functional behavior assessment & preference assessment presented by michelle antle, simpson co.;...

Functional Behavior Assessment &

Preference AssessmentPresented by

Michelle Antle, Simpson Co.; Marty Boman, WKU

Paula Borland, CESC; Connie Miller, Warren Co.;

Debra Myers, CESC; & Amanda Reagan, Allen Co.

Prepared by KATC January 2010 & KY Coop Network February 2010

Assessment of Reinforcers

The purpose of this presentation is to provide professionals with the tools to

assess reinforcers that:

Maintain problem behavior

Can be used during instruction to increase student performance

Prepared by KATC January 2010

Applied Behavior Analysis

Much what we know about the assessment of reinforcers is derived from the field of Applied

Behavior Analysis.

Applied behavior analysis or ABA is cited frequently in the area of intervention for

students with Autism Spectrum Disorders (ASD).


Applied Behavior Analysis

Though often cited as a practice, ABA is more accurately described as a science devoted to

the understanding and improvement of human behavior.

(Cooper, Heron, & Heward, 2007)

For practitioners, ABA should be viewed as a lens for viewing the educational context and

behaviors therein.Prepared by KATC January 2010

History of ABA & Autism

Experimental PsychologyWatson & Skinner

First work with students with autismBijou, Wolf & Risley

Applied Behavior AnalysisBaer, Wolf, & Risley, 1968

Early Intensive Behavioral InterventionLovaas


Baer, Wolf, & Risley, 1968

Definition of ABA

The science in which tactics derived from the principles of behavior are applied to improve socially significant behavior and

experimentation is used to identify the variables responsible for behavior change.



Baer, Wolf, & Risley, 1968

Characteristics of Applied Behavior AnalysisApplied

BehavioralAnalytic

TechnologicalConceptually Systematic

EffectiveGenerality


The Nuts and Bolts

“2-Term Contingency”

Behavior is controlled by it’s consequences

For example:Johnny hits because he gets attention for it,

not because he is angryMary flaps her hands because it feels good,

not because she has autism


The Nuts and Bolts

Behavior doesn’t happen in a vacuum

“ The 3- term contingency”

Antecedent-Behavior-Consequence

Antecedent- Billy falls down

Behavior- Billy Cries

Consequence- Billy is held by the teacher


Three term contingency

Stimulus Response Consequence

Or

Antecedent Behavior Consequence

Prepared by KY Coop Network February 2010

ABA Model of Behavior

Behavior is influenced by the environment

Antecedents(Events immediately before)

Consequences(Events immediately after)

Reinforcement(Increases/maintains behavior over time)

Punishment(decreases behaviors over time


Examples of three-term contingency

in life Stimulus Response Consequence

Doorbell rings Walk to the door See your neighbor

Light turns green Step on the gas Car moves forward

Get a coke Put money inYou see a coke

machine


Examples of three-term contingency

in life Stimulus Response Consequence

Parent is holding a cookie within

view of the child.

Child asks parent, “ Cookie, please?”

Parent gives child a cookie and says, “Good asking!”

Parent is holding a cookie within view of the

child.

Child throws a tantrum and tries

to take cookie from parent.

Parent gives child a cookie.


The Nuts and Bolts


Teacher hands Student a new worksheet

Student slides out of desk onto floor

Teacher talks to Student about his behavior for 2 minutes

Teacher works independently for 10 min.

Student blurts out Teacher increases proximity to the student

Teacher says “ Computer time is over, time for math”

Student runs to the hall Teacher puts student in Time out


A Closer Look

How do consequences effect

problem behavior?

Reinforcement

&

Punishment


Reinforcement

What is Positive Reinforcement?

When a behavior is followed immediately by the presentation of a stimulus that increases the future frequency of the

behavior in similar conditions



Positive Reinforcement

Student interrupts frequently because each time the teacher gives him a lecture.

Students melts down when asked to leave the computer because the teacher has historically

given him 5 more minutes.

Student flaps his hands because in the past it has resulted in a preferred sensory experience.


Positive ReinforcementAntecedent Behavior Consequence In the future

Teachers asks student to work Independently

Child falls to floor Peers point and Laugh

Falling to floor persists

Snack Time Child Screams for chips

Adult gives chips Screaming increases

Nap Time Child Cries Adult picks up and comforts

Crying

increases

Nap Time Child Tantrums for Toy

Adult gives toy Tantrum behavior persists


Reinforcement

What is Negative Reinforcement?

