welcome to the intensive behavioral intervention professional certification course instructor:...

Welcome to the Intensive Behavioral Intervention Professional Certification Course Instructor: Lindsay Olsen, MA, BCBA Email: [email protected]@gmail.com 1

3 Part Certification Process Level 1: IBI Course Present for each session, pass each standard quiz with minimum score of 80% and participate in activities, assignments and group work Level 2: State Exam Pass exam with minimum score of 80% Level 3: Student Project Complete project with minimum score of 85% 2

IBI STUDENT PROJECT 3

STANDARDS 1-3 Standard 1: Introduction to Developmental Disabilities Standard 2: Professionalism and Ethics Standard 3: Coordination of Family, School and Community 4

Group Activity Create group name Research and present on disability Include: symptoms, incidence, treatment, etiology, learning barriers Designate 1 person as group presenter 5

QUIZ Quizzes 1-3 20 minutes to complete 6

Standard 5: Foundations of Applied Behavior Analysis 1) Define basic behavioral terms and concepts PWOP Chapter 2 and 9 2) Differential reinforcement PWOP chapters 6,7,8 3) Writing behavioral objectives 7

Standard 5 Explanations of Human Behavior 8 DisorderGenetic Hereditary +/- of substances in the body ENV influence Other factors Epilepsy some cases traced to single gene Imbalance of neuro transmitters Exposure to lead and carbon monoxide Infectious disease that affect blood supply Down SyndromeExcess of genetic material (47 chromosomes) MRGenetic and chromosomal abnormalities Metabolic disorders Toxic exposure and malnutrition AutismSuspect 10-30 genesCompromised immune system Body unable to process Exposure to neuro toxins **3 tier insult

Areas of Brain Affected by Autism 9

Standard 5: Biological Explanations 10

Behavioral Explanation 1 11 Antecedent Stimuli/events that occur just before behavior Behavior Observable response Consequence Stimuli/events that happen after behavior

Behavioral Explanation 2 12 Antecedent Phone rings friend Behavior Push answer button and talk Consequence Pleasant conversation Antecedent Phone rings unknown 800# Behavior Push ignore button continue playing angry birds Consequence Avoid unpleasant conversation

Behavioral Explanation 3 13 Antecedent Teacher sitting across from you Behavior Answer question Consequence Pleasant interaction, easy tasks Access to reinforcement Antecedent Teacher sitting across from you Behavior Hitting Running arguing Consequence Unpleasant interaction, difficult tasks Removal of reinforcement

Behavioral Explanation 4 14 Antecedent Entering library for class BehaviorConsequence Access to reinforcement Antecedent Entering library for class BehaviorConsequence Constant difficult demand Removal of reinforcement

Behavior Change Process 15 Antecedent 2) What are precursor events Behavior 1) What is the target behavior Consequence 3) What is the pay-off Antecedent Teacher request to sit at desk Behavior High pitched screaming Consequence Placed in time out area Antecedent Teacher request to sit at desk Behavior Sit at desk Consequence Listen to music

Terms and Concepts What is and is not behavior? 16 Raise hand Put away pencil Read Thinking Fall on floor Non-compliant Follow directions Off task Irritated Processing Scream Head down on desk Calm body Frustrated Deep breath

Terms and Concepts 17 CONSEQUENCE= Bad unpleasant bummer Hurtnot good loss Dreadfulunlikable terrible

Terms and Concepts 18 Behavior Behavior Positive Reinforcement

The Science of WANTING Primary AKA: Unconditioned R+ Becomes more valuable when Evokes Behaviors that have resulted in. FoodDeprived of foodGetting food in the past (grocery store, asking, ordering, foraging) SleepDeprived of sleepSleeping in the past (laying down, getting into bed, crying) Increase of Painful StimulusYou are in pain- have a headache Removal of pain in the past (taking aspirin)

Science of WANTING Primary AKA: Unconditioned R+ Becomes less valuable when Decreases or stops behaviors that have resulted in. FoodHave just consumed foodGetting food in the past (grocery store, asking, ordering, foraging) Sleep12 hours of sleepSleeping in the past (laying down, getting into bed) Decrease of Painful Stimulus You are no longer in pain or have no pain Removal of pain in the past (taking asprin)

Types of Reinforcers Primary (Unconditioned) Basic Human needs Food, water, air, sleep, reduce pain, temperature, etc Sensory reinforcers: includes self stimulatory behaviors Secondary (Conditioned) Generalized r+: Tokens, money, tickets, poker chips Social reinforcers: Verbal praise, participation in activities, attention, NV expressions

