WHAT IS ABA?
Applied Behavior Analysis (ABA) modifies the environment to produce improvements in behavior that are socially significant. ABA includes the use of direct observation, measurement, and functional analysis of the relations between environment and behavior to produce practical change.
The effectiveness of ABA-based interventions for individuals with autism is well documented in the professional literature, including support from the United States Surgeon General, the U.S. Department of Education’s Office of Special Education, the National Science Foundation, and the New York Department of Health Clinical Practices, among others.
“Thirty years of research has demonstrated the efficacy of applied behavioral methods in reducing inappropriate behavior and in increasing communication, learning, and appropriate social behavior” (Mental Health: A Report of the Surgeon General, 1999).
ABA methods are used to support persons in at least six ways:
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To increase behavior;
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To teach new skills;
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To maintain behavior;
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To generalize or to transfer behavior from one situation or response to another;
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To restrict or narrow conditions under which interfering behaviors occur; and
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To reduce interfering behaviors (e.g., stereotypy).
Dr. Tara Loughrey, BCBA-D
Founder
Dr. Tara Loughrey was born and raised in Toronto, Ontario. While studying in Canada, she was introduced to early intensive behavioral intervention, working with children with pervasive developmental disabilities (e.g., autism) in both center and home-based settings. During her doctoral studies and applied work at Florida Institute of Technology, Dr. Loughrey was active in conducting and disseminating ABA research. Several of her research projects were presented at regional and national conferences, published in peer-review journals and received research awards. Dr. Loughrey received additional training as a Post-Doctoral Fellow at the Munroe-Meyer Institute in treating pediatric feeding disorders and sleep disturbances in children with developmental disabilities. Following completion of a Post-Doctoral Fellow, Dr. Loughrey directed a private school program for children with autism and related disabilities for over 6 years. During her tenure, she was instrumental in the overall growth of the program in terms of its evidence-based service delivery, training and mentoring practitioners, and research activity.
Dr. Loughrey has critical clinical skills to make effective intervention decisions and provide quality training to staff and caregivers. Her specializations are teaching verbal behavior, early intensive behavioral intervention, preparing students for mainstream education, social skills training, and staff and parent training. Dr. Loughrey mentors and teaches aspiring BCBAs as a university professor and supervisor to those completing their fieldwork experience. Dr. Loughrey considers her qualifications to be a fundamental opportunity to share her knowledge and expertise to advance life outcomes for learners with autism and related disabilities.
Selected Recent Publications
Loughrey, T.O., Betz, A., Majdalany, L., & Nicholson, K. (2014). Effects of instructive feedback on the emergence of derived categorical relations. Journal of Applied Behavior Analysis.
Loughrey, T. O., Contreras, B., Majdalany, L., Rudy, N., Sinn, S., Teague, P., & Coxon, G., Harvey, A. C. (2014). Caregivers as interventionists and trainers: Teaching mands to children with developmental disabilities. The Analysis of Verbal Behavior.
Bennett, K., Gutierrez, A., & Loughrey, T. (2016). A Comparison of Screen Sizes when Using Video Prompting to Teach Adolescents with Autism. Education and Training in Autism and Developmental Disabilities, 51, 379-390.
Bennett, K. D., Crocco, C., Loughrey, T. O., & McDowell, L. (2017). Effects of video prompting without voice-over narration among students with autism spectrum disorder. Behavioral Development Bulletin, 22, 147-158.