Something removed immediately following a behavior that increases the future

frequency of the behavior.



Negative Reinforcement?

Student melts down in the gym because in the past it has resulted in removal

from the gym.

Adult puts on his seatbelt because in the past it has resulted in the removal of the

obnoxious beeping noise.


Negative ReinforcementAntecedent Behavior Consequence In the future

The request to sit during calendar/circle Time

Student Hits Time Out Hitting persists

Teacher asks student to sit in his chair for Snack Time

Student Screams Removed from Snack

Screaming increases

Teacher hands student a work sheet

Student throws paper

Sent to time out Throwing increases

Teacher announces that it is Nap Time

Student Cries Told they can play for 5 more minutes

Crying persists


ABA Principle-Reinforcement

• Positive Reinforcement: a “gain” function (social attention, preferred activities, tangible items, and/or sensory stimuli)

• Negative Reinforcement: an “escape” function (undesired activities, requests, social attention, and/or sensory stimuli)


Four outcomes of ReinforcementStimulus Response Consequence

Parent is holding a cookie within view of the child.


Parent gives child a cookie and says“ Good asking!”


view of the child.



Parent ignores the child, walks away,

and hides the cookies.


view of the child.



Parent gives child a cookie.


view of the child.


Parent ignores the child, walks away,

and hides the cookies.


Vignettes CD

• Behavioral Programming for children with Autism. (1999). New York: EdenII Programs.

Reinforcement Lessons.


Punishment

Positive punishment

Something delivered immediately following a behavior that decreases the future

frequency of the behavior


Positive Punishment

Johnny speaks out. Teacher says, “Do not interrupt.” Johnny interrupts less

frequently in the future. Mary raises her hand. The teacher excessively praises her for answering

(embarrassing her). Mary raises her hand less frequently in the future.


Positive PunishmentAntecedent Behavior Consequence

Driving Speeding Ticket

Driver does speed in the future

Stove is on Child reaches Hand is burned

Child never touches the burner again

Teacher asks question Student answers correctly

Teacher Embarrasses student.

The student doesn’t volunteer answers in the future


Punishment

Negative Punishment

Something removed immediately following a behavior that decreases the future

frequency of the behavior


Negative Punishment

• Teacher removes student from reinforcing activity for hitting and hitting

occurs less frequently in the future.

• Student talks in class. Teacher removes a token from the student’s token board.

The talking out decreases.


Negative Punishment


Student with ASD is engaged in computer activity

Peer Approaches

Students with ASD hits peer

Computer time taken away

Students with ASD hit less often in the future

Student in circle time Student screams Teacher removes a token from the student’s token board. The screaming desists


Reinforcement & Punishment

Increases Behavior Decreases Behavior

Give or Gain

(+)Positive Reinforcement

Positive Punishment

Remove or Avoid

(-)Negative Reinforcement

NegativePunishment



Watch the following Clips and Discuss

Possible Reinforcers.

Activity

Activity

Can you use the following diagram to develop your own examples of

Positive & Negative Reinforcement?

Positive & Negative Punishment


Antecedent Antecedent BehaviorBehavior ConsequenceConsequenceIn the

Future In the

Future

Antecedents

If behavior is primarily maintained by its consequences why do we have to care about what happens before

the behavior?


Antecedents

Antecedents primarily affect behavior

in two ways.

• They signal to a student that reinforcement is available for a response.

• They increase or decrease the value

of a reinforcer.Prepared by KATC January 2010

Signaling reinforcement is available

Students may learn that only in the presence of certain stimuli (teachers, activities, materials) is reinforcement

for a response is available

The technical term for this thing is discriminative stimulus (SD)


Discriminative stimulus

This special stimulus becomes a signal through differential reinforcement.

That is, a response is reinforced in it’s presence but not in it’s absence.



For example:

For weeks, Mrs. Johnson seems to be the only teacher assistant that gives Micky attention for his making a whistling sound. Every time that Mrs. Johnson enters the room, Micky’s

whistling increases.