Positive (+) Reinforcement Antecedent situation BehaviorConsequencesFuture Occurrence Jonny sitting alone playing with worksheet (20+ min) Throws book on floor and yells *$!!@ Teacher turn to Jonny dont say that word! pick up your book and lets get working. Jonny begins cursing more Antecedent situation BehaviorConsequencesFuture Occurrence Has not had attention for 20 minutes Engages in behavior that has resulted in attention in past Attention from teacher (eye contact, physical proximity, verbal engagement) Behavior increases

Schedules of Reinforcement 2 categories of schedules1) Continuous2) Intermittent Ratio (Number) 1) Fixed 2) Variable Interval (time) 1) Fixed 2) Variable

Fixed- Ratio A worker receives a pay credit after assembling 15 pieces of equipment A student receives a sticker on their chart after completing 5 math problems A student receives a personal size pizza after reading 3 books

Variable -Ratio Hitting the jackpot playing the slots. After a varying number of lever pulls (behavior) money delivered (reinforcer) Scammers sending out emails requesting for bank information so they can wire you money. After so many responses (sending email) someone gives account information (reinforcer). Door to door salesman. After so many responses (knocking on doors) reinforcement occurs (someone buys item)

Fixed- Interval Mail is delivered approximately 4:00 each day. You could check the mailbox (response) all day but your response will only be reinforced after 4:00 (passage of time) Picking up your paycheck. Going to accounting and asking for check (response) will only be reinforced after a fixed passage of time (every 2 weeks) Teachers setting a 2 minute interval timer and each correct answer on a math worksheet after the passage of time results in reinforcement

Variable- Interval Jennys therapist assessed Jennys on task behavior (writing, reading a page or calculating problem) an average of every 6 minutes (4,5,6,7,8). If Jenny was on task she would receive 1 point. Points can be redeemed for extra recess time.

Terms and Concepts 28 Behavior Behavior Positive Reinforcement Negative Reinforcement

Antecedent situation BehaviorConsequencesFuture Occurrence ESCAPE: Aversive stimulus present Behavior that has removed stimulus in past Removal of aversive stimulus Increase in behavior that terminated stimulus AVOID: Condition where aversive stimulus could occur Behaviors that have delayed in the past Avoid or delay aversive stimulus Increase in behavior that terminated stimulus ESCAPE: Baby crying in back seat while driving Give rice cookie Baby stop cryingKeep rice cookies in car and give when fussy AVOID: Carseat + Baby + caride = Give cookie Avoid cryingWhen need to ride in car give cookie

Antecedent situation BehaviorConsequencesFuture Occurrence ESCAPE: Seat belt alarm in car put on seat beltRemoval of alarmPutting on seatbelt when alarm sounds AVOID: Stimulus situation where alarm will sound (getting in car) Put seat belt onAvoid alarm sounding Putting on seat belt when first get in car Group activity: 1. review examples of Negative reinforcement in PWOP (page 27) 2.Come up with 1 everyday example of negative reinforcement

Terms and Concepts 31 Behavior Behavior Positive Reinforcement Negative Reinforcement Punishment type I (Positive punishment) Punishment type I (Positive punishment)

Antecedent situation BehaviorConsequencesFuture Occurrence Hungry and in candy store Eat lots of candy Stomach ache (+)Decrease eating candy when hungry Skiing in -20 degree weather Take off mittens frost bite (+)Decrease taking mittens off when cold Sally has the ballGrab the ball from Sally Bite on arm (+)Decrease in taking ball from Sally Closing the doorHand stays on door Hurt finger (+)Decrease leaving hand on door Access to lighterSet a fire1 hour hard labor (+) Decrease fire setting Adult directionFollow direction Hug, smile high five (+) Decrease following directions

Terms and Concepts 33 Behavior Behavior Positive Reinforcement Negative Reinforcement Punishment type I (Punishment by contingent stimulation) Punishment type I (Punishment by contingent stimulation) Punishment type II (Punishment by contingent withdrawal) Punishment type II (Punishment by contingent withdrawal)

Antecedent situation BehaviorConsequencesFuture Occurrence SmokingDonate 1$ to disliked organization (-) Decrease in smoking from 85/day to 5/day Call to 411$.20 charge to bill (-) Decrease in calls to 411 Interrupting class lose 3 minutes of computer time (-) Decrease in interruptions Recess playing on slide Kick peerSit on bench for 3 minutes- Time out (-) Decrease in kicking peer on slide

