introduction to applied behavior analysis/verbal behavior: part 2 hillary ran, m.ed, bcba...
TRANSCRIPT
Introduction to Applied Behavior Analysis/Verbal
Behavior: Part 2Hillary Ran, M.Ed, BCBA
Exceptional Learners Behavioral Services, LLC
www.ExceptionalLearners.com
Training created by:Hillary Ran, M.Ed, BCBA
Hillary Ran, M.Ed, BCBA has given permission for Consultants for Children, Inc to use information.
Types of Prompts• Hand-Over-Hand (HOH)• Physical • Guidance• Gestural• Imitative• Verbal/Vocal (Full or Partial)• Chaining Procedures• Transfer Trials
Be careful of inadvertent prompting!
Prompt Fading
• What is prompt fading?– A technique to gradually change the
antecedent stimulus; a way to get rid of the prompt by lessening it while still making the child successful.
– When a prompt is present, the response is controlled by the prompt. We want the response to be controlled by the antecedent stimulus, not the prompt.
– Use the least intrusive prompt necessary to make the child successful!
Shaping
• Shaping is a procedure to create new behavior; it’s the process of reinforcing gradual changes in a behavior as it looks more like the target behavior.
• Use shaping when a child is evoking an approximation of the target behavior.
• Simply…reinforce “baby steps.”
Chaining Practice
1. Brushing Teeth2. Washing Hands
3. Putting Socks and Shoes On4. Making a PB&J Sandwich
5. Writing a Check
Effective Teaching Procedures
• Pair the teaching environment with reinforcement
• Errorless Learning• Variable Ratio• Mix and vary instructional demands• Intersperse easy and hard demands• Fluency Training• Most to least invasive prompting• Use transfer Trials
Why is Errorless Learning Effective?
• Behavior must have a short latency and correct topography in order to be effective and functional.
• Non-responsiveness can usually either be attributed to stimulus control (long latency because the answer is unknown) or motivation (it is not worth it to respond immediately).– Latency=time between the SD and
Response– Topography=Form of the Response
Stimulus Control-Topography
• Use the correction procedure of prompting the correct response within 2-3 seconds of the SD and provide reinforcement. The prompt procedure delays the reinforcement, therefore differentially reinforces the prompted response. A greater magnitude of reinforcement may also be used for unprompted responses.
Latency
• Use the same correction procedure of prompting within 2-3 seconds and provide a lesser reinforcer. The prompted response is differentially reinforced. Unprompted responses (with no latency) should be reinforced with a highly motivating reinforcer. NOTE: Continuing to teach with weak
reinforcement that requires frequent prompting, can result in prompt dependency.
Prompting-Transfer Trials• The teacher presents an antecedent, waits 2-
3 seconds for independent responding, and then prompts the correct response as necessary. The type of prompt used depends on the learner’s current repertoire. Immediately after this prompted trial, a transfer trial is delivered, in which the same antecedent is represented but without the prompt or with the use of a less-intrusive prompt.
• For every prompted trial the student completes, you must immediately attempt a trial that is unprompted or less prompted.
Errorless Learning Example
Present SDIncorrect Response
(teach trial) Re-Present SD and Prompt
Correct Response(transfer trial) Re-Present SD
Correct ResponseEasy Skill (1-3)
(test trial) Re-Present SDReinforce
Do not…
• Remind the child of what he/she is working for or flash the reinforcer to attain attention.
• Make the child wait while you determine what the next task will be.
• Reinforce more often for weak responses.
• Scroll through tasks when the task presented has not been completed.
• Remove the task if the child engages in problem behavior.
Visual Aides
• Many children with ASD understand by seeing rather than hearing.
• Visual aides can help with transitions and behavioral flexibility. They define who, what, where, when and why.
• Visual schedules display planned activities in symbols (words, pictures, photograph, icons, actual objects) that are understood in the order in which they will occur.
Visual Schedules
What is a Social Story?Social Stories are tools for teaching social skills to children with autism and related disabilities. Social stories provide an individual with accurate information about those situations that he may find difficult or confusing. The situation is described in detail and focus is given to a few key points: the important social cues, the events and reactions the individual might expect to occur in the situation, the actions and reactions that might be expected of him, and why. The goal of the story is to increase the individual’s understanding of, make him more comfortable in, and possibly suggest some appropriate responses for the situation in question.
www.polyxo.com
Social Stories
Recess
• After lunch we go to recess.• Sometimes recess is on the playground.• A lot of the children play on the playground
equipment.• It is fun to play on the playground equipment.• Everyone should play safely.• When the whistle blows that means it is time to line up
and go inside.• I will try to line up as soon as the whistle blows.• This will make my teachers happy.• After I line up I will try to stay in line.• Everyone will be proud of me!