We say that the presence of Mrs. Johnson signals that reinforcement is available for

whistling.Prepared by KATC January 2010


For example:In the general education class, the teacher

allows Mary to take a walk following occurrences of problem behavior. This is not the case in the special education class. The general education classroom becomes a SD

for problem behavior.

Again, it signals reinforcement is available for problem behavior.


Changing the value of a reinforcer?

Sometimes stimuli that happen before a behavior may alter the value of a reinforcer.

Thus altering the frequency of behavior previously reinforced by that reinforcer.

These are a called Motivating Operations (EOs).(Micheal, 1982)


Motivating Operations

Primarily MOs serve two purposes:

Satiation

&

Deprivation


How does info about MO change the picture?

In a recent FBA,

ABC data collection indicated that every time the teacher called on Johnny, he verbally protests,

which was followed by a teacher lecture.

Additional data revealed that on days when the teacher infrequently called on Johnny, the

problem behavior occurred more frequently.


No attention

for 45 min

No attention

for 45 min

What’s this?

What’s this?

Oh. Me! Me Me!Oh. Me! Me Me!

Jin,Raise your hand and

wait quietly

Jin,Raise your hand and

wait quietly

MO SD B C


How might you affect behavior through MOs?

Activity

Phil, a young man with Asperger syndrome, engages the teacher in verbal dialogue to

escape difficult tasks.

Allyson, a young woman with autism, engages in screaming to access food

reinforcers in the classroom pantry.


Activity

Work in small groups to come up with a scenario in which a MO may increase

and decrease the value of a reinforcer.


Motivating Operation

Antecedent Behavior Consequence(reinforcer)

Students skipped breakfast

Teacher models “cookie”

Students says “cookie”

Student gets cookie(increased value)

Student has a snack prior to instruction

Teacher models “cookie”

Students says “cookie”

Student gets cookie(decreased value)

Functional Behavior Assessment

Power of FBA for teachers.

It addresses contextual variables that affect student’s behavior, variables that

a teacher may be able to control.

It may result in more powerful intervention.


Power of FBA for teachers

It may result in more reinforcement-based interventions.

(Cooper Heron & Heward, 2007)

It provides active involvement in a process.

FBA is much more than a form!


Functional Behavior Assessment (FBA)

Outcomes of FBADescription of the problem behavior

Identification of the events, times, circumstances that are regularly associated with the

occurrence and non occurrence of the problem behavior.

(O’Neill et al., 1997)



Outcomes of FBA

Identification of the consequences that maintain the behavior.

Development of a summary statement or hypothesis regarding the function or purpose of

the behavior.(O’Neill et al., 1997)


Continuum of FBA Methods


Indirect Assessments

Direct observation

Experimental

Analysis

Level of

Pre

cisi

on

Level of

Diffi

cult

y

First level of FBA: Indirect Assessment

Outcomes of Indirect Assessment:

A determination that a problem behavior is occurring and a FBA is required.

Determination of routines in which problem behaviors occur.

Operational definition of the problem behavior.


Operational definitions

A behavior is defined in a clear, objective, and concise manner.

Three ways to test a definition:

Can you count the number of times a behavior occurs or how long it takes to perform?

Can you see the individual performing the behavior when it occurs?

Can you break down the target behavior in to smaller components (the answer should be No)?


Morris, 1985

Operational Definition

Watch the video and record the frequency of ear touching based on

the following definition.

Ear touching: The individual touches either of his ears with any part of his hand.


Activity


Indirect Assessment

Methods of Indirect Assessment

These tools do not require systematic direct observation of the student.

These methods most often include interviews, rating scales, checklists, and

standardized tests.


Indirect Assessment

InterviewsInterview the individual exhibiting the problem

behavior

Interview significant others

It is important to keep to the “when” and “what.” The “why” may be more subject to

distortion as it is not observable.


Interviews

Formal InterviewsFunctional Assessment Interview

(FAI; O’Neill et al. 1997)

Informal Interviews

Consider interviewers knowledge of FBA

& ability to develop situation specific scenarios.


www.ksb.k12.ks.us/docs/fba/interview.pdf Prepared by KATC January 2010

Functional Assessment Checklist for Teachers & Staff

(FACTS)

Step #1: Complete Demographic Information:

Step #2: Complete Student Profile

Step #3: Identify Problem Behaviors

Step #4: Identify Where, When and With Whom the Problem Behaviors are Most Likely

Step #5: Select Routines for Further AssessmentPrepared by KY Coop Network

February 2010

Indirect Assessment Checklist & Rating Scales

Consider:

The respondents actual knowledge about the target student.