Response Cost BehaviorResponse Cost Talking out in class without raising hand first Lose 1 minute of free time (15 minutes available each day) 35 BehaviorBonus Response Cost Talking out in class without raising hand first Lose 1 minute of bonus free time (15 minutes of extra free time each day)

Terms and Concepts 36 Behavior Behavior Positive Reinforcement Negative Reinforcement Punishment type I (Punishment by contingent stimulation) Punishment type I (Punishment by contingent stimulation) Punishment type II (Punishment by contingent withdrawal) Punishment type II (Punishment by contingent withdrawal) Recovery from Punishment

BehaviorConsequenceEffect on Behavior CursingMom put hot sauce in mouth CursingNo hot sauce in mouth- mom gone Going through red lightRed light camera installed- ticket Going through red lightCamera removed- no ticket 37

Terms and Concepts 38 Behavior Behavior Positive Reinforcement Negative Reinforcement Punishment type I (Punishment by contingent stimulation) Punishment type I (Punishment by contingent stimulation) Punishment type II (Punishment by contingent withdrawal) Punishment type II (Punishment by contingent withdrawal) Recovery from Punishment Extinction

39 AntecedentBehaviorConsequenceEffect on Behavior Mom on phoneScream and pull cord STOP! I am on the phone! (R+) Mom on phoneScream and pull cord Continue to talk ignore behavior AntecedentBehaviorConsequenceEffect on Behavior Math worksheetAsk for helpReceives help (R+) Math worksheetAsk for helpyou can do it no help AntecedentBehaviorConsequenceEffect on Behavior Snack timeSign crackerGet cracker (R+) Snack timeSign crackerno cracker

Maintaining R+: Attention Verbal interaction Physical interaction People looking Exaggerated facial expression 40

Antecedent Situation BehaviorConsequence Nap time mother lays child down in bed CryingMother goes in and lays with child and verbally soothes (R+) Nap time mother lays child down in bed CryingTerminate consequence- parent does not go in room 41 Scream + throw+ cry= mom Crying = no mom

Antecedent potty Pull-up Teacher leading you to bathroom Scream Runaway Head bang Claw Alligator roll Removal of aversive stimulus- allow to stay in pull up 42 Antecedent potty Pull-up Teacher leading you to bathroom Scream Runaway Head bang Alligator roll Physical assistance to bathroom and team up to change TB + Claw, spit, bite, vomit

Differential Reinforcement AntecedentBehavior1ReinforcementBehavior 2Extinction 43 Mom on phone Scream Attention from mom Color in coloring book No attention from mom

Differential Reinforcement Independent work time No attention Throw book on floor Attention from teacher Complete problem in book No attention from teacher 44 Independent work time No attention Complete problem in book Attention from teacher Throw book on floor Ignore/no attention

DR group activity 45 Instruction With 1:1 aide Sign break R+: removal work Access to preferred activity Throw scratching Ext: continue with task Instruction with 1:1 aide Throw scratching Removal work

DR Practice (1) Lacee is a non-vocal 6 year old with autism. She has approximately 5 signs which include milk, cereal, candy and ball. During her 1:1 instruction with her tutor she will engage in a few tasks and then will start throwing materials and scratching her aide. Her aid cleans up the work items and throws her hands up saying she is not paid enough for this. Work time is then over. 46

47 Differential R+ Strategy What is it?Variation of Schedule DROReinforcement provided when learner does not engage in a target behavior. Pay learner off for doing any OTHER behaviors except the target behavior 1)DRO Reset 2)DRO fixed Interval 3)DRO Increasing Interval 4)DRO Progressive DRLUsed to decrease high rate behaviors to a more manageable rate by providing reinforcement for lower rates of responding 1)DRL-IRT 2)DRL- Below criterion DRAChoosing a behavior that is topographically different from target behavior and providing reinforcement for the alternate behavior 1)DR Incompatible behaviors 2)DR Competing behaviors

DRO 48 A Any other behaviors R+: listen music, swing, blankets Stripping Extinction= keeps clothes on ? Sensory needs Stripping clothes R+: automatic sensory need

3 Factors for DR Success! Select and define the target behavior List and prioritize! Determine the right time interval observation time (60) = IRT (12) # of responses (5) IRT(12) = DRO interval (6) 2(2) Identifying and selecting reinforcers What maintains problem behavior can we use it? What reinforcers will compete with reinforcers maintaining problem behavior 49

DRO Reset Timer is RESET each time target behavior occurs R+ delivered at end of each interval (as determined by IRT) target behavior is absent When target behavior occurs no R+ delivered and interval RESET PWOP example page 72 (figure 6.1) 50

