PURPOSE . . .

-Explain Applied Behavior Analysis and the primary principles of learning in behavior

PURPOSE . . .
-Explain Applied Behavior Analysis and the primary principles of learning in behavior -Apply ABA programs to the concerned SWDs

PURPOSE . . .
-Explain Applied Behavior Analysis and the primary principles of learning in behavior -Apply ABA programs to the concerned SWDs -Evaluate the efficacy of ABA methodology.

UNDERSTANDING

A. B. A.

A. B. A.

A. B. A.
P P L I E D E H A V I O R N A L Y S I S

APPLIED BEHAVIOR ANALYSIS IN

GENERAL

APPLIED BEHAVIOR ANALYSIS

PROGRAM for kids

A discipline devoted to the understanding and improvement of human behavior.

APPLIED BEHAVIOR ANALYSIS

PROGRAM for kids

A discipline devoted to the understanding and improvement of human behavior.

An intensive, structured, one-on-one teaching program, based on the scientific principles of behavior, designed to eliminate problematic behaviors and help develop or enhance desirable ones.

Applied Behavior Analysis

is the examination of socially significant behaviors and the modification of these behaviors. The three-term contingency (antecedent behavior - consequence) is utilized as a basic teaching method, treating each behavior or response, as an individual skill to be taught, mastered and generalized. The term "discrete trial" is often used to refer to a teaching trial.

HISTORICAL FOUNDATIONS:

Dr. IVAR LOVAAS

The UCLA Young Autism Project 1987 and 1993

. . . ABA intervention, the intensity of the treatment program, and childs chronological age (before the age of 5)

Catherine Maurice Let me hear your voice 1993

Who may benefit from ABA?

Children, adolescent and adults diagnosed with:
AUTISM ASPERGERS PDD-NOS PERVASIVE DEVELOPMENTAL DISORDERS MENTAL RETARDATION ADHD/DOWN SYNDROME

TYPICALLY DEVELOPING KIDS

ABA Curriculum

ABA Curriculum
Objective of the Intervention

ABA Curriculum
Objective of the Intervention
TEACH THE CHILD HOW TO LEARN BY STRUCTURING THE ENVIRONMENT

ABA Curriculum
Objective of the Intervention
TEACH THE CHILD HOW TO LEARN BY STRUCTURING THE ENVIRONMENT Curriculum should involve all the developmental skills present such as cognitive, language, gross and fine motor, social and self-help skills.

How INTENSIVE should the intervention be?

30-40 hours a week, 50 weeks a year, for at least 2 consecutive years

TEACHING FORMATS
Discrete Trial Teaching Language Training Incidental Teaching Social Interaction and Integration Group Instruction and Inclusion

TEACHING SETTING: HOME SCHOOL COMMUNITY

Stages of THERAPY
BEGINNING STAGE -Involves getting to know your child. -Learning to learn. MIDDLE STAGE -Involves learning specific communication, play, self-help, and social skills. ADVANCED STAGE -Involve progressively making therapy more natural and generalize to everyday environment.

Stages of THERAPY
BEGINNING STAGE

-Involves getting to know your child. -Learning to learn.

MIDDLE STAGE

-Involves learning specific communication, play, self-help, and social skills.

ADVANCED STAGE -Involve progressively making therapy more natural and generalize to everyday environment.

Stages of THERAPY
BEGINNING STAGE -Involves getting to know your child. -Learning to learn.

MIDDLE STAGE

-Involves learning specific communication, play, self-help, and social skills.

ADVANCED STAGE

-Involve progressively making therapy more natural and generalize to everyday environment.

Stages of THERAPY
BEGINNING STAGE -Involves getting to know your child. -Learning to learn. MIDDLE STAGE -Involves learning specific communication, play, self-help, and social skills.

ADVANCED STAGE

-Involve progressively making therapy more natural and generalize to everyday environment.

PROGRAM EFFECTIVENESS:
-AGE AT THE ONSET OF TREATMENT -QUALITY OF TREATMENT -THE CHILDS COGNITIVE CAPACITY -CONSISTENCY IN THE HOME ENVIRONMENT

Techniques in ABA

A - Antecedent

An environmental change that occurs prior to the behavior also called trigger of the behavior. are stimuli that precede and influence the person's behavior. Examples of an antecedent can include questions, commands, introduction of a person or object to the environment and motivation.

What if a stimulus or antecedent is presented and the behavior does not occur?

An additional stimulus intended to elicit a specific response called prompt or cue. The prompt is part of the antecedent. The prompt increases the likelihood of the learner engaging in a correct response. Prompts are added stimuli that increase the probability of the behavior occurring.

Types of Prompts

Physical Gestural Positional Verbal/Sound Model

Physical Prompt

used when another person physically helps the learner engage in the desired behavior. may done by physically guiding the part of the body. For example, if the desired behavior is brushing teeth, the behavior analyst may have to place his/her hand over the learner's hand and physically guide the learner to brush his teeth. With a physical prompt, the teacher keeps control of the action, completely guiding the learner through the appropriate response. Partial physical prompting involves a less intrusive physical prompt. It can include light guidance or a nudge in the right direction.

Gestural Prompt

used when any physical movement or gesture of the teacher would serve as a cue to perform the behavior. less intrusive than a physical prompt. examples would be pointing to the object that the learner would have to label or pick up to perform a desired behavior. Some gestural prompts may be very subtle such as movement of eyes, face, lips, or leaning toward an item. It must be remembered; even the subtlest of prompts need to be faded to avoid dependency. Prompts that arc not faded can also interfere with generalization of the behavior.

