So when we talk about Applied Behaviour Analysis, we are talking about using our knowledge of these principles in our teaching. When we work with a child, we teach a new skill by prompting them to use that skill and then reinforcing them for doing it. Over time, we prompt ever more subtly to improve the skill (shaping), and then fade our prompts away so that they can perform the skill independently. We then give the child plenty of practice at each new skill until they can do it automatically, correctly, and with little effort (fluency). This learning process is not unique to early-intervention practices, but something which is used (consciously or unconsciously) by many school teachers, sports instructors, driving instructors, or anyone else who teaches skills to others. In effect, ABA is simply good teaching, nothing more. It applies the science of how we learn, to ensure that we make each teaching session as productive as we possibly can. The learning process can, and does, take place anytime, anywhere, with anyone who has the capacity to learn. What isn’t A.B.A.? There is nothing in the science of ABA which specifies any use of the following; Isolated therapy rooms. Rigid curricula Unnecessary use of punishment. “Recipe book” approaches. Exhausting, unpleasant learning conditions for the child. TO PUT THINGS SIMPLY, LEARNING SHOULD ALWAYS BE ENJOYABLE. IF IT IS NOT, THE CHILD WILL NOT LEARN!!