You, Too, Can Do ABA ABA at its Foundation

You, Too, Can Do ABA

ABA at its Foundation

By: Lauren Payer, BCaBA October 27, 2015

MISCONCEPTIONS

WHAT IS BEHAVIOR ANALYSIS?

1. Focus on behavior of the individual

2. Study the behavior and identify what

environmental variables cause the

behavior to occur

3. Focus on changing behavior by

changing the environmental

variables

4. Use data to evaluate the

behavior-change process

Behavioral Teaching

Approaches

Pairing

Errorless Teaching

Prompting

Fading

Shaping

Active Student Responding

Chaining: forward or backward

Task Analysis

Differential Reinforcement

Extinction

Behavioral Teaching

Approaches

Individualized assessment and intervention

program

Frequent opportunities to respond

Use of discrete trial teaching procedures

Incidental & natural environment teaching

procedures

Data collection

Behavioral momentum techniques

Peer and social interaction

Functional analysis

On-going analysis of performance by

formally trained behavior analysts

ABA

These procedures are (to varying

degrees) common to most behavioral

intervention programs for children

with autism and thus all benefit from

the same empirical foundation

found in applied behavior analysis

Greer & Keohane, 2006; Howard, Sparkman, Cohen, Green, & Stanislaw, 2005; Koegel & Koegel,1996; Leaf & McEachin, 1999; Lovaas, 2003; Maurice, Green, & Luce, 1996:Sundberg & Partington, 1998),

PROMPTS

Prompts: Used to evoke behavior. A prompt is

used to increase the likelihood that a person will engage in the correct behavior at the correct time. (Miltenberger, 2001).

The function of prompts is to produce an instance of the correct behavior so that it can be reinforced. The use of prompts makes teaching more efficient. Waiting for trial and error can be very slow.

The use of prompts increases the chances that a correct response will occur.

Miltenberger, R.G. (2001). Behaviour Modification:

Types of Prompts

Physical/Partial Physical

Model

Verbal

Gestural

Positional

Visual/textual

Prompt Fading

The process by which a prompt is

removed gradually across learning

trials until the prompt is no longer

provided.

Once correct response has occurred,

prompts must be eliminated!

Shaping

Reinforce improvement rather than perfection Identify to what degree the child can display this behavior

When the child approximates the behavior, reinforce the approximation

As the child consistently approximates behavior require a closer approximation

Reinforce only behaviors that are closer steps toward the target behavior

Return to previous step if unsuccessful If child does not progress troubleshoot

Highly reinforce spontaneous instance of target behavior

Task Analysis

Breaking a task down into small

teachable units

Take data on each step

Incidental Teaching

Defined by Jed Baker as the following: “Incidental teaching refers to teaching a student about a

social situation as it is occurring rather than in a structured lesson. The goal is to amplify the social environment as it is unfolding so the student picks up on social cues, rules, others’ feelings, and

perception that are all part of the social situation…”

In other words, capture a teachable moment as it is occurring because this is more concrete and applicable when compared to looking at pictures or role-playing a pretend situation

Active Student Responding

 Active Student Responding is an

antecedent intervention in which students

are answering questions or responding in

other ways to demonstrate



understanding of content that is being

taught



_{following teacher directions to show that}

they are still engaged in the

lesson/activity.

What is ASR?

Antecedent Interventions are an

evidence-based practice to decrease

interfering and off-task behaviors that

interfere with student learning.

The aim of antecedent interventions is

to modify the environment or activity

so the identified targeted behavior is

not elicited during instruction.

Implementation of ASR

 Incorporating audience participation when

teaching has been found to increase learning – the more a student responds, the more they will learn

 Using ASR in various teaching environments: - Decreases the amount of downtime

- Increases the amount of instructional time

- Is cost effective – implementing various ASR methods are cheap and easy to do

- Increases response accuracy

(Blackwell & McLaughlin, 2005) (Kellum, Carr, & Dozier, 2001)

ASR

Response Cards

Choral Responding

Guided Notes

Differential Reinforcement

Provide reinforcement that is differentiated

across:

__________– Provide more reinforcement

for new or difficult tasks

__________

– Provide “better” reinforcers

for new or difficult activities

__________

– Reinforce the students

displaying the desired behavior if or when

one student is not (peer pressure)

Providing more reinforcement to appropriate behaviors and less reinforcement to inappropriate behavior

Extinction

A behavior that has been reinforced

for a period of ______is no longer

_____________and therefore, the

behavior stops occurring.