DRO Reset Schedule (2) Kalee engages in TV talk that involves loud vocalization of movie lines and some inappropriate phrases from TV shows. During initial observation (baseline) Kalee engaged in TV talk 20 times during a 60 minute observation during writing class. When Kalee would engage in TV talk her aid would ask her to be quiet and direct her back to her assignment. Kalee would then continue TV talk and draw on her paper. Kalee loves drawing, art, listening to music, watching movies and playing solitaire. 51

DRO Fixed-Interval Interval schedule is fixed and R+ delivered at end of interval during which the response does not occur Must go for the entire interval with no occurrence of behavior to receive R+ If target behavior occurs, no R+ delivered at end of the interval and student gets another chance at next interval PWOP page 73-74 figure 6.3 52

DRO FI Schedule (3) Amy frequently engages in stripping behaviors. She takes off her shoes, pants and shirt while at school. She has identified sensory needs and is receiving treatment from an Occupational Therapist throughout the school day but she still strips. Amy has to keep her clothes on in order to be in school. You observe Amy for 3 hours during which she stripped 3 times. When you observed Amy during her free time she also wrapped herself up in blankets, listened to music, read books and cocooned herself in the nylon bungee swing. 53

DRO Increasing Interval Way of thinning or fading R+ As student can refrain from engaging in TB over several intervals, slowly increase the interval size Must increase reinforcer quality or quantity as intervals increase PWOP 74 figure 6.4 54

DRO Increasing Interval Schedule (4) Jack was doing really well on his DRO FI- 30min schedule. He currently has ten 30 minute intervals in a row where he has refrained from spitting. Each 30 minutes Jack refrains from spitting he gets to play 2 rounds of angry birds. The amount of time spent accessing his reinforcer is starting to interfere with the school day and making it hard for his teachers to keep up with, plus he has almost mastered all the levels. 55

DRO Progressive Another schedule to thin and fade R+ Interval size remains the same but as student refrains from TB for more consecutive intervals the R+ gets bigger and better PWOP 74 figure 6.5 Free access rule!!! 56

DRO Progressive Schedule (5) Mike was really getting good at controlling wetting his pants. Mike was on a FI-1hr schedule. For each hour he was dry he was allowed to play on the computer for 5 minutes. Mike had been doing this for half the school year and was on the computer most of the day. His teachers knew he could stay dry for the day but they didnt want to just pull all his reinforcement for fear of his urinating returning. 57

58 Differential R+ Strategy What is it?Variation of Schedule DROReinforcement provided when learner does not engage in a target behavior. Pay learner off for doing any OTHER behaviors except the target behavior 1)DRO Reset 2)DRO fixed Interval 3)DRO Increasing Interval 4)DRO Progressive DRLUsed to decrease high rate behaviors to a more manageable rate by providing reinforcement for lower rates of responding 1)DRL-IRT 2)DRL- Below criterion DRAChoosing a behavior that is topographically different from target behavior and providing reinforcement for the alternate behavior 1)DR Incompatible behaviors 2)DR Competing behaviors

DRL-IRT Example Target behavior: Asking for help IRT= 10 minutes 59 Working on assignment Ask for help @10 min Extinction No help delivered

DRL-IRT(6) Charlie is a non-verbal 8 year old boy who used to scream and bite his aide whenever she asked him to sit and do work. His previous IBI provider did some analysis and discovered when he engaged in this behavior the task was removed and he was placed in time out. His behavior of screaming and biting increased over time. She was able to teach Charlie a replacement behavior of asking for a break which resulted in removal of the task for a period of time. She also made his work time less difficult and made sure Charlie had lots of reinforcers available. If Charlie does engage in the target behavior, he is redirected back to his assignment and the task remains in place. The problem now is Charlie asks for a break all the time. During a 1-hour observation, Charlie asks for a break 20 times 60

DRL- Below Criterion Target behavior: knocking materials off table Criteria for R+= 3 times or less/ hour 61 Table swipe occurs 3,2,1 or 0 times in an hour (R+) Table swipe occurs 4 or more times in an hour Extinction No R+ delivered

DRL- Below Criterion (7) Avas teacher complains about Ava being out of her seat too often. She is integrated in her math class for 15 minutes per day. During observation Ava was out of her seat 10 times during the math class. Ava will jump out of her seat and orbit around her desk a few times then sit back down.. 62

