ABA. Two graduate training programs in Australia were recently established to meet international professional credentialling requirements. In addition, the Association for Behaviour Analysis Australia will soon be introducing a national system of self-regulation for behaviour analysts to create an entry-level standard of practice, establish a local code of ethics to be followed, a complaints system to be implemented, and to set standards for continued professional development. The ultimate goal of self-regulation is to protect the public from fad, ineffective, or harmful practices under the guise of ABA.
The United Nations Convention for the Rights of the Child states that all children, including children with disabilities, have “the right to live a full and decent life with dignity and, as far as possible, independence and to play an active part in the community” (UNCRC, 1989). We believe that ABA-based therapy programs can help achieve the goals outlined in the UNCRC, and, as such, are aligned to a human rights-based model of support. Contemporary ABA-based therapy programs in Australia respect and embrace authentic autistic identity while also supporting the child to learn new skills, participate in enjoyable life activities, and experience enhanced quality of life. Such programs emphasise teaching autistic children to navigate the social world around them and cope with life’s inevitable disappointments while also supporting parents, teachers, and other adults around the child to create more enriched living and learning environment that meet the sensory, social, and educational needs of the child.
The Association for Science in Autism Treatment supports access to safe and effective interventions and educational programs for people on the autism spectrum. We provide timely information to families, educators, medical professionals, and the public about autism and its treatment, in an effort to help families make informed choices about treatment. We hope you will consider sharing this information with your readers to provide a more balanced perspective on applied behaviour analysis for Australian children on the autism spectrum and their families.
Sincerely,
Erin Leif, PhD, BCBA-D
Association for Science in Autism Treatment
Reference
UN General Assembly, Convention on the Rights of the Child, 20 November 1989, United Nations, Treaty Series, vol. 1577, p. 3, available at: https://www.refworld.org/docid/3ae6b38f0.html [accessed 1 July 2022]