It is a behavior reduction technique

that refers to breaking the association

between a __________and a specific

____________.

Extinction

As long as behaviors are reinforced, they will _____________ to occur.

If a behavior is no longer followed by a reinforcing consequence, the person will _________

engaging in the behavior. Extinction ___________

Common misconception- extinction simply means _____________the behavior.

Extinction – removing the reinforcer for a behavior.

Ignoring the problem behavior functions as

extinction only if _____________ is the reinforcer.

Example: Child is crying for attention from adults Extinction = removing adult attention whenever the child cries

9 RESEARCH-BASED TEACHING

PROCEDURES

1. PAIR TEACHING ENVIRONMENTS

WITH REINFORCEMENT AND USE

COMPETING REINFORCERS

(Lalli, Vollmer, Progar,

Wright, Borrero, Daniel, Barthold, Tocco and May, 1999; Michael, 1993, De Leon et al. 2001; Piazza, et al 1997, Lalli and Casey, 1996; Harding, et al, 1999; Fisher and

Mazur, 1997.)

2. FADE IN EFFORT/DIFFICULTY OF

TASKS

(Wacker, Steep, Northup, Sasso, Berg, Reimers, Cooper,

Cigrand and Donn, 1990; Iwata, Smith and Michael, Homer and Day, 1991; Weld and Evans, 1990; Richman, Wacker and Winborn, 2001.)

3. FADE IN NUMBER OF DEMANDS

(Weld &

Evans, 1990; Pace, Iwata, Cowdery, Andree, and McIntyre, 1993; Zaracone, Iwata, Vollmer, Jagtiani, Smith, and Mazaleski, 1993; Zarcone, Iwata, Smith, Mazaleski and Lerman, 1994; Pace, Ivanic and Jefferson, 1994; Piazza, Moes and Fisher, 1996)

9 RESEARCH-BASED TEACHING

PROCEDURES

4. REDUCE STUDENT ERRORS

(Terrace, 1963;

Sidman and Stoddard, 1966; Sailor, Guess, Rutherford, and Baer 1968; Reese, Howard and Rosenberger, 1977; Etzel and LeBlanc, 1979; Alltman, Hobbs, Roberts and Haavik, 1980;Carr, Newsom and Binkoff; 1980; Weeks and Gaylord-Ross, 1981; Touchette and Howard, 1984; Can and Durand, 1985; Lancioni and Smeets, 1986; Woolery, Bailey and Sugai, 1988;

Durand, 1990; Homer and Day, 1991; Woolery, Ault and Doyle, 1992;

Cameron, Luiselli, McGrath and Carlton, 1992; Cameron,Ainsleigh and Bird, 1992; Sprague and Homer, 1992; Heckman, Alber, Hooper and Heward, 1998; Smith and Iwata, 1997; Woolery, Ault and Doyle, 1992.)

5. INTERSPERSE EASY AND DIFFICULT

DEMANDS

(Singer, Singer and Homer, 1987; Mace, Hock, Lalli,

West, Belfiore, Pinter & Brown, D. F. 1988. Mace and Belfiore, 1990;

Harchick and Putzier, 1990; Homer, Day, Sprague, O'Brien and Healthfield, 1991; Zarcone, Iwata, Hughes and Vollmer, 1993)

9 RESEARCH-BASED TEACHING

PROCEDURES

6. MIX AND VARY INSTRUCTIONAL

DEMANDS

(Dunlap and Koegel,1984; Winterling, Dunlap and O'Neil; Dunlap, 1984)

7. PACE INSTRUCTION PROPERLY

(Carnine, 1976; Weeks and Gaylord-Ross, 1981; Carnine and Engelmann, 1982; Dunlap, Dyer and Koegel, 1983; West and Sloane, 1986; Cameron, Luiselli, McGrath and Carlton, 1992; Zanolli, Daggett, and Pestine, 1995)

8. TEACH TO FLUENCY

(Binder, 1982; 1984; 1990; 1996)

9. ESCAPE EXTINCTION

(Zaracone, Iwata, Smith, Mazaleski, and Lerman, 1994; Pace, Ivanic, and Jefferson, 1994.)