Obtaining responses from multiple persons that work with the student .


Checklist and Rating Scales

Examples

• Functional Assessment Screening Tool (FAST; Iwata & DeLeon, 1996)

• Motivation Assessment Scale (MAS; Durand & Crimmins, 1992)

• Problem Behavior Questionnaire (PBQ; Lewis, Scott, & Sugai, 1994)


Functional Assessment Screening Tool


Motivation Assessment Scale (MAS)

• A means to determine why the Behavior of Concern continues

• Sixteen item assess functions or motivation of Behavior of Concern

• Scoring Instrument is divided into four categories (attention, tangible, escape, and sensory)


PEERS ADULTS SETTING EVENTS

Escape Attention Escape Attention

3 10 14 4 7 11 1 9 13 2 6 12 5 8 15

6 6 6 5 5 5 4 4 4 3 3 3 2 2 2 1 1 1 0 0 0

6 6 6 5 5 5 4 4 4 3 3 3 2 2 2 1 1 1 0 0 0

6 6 6 5 5 5 4 4 4 3 3 3 2 2 2 1 1 1 0 0 0

6 6 6 5 5 5 4 4 4 3 3 3 2 2 2 1 1 1 0 0 0

6 6 6 5 5 5 4 4 4 3 3 3 2 2 2 1 1 1 0 0 0

PROBLEM BEHAVIOR QUESTIONNAIRE PROFILEStudent _____________________________ Grade _______________________School ______________________________ Date ________________________

DIRECTIONS: Circle the score given for each question from the scale below the corresponding question number (in bold).


Indirect Assessment: Advantages

Convenience

Identification of behaviors worthy of more direct and intensive assessment



Indirect Assessment: Disadvantages

–Bias/inaccurate recall

–Limited data support

–Low rates of reliability

–Some tools may have a clinical tone


Activity

Mock completion of indirect assessment

Think of a student that you have worked with in the past. Based on your

recollection complete the following form.


Jigsaw Activity

Section 1

Section 2

Section3





Direct observation

Experimental

Analysis

Level of

Pre

cisi

on

Level of

Diffi

cult

y

Direct Assessment

Direct and repeated observations of the student’s behavior in the natural

environment are the preferred method for determining which behaviors to target for

change.


Direct Assessment: ABC recording

“The observer records an account of all behaviors of interest and the antecedent conditions and consequences for those

behaviors.”(Cooper, Heron, & Heward, 2007 p. 53)

Two kinds:

Narrative and ContinuousPrepared by KATC January 2010

ABC Narrative Recording

The recording of data only when the targeted response occurs. The observer

records antecedent and consequent events



Teacher said “ Start working” and pushed worksheet in front of the student.

Student bit teachers hand.

Teacher pulled hand away and verbally reprimanded student.

ABC Narrative Recording

Advantages

– Data is only recorded when the target behavior occurs.

Disadvantages– Not established in the research.

– May identify relations that do not exist.– Observers may record inferred states or

subjective impressions.


Cooper, Heron, & Heward, 2007

Activity

Watch the following video and

record ABC Narrative Data.


ABC Continuous Recording

An observer records occurrences of the targeted problem behaviors and

selected environmental events.

Codes for recording antecedent, behavior, and consequent events can be developed

from data collected during indirect assessment.



Data sheets may use partial interval, momentary time sampling, or frequency

recording.

Targeted environmental events are record even when the problem behavior does not

occur.



Time Antecedent Behavior Consequence

9:00 T-PN T-NO D NI

A V E T TO

9:05 T-PN T-NO D N

A V E T TO


T-PN: Transition from preferred to nonpreferredT-NP: Transition from preferred to nonpreferred

D: Demand placed on the students A: Student kicks, bites, or pinches another person)

V: verbal reprimandE: Student does not complete teacher directed response

T: Students gets access to a tangibleNR: Student receives a time out

Behavioral Intervention Program Antecedent, Behavior, Consequence Form

Student: ____Carmen_____ Circle One: Mon Tue Wed Thurs Fri Page _____1___ Full day Absent Partial day: In _____ Out ______ Date: xx/xx/xxxx Time Context/Activity Antecedent/ Setting

Events Identified Target Behaviors

Consequence/Outcome

Student Reaction Staff Initials

Begin & End

The student’s environmental surroundings (people, places, events)

Describe exactly what occurred in the environment just before targeted behavior was exhibited.