63 Differential R+ Strategy What is it?Variation of Schedule DROReinforcement provided when learner does not engage in a target behavior. Pay learner off for doing any OTHER behaviors except the target behavior 1)DRO Reset 2)DRO fixed Interval 3)DRO Increasing Interval 4)DRO Progressive DRLUsed to decrease high rate behaviors to a more manageable rate by providing reinforcement for lower rates of responding 1)DRL-IRT 2)DRL- Below criterion ALT-R (DRA, DRI) Choosing a behavior that is topographically different from target behavior and providing reinforcement for the alternate behavior

DR of Alternate and Incompatible Behaviors (ALT-R) Alternate Incompatible 64 Difficult task Ask for break(R+) Break delivered tantrum Extinction No break delivered typing (R+) music Hand flapping Extinction No R+ delivered

DRA/DRI (8) Joe almost exclusively engages in verbal self stimulation by producing a constant string of the eeeee sound. You have determined that Joe most likely does this for automatic sensory reinforcement. You think he likes the sound and maybe the feeling in his throat. Create an example of an alternate behavior and an incompatible behavior for the listed target behavior. 65

Behavioral Objectives: The Big Picture PROBLEM Liz is unable to communicate her wants and needs in an appropriate manner. Liz uses tantrum behavior to let others know when she needs something. GOAL Liz will learn functional communication skills to appropriately communicate her wants and needs so she can be understood by others OBJECTIVE When given a choice between two food items, Liz will point to the item she wants without screaming or grabbing the item at 100% success for 4 out of 5 trials 66

Operational Definition: Is it a public or private event BehaviorOperational Definition Understands PointsExtends pointer finger to touch item or if item is out of reach extends pointer finger in direction of item WhispersUses a volume of voice that is lower than common conversational volume and is audible for a distance no greater than 2 feet away. Feels 67

Complete the following activities: 1) Components of a Behavioral Objective 2) Writing Behavioral Objectives Worksheet 3) Write Objectives from Sample 68

QUIZ Standard 5 quiz 15 minutes to complete 69

STANDARD 6 Material needed for this standard: 70

Standard 6: Positive Behavioral Support Therapeutic Plan Decrease Problem Behaviors Increase Adaptive Skills IndividualizedComprehensive Use of PROVEN effective approaches Functional Assessment 71

Information Gathered from FA Operational Definition Problem Behaviors What is maintaining the behavior? What is the pay off? Consequences Conditions under which behavior will AND will not occur AntecedentsSetting Events 72 Establishing operations OR motivating operations

Maintaining Consequences AntecedentBehaviorConsequence 73 Antecedent Hand flapping (SS) Internal stimulation feels good AntecedentScream External: People leave me alone

Triggers for Behavior 74 AntecedentBehaviorConsequence Request to sit down for reading group Run away scream fall to floor Sit in break are to calm (task removal/delay) write name on paper. (Difficult task) Scream & throw pencil Head down (difficult task removed)

Identifying Antecedent Events 75 Playing word mash on computer Smiling, answering questions, humming Continuation of activity (visual and auditory stimuli) Eating snack with 2 peers Eating food rocking in chair laughing Satisfying hunger, oral stimulation Recess time hanging on bars upside down Laughing, hanging on bar Proprioceptive input, visual input,

Setting Events: the 4 th contingency 76 AntecedentBehaviorConsequence EO- setting event AntecedentBehaviorConsequence

77 Waitress Asking for food Food delivered/eat Have not eaten for 5 hours Waitress Asking for food Food/ eating No waitress Asking for food No food delivered

Setting Events: Altering Reinforcer Value Setting eventIncrease/Decrease effectiveness of .. Effect on behavior Hunger- food deprivation Food as reinforcer behavior that results in getting food No hunger- satiation Food as reinforcer behavior that results in getting food Headache- painful stimulation Aspirin as a reinforcer Behavior that results in getting aspirin No headache- no painful stimulation Aspirin as a reinforcer Behavior that results in getting aspirin 78

Classroom Examples of SE 79 EO- setting event AntecedentBehaviorConsequence Child did not sleep well Typically easy teacher demand Any behavior to remove demand Removal of demand is WANTED reinforcer Sensory system under- stimulated Nylon body sock Put sock on body Sensory stimulation Sensory system over- stimulated Nylon sock Scream and throw self on floor Remove/avoid Sensory stimulation

1) When asked about her medical history, Avas mother reports that Ava often experiences urinary tract infections. Because Ava is non-verbal she can not tell verbalize when she is in pain or feeling discomfort. Ava is currently working on potty training as a goal. Ava will hold her urine for so long OR will not empty her bladder completely when she urinates which can cause bladder infections. Fill in the 4 part behavioral sequence from the scenario given: It was snack time and Ava was shown her visual schedule. He teacher pointed to the toilet picture indicating it was time to go potty and wash her hands before snack. Ava ran around the room screaming, arching her body and flopping to the floor. 80 What is the EO- setting event? What Antecedent event evoked behavior? What is the behavior? What is valuable as a reinforcer?

