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The Basic Principles of Teaching
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A-B-CPrompting ReinforcementPunishment - what not to do!Response interruption/redirectionFunction of BehaviorReplacement Behavior
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A-B-C
Antecedent Behavior Consequence
Before During After Sees trackAsks Gets help
Meet Gavin!
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A-B-C BehaviorsPre-ExistingAntecedents
Immediate Antecedents
Behavior Consequence
•Pain or Discomfort•Lack of Sleep•Hunger, biological factors•Change of routine in previous environment•Illness
•Asked to Do Something•Lack of Activity•Lack of Structure•Unable to Get What is Wanted•Sensory Issues: light, noise, touch, overstimulation, boredom•Routine Interrupted•Behavior of Peer•Stopped or Corrected•Transition Between Activities•Unmet Needs for Attention•Social Demands•Other
•Walks Away•Refusal•Drops Materials on Floor•Self-Talk (TV show, commercial, etc.)•Singing•Attempts to Get Physical AttentionTalking Back•Noises•Playing with Materials•Throws•Tears Materials•Screams/tantrums•Self-injury•Other
•Brief Escape•Longer Escape from Demands•Attention from Staff (specify time and amount)•Reduction of Stimulation•Staff Provides Activity•Peer Leaves or is Removed•Staff Reduce Demand•Other
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Antecedents
Pre-existing conditions that are not immediately visible: physical, family, medical, etc. – lack of sleep, death in family, medication change
Immediate conditions – corrected by provider, sees computer, noise, schedule card, verbal prompt, etc.
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A-B-CInstructionPre-Existing
AntecedentsImmediate
Antecedents*can be multiple!
Behavior Consequence
•Canned food on counter•“Put it away”•Point to food
•Dishes in sink
•“Let’s get in the car”
•“Time to eat”
•Other
•Put can on shelf in pantry
•Wash dishes
•Get in car
•Go to the dining room
•“Yeah!”•Finish job
•Get TV time
•Go to store
•Eat dinner
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A-B-CAntecedent Behavior Consequence
•Unmet Needs for Attention•Approach Other Children
•Scratch/Hit •Peer Attention
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A-B-CAntecedent Behavior Consequence
•Asked to Do Something•Unable to Get What is Wanted
•Refusal •Gets What is Wanted
ABC 2 & a more complex one
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Increasing/ Decreasing Behaviors If we want to increase a behavior, we
use REINFORCEMENT If we want to decrease a behavior, we
use PUNISHMENT
Reinforcement = Increase Punishment = Decrease
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Stimulus Added Stimulus Removed
Increase Behavior Positive Reinforcement
Negative Reinforcement
Decrease Behavior Positive Punishment
Negative Punishment
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What is Reinforcement?
A consequence that follows a behavior and increases the future frequency of that behavior under similar circumstances.
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Reinforcement Reinforcement can be both positive or
negative Both INCREASE behavior Positive Reinforcement – you are giving
the person something and the behavior goes up.
Negative Reinforcement – you are taking something from the person and the behavior goes up.
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Positive Reinforcement
Your consumer sees a candy bar and wants it
The consumer screams “I want the candy” and starts pulling it off the shelf. Quickly you hand him the candy to get him to stop screaming. (Reinforcement of inappropriate behavior)
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Positive Reinforcement
Your child sees a candy bar and wants it The child takes out his PECS book and
correctly asks for “candy.” Quickly you hand him the candy and thank him for asking nicely. (Reinforcement of appropriate behavior)
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Negative Reinforcement
The radio is playing loudly in the Learning Center.
Your child comes in, covers his ears and starts screaming. You quickly rush over to the radio and turn it off (removing the noise). (Reinforcement of inappropriate behavior)
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Negative Reinforcement
The radio is playing loudly in the Learning Center.
Your child comes in, covers his ears, and quietly says “too loud.” You quickly rush over to the radio and turn it off. (Reinforcement of positive behavior)
- Gavin again!
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Elements of Reinforcement Timing/Immediacy Connection: Does he/she understand that
the consequence is related to the behavior?
Individual Watch for Loss of Effect
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Evaluating Preferences
Extrinsic – candy, food , drink
Intrinsic Reinforcers – a reinforcer that is part of the activity, inherent in the task, natural!
-rolling on a chair, getting in between child and trampoline
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Bribery
Reinforces Balking, Arguing, Refusing Watch for:
Does He Negotiate a Reinforcement in the Midst of a Task?
Does He Expect a Reinforcement to Complete Task?
Contrast with Work System or Schedule
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Response Interruption/Redirection
Tickle when ‘Melting Down’ Schedule Card to go to Different Space
When Seeking Attention (repetitive statements, too close, etc.)
CAUTION: Pay Attention to Function!
Develop an Intervention Plan!
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Fade Reinforcement
Continuous: Best when first introducing a behavior
Fixed Ratio: Consequence given after a set number of correct responses
Variable Ratio: The “Gambling” Effect
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Punishment Positive Punishment Negative Punishment –reducing behavior
by taking away something good
Can Produce Aggression May Become Attached to Person
Delivering Punishment Models Inappropriate Behavior LAST RESORT!