List types of behaviors displayed during incident

What happened in the environment immediately after behavior was exhibited?

How did the student react immediately following the initial consequence being delivered

8:30-8:52 A H B B B LR 9:15-9:25 C E C I A TP

10:15-10:17 D H B B A LR 12:15-12:22 I A B A B TP 1:15-1:22 D E C I A LR 3:17-3:30

Key:A.Group Time Key:A. Transition Key:A. Physical

Aggression Key:A. Choice given Key:A. Stopped

B. Individual Time B. Choice Given B. Disruptive outburst B. Redirection B. Continued C. Reading C. Redirection C. Throw object C. Discussion of Beh. C. Intensified D. Math D. Instruction/Directive D. D. Personal space given D. Slept E. Spelling E. New Task E. E. Changed Activity E. Yelled F. Social Studies F. Routine Task F. F. Peer Attention F. Cried G. Science G. Physical Prompts G. G. Verbal reprimand G. Other behavior H. Cooperative/Small Group H. Completing task

with peer H. H. Physical Prompt H. Moved away

I. Lunch I. told “NO” I. I. Quiet Area I. Self-stimulation J. Outside J. Close proximity J. J. J. K. K. Interaction K. K. K.

Prepared by KY Coop NetworkFebruary 2010


Advantages

• May provide strong correlation data.

• Require minimal disruption to the students routine.




Disadvantages– Correlational -not causal relations

– Time consuming/Requires additional staff

– May not be sensitive to responses maintained by intermittent SR



Activity

Watch the following video and

record ABC Continuous Data


Scatterplots

Period of time is divided into smaller intervals.

The observer records whether or not a behavior occurs within a given interval.

Data are analyzed for temporal patterns.


Prepared by KATC January 2010www.specialconnections.ku.edu

Scatterplots

Period M T W TH F TOTAL

1 5

2 0

3 1

4 4

5 0

6 0


Scatterplots

Advantages– Identification of time when to conduct more

in-depth analyses

Disadvantages– Has limited utility in identifying relevant

environmental stimuli– Subject to inaccuracies

– Time consuming



Formulating a hypothesis

• Data from descriptive assessments are analyzed and a hypothesis is developed

• Written in an ABC format


Hypothesized function


Escape from instructional demands

When Sal is given a directive to start or continue working on an academic task

Sal throws his materials and tantrums

Removal of academic tasks




Direct observation

Experimental

Analysis

Level of

Pre

cisi

on

Level of

Diffi

cult

y

Experimental Manipulation

Considered the Gold Standard of Assessment as it directly assessed

variables that maintain problem behavior.

It moves beyond correlations to causal relations between environments variables

and problem behavior.



Used less frequently in school contexts because they require high level expertise

and careful consideration of safety precautions

Functional Analysis

Structural analysis


Functional Analysis

Not to be confused with

Functional Behavior Assessment

Manipulation of environmental to stimuli to assess consequent events that maintain aberrant

responses (Iwata, Dorsey, Slifer, Bauman, & Richman, 1982 )

These conditions are designed to temporarily increase problem behavior


Functional Analysis:Traditional conditions

– Contingent Attention (social disapproval)

– Contingent Escape (demand)

– Alone (ignore)– Control (play) – Tangible


Functional Analysis Analogue: Data Sample 1

Data collection: 10 Second partial interval

Target behavior: Self-injurious behavior

Conditions:

Alone

Demand - Vocational tasks

Object - Massager

Attention - Reprimand


Functional Analysis Analogue Data

Sample 1 (cont.)

