Target Behavior Identification and ABA in Autism Studies
This paper examines the concept of target behavior within applied behavior analysis (ABA) and its application to autistic children. It defines what constitutes a well-formed target behavior and outlines three types of validity—internal, external, and social—used to evaluate behavioral studies. Using the target behavior of obeying verbal commands as a case example, the paper discusses how each validity type applies to autism intervention research. It also reviews a randomized clinical trial by Mohammadzaheri et al. (2014) comparing pivotal response treatment with structured ABA, finding that the naturalistic approach produced greater improvements in social skills and attentiveness in classroom settings over a three-month period.
- Defining Target Behavior in ABA: Criteria and methods for identifying target behaviors
- Internal, External, and Social Validity: Three validity types explained with examples
- Applying Validity to Autism Intervention: Validity framework applied to autism compliance study
- Comparing ABA Methods: Pivotal Response vs. Structured ABA: Clinical trial comparing naturalistic and structured ABA
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What makes this paper effective
- Concrete, relatable examples—such as the card-counting analogy for social validity—make abstract validity concepts immediately accessible.
- The paper links general theory directly to a specific case (an autistic child obeying verbal commands), grounding definitions in practical application.
- Integration of a peer-reviewed clinical trial (Mohammadzaheri et al., 2014) anchors the discussion in current empirical research rather than theory alone.
Key academic technique demonstrated
The paper demonstrates the technique of progressive concept application: it first defines each type of validity in general terms, then systematically applies each definition to the specific behavioral study under discussion. This layered approach—definition, then illustration, then application—is an effective way to show conceptual understanding in short academic papers.
Structure breakdown
The paper opens by defining what constitutes a target behavior, citing Volpe et al. (2005). It then devotes separate paragraphs to each of the three validity types before synthesizing all three in the context of autism intervention. A final section reviews the Mohammadzaheri et al. (2014) clinical trial to demonstrate how ABA methods are evaluated against target behaviors in practice. References follow in APA format.
Defining Target Behavior in ABA
A target behavior, according to Volpe, DiPerna, Hintze, and Shapiro (2005), should provide an accurate description and definition of the behavior; it should also be stated positively and have clear boundaries. The target behavior identified for this study is for an autistic child to obey verbal commands. The methods used to define this target and to assess treatment are several: rating scales, observation, IQ tests, and applied behavior analysis within "the social-cultural-physical environment" in which the child lives can all be utilized (Ollendick & Cerny, 2010, p. 33).
Internal, External, and Social Validity
Internal, external, and social validity are ways to determine the nature of a target behavior and the experiment surrounding it. Internal validity is established when a cause-and-effect relationship is determined between the independent and the dependent variables. The way an experiment is designed helps identify whether a study has internal validity, though unanticipated factors may also affect results in ways the researcher did not foresee.
External validity refers to the cause-and-effect relationship that can be generalized beyond the specific individual in the study. In other words, if a study's conclusions can be applied broadly or in a universal sense, it is said to have external validity.
Social validity refers to the goal of treatment and whether it offers a meaningful benefit. For example, if a therapist's goal were to teach an autistic child how to count cards—as in the film Rain Man—when the child cannot yet use a toilet independently, that experiment would lack social validity. Social validity is present when a goal is designed to move the individual forward in a meaningful, practical way, building on foundational skills one step at a time.
Applying Validity to Autism Intervention
In terms of the autistic child, a study will likely have internal validity if a causal relationship is determined between two or more identified variables. It will have external validity if the findings can be applied generally in the field of autism research. It will have social validity if it helps autistic children progress in the development of basic skills, such as listening and obeying commands. The aim is to promote improvement in an autistic child's ability to listen, understand, and comply with a command given by a parent or teacher in an ordinary, real-world setting.
References
Mohammadzaheri, F., Koegel, L., Rezaee, M., & Rafiee, S. (2014). A randomized clinical trial comparison between pivotal response treatment (PRT) and structured applied behavior analysis (ABA) intervention for children with autism. Journal of Autism and Developmental Disorders, 44(11), 2769–2777.
Ollendick, T., & Cerny, J. (2010). Clinical behavior therapy with children. Plenum Press.
Volpe, R., DiPerna, J., Hintze, J., & Shapiro, E. (2005). Observing students in classroom settings: A review of seven coding schemes. School Psychology Review, 34(4), 454–474.
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