Long-term ABA Therapy Is Abusive: A Response to Gorycki, Ruppel, and Zane

Abstract

Objective In a recent response to a review of ABA literature, methodologies, and ethics, the authors of the response attempted to negate the compilation of research presented. The goal of their response was to advocate for the continued use of ABA and attempt to demonstrate that it is in fact effective in treating autism. The research utilized in the response does not pertain to the population discussed, does not present any neuroscientific research, and does not address intrinsic motivation, elevated levels of anxiety, or various other pertinent issues associated with the nonverbal autism population. Methods The current paper helps clarify any misinterpretation of the original research and seeks to advocate for greater protections and ethical compliance within this vulnerable subset of individuals on the autism spectrum. Additionally, more recent research has been included to assist in this clarification. Results Despite decades of usage as the primary method for this population worldwide, ABA has never been shown to be even slightly efficacious for the nonverbal Autism population. Conclusions Research in ABA continues to neglect the structure the autistic brain, the overstimulation of the autistic brain, the trajectory of child development, or the complex nature of human psychology, as all of these factors were ignored in the response and are ignored in ABA practice itself. Providing a treatment that causes pain in exchange for no benefit, even if unknowingly, is tantamount to torture and violates the most basic requirement of any therapy, to do no harm.

Why critical psychology and the neurodiversity movement need each other

“…Given that these residents are among the most vulnerable members of the Autistic population, those who are non-speaking or with high support needs (overlapping but not identical groups), the lack of public will to end this abuse is a significant political and human rights issue. These most vulnerable groups are also those most likely to endure abuse in ABA programs well into adulthood ( Shkedy et al, 2021 ).…”

Personal Agency as a Component of Applied Behavior Analysis

“…Shown to produce significant growth in academic, behavioral, socio-emotional, functional, and communication skills, techniques informed by the principles of ABA have been routinely identified as evidence-based, particularly in their use with students with ASD (Lovaas, 1987; National Autism Center, 2015; Steinbrenner et al, 2020; Wong et al, 2015). Paralleling its success, however, are a growing number of professionals citing concerns surrounding its implementation with vulnerable, and otherwise marginalized, populations of students (Sandoval-Norton & Shkedy, 2019; Sandoval-Norton et al, 2021; Wilkenfeld & McCarthy, 2020).…”

“…Although the efficacy of ABA is not in question (Lovaas, 1987; Steinbrenner et al, 2020; Wong et al, 2015), debate surrounding its ethical underpinnings has emerged (Rosenberg & Schwartz, 2019). Concerns have been raised regarding punitive practice, forced compliance, prompt dependency, and a disregard for student autonomy (Sandoval-Norton & Shkedy, 2019; Sandoval-Norton et al, 2021; Wilkenfeld & McCarthy, 2020). Disability advocates (Devita-Raeburn, 2016; Sparrow, 2016) have questioned its position in the field of special education with a growing number of professionals citing that the sole use of ABA-based interventions can threaten the importance of autonomy, choice, and social justice (Wilkenfeld & McCarthy, 2020).…”

“…The ability to exercise one’s voice, choose, and/or refuse are also skills that become increasingly important during the transition-age years (Markham et al, 2020; Wilson et al, 2014; Wilson, 2020). As youth and teens, particularly those with disabilities, are confronted with difficult issues (e.g., sexual misconduct, bullying, and solicitation) they must be able to exercise their right to say “no.” As ABA critics note, chronic engagement in instructional modalities that myopically punish defiance and reward compliance may fail to teach these essential skills (Sandoval-Norton & Shkedy, 2019; Sandoval-Norton et al, 2021). As Sandoval-Norton and Shkedy (2019) asked, “How much compliance is too much compliance?” (p. 5).…”

Effects of reinforcer type on the durability of treatment for escape‐maintained behavior

“…Compliance as a dependent variable is not meant to imply merely “doing what one is told.” Instead, it is meant to imply the completion of tasks that may form the basis for new and important life skills for our participants. However, we are acutely aware of the baggage associated with the term ‘compliance’ and its relationship to recent criticisms launched at the field of Applied Behavior Analysis (Sandoval‐Norton & Shkedy, 2019; Sandoval‐Norton et al., 2021). As such, behavior analysts should continue to find new and innovative ways to make our to taxonomy and procedures more palatable to those outside of our field.…”