Data: % of intervals

Conditions: Session Data:

Alone 7 22 3 20

Attention 30 50 8 32

Demand 0 8 3 5

Object 18 3 4 3


Functional Analysis Analogue: Data Sample 2

Student: 6 years old with autism, placed in FMD classroom

Data: Frequency within a 10 minutes sessionCondition Data

Alone 12 71 0

Attention 7 14 26

Escape 6 5 2

Deep Pressure 21 35 18

Massager 10 34 11

Meal Time 7 2 3Prepared by KY Coop Network February 2010

Activity

Graph the data &

formulate a hypothesis


Structural Analysis

Manipulation of environmental to stimuli to assess antecedent events that occasion aberrant responses (Wheeler, Carter, Mayton, & Thomas, 2002)

– Fine motor vs. gross motor, short vs. long, functional vs. analog tasks, choice vs. no choice (Dunlap, kern-Dunlap, Clarke & Robbins, 1991)

– Teacher choice versus student choice (Vaughn & Horner, 1997)

– Academic tasks vs. Fine motor tasks vs. Gross motor tasks, Staff persons (Butler & Luiselli, 2007



Advantages

– Demonstrates a causal relation– Strongest predictor of maintaining

variables– May be conducted in a short time

– May improve staff understanding of maintaining reinforcers




Disadvantages

– Temporary Increase in problem behavior– Behavior may acquire new functions

– Professional expertise required– Difficult to conduct in school environments



Summary of Functional Behavior

Assessment Techniques Procedure

Quantitative

direct

observations of

behavior under

naturalistic

condition

Purpose

Identify behavior

antecedents and

consequences

potentially maintaining

(generate hypothesis)

Descriptive

Analysis orIndirect

Assessment


Summary of Descriptive Analysis Technique

Indirect Assessment• Record Review• Interview/Informant • Rating Scales

– FACTS– MAS– PBQ

Direct Assessment• Direct Observational

Methods– ABC Narrative– ABC continuous– Scatterplots


Summary of Functional Behavior

Assessment Techniques (cont.)

Procedure• Quantitative direct

observation of behavior obtained via preselected and controlled conditions.

Purpose• Confirm information

under descriptive analysis (confirm hypothesis).

• Identify or isolate the role of environmental events.

Functional Analysis or

Experimental Analysis


Formulating A Hypothesis or Best Guess as to Why the Behavior is

Occurring


Generate a Hypothesis Statement

A hypothesis statement is a summary statement that describes the team’s best guess about the relationship between the problem behavior and the characteristics of the environment- the specific contexts and the specific function.

The goal of which is to identify specific CONCRETE circumstances

regularly associated with the occurrence and nonoccurrence of the problem behavior.


Generate a Hypothesis Statement

Hypothesis Statement

When this occurs…(describe the circumstances)

the student does…(describe the behavior)

to get/avoid…(describe the consequences)


Sample Hypothesis Statements

• When the teacher’s attention is withdrawn or focused on another child, Lisa makes noises; this results in the teacher scolding her and moving her closer.

• When Donna finishes work before the other students, she scribbles on her desk; this alleviates her boredom.

• When Marcus is unclear about the directions for an assignment, he stays in his seat and talks to peers; this keeps him from feeling frustrated.

• When unanticipated changes occur in the schedule, Ben throws his materials; having to pick them up delays the transition to the next activity.


Activity: Forming an hypothesis

…

With your team:1. Review Indirect and Direct data for Carmen

2. Come to consensus for probable function of behaviors.

3. Develop hypothesis statement…

When _______(describe what is taking place) _______occurs ______(student)_____ does_________(describe the behavior) ____________ to get/avoid _______(describe the maintaining function)_______________________.

Prepared by KY Coop NetworkFebruary 2010

Carmen

When _______ _______ ______ occurs Carmen does_____________________

to get/avoid ____________-______________________.

Prepared by KY Coop February 2010

Behavior Pathway

Setting EventTriggeringAntecedent

Desired Behavior

Behavior of

ConcernMaintaining

Consequence

ReplacementBehavior

MaintainingConsequence


Identifying Reinforcers for Changing Behavior


Again, What is Reinforcement?

“Any stimulus that maintains or increases the behavior exhibited immediately prior to the

presentation of the stimulus.”

How do we know the stimulus is a reinforcer?If behavior it followed was increased in or maintained at the current rate, duration or

intensity


What is Reinforcement?

How often do we hear a colleague refer to a child as unmotivated?

It important to see our role in the motivation of students. If a student is

unmotivated then it is likely that we have failed in identifying effective reinforcers.