What is behavior?

Anything an

individual can do

Appropriate and

inappropriate

behavior

Being quiet, riding

a bike, eating with

utensils, reading,

yelling, laughing,

cleaning, hitting,

etc.

Baseline Data

Baseline data can assist in:

Developing realistic objectives

Establishing performance criteria

Evaluating the effectiveness of an

intervention

Determine whether the intervention is

warranted at the current time

Why take data?

Track progress

over time

Determine whether

a different course

of action is needed

Assess the

influence of other

factors (i.e., diet,

sleep, & other

educational

programs)

Functions of Behavior 0 20 40 60 80 100 1/1/ 1900 1/2/ 1900 1/3/ 1900 1/4/ 1900

What to measure

Frequency

Duration

Intensity

RPM

%

Name the best measurement

Out of seat

Humming

Rude, disrespect

# of math problems correct

Tantrums – screaming, flopping to

floor, kicking, hitting, biting

How We learn…The A-B-C’s

Antecedent

What occurs immediately before a behavior Direction given – “Stand up.”

Another behavior – child begins to stamp feet A person – someone enters the room

Setting change – enters the bathroom Another person’s behavior - other child answers question

How We learn…The A-B-C’s

Behavior

A reaction to the antecedent

Following direction – stands up

Verbal response – says “no”

Compliance – sits quietly

Non-compliance – screams

SIB – hand biting

Self-stimulatory behavior – flapping,

rocking

How We learn…The A-B-C’s

Consequence

What happens immediately following a behavior

Behavior is rewarded – verbal praise, sticker Behavior is ignored – turn away

Told “no” – “No hitting” Removed – time out

Someone else laughs

The A-B-C’s …Learning Theory

We can use antecedents and consequences to affect behavior

Antecedents set the occasion for a behavior to occur

If the antecedent changes, the behavior may change

A consequence is any change in the environment that occurs as a result of the behavior

If it is a desirable consequence, it is likely the behavior will occur again in the future

Reinforcement

Any consequence that strengthens the behavior it follows A reinforcer

Is a consequence

Immediately follows the behavior Should be used consistently

Strengthens the behavior In frequency, and/or In intensity, and/or In duration

Should be functional and individualized

Can be used to maintain a previously learned behavior

Behavior Analytic Lingo

___________ = Increase, Strengthen

___________ = Decrease, Reduce

Functions of behavior

Tangible: child wants a specific item

For example: “I want to watch a video,” or “I want juice.” Attention: child wants your attention

For example: “Pay attention to me”

Avoid or Escape: child is trying to avoid or

escape a situation

For example: “I don’t want to do this.” “I don’t like this situation.”

Self-stimulatory/stereotypic behaviors: may

increase pleasure or decrease discomfort

“This feels good.” “I don’t know what else to do.” “I’m bored.”

Functional Analysis

FA is done to determine

function

or

cause

of behavior.

Once you know the function you can

treat the behavior

Changing Behavior

With good assessment and teaching,

most behaviors can be

changed without ever needing to use

aversive procedures

Positive Reinforcement

Why is positive reinforcement your

best option?

Focus on adaptive behavior

What the person should be doing

Focus on expanding repertoire,

independence

How else could the person achieve his goal?

More fun, relaxed, happy

Working toward goal, instead of getting out of unpleasant situation

Types of Reinforcement

_____________ reinforcers satisfies

a basic human need, such as food,

drink or warmth

_____________reinforcers

Social praise, privilege, activity, game,

token, money.

Secondary reinforcers become desirable

over time because of their association

with primary reinforcers

Secondary Reinforcers

Verbal

No cost, easy to give, immediate

May need to be paired with primary reinforcers at first Good job! Way to go! You are so smart!

