FAQ (Frequently asked questions)
ABCD is free open source software used to facilitate learning for children with autism.
FREQUENTLY ASKED QUESTIONS ABOUT USING ABCD SW
Who is ABCD software for?
The software (SW) is designed for low-functioning (non-verbal and/or non-receptive) preschool-age (2-6 years) autistic children who are undergoing applied behavioral intervention (ABA) with a team of specially trained tutors, under the supervision of an ABA consultant. The software can also be used by older children with a comparable level of skills.
Can I let my child use the ABCD software by himself?
No, the SW is not a video game but a tool for learning to use in support of applied behavioral intervention (ABA), for which it is necessary to have a tutor/parent present.
What is an ABA session like on the computer?
The child performs several tests set by the tutor (who guides the flow of the ABA intervention), and for each individual test the tutor records certain information, such as whether the test was performed independently, the amount of aid provided, whether the child was uncooperative, etc.
What are the tests?
The tests involve matching objects and/or words (“put together…”), understanding by means of receptive communication, i.e., locating objects on the screen (“touch …”) and expressive communication (“what is it?”).
How does the SW adapt to the child’s abilities?
During registration the tutor specifies whether the child is receptive and/or expressive or not, in which case the SW provides greater visual support: non-receptive children receive the discriminative stimulus (action to be performed) in writing; in the expressive test, non-verbal children (who cannot say the name of the object) will choose between three proposed elements (matching words to objects).
Who can use the software with the child?
The entire ABA team following the child: ABA tutors, the consultant and parents can use the SW whenever they wish via Web, logging in with their username and password.
What is the sequence of ABA programs regarding an object (article)?
The sequence of ABA programs aims to help the child acquire receptive and expressive communication skills (understanding and expression) regarding an object (article); the sequence includes matching, receptive and expressive programs.
Are ABA programs executed in any order?
Yes, the programs generally proceed in the following order:
• Matching Image/Image
• Matching Word/Word
• Matching Word/Image
• Matching Image/Word
• Receptive Image
• Receptive Word
• Expressive Image
For example, if you are working on the program Matching Image/Image COLORS, when all (or most) of the items in that program have been acquired (i.e., the child has learned to match all the colors), you must go on to the program immediately following, that is Matching Word/Word COLORS. There are exceptions (for example, if a child is verbal but has not yet learned to read) but they are always agreed upon with the ABA team; otherwise the established sequence must be respected.
When do you move on to the next program?
In general, you can move on to the next program when at least 80% of the items in the program have been acquired (however, it depends on the progress of the child).
Can I work on two objects in the same category at the same time?
No, the child could get confused. In ABA, in a given program you work on only one item at a time.
What is teaching by separate tests (discrete trial training)?
Learning is carried out by means of separate tests with levels of increasing difficulty in the following order:
• Mass Test (MT) in which the child has no chance of error
• Mass Test with 1 neutral distracter (MT + Dn)
• Mass Test with 2 neutral distracters (MT +2 Dn)
• Mass Test with 1 distracter (MT + D)
• Mass Test with 2 distracters (MT +2 D)
• Extended tests (PE)
• Rotations (ROT).
What is a reinforcement?
It is a reward that is given to the child for a correct answer. The reinforcement is given to increase the likelihood that the child will repeat the positive behavior in the future.
What is a prompt?
It is a hint given to the child to help him avoid making a mistake. It can be physical (e.g., guiding the child’s arm/hand), positional (e.g., moving the exact choice closer to the child), or indicative (e.g., pointing to the correct answer).