ABA—applied behavior analysis—emerged from learning theory research within the behavioral psychology movement, primarily in English-speaking countries.
Behavioral therapies only later, in the 1960s and 80s, turned their attention to autism. Lovaas stands out as the most renowned scholar and therapist of that era.
Behavior therapy reached Italy in the late 1970s, leading to the founding of the Italian Association for Behavior Analysis and Modification (AIAMC).
Since then, hundreds of professionals—psychologists and physicians—have trained in behavior analysis and modification. From the early 1980s onward, courses offered across Italy through schools of behavioral therapy affiliated with AIAMC have trained practitioners in these methods. The author has taught at the Miller Institute in Genoa since 1982 and at other sites; the Erickson Center courses have now reached their 27th edition, and similar programs operate throughout the country.
How, then, can people claim that Italy has no trained behavioral therapists? How can it be said or written that Italy offers no path to learning behavioral intervention?
In 1981, at a training course held at the Miller Institute in Genoa, Martin Kozloff was invited to present an ABA-based program for treating children with disabilities and autism. In the early 1980s, we taught discrete trial training methodology, prompting techniques, fading, shaping, task analysis—methods I now read presented as innovations in autism treatment.
For parents, I say this: seek out behavioral therapists. They exist in Italy. You'll find them at every AIAMC office.
A final word on the TEACCH versus ABA debate.
Any practitioner knows that both programs share a common cultural foundation—learning theory—and that their technical differences are relatively minor. Both employ behavioral teaching methods and techniques.
The similarities hold true for addressing behavioral problems as well. Both models use behavioral intervention techniques aimed at reducing maladaptive behaviors and building stronger adaptive skills. That said, differences do exist.
ABA leans more toward normalization: teaching in typical environmental settings with higher demands for typical functioning. TEACCH, by contrast, embraces something closer to an "autistic culture"—organizing environments and creating supportive contexts. Both programs give strong emphasis to communication interventions: augmentative and alternative communication, verbal behavior training, picture-based communication, and more.
It's worth noting that TEACCH is, in fact, the service system of the State of North Carolina for autistic individuals, not a method or program in itself.
I find the theoretical opposition between these two approaches largely meaningless. Serious, honest work within either framework has demonstrated good results.
Maurizio Pilone, 2006
Psychologist — Psychotherapist, Head of Autism Evaluation and Treatment Services — Paolo VI Center, Casalnoceto; President of the Italian Association for Intellectual Disability
AIAMC is the Italian Association for Behavior Analysis and Modification, Behavioral and Cognitive Therapy
Website aiamc.it