Value of Assessing Reinforcers

Effective educational interventions are based on positive reinforcement

Students with ASD may have atypical reinforcers that are difficult to identify

Students reinforcers may change often


Types of Reinforcers

Primary (unconditioned) ReinforcersIt is reinforcing even though the individual

may have no learning history with it.

Stimuli that have biological importance to an individual

Examples: food, liquids, sleep, shelter, sex



Types of Reinforcers

Secondary (Conditioned) Reinforcers

A previously neutral stimulus that has acquired reinforcing properties through

pairing with a primary reinforcer.

Examples: praise, finishing task, learning, tokens, penny cards



Basic Reinforcement Rules

Rule 1: Cannot tell whether something is a reinforcer until try it and observe effect on the behavior.

Rule 2: What is a reinforcer for one person may not be for another. Individualized.

Rule 3: To be effective, a reinforcer must occur during or immediately after the behavior.


Basic Reinforcement Rules (cont.)

Rule 4: Reinforcement must be contingent if it is to be effective. RE: First this, then that. In other words– limited access.

Rule 5: When strengthening a new behavior, reinforce frequently.

Rule 6: Goldilocks Rule- Reinforcement must occur twice as often as BoC to be just right?


Considerations in Using Reinforcement

• Immediacy• Schedule• Amount• Pairing• Proximity• Labeling• Expressiveness


Stimulus Preference Assessment

Refers to a variety of procedures used

to determine…

A) What the person prefers

B) If it is a high preference or a low preference

C) Under what conditions do those preferences change.



Stimulus Preference Assessment

Three types of procedures:

• Asking

• Free operant assessment

• Trial based assessment


Asking

Asking the Target Person

Open-ended questions

Choice format

Rank ordering


Asking

Asking significant others

Offering a pre-task choice“Which would you like to work for?”


Problems with Asking

Trial-based assessments have been demonstrated to more accurately identify reinforcers than asking

procedures

Allow the assessment of novel stimuli

Maybe used with students with limited vocal repertoires


Free Operant Observation

Observing the individual when they have unrestricted access to multiple stimuli

A total duration measure of the time a person engages with each stimulus is

recorded




Contrived

The environment is “salted” with items that might be of interest

Naturalistic

Observation are conducted in the learner’s everyday environment




Item Monday Tuesday Wed. Thursday

Friday TotalMinutes

Toy Car 6 2 8 1 5 22

Slinky 3 6 1 0 7 17

Pirate Ship

0 2 0 4 1 7

Flashlight 7 8 6 9 7 37


Amount of time (minutes) engaged during free play

Trial–based Assessments

Single stimulus

Paired stimuli

Multiple stimuli


Single Stimulus Presentation

Developed by Pace et al., 1985

Items are presented to an individual one at a time

Each item is presented multiple times

Observer records duration with stimulus, approach or rejection of stimulus, or number of touches

– Types of stimuli used are visual, auditory, vestibular, tactile, olfactory, gustatory and multisensory.


Single Stimulus Presentation

Advantages

• Can be used with students with severe disabilities

Disadvantages

• Over estimates preference

• Does not allow stimuli to be compared to each other

• Is time consumingPrepared by KATC January 2010

Let’s Practice

Work in pairs with a partner

First present an item in front of the learner.

If the student approaches within 5sec , allow the student 30 sec with the item

(or let them consume it) then mark a “+” on the data sheet


Let’s Practice

If the learner does not approach within 5s then prompt he/she to engage with the stimulus for

30s and then present it again.

If the learner does not respond then present the next stimulus

Continue until each stimulus has been presented 5 times (items approached 80% of the time are

considered preferred)


Paired Stimulus (Forced Choice)

Developed by Fisher et al., 1992

Items are presented in pairs and the first item touched is scored as the selection

Each item is presented with every other item at least twice

Measure of preference is the % of time the item was selected when it was presented

Items can be ranked


Paired Stimulus (Forced Choice)

Advantages

• More precise than single item method

• Allows for comparison of stimuli

• Most accurate method

Disadvantages

• Time consuming



Wright 2002

Wright, 2002

Video Example

Discrete trial teaching (1999). NYC: New York Families for Autistic Children.

