claire benson kimberly snyder sarah kroll judy aldridge · •claire benson •kimberly snyder...
TRANSCRIPT
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The ABC’s of ABA
• Claire Benson
• Kimberly Snyder
• Sarah Kroll
• Judy Aldridge
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ABA Overview
• Applied Behavior Analysis is NOT one set of procedures that can be applied to everyone.
• Applied Behavior Analysis is NOT synonymous with Discrete Trial Teaching (DTT)
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Characteristics of ABA
o Emphasis of functions of behavior
-behavior serves a function
o Emphasis on observable, measurable behavior
o Requires repeated measurements
-more data =more accurate assessment of change in behavior
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Characteristics of ABA
o Change environment to change behavior -object’s & scenery -instructor’s behavior -other’s behavior o Student should respond to program NOT people o Social effects are more important than statistical
effects o We are all accountable for student progress -adjust treatment based on data o Address separate & specific excess & deficits
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Behavior Management
ABC model- Antecedent Behavior Consequence Antecedent –cues behavior -immediate: easier to identify * occur right before behavior -removed: harder to identify *occur at some point before behavior
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Behavior Management
o Behavior
-response
-focus on what you can see and measure
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Behavior Management
o Consequence-maintain behavior things we attain avoid attention demands materials people stimulation sensory input control
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Behavior Reduction
o Behavior Reduction -Define behavior to reduce -Select measurement system -Observing & recording -Conduct functional assessment o Increase antecedents that lead to positive behavior o Decrease antecedents that lead to inappropriate
behavior o Minimize reinforcement that results from
inappropriate behavior o Increase the consequences for positive behavior
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Behavior Reduction
o Functional Assessment -increase antecedents that lead to positive behavior -decrease antecedents that lead to inappropriate behavior -minimize reinforcement that results from inappropriate behavior -increase the consequences for positive behavior
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Reinforcement
o Process by which a certain consequence is provided for a specific behavior causing that behavior to increase
o Reinforcement- process
o Reinforcer-thing you deliver (high five)
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Reinforcement
Reinforcement should be:
1. contingent on behavior
2. immediate
3. appropriate to person
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Reinforcement
o Characteristics
-used for behavior not people
-functional definition
(defined be effect on people)
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Reinforcement
o Type
Positive (R+) Negative (R-)
- presentation of a stimulus - removal of a stimulus
- toy, social praise, etc.. - escape/avoidance
o If a behavior continues to occur, it is being reinforced
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Reinforcement
o Pairing -reinforcers are determined by the student -pair yourself with reinforcement -increase difficulty of tasks * within session *across session
-use a wide variety of reinforcers
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Reinforcement
o Choosing reinforcers
-preference assessment
-reinforcement inventory
-observe the child
-trial and error
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Reinforcement
Always Remember To: track student’s reinforcers limit access to reinforcers make contingent (earned) make age appropriate be aware that the may loose value over
time
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Reinforcement
o Success of Delivery
-what you deliver
-when you deliver
-how often you deliver (schedule/rate)
-amount you deliver
-effort required by student
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Reinforcement
o Differential Reinforcement -based on independent response
-based on attention to task
-Do NOT reinforce completion only
-reinforce better approximations
-based on difficulty level
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Reinforcement
o Bribery vs. Reinforcement Reinforcement instruction behavior reinforcer Bribery reinforcer instruction behavior instruction reinforcer behavior
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Reinforcement
o Bribery
-makes it hard to fade prompts and reinforcers
-try no to bribe or offer more reinforcement during disruptive episodes
-it is critical no to make bribery a habit
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Reinforcement
o Types
-Categories: social, tangible, activity
-touch
-auditory (sound)
-smell
-body movement
-visual
-edibles
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Reinforcement
o Inappropriate Use
-safety
-appropriateness
-interference
-limitations
-alternatives
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Reinforcement
o Critical piece of any program
o Good behavior will not continue without it
o What you deliver is important
