Hi Reader!

You may be wondering why the term “Deaf ABA” is used. After all, we don’t refer to “Russian ABA” or “American ABA” based on a person’s country of origin. However, it’s important to recognize that deaf and hard of hearing children are not simply “hearing children who cannot hear”.

Deaf children experience the world in a fundamentally different way than their hearing peers. Their development, understanding of the world, ability to communicate, and support needs are all unique. Deaf ABA presents unique opportunities to learn about human behavior, language development, and the way we function in the world.

According to the Behavior Analyst Certification Board (BACB), evidence-based practice in behavior analysis refers to the integration of the best available research evidence, clinical expertise, and client values to inform clinical decision-making and treatment planning. The BACB emphasizes the importance of using research evidence as a foundation for clinical decision-making, but also recognizes the importance of clinical expertise in applying that evidence to individual cases. They highlight the importance of considering client values and preferences in treatment planning and decision-making. When integrated, these components form the foundation of evidence-based practice, which is tailored to meet the unique needs of individuals receiving services.

So… what does the research say?! ABA has actually been used with deaf and hard of hearing people for well over 50 years! While most of the research has been published in behavior analytic literature, such as the Journal of Applied Behavior Analysis, The Analysis of Verbal Behavior, and The Experimental Analysis of Behavior, there are also articles published in other journals. Additionally, there are many articles that have been published outside of behavior analytic literature that utilize ABA principles and techniques, although they may not be clearly labeled as such.

Dr. J. Grayson Osborne was a pioneer in the use of Applied Behavior Analysis (ABA) with the Deaf Community. He conducted research at the New Mexico School for the Deaf in the late 1960s and published several articles in the Journal of Applied Behavior Analysis (JABA) in 1969. One of these articles was titled “Free-time as a reinforcer in the management of classroom behavior” and focused on six Deaf students in a classroom setting. The study involved providing reinforcement in the form of free time to the students for remaining seated in the classroom. The results showed a significant improvement in the amount of time the students spent seated, rather than getting up and leaving their chairs. This research was one of the earliest examples of the use of ABA techniques with the Deaf community.

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But is there more research?!

… Yes! Here’s a curated list of some interesting articles over the last 50 years. What do you want to learn more about?

Osborne, J. G., & Wageman, R. M. (1969). Some operant conditioning techniques and their use in schools for the deaf. American Annals of the Deaf, 741-753.

Craig, H.B., & Holland, A.L. (1970). Reinforcement of visual attending in classrooms for deaf children. Journal of applied behavior analysis, 3 2, 97-109 . https://pubmed.ncbi.nlm.nih.gov/16795251/​

Sundberg, M. L., Michael, J., & Peterson, N. (1977). Sign language: A behavioral analysis and applications. Western Michigan University Behavioral Monograph #1.

Hundert, J. (1982). Training teachers in generalized writing of behavior modification programs for multihandicapped deaf children. Journal of applied behavior analysis, 15 1, 111-22 . https://pubmed.ncbi.nlm.nih.gov/6212568/​

Barnes, D., McCullagh, P. D., & Keenan, M. (1990). Equivalence class formation in non-hearing impaired children and hearing impaired children. The Analysis of verbal behavior, 8, 19–30. https://doi.org/10.1007/BF03392844

Rasing, E.J., & Duker, P.C. (1992). Effects of a multifaceted training procedure on the acquisition and generalization of social behaviors in language-disabled deaf children. Journal of applied behavior analysis, 25 3, 723-34 .

Thompson, R. H., McKerchar, P. M., & Dancho, K. A. (2004). The effects of delayed physical prompts and reinforcement on infant sign language acquisition. Journal of applied behavior analysis, 37(3), 379-383.

Guardino, C., & Antia, S. D. (2012). Modifying the classroom environment to increase engagement and decrease disruption with students who are deaf or hard of hearing. Journal of Deaf Studies and Deaf Education, 17(4), 518-533.

Zane, T., Carlson, T.M., Estep, T.M., & Quinn, T. (2014). Using Functional Assessment to Treat Behavior Problems of Deaf and Hard of Hearing Children Diagnosed with Autism Spectrum Disorder. American Annals of the Deaf, 158, 555 – 566.

Ripple, H.E., “Exploring the utility of brief functional analyses procedures for individuals with CHARGE syndrome” (2019). Theses and Dissertations. 2183. https://scholarsjunction.msstate.edu/td/2183​

Longo, A., Reeve, K. F., Jennings, A. M., Vladescu, J. C., Reeve, S. A., & Colasurdo, C. R. (2022). Comparing stimulus equivalence‐based instruction to self‐study of videos to teach examples of sign language to adults. Behavioral Interventions, 37(3), 713-731.