Reinforcement Preferences


Let’s Practice

1. Work in pairs.

2. Present two items at a time to your partner.

3. If your partner makes a selection within 5 sec then provide access for 30 sec

(or consumption of an edible)

4. Then record the selection on your data sheet.


Let’s Practice

If there is no approach then prompt the student to sample each item. Then present

it a second time.

If the student makes a selection within 5s, then provide access.

If not, remove the item, marked an N (non selected) and present the next pair.


Multiple Stimulus

Stimulus presentation of an array of three or more stimuli.

This will reduce your assessment time because you are pairing stimuli together.



Multiple Stimuli with Replacement

The assessment begins with an array of stimuli in front of the learner.

The learner picks one of the items.

Once the learner has chosen an item that item is remains and new items are

introduced in to the array.



Multiple Stimuli without Replacement

DeLeon & Iwata, 1996

The assessment begins with an array of stimuli in front of the learner.

The learner picks one of the items.

Once the item is chosen the other items from the array are rearranged and the original item

chosen is removed from the original sequence.


Multiple Stimuli without Replacement (MSWOR)

Advantages

• Produced result similar to paired stimulus

• Completed in half the time of paired stimulus

Disadvantages

• Can be difficult to manage multiple stimuli


Brief MSWO

Carr, Nicolson, & Higbee (2000)

Similar to DeLeon and Iwata but with fewer trials and stimuli assessed


Brief MSWO

Advantages

• Accurate

• Very Brief

• Can be used multiple times

Disadvantages

• Need more research


Let’s practice

Present all 5 stimuli in front of your partner.

If your partner makes a selection within 5 sec. then provide access for 30 sec (or consumption of an

edible) then record a “1” on your data sheet next to the corresponding stimuli

Remove that item from the array following the 30 sec of access


Let’s practice

Take the item form the left side of the array and place it on the right side and then re-center the remaining items in front of the student.

Repeat this process until only one item remains or no item is selected during the 5 sec.

Record the order in which the items are selected


Let’s practice

If there is no approach then record the remaining items as 5.

Complete the entire process three times.

Add the numbers in the column for each item

Rank the items with the lowest total ranked as 1.


Let’s practice• Brief MSWO


M&M Chip Pretzel Goldfish

4 1 2 3

4 2 1 3

4 1 2 3

12 4 5 9

Considerations for Selecting SPAs

Observe Period prior to SPA to make sure that MOs’ do not affect assessment

(e.g. SPA conducted after lunch).

When time is limited use a brief SPA.

When possible use data from multiple SPA methods.


Preferences identified: Now what do I do with them?

Deliver them immediately

Deliver them consistently

Deliver them contingently

Assess their effects as reinforcers


Student Profile ActivityBradley Lisa Jason

As a team :

1.Determine specific Behavior/s of Concern…

2.Possible reinforcement

3.Indirect tools to use for more information

4.Direct Observation activities


In Summary


In Closing


A-Z Review

"People don't shape the world,

the world shapes them"

(BF Skinner)


References Crone, Deanne A., Lewis-Palmer, Teri , Carr, Edward G., March, Horner, Robert

H., Brown, Todd, Anne W. “Functional Assessment Checklist for Teachers and Staff (FACTS)”, (2000). http://www.pbis.org/pbis_resource_detail_page.aspx?Type=4&PBIS_ResourceID=246

• Durand, Mark V. PhD. & Crimmins, Daniel, Ph.D. “The Motivation Assessment Scale Administration Guide”, Monaco and Associates, Inc. 1996-2009.

• Iwata, Vollmer, & Zarcone (1990). The experimental (functional) analysis of behavior disorders: Methods, applications, and limitations. In Repp & Singh (Eds..), Perspective on the use of nonaversive and aversive interventions for persons with developmental disabilities.

• The Florida Center on Self-Injury:, 5th edition : “Functional Analysis Screening Tool “, 2002 http://www.lessons4all.org/downloads/FAST.pdf

• www.pbis.org • Special Connections :

http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/specconn/main.php?cat=behavior&section=main&subsection=fba/facts


http://www.pbis.org/pbis_resource_detail_page.aspx?Type=4&PBIS_ResourceID=246

http://www.pbis.org/pbis_resource_detail_page.aspx?Type=4&PBIS_ResourceID=246

http://www.lessons4all.org/downloads/FAST.pdf



functional behavior assessment & preference assessment presented by michelle antle, simpson co.;...

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