o How you deliver is important
o Learning should be fun
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Reinforcement
o Extinction Procedure
-reduce, minimize, or eliminate a
reinforcer for a behavior
-prepare for extinction burst
-must include reinforcement procedures
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Reinforcement
o Punishment -suppresses behavior
-promotes escape/avoidance
-effective only when threat of it is present
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Shaping
o Gradually changing a student’s performance from what it is now to what is desired
o Adjusting behavioral requirements for reinforcement
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Shaping
o Procedure: 1. Start with behavior slightly more difficult
than student can do 2. Reinforce new behavior -needs to be functional 3.Reinforce independent performance 4.Only reinforce approximations 5. Increase requirements for reinforcement
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Shaping
o Examples:
-vocalizations (start with requests)
-sitting
-reinforcement
-waiting
o Start with introduction of new task paired with immediate reinforcement
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Common ABA Approaches
o Discrete Trial Teaching-
-DTT is not synonymous with ABA. -ABA is the broader science -DTT is a methodology with in the science
o Common Misconceptions: -DTT must occur across a table -DTT must occur 1 on 1 -DTT must occur in a sterile environment -DTT must have a set number of trials
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Common ABA Approaches
o Key features of DTT
-discrete trial = 1 unit
-ABC model:
Antecedent-instruction
Behavior- student’s response
Consequence- consequence
-clear beginning and end
-repeated measure
-easy to measure
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Common ABA Approaches
o Specifics of DTT
1. Antecedent – instruction
-clear and concise
-phrase as statement
-give only once
-progressively make more natural
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Common ABA Approaches
o Specifics of DTT
2. Behavior- child’s response
-3 possible responses:
correct
incorrect
non responsive
-wait 3-5 seconds, then prompt
-encourage fluent responding
(quick & accurate)
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Common ABA Approaches
o Specifics of DTT
3. Consequence-
-correct response = reinforcement
-incorrect response = prompting
-no response = prompting
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Prompting
o Prompting-
Antecedent – PROMPT - Behavior
-important to get behavior
-should be faded as quickly as possible
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Prompting
What prompts look like:
Motor response
-full physical most
-touch
-model
-gesture
-positional least
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Prompting
o What prompts look like:
Vocal response:
-model most
-verbal
-gesture least
Other prompts:
-making borders for writing tasks
-blocking
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Prompting
o Prompts get a student to respond
correctly
o Goal is correct response
o Fade as quickly as possible
o Prompting sets a child up for success
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Common ABA Approaches
o 3 ways to set a child up for success
1. errorless teaching- antecedent procedure
2. correction trials- another opportunity
3. differential reinforcement
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Errorless Teaching
o Prompting Hierarchy: most to least
-start with intrusive prompts
-used for skill introduction
-subsequent trials use less & less prompting
o Prompting Hierarchy: least to most -use only once skills are mastered
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Common ABA Approaches
o 3 ways to set a child up for success
1. errorless teaching- antecedent procedure
2. correction trials- another opportunity
3. differential reinforcement
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Behavioral Momentum
o Based on physics- once you get something moving it is easier to keep it moving
o Precede high demand instruction with low demand instruction
High demand- new skills (acquisition)
Low demand- mastered skills (maintenance)
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Common ABA Approaches
o Natural Environment Teaching -occurs in everyday world -students select teaching materials -requires constant alertness -can be done anywhere Challenges with NET- -requires you to make quick changes -fewer trials
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Common ABA Approaches
o Task Analysis Teaching
-complex behaviors are broken into component parts
Behavioral Chain- big behavior made of small behaviors
Backward Chaining-last step taught first
Forward Chaining-first step taught last
Total Task Presentation
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Common ABA Approaches
o Summary o Discrete Trial Teaching –DTT -highly structured, very scripted, lots of reinforcement o Natural Environment Teaching- NET -less structure, used in everyday world, built in generalization o Task Analysis Teaching- -complex behaviors broken into components
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In the Classroom
Set Up:
-clearly defined learning spaces
-use of visuals (picture schedules, behavioral
supports, task analysis)
-boxes for reinforcers
-token economy