In Applied Behavior Analysis (ABA) therapy, choosing the right intervention goals is crucial for success. This involves focusing on two key concepts: pivotal behaviors and behavior cusps. Pivotal behaviors, once learned, create a ripple effect, leading to the development of other positive behaviors. Behavior cusps unlock new environments and learning opportunities, acting as gateways to further growth. By targeting these high‐impact behaviors, ABA interventions can be incredibly efficient, leading to widespread improvements and a better quality of life.
Understanding Pivotal Behaviors and Behavior Cusps
These two concepts are fundamental to effective ABA interventions:
- Pivotal Behaviors: These behaviors have a multiplier effect. Once learned, they facilitate the acquisition of other untrained behaviors across various domains. For example, learning to initiate social interactions can open doors to a wide range of social learning experiences.
- Behavior Cusps: These behaviors open access to new environments, reinforcers, and relationships. They act as catalysts for further development by:
- Creating "behavioral traps" – situations where the new behavior is naturally reinforced and maintained.
- Providing access to previously unavailable learning opportunities, expanding the individual's skill set.
Behavioral Cusps: The Gateway to New Worlds
A behavioral cusp is a behavior change that exposes the individual to entirely new environments, reinforcers, contingencies, and communities. It's a gateway to expanded opportunities and experiences that were previously inaccessible. It's not just about learning a new skill; it's about transforming the individual's world.
Key Characteristics:
- Access to New Contingencies: Opens up access to new reinforcers, punishers, and learning opportunities
- Generativeness: Leads to the development of a wide range of new behaviors (often through exposure to the new contingencies)
- Competition: Often competes with and replaces maladaptive or limiting behaviors
- Social Validity: Highly valued by the individual, their family, and the community
- Audience Impact: The behavior change impacts not only the learner but also those around them
- Degree of Change: Significant change, not slight
Examples:
- Crawling/Walking: For an infant, this allows access to new parts of the home, new toys, and new social interactions
- Reading: Unlocks access to a vast world of information, entertainment, and social connection
- Using Public Transportation: Expands an individual's ability to access education, employment, and community resources
- Asking Questions: Provides a powerful tool for acquiring information and engaging in social interaction
- Following Instructions: Facilitates learning in new environments and from new people
- Observational Learning: Allows new skills to be acquired by just watching others
- Functional Communication: (Especially manding) - Gives an individual a powerful way of asking for their needs
The Interplay of Pivotal Behaviors and Cusps
While distinct, pivotal behaviors and cusps often work together. A pivotal behavior can lead to a behavioral cusp, and a cusp can facilitate the development of pivotal behaviors.
Example: Learning to initiate social interactions (pivotal behavior) might lead a child to join a playgroup (behavioral cusp), which in turn exposes them to new social contingencies and opportunities to develop further social skills.
Assessment: Identifying the Key Targets
Effective intervention begins with thorough assessment. Identifying potential pivotal behaviors and cusps requires a multi-faceted approach:
Functional Behavior Assessments (FBAs)
Determine the function of challenging behaviors. This can reveal underlying skill deficits that, if addressed, might have a widespread impact.
Skills Assessments
Use standardized assessments (e.g., VB-MAPP, ABLLS-R, Vineland Adaptive Behavior Scales) to evaluate the individual's current repertoire across various domains (communication, social skills, daily living skills, etc.).
Ecological Assessments
Analyze the individual's environment(s) to identify:
- Available reinforcers and contingencies
- Barriers to participation and learning
- Opportunities for skill development and generalization
- Potential "traps" (naturally occurring contingencies that could maintain desired behaviors)
Interviews and Observations
Gather information from the individual (when possible), their family, teachers, and other caregivers. Observe the individual in natural settings to identify their strengths, challenges, and preferences.
Prioritization
Based on the assessment data, prioritize potential target behaviors. Ask:
- Which behavior change would have the broadest impact on the individual's life?
- Which behavior would open up access to the most new opportunities?
- Which behavior would address the most pressing needs?
- Which behavior is most likely to succeed given the individual's current skills and the available resources?
Frequently Asked Questions
This FAQ section clarifies key concepts:
- What makes a behavior a cusp? It opens doors to new reinforcers and experiences.
- What are pivotal behaviors? These are central behaviors that lead to broad improvements.
- Why is understanding behavior function important? It allows targeted interventions.
- How do we ensure socially significant target behaviors? Focus on what meaningfully impacts quality of life.
- What's the difference between cusps and pivotal behaviors? Cusps open new opportunities; pivotal behaviors yield widespread improvements.