Behaviour analysis is not only for autism. The behavioural analytic interventions can be utilised to support the development of many skills and the improvement of many behaviors across children, adolescents, adults and the elderly. Behaviour analysis is also utilised in other settings including education and businesses

Organizational behaviour management (OBM) is when the scientific principles of behaviour analysis are applied to organizations and their employees. Applications of OBM include performance management, learning and development, supervision and management, behavioral systems analysis and behavior based safety. OBM is used widely in healthcare, sports, and manufacturing, and is increasingly being taken into consideration in all types of human resource management systems.

Behaviour analysis has been widely effective in schools. Interventions can be applied in a one-to-one setting or in group settings. Teachers have used behaviour analysis to better manage their classrooms, adapt their teaching and increase independence and academic performance.

Natural environment teaching is an instructional method that involves learning in the person’s encounters everyday life. Skills are taught through naturally occurring routines such as play or everyday activities. One of the key principles of NET is to use the person’s interests or things that are highly motivating and engaging to them to facilitate learning and increase the likelihood that they will generalize more readily outside of therapy.

Discrete Trial Teaching (DTT) is a method of teaching in which behaviour therapist uses adult-directed, massed trial instruction, and clear contingencies to teach new skills. It is a structured ABA technique that breaks down skills into small, “discrete” components and systematically the therapist teaches these components one by one. During a DTT session, a tangible reinforcement that is motivating to the child is used for the desired response. This might include a toy or a preferred activity.

Verbal Behaviour is an approach based on the principles of Applied Behaviour Analysis used specifically to teach children with autism to learn communication and language by connecting words with their functions. In Verbal Behaviour, language is classified into different types or ‘operants’ based on their function, to name a few: mand (a request), tact (a label/comment), intraverbal (a response to a comment or a question), echoic (a repeated word).

Precision teaching is a precise and systematic method of evaluating instructional tactics and curricula. . It comes from a very strong quantitative scientific basis and was pioneered by Ogden Lindsley in the 1960s based largely on Skinner’s operant conditioning.

The Early Start Denver Model (ESDM) is an evidence-based naturalistic developmental behavioural intervention specifically developed for young children with autism or for those at risk for autism. It is a play-based intervention that fuses behavioral and developmental principles and aims to close the developmental gap that is becoming evident by targeting all developmental areas. ESDM therapy can be provided in group or one-on-one and can be implemented in different settings such as the home, clinic, or the daycare/ preschool.In ESDM, parents and therapists use play, joint activities, and everyday routines to build positive and fun relationships with the child. The child is encouraged to participate in meaningful interactions and communications that help to nurture their language, social, and cognitive skills.

Pivotal Response Treatment is a naturalistic intervention that relies on naturally occurring teaching opportunities and aims at increasing learner’s motivation by adding components such as turn-taking, reinforcing attempts, child-choice, and interspersing maintenance/pre-learned tasks. The four central areas that have been identified in PRT are (a) motivation, (b) learner self-initiations, (c) self-management, and (d) responsiveness to multiple cues. It is believed that when these areas are promoted, they produce improvements in targeted behaviours and many other areas in development. The ESDM model has a strong emphasis on Pivotal Response Training.

Self-management is a behavioural strategy to increase independence and teach new skills through monitoring, recording, and rewarding a child’s own behaviour. Self-management strategies have been widely researched and are effective ways to teach independence of skills such as play, social, adaptive, language, communication, vocational, and self-regulation skills to individuals with autism.

Components of self-management include identifying a goal, modifying the environment to increase the likelihood that the goal can be achieved, recording and monitoring own behaviour to determine whether or not the child is progressing towards the goal, and implementing reinforcement to oneself when the goals are met.

Self-management is a useful intervention for individuals of any age and can be used to generalize behaviours and skills across environments and settings, including school, home, and the community.