2) During the functional assessment interview, Rajs mom indicated that her son is sometimes very sensitive to sound. He will cover his ears and mom is not sure why until shortly after when she hears a siren or other loud noise approaching. Fill in the 4 part behavioral sequence from the scenario given: Rajs family uses a pressure cooker to cook rice in their kitchen. When it is time to go outside to play you must go through the kitchen to get to the back door. You say to Raj lets go outside as you point to the back door. He screams and runs away from you into the basement. 81 What is the EO- setting event? What Antecedent event evoked behavior? What is the behavior? What is valuable as a reinforcer?

Steps to Conducting a Functional Assessment STEPHow to Collect Information 1.Define the target behaviors and pattern of occurrence Review of daily schedule and routine 2. Develop a hypothesis about the target behavior Conduct interview Direct observation 3. Validate your hypothesis Functional Analysis: can you turn TB on and off? 82

PBS plan Results of assessment and analysis Alter patterns of behavior by manipulating A+C Based on principles of ABA Make problem behaviors irrelevant and ineffective Contextual fit 83

Contents of Quality Behavior Support Plan Address ALL problem behaviors Implemented across multiple settings Use multiple methods of Intervention Use Functional Assessment as foundation 84

Positive Behavior Support Prevent Changing antecedent conditions that lead to behavior Teach Teaching replacement skills Respond Manipulating consequences to Increase or decrease behaviors 85

Antecedent Interventions PREVENT Redesign Environment Offer Choices Non- Contingent Attention Behavioral Momentum Positive rapport 86

Teaching New Skills TEACH Functional Skills Skills that Produce same consequence Skills that are Effective and Efficient Skills that are easy to perform 87

Manipulating Consequences RESPOND Designed from FBA Manipulation of Consequences Produces quality reinforcers Individualized 88

Standard 7: Skill Acquisition Discrimination learning Barriers to learning Behavioral Approach to teaching Instructional Procedures Selection of target skills 89

Discrimination Learning 90 Stimulus (Become antecedent/Sd and S-deltas) Stimulus (Become consequences that affect behavior) MomNeeds met Stranger Needs not meet

Features which must be attended to in order to make discrimination SHOE: Shoelaces, shape, tongue, foot opening, heel shape, toe shape MOM: Body size facial features, eye color, voice, smell Relevant Features which should be ignored and do not contribute to making discrimination SHOE: color, size, location MOM: 2 arms, 2 legs, clothing Irrelevant 91

92 Stimulus event (Sd) Correct Response IncorrectNatural Correction Reinforcement Punishment Extinction Inadvertent R+ Prompt

93 Add pops up: you won $100 Correct Click on add Incorrect Natural Correction- Computer blocks Receive 100$virus Warning/ secure site

94 Sitter calls and cancels for the week Correct ask your mother in law Incorrect Natural Correction- She declines verbal praise, cooks dinner, does dishes Criticizes how you do things, makes a mess, asks for food Husband suggestion

95 Something happens (stimulus event) Something happens Not sure what to do- random response Something happens Who cares Not sure what that was ???Prompt???

96 Fire alarm 1) Correct 1)Go out door 2)Play with trains 2) incorrect False alarm -shuts off Safe from fire praise Social approval Cough eyes burn but not sure why Prompt????

Behavioral Approach to Cognition Antecedent Stimulus event Response 97 Red lightApply brake what is 8x8?64 Bladder full- internal signal Void in toilet

Discrimination Training Antecedent Stimulus: Event that occurs in environment. Gives us clues about what response to emit 98 Friendly ProfessorSmile and wave Pompous ProfessorLook down walk other directionLibrary with friend Whisper/ nonverbal communication Car with friendTalk loudly, laughBarTell offensive jokeChurchTell clean joke

Discrimination Training 99 Antecedent situation/Stimulus event 1 Behavior A Extinction Reinforcement Antecedent situation/Stimulus event 2

Discrimination Training Example 100 Light on Neck Stretching No Food delivered Food Delivered Light off

Discrimination Training Example 101 Sd Door with Exit sign Open the door In another classroom- not outside Outside on way home S Door with Room #443 sign

