Applied Behavior AnalysisClassroom implementation

Amy Roberts M.Ed BCBABehavior Specialist K-5 NE

Paula J. Quirk M.EdCSS Program Specialist

1913-John WatsonB. F. SkinnerJack MichaelIvar LovaasBrian Awata

Glenn Latham

History of ABA

History cont'd

“A failure is not always a mistake, it may simply be the best one can do under the circumstances. The real mistake is to stop trying.”

B.F. Skinner

PCMABehavior Tools

The emphasis is human dignity and choice

What is ABA?

It is the observation and measurement of an individual's behavior with its environment. The observer is able to manipulate and control variables preceding (antecedents) and following (consequences) an individual's behavior.

Understanding the ABC's of behavior

A= AntecedentA stimulus or “trigger” that precedes a behavior.

B= BehaviorSome action that that is made by an individual.

C= ConsequenceThe immediate result that follows a behavior.

Musical Posters

This time your group must write a behavior you might see for each activity

listed.

When you have finished we will share as a group.

The group that picks the most observable and measurable behavior

gets one extra ticket each.

Understanding the function of behavior

A behavior may occur so that one of the following can be obtained:

Obtain a tangible or edible itemGain attentionAvoid or escape somethingSensory issue Lack of communication

Components of the ABA classroom

Classroom environmentCurriculum

ABA instructionReinforcement (type and frequency)

Collecting and analyzing data The Classroom Team

Classroom environmentThe design and setup of a classroom should be:

clearly defined areas that allow for appropriate “traffic flow”organization of materials for teacher and student usevariety of materials for all subjects that promote acquisition of skillsSchedule(s) that are individualized and consistentSchedule includes an array of groupings ( individual, small, whole)Schedule allows for movement, sedentary activities and minimal down time

Curriculum......

offers instructional content that may be individualized a systematic format for target skills.

includes a method of measurement and assessment for target skills.

includes a plan of progression towards mastery.

ABA Instruction

Starts with integration of all the previously discussed elements.

Could include other methodologies such as: Discrete trialTeaching interactionsShaping ChainingPrimingModelingAugmentative/Alternative Communication

You Tube VideosDiscrete Trial

http://www.youtube.com/watch?v=NbVG8lYEsNs&feature=results_video&playnext=1&list=PLAEEF0758500DE620

Shaping

http://www.youtube.com/watch?v=RgefxJAjXSM

Backward chaining

http://www.youtube.com/watch?v=A-WHBXgxgYw

Augmentative/Alternative Communication

http://www.youtube.com/watch?v=Je__chpWTSU

ABA instruction cont'd

Classroom instructional format could be individualized, small or large groups.

Integration and inclusion

Adult support and/or guidance

Systematic, consistent and continuous instruction

Imbedded and layered instruction

ABA and Communication

There are alternative methods to use in communication:

•Pivotal Response•Incidental teaching•Picture Exchange Communication (PECS)•Verbal Behavior

ReinforcementWhat is it? The contingency between a specific behavior and its consequence that leads to a future increase of the specific behavior.

How do we use it? We give reinforcement verbally, gesturally, or providing a tangible item/activity immediately following a target behavior.

How do you assess and identify reinforcers? We use a preference assessment or interest

inventory.

Time for a preference assessment!

Do you know what your students like?

Do your students know what motivates you?

Let's see what motivates your neighbor using an interest inventory or

preference assessment!

Implementing reinforcement

•Consistency and timing of reinforcement•Frequency of reinforcement•Availability of reinforcers•Variety of reinforcers•Fading reinforcement

Data collection and analysis

Types of data collection:

ScatterplotABC logs

AnecdotalsFrequencyDuration

Why do we need data?•Observation and documentation are the core of ABA.

•Data collection leads to assessment and identification of behaviors.

•Offers information in creating educational plans.

•Identifies when mastery has occurred and allows planning to promote generalization of skills.

•Allows for a visual representation of data (graphing) for easier interpretation.

The Classroom Team......

refers to the collaboration and communication that must occur for the

principles of ABA to implemented successfully in the classroom.

Considerations of the classroom team

Professionalism and team building:

ongoing staff development

consistency and follow through

positive approach

importance of team and classroom culture

continuous monitoring and assessment

communication and problem solving

Considerations cont'd

Performance and collaboration:

Proactive vs. reactive

Ongoing training/feedback

Monitoring and spending time with students

Working with other professionals and outside agencies

Parents/families

Parent training

Stick to and follow the process

References•It's Time For School: Building Quality ABA Educational Programs for Students with Autism Spectrum Disorder

By Ronald Leaf, Mitchell Taubman, John McEachin

•A Work In Progress

By Ronald Leaf, Mitchell Taubman, John McEachin

•Behaviorspeak: A Glossary of Terms in Applied Behavior Analysis

By Bobby Newman, Kenneth Reeve, Sharon Reeve, Carolyn Ryan

ABA websites and resources

www.behavioradvisor.com

www.polyxo.com

www.autisminspiration.com (requires a membership)

www.speakingofspeech.com

www.mrnussbaum.com

www.freespirit.com

reeveautismconsulting.blogspot.com