Social Stories
When I Feel Angry
• Sometimes I feel angry.• All people feel angry at one time or another.• When I get angry I will find my teacher, Mommy, Daddy or
another adult.• When I find them I will try to use words to tell them that I
am angry.• I can say "I'm angry!" or "That makes me mad!"• It is okay to use words when I feel angry.• They will talk to me about what happened and about how I
feel.• This might help me to feel better.• Wherever I am I can try to find someone to talk to about
how I feel.
Functions of BehaviorAttention or Items
1. Enrich the environment. Provide LOTS of attention when the behavior isn’t occurring.
2. Never give attention or access to the item for the problem again.
3. Teach a communicative replacement behavior.Escape/Avoidance
1. Reduce the urge to escape. 2. NEVER allow the child to escape or avoid a
demand.3. Teach the child how to ask for a break.
Automatic (Self-Stimulatory)1. Provide a sensory rich environment.2. Incorporate a sensory diet.3. Reinforce more appropriate social interactions.
Skill Acquisition vs. Behavior Reduction
When attempting to decrease a maladaptive behavior, focus on skill acquisition that is functionally equivalent to replace the behavior. Behavior does not “go away,” but it can be replaced.
• Skill acquisition sheets can be used to keep introduction/mastery dates on specific programs.
Functional Behavior Assessment
• Defines the antecedent, behavior and consequence in order to determine the function of the behavior.
• Once the function of the behavior has been identified it’s important to keep in mind that all behavior is needs-fulfilling!
• Adaptive behaviors that are functionally equivalent to the maladaptive behaviors need to be taught as replacement behaviors.
Ask Yourself…
• Where does the behavior occur?• With whom does the problem behavior
occur?• Why is it valuable for the child to
engage in the behavior?• How is the behavior being maintained?• Could the behavior serve multiple
functions?
Other Reasons for Problem Behavior
1. High to Low Transitions-Example: Stop swinging and come in to do your homework.
2. When the Answer is “No.” -Someone said “no” but I don’t think they
really mean it.
*At the root of these problems is an inability to appropriately express wants or needs. Problem behavior may be a very effective way for children to get their needs met.
“No” Acceptance
• “No” Acceptance–When the answer is “no,” always offer a
fair alternative.– “No you may not have ____, but you can
have _____ or _____.”– If the child makes an appropriate choice,
follow through with the choice made. Use extinction for any other problem behavior after you’ve given choices.
Count and Mand
• Equivalent to “Ask nice.”• “No whining”-begin counting aloud and
show the passage of time with your fingers. – If the child stops crying for the entire interval
while you are counting, prompt for the appropriate mand.
– If at any time during the interval, the child begins to cry, start the counting over again. The child needs to be quiet for the entire interval in order to attain a chance to contact the desired item.
Using Extinction to Reduce Problem Behavior
• The process that occurs when a previously reinforced behavior is no longer followed by the reinforcer.
• Extinction does not necessarily mean “ignoring.” It means the reinforcer has been removed.
• Consistency during an extinction burst is extremely important!
Choosing Target Behaviors
• Keep in mind:– Is the behavior socially significant?– Is the behavior likely to produce
reinforcement in the natural environment after intervention ends?
– Is the behavior a necessary prerequisite for a useful skill?
– Is the behavior a behavioral cusp or pivotal behavior?
– Is the behavior age-appropriate?– If the target behavior is to be reduced,
what adaptive behavior will replace it?
Prioritizing Target Behaviors
1. Does the behavior pose any danger to the client or to others?
2. How many opportunities will the person have to use the new behavior?
3. How long-standing is the problem?4. Will the behavior change produce higher rates of
reinforcement for the person?5. What is the relevance to future skill development and
independent functioning?6. Will the behavior change reduce negative attention
from others?7. How likely is success in changing the target
behavior?8. How much will intervention cost?
Keep in Mind…
• Consistency is Key!!• The More the Merrier– The more individuals involved in
implementing the behavior plan, the better. Otherwise, the behavior could be intermittently reinforced (and become more resistant to extinction).
• Make Data-Based Decision– Baseline-Intervention Comparisons.
Data
• Mand Training• Skill Acquisition• Yes/No Data (errorless learning)• Mass Trial Data• Frequency Graphs• NET lesson plan• Chaining/Backward Chaining• FBA
*These are only a few of the possible data sheets that may be utilized to record behavior!
Contact Info
Consultants for Children, Inc. www.consultantsforchildren.com