Discrimination Training Example 102 Sd Mom Bang on table No response No attention Attention: honey stop dont do that! S Dad

Discrimination Training Example 103 Sd Purple square undress Clothes remain on Clothes off- naked S No purple square

Discrimination Training Activity 104 Sd Behavior extinction Reinforcement S

Group Presentations activity#15 105 Sd Behavior extinction Reinforcement S

Simple Discrimination Response 1 Reinforcement Response 2 No Reinforcement 106 Sd Simple Discrimination Stopping behavior R+ Movement No R+ Stop Simple Discrimination Sitting R+ standing No R+ sit down

Simple Discrimination Response 1 Reinforcement Response 2 No Reinforcement 107 Conditional Discrimination Response 1 Reinforcement Stimulus A Response 2 No R+ Sd S

Examples of Conditional Discriminations Sd R1: touches R+ Verbal: find baby S-delta R2: touches No R+ 108 3 stimuli to attend to: 1.Verbal direction find baby 2.Picture of baby 3.Picture of shoe

Sd R1: touches R+ Verbal: find shoe S-delta R2: touches No R+ 109 3 stimuli to attend to: 1.Verbal direction find shoe 2.Picture of baby 3.Picture of shoe

Barriers to Learning 1)Attention Stimulus over selectivity Focus on irrelevant features 2)Motivation Unmotivated by natural reinforcers Deficits in internal motivation 110

Basic Instructional Unit Antecedent Stimulus material Teacher request Environmental stimulus Behavior Learner response Consequence Outcome Natural or artificial R+ Correction procedure 111

You are ready to teach when. 113 Learner Cooperation Is learner approaching you? Are you paired with good outcomes? Are they willing to learn from you? Competing Reinforcers Identified what purpose behaviors serve? What consequences does individual want? Do you have reinforcers that will keep value of escape low? PreventionsIdentified what antecedents trigger desired and undesired behavior? Are you incorporating these into teaching model? Functional SkillsWhat are you teaching? Are the skills functional? What next?Do you know where skills are going? Where is plan going for this person? Whats the big picture

Building on the instructional unit Discrete Trial Sd Response Consequence Prompt (faded) 114

Student Project: Activity #7 2 part Video demonstration of skills. Segment 1: Behavior reduction- demonstration of PBS for problem behavior. Prevent Teach Respond Segment 2: Skill building- demonstration of discrete trial teaching 115

Problems with PROMPTs 116 Too early Too late Dont know how to fade out Forget use of DR

Order of Prompts Full physical assistance Partial physical assistance Gesture/model Prepositional Verbal 117

2 ways to Fade a Prompt TIME: reduce time delay from Sd to prompt TRIAL 1 (0 sec) Sd..Prompt response TRIAL 2 (2 sec) Sd.Prompt response TRIAL 3 (4 sec) Sd..Prompt response TYPE: reduce intensity or prompt or move to next level of assistance Trial 1: FP Sd.prompt response Trial 2: PP Sd.prompt response Trial 3: M Sd.prompt response 118

2 ways to transfer prompt to Sd Anything you do or add to help person respond Examples: Help person perform, model, point, move, verbal, raise eyebrows 1) Extra Prompt Using already present stimulus and exaggerating or defining in some way Examples: Pivotal response training (PTR), make features bigger or more pronounced, distinctive feature 2) Within Stimulus Prompt 119

Extra Vs Within Stimulus Prompts Example skillExtra PromptWithin Stimulus Prompt HtTCwA book page 20 select horizontal dots. Sd: find horizontal Prompts: prepositional prompt Gesture prompt Errorless teaching (removal of distracter) Sd: find horizontal Prompts: Fade in and highlight relevant features (size and position of dots in systematic way) Study: Teaching child to branch out from repetitive play to experience and play with various centers in school. Wanted child to play in dramatic play area- kitchen Sd: go play Prompts: point to kitchen center, physically guide to kitchen center, go play at kitchen center. Sd: go play Prompt: Distributed several articles child liked such as flashing toys, mirrors, etc, to lure child to go to the center. Study: Teaching child to engage in same activity that peers are engaging in instead of withdraw and repetitive self- stimulatory behaviors. Using a sensory table Sd: play with friends Prompts: pointing to friends, physical guidance to friends, indirect/direct verbal what are your friends doing/go with friends. Sd: Play with friends. Prompts: Place squares around table for peers to stand on, one left empty for child. Empty square signals to child the correct response. Fade out square by making smaller and smaller until gone 120