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Things to Remember… Good prompts help the individual use
meaningful cues in the environment to promote independence
Avoid prompts that become a part of the task
Prompts should not lead the individual step-by-step through a task
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Good Prompts & Bad Prompts Can you identify a good prompt from a
bad prompt? Why aren’t verbal prompts sometimes
the best types of prompts? When is a physical prompt a good type
of prompt to use? When should you model? When should you gesture?
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How Often Should You Prompt? Only when unsuccessful in starting or
completing the task
Offer time between prompts
Do not over-prompt
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What are Accidental Prompts? Prompts given unintentionally
Some examples areNoddingSmilingRaising eye browsMaking eye contact
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How Do You Avoid Giving Accidental Prompts? Be mindful of your mannerisms
Change your stance
Give space
Make your presence less obvious
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Recording Prompts
Independent (I): participant completes the goal independently
Not Applicable (NA): corresponds to a goal that is not measured
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Recording Prompts Verbal prompt (VP): staff provides a prompt verbally
Physical prompt (PP): staff provides a prompt physically
Physical assistance (PA): staff provides hand-over-hand assistance to participant
Modeling (M): staff models or shows the participant how to do a task by doing it first
Gesture (G): staff points to something
Object prompt (OP): staff provides an object/visual cue outside of existing structure
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Issues in Prompting
Prompt Should Fit the Child and the Task
Teach the Child to Attend to Natural Cues within the Task
Avoid Prompt Dependency! HOW?
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Fading
Systematic removal of a prompt With many, verbal prompts can become
part of the task = example Absolutely Essential! - Avoid Prompt
Dependency
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“A problem incorrectly defined leads us to
solutions that may not effect change.”
Never Stop Asking Why
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Functions of Behavior“why do we do what we do?” Escape/ Avoidance – escaping or
avoiding a demand situation (communicate rejection)
Attention – can be both positive or negative attention
Access - attempting to gain access to an object or situation
Automatic – behavior ‘feels good’ (i.e. self stimulatory behaviors)
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Replacement BehaviorsTeach a Skill That Addresses the Function ORReinforces the Concept Function Replacement
Attention Ways to Request
Escape Complete Shorter Task, Get Break
Hates Correction Practice Expected Correction
Can’t Wait Give ‘Waiting’ Activity for Short Time
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Replacement SkillsMake it Practical! Make it Work!
Make it Fit the Function!
Slaps head to say “stop”
Destroys materials
Yells on bus, picks on peer
on bus
Talks about same event many times
daily
Taps, Bounces, Drops Materials
Runs to Avoid Demands
Plays with spit
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Replacement Skills The Developmental
Perspective
The Goal Represents a Developmentally
Appropriate Social Competency, NOT a
Challenging Behavior to be Lessened
-Karen Stoiber
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Teaching Better CommunicationEscape I can’t figure this out I need help This is too hard I want a break I am bored! I don’t want to do this I don’t know what to do I don’t like that Leave me alone Report to teacher
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Teaching Better CommunicationAttention How am I doing? Check my work Did I do okay? Hey! What are you doing? Can I do that with you? Raise hand
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Teaching Better CommunicationSelf-Gratification
I want… I can do this (when) Follow schedule showing sequence
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Preference Survey
Review the example!
Practice!
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Time Delay/ Waiting
Provide extra time so that the person understands the expectation
Provide extra time so that the person recognizes a need to respond
Timing in Prompting & Reinforcing is Crucial!
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Shaping
The process through which we gradually modify an existing behavior into what we want it to be.
Build by Successive Approximation
Reinforce attempts in such a way to get closer to the expected behavior
80% Success is Your Target! Example: Banana vocal example
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Differential Reinforcement Reinforce Specific Behavior
Can the person DISCRIMINATE which behavior is reinforced?
Go through an intersection when the light is green - OR- answer the phone when it rings
Video of Will
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Differential Reinforcement Reinforce the ABSENCE of an
inappropriate behavior Even Better, Reinforce a behavior that is
incompatible with the inappropriate behavior
Reinforce a behavior that serves the same need, but more appropriately (Push away materials instead of biting to get out of a task)
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Extinction
Should Be Used with Differential Reinforcement
Planned Lack of Reinforcement for Inappropriate Behavior
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Task Analysis
Break the Task into Discrete Steps Will I then teach a single step to
proficiency? (80% rule) Add a step at a time Create successful chains Fade reinforcement
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Chaining
Identify the Steps of the Task Start with a Step the Person Can Do or
Can Learn Quickly (First or Last Step) – Reinforce
Add a Step at a Time to the Chain – Reinforce the Chain
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Forward Chaining
Backward Chaining
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Discrete Trial Instruction (DTI) Systematic, repeated trials Breaking a skill into smaller components Teaching one sub-skill at a time until
mastery Cue – Prompt – Response –
Consequence – Interval Between Trials Task Analysis
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Use Natural Environments Use Elements of DTI to Create Multiple
Opportunities Use Natural Motivators Use Interests Generalize! – Different People, Places,
and Materials