Social

No cost, fun to give

May need to be paired with primary reinforcers at first Smile, hug, high-five, tickle

Tangible

Easy to deliver

Can be costly or cumbersome Inherently reinforcing

Premack Principle

Behavior is increased by the opportunity

to engage in another more preferred

behavior

Example – dinner, then dessert

Eating dinner will increase to gain

access to dessert

Example – homework, then play outside

Homework behavior will increase to

get outside

When delivering reinforcement

Reinforce correct responses immediately

Save the biggest for the best

Be clear

Be creative

Be a ham

Gradually de-emphasize primary

reinforcers

Fair Pair Rule

For every inappropriate behavior you

target to decrease, teach at least one

new skill

Tangible-Motivated behavior

Antecedent

Keep desired objects out of reach until you are ready to use them as reinforcers

Teach the child to request preferred items appropriately

Teach the child to wait (e.g., “OK, you can have it in 5 seconds, after you finish this problem”)

Consequence

Reinforce appropriate waiting

Reinforce appropriate requests for preferred items

For Attention-Motivated Behaviors

Antecedent

Teach the child to request attention appropriately

Actively teach waiting and give specific instructions of what to do while waiting

Consequence

As a reinforcer, provide lavish praise and attention – Tell what a great job he is doing waiting

Provide attention when the child is acting appropriately

For Escape Motivated Behavior

Antecedent

Alter materials or structure of tasks to make it more enjoyable for the child

Intersperse easy & difficult tasks

Break the task down into simpler parts so the child will be successful

Allow choice of activities

Consequence

Honor appropriate social rejections

Reinforce appropriate work behavior before the problem behavior arises, end on a positive note

For self-stimulatory behavior

Antecedent

Structure child’s time carefully so he has something to do at all times

Teach new skills so child can participate in other activities

Have age appropriate materials available that accomplish the same function of the stim

Consequence

Earn access to age appropriate toys that serve a self-stimulatory function for reward for decreasing self-stim behavior

Example: if child likes to look at lights-reward for not looking at the lights with a game of lite-brite

Reinforce appropriate requests for these objects If child appropriately asks for lite-brite, give it

Guidelines for using extinction

Consider other procedures for SIB or

aggression, if you do use extinction use

caution and a professional consultant

Behavior can sometimes get worse before

it gets better “extinction burst”

Monitor progress by looking at graphs

Monitor yourself to make sure you are not

reinforcing behavior in subtle ways

(expression, sighing, tone, etc.)

Monitor others to make sure they do not

reinforce the behavior

Antecedent Behavior Consequence Function?

Teacher

tellsTommy

to do math

Tommy

flicks

object

Teacher

takes

Tommy to

time out

Adult turns

to play with

other child

Tommy

flicks

object

Adult

turns and

grabs

Tommy’s

hand

says,”No

flicking.”

Antecedent Behavior Consequence Function? Mom and Tommy are waiting in line at the supermarket Tommy flicks object Mom gives Tommy a lollipop from aisle display Tommy is playing with blocks Tommy flicks object Tommy laughs and continues to play

Changing Behavior

REMEMBER:

With good __________and teaching,

most behaviors can be

_____________without ever needing

to use aversive procedures

Response cost

The withdrawal of access to a

preferred object, activity, or person as

a consequence to the occurrence of

the targeted behavior.

Guidelines for using response cost

Monitor progress by looking at graphs

Avoid the nothing to lose syndrome

Be sure to provide plenty of reinforcers,

especially for appropriate alternative

behaviors

Preference for all activities and items must

be assessed on an individual basis. For

example, taking away coffee from

someone who does not like coffee will not

work well.

Time out

Withdrawal of the opportunity to earn

positive reinforcement for a specified

period of time

Non exclusion time out

Planned ignoring

Time out ribbon/bracelet

Exclusion time out

Time out room Partition

Guidelines for Considering the use

of Time out

Rule out medical, dental, or physiological cause Always take data to conduct careful assessment first. Consider the function of the behavior and then teach an appropriate replacement

Always use differential reinforcement procedures along with behavior reduction procedures

Always evaluate the procedure and take data

Have others watch you implement the procedure Always consider the ‘least Restrictive Alternative”, use positive procedures instead of aversive

Questions?

Thank you for

attending!