Instructional Procedure #2: SHAPING Procedure to teach NEW behavior or strengthen a WEAK one What is the SKILL and how can you break it down into smaller attainable parts? Focus is on reinforcing successive approximations of behavior Uses differential R+ 121

Origins of Shaping Behavior is behavior- animals, people all organisms 122 AntecedentBehaviorConsequence Criticize findings 1)Left hand moves 2)Raise off table 3)Raised in air 4)Raised at tilt 5)Raised and lowered in consecutive motions 6)Chopping air with left hand Skinner turn toward and nod

Shaping examples 123 AntecedentBehaviorConsequence Tv flickers 1)Flick it 2)Flick harder 3)Hit with palm 4)Hit with fist 5)Beat tv tv back on Exercise time 1)Walk 10 minutes 2)Walk 20 minutes 3)Walk/jog 20 minutes 4)Jog 10 minutes 5)Jog 20 minutes 6)Jog/run 30 minutes 7)Run 30 minutes Endorphin increase, lose weight, clothes fit Time for bed 1.Dimmer on 10 2.Dimmer on 8 3.Dimmer on 6 4.Dimmer on 4 5.Dimmer on 2 6.Dimmer on 1 7.Dimmer on 0 Verbal praise, extra story, added R+ next morning

Misuse of Shaping 124 AntecedentBehaviorConsequence Child hungry Dinner cooking 1)Whine 2)Whine and cry 3)Whine cry and scream 4)Whine cry scream and hit 5)Fall to floor and tantrum Cookie

Group Presentations: Shaping AntecedentBehaviorConsequence 125

Instructional Procedure #3: Chaining Teaching a series of behaviors in a specific order Linking together a series of already mastered responses Completion of a step serves as cue for next step Requires a task analysis 126

ForwardBackwardGlobal 1.Finished eating/dirty dish 2.Take all dishes to sink 3.Plug drain 4.Turn on warm water and fill to line 5.2 squirts of soap 6.Place dishes in sink 7.Wipe food from dish with sponge 8.Place dish in dishwasher (repeat 7- 8 till dishes gone) 9.Open soap drawer 10.Take out detergent 11.Open detergent 12.Fill dispenser with soap 13.Close drawer 14.Close dishwasher 15.Push start button 15. Finished eating/dirty dish 14. Take all dishes to sink 13. Plug drain 12. Turn on warm water and fill to line 11. 2 squirts of soap 10. Place dishes in sink 9. Wipe food from dish with sponge 8. Place dish in dishwasher (repeat 8-9 till dishes gone) 7. Open soap drawer 6. Take out detergent 5. Open detergent 4. Fill dispenser with soap 3. Close drawer 2. Close dishwasher 1. Push start button 4. Finished eating/dirty dish 5. Take all dishes to sink 9. Plug drain 10. Turn on warm water and fill to line 2. 2 squirts of soap 6. Place dishes in sink 8. Wipe food from dish with sponge 7. Place dish in dishwasher (repeat 7-8 till dishes gone) 11. Open soap drawer 12. Take out detergent 13. Open detergent 1.Fill dispenser with soap 14. Close drawer 15. Close dishwasher 3. Push start button 127

Group Activity 1. Perform a task analysis 2. Indentify Sd, behavior Consequence 3. Prompts you will use and fading procedure 4. Forward, Backward or global 128

Instructional Procedure #4: Errorless Learning Keep value of reinforcer high and value of escape/avoidance low Keep learner successful and teaching/learning an improving set of conditions Systematically sequence discriminations in an easy to difficult method 129

Example 1)Match picture of item to item- identical 1.Chip 2. ball 3. string 4. milk 5. blanket 6.Fan 7. bread 8. juice 9. Play-dough 10. water 11. Meat 12. rice 13. cracker 14. noodle 15. candy 16. Swing 17. cookie 2) Match picture of item to picture- identical 3) Match picture of item to representational (categorize) 4) Match representational picture to item 5) Shrink picture to 2x2 and receptively select when shown item/verbal 5) 2x2 picture identification given verbal 130

Group Activity Choose one discrimination task that a member of the group is currently working on with a student Order steps to teach the discrimination in an easy to hard sequence Present to class (designate 1 person to speak and 1 person to write out steps on public white board) 131

Instructional Procedure #5: Intermixing trials 132

welcome to the intensive behavioral intervention professional certification course instructor:...

Documents

behavior slide

music slide

target behavior consequence

unpleasant conversation

tier insult slide

antecedent stimulievents

behavior change process

explanations of human