Verbal Prompt

a vocal instruction intended to assist the learner in engaging in the appropriate behavior. For instance, a teacher holds up a picture of a dog and asks, "What is it? DOG" and the learner says "dog". When driving in a car and someone tells you where to turn, the instruction is a verbal prompt.

The teacher organizes the environment in such a way that the position or location of items to get the appropriate response/behavior. For instance, a teacher may present pictures of three animals: a cat, a bird and a rabbit. The rabbit (target response) is placed closer to the student and the teacher asks the student to touch the rabbit. In this case, the cue is within the presentation of the stimulus. Positional prompts can also be used during behavior chains, such as dressing. The teacher gives the instruction for a learner to dress up and places the first item of clothing closest to the learner.

Positional Prompt

Modeling

The teacher physically demonstrates the appropriate response or target behavior for the student. The teacher does not physically touch the student but engages in the target behavior him/herself. The student is expected to imitate the behavior. We use models to cue us on how to engage in new behaviors when we are presented with new stimulus or stimulus class.

Note on Prompts

Prompts are used initially when a learner is presented with a novel stimulus to promote generalization. The goal of any skill is independence. Prompts need to be faded quickly and systematically to promote independent responding.

B E H A V I O R

Behavior is what people say and do.

. . . An organisms interaction with its environment that is characterized by detectable (movement) in space through time of some part of the organism. . . that results in a measurable change in the environment.

Johnston & Pennypacker, 1993, p.23)

Since behavior is observable, it can be: DEFINED MEASURED ANALYZED MODIFIED

Behaviors can generally be CLASSIFIED as: desirable or undesirable appropriate or inappropriate positive or negative good or bad

A behavior can be MEASURED based on 4 aspects of its occurrence: FREQUENCY DURATION LATENCY INTENSITY

Behaviors can be ANALYZED . . . . . . . Determinism is the belief that the universe is a lawful and orderly place and that all phenomena occur as a result of other events.

Behaviors can be MODIFIED.

Behaviors can be MODIFIED through the basic Principles of Consequence through:

Reinforcement and Punishment

Consequence

The third part of the three-term contingency is the consequence. It follows the behavior. Behaviors become more/less likely to occur under similar circumstances due to the consequences that have followed the behavior in the past. Therefore, consequence is an important aspect of behavior change.

Types of Consequences

Reinforcer Generalized Reinforcer Primary reinforcer Secondary reinforcer Differential reinforcer Positive reinforcer Negative reinforcer Punishment Positive punishment Negative punishment

Reinforcer

A stimulus that when presented after a behavior increases the probability of the behavior occurring again under similar circumstances. the procedure that increases the future probability of the occurrence of a behavior.

Generalized Reinforcer

A reinforcer that has no specific reinforcing quality of it's own but becomes reinforcing because with it you can gain access to primary and secondary reinforcer. Money and tokens are a sample generalized reinforcers.

Positive Reinforcer

Reinforcer that is applied or given to the learner. For example, a student asks for a cookie and gets the cookie. The act of getting a cookie will increase the probability or asking for a cookie.

Primary Reinforcer

These are reinforcers that meet basic needs, i.e. food, water, clothing to keep warm, etc.

Secondary Reinforcer

Otherwise known as conditioned reinforcers. They only have reinforcing properties because they have been paired with primary or more powerful reinforcers, in the past. An example of this is praise, stickers, or social interaction.

Negative Reinforcer

A reinforcer that is removed, delayed or taken away from the learner. is defined by two criteria: (l) the behavior terminates the occurrence of stimulus or prevents; the stimulus from occurring (2) the behavior that caused the removal of stimuli is likely to occur again (reinforcement) The word "terminates means that the stimulus is occurring and is stopped when the behavior occurs. This is a form of escape.

Punishment

reduces the likelihood of a behavior occurring again under similar circumstances. Punishment can be "positive" (something is applied) or "negative" (something is taken away).

Positive Punishment

A stimulus that is added applied after a behavior that decreases the likelihood of the behavior occurring again. Some examples of this are verbal reprimands and spanking.

Negative Punishment

A stimulus that when removed after a behavior decreases probability of the behavior occurring again. Some examples are time out and response cost systems.

Extinction

is neither punishment nor reinforcement. Extinction occurs when the function or reinforcer, is blocked. Nothing is applied or taken away, and often instead of decreasing, as with punishment, the behavior will increase in what is called an extinction burst. After the extinction burst, if staff and parents continue to utilize the extinction procedure behaviors will decrease and fade away.

Differential Reinforcement

Utilizing the best reinforcer for the best response.

OPERATION

FUNCTION

OPERATION
(1) . . . When you

FUNCTION
(2) . . . and the behavior

Increases (+)

THE PROCEDURE IS CALLED:

Add a stimulus (+)

OPERATION
(1) . . . When you

FUNCTION
(2) . . . and the behavior

Increases (+)

THE PROCEDURE IS CALLED:

Add a stimulus (+) Positive Reinforcement

OPERATION
(1) . . . When you

FUNCTION
(2) . . . and the behavior

Increases (+)

THE PROCEDURE IS CALLED:

Take away a stimulus (-)

OPERATION
(1) . . . When you

FUNCTION
(2) . . . and the behavior

Increases (+)

THE PROCEDURE IS CALLED:

Take away a stimulus (-)

Negative Reinforcement

OPERATION
(1) . . . When you

FUNCTION
(2) . . . and the behavior

Decreases (-)

THE PROCEDURE IS CALLED:

Add a stimulus (+)

OPERATION
(1) . . . When you

FUNCTION
(2) . . . and the behavior

Decreases (-)

THE PROCEDURE IS CALLED:

Add a stimulus (+) Type I Punishment

OPERATION
(1) . . . When you

FUNCTION
(2) . . . and the behavior

Decreases (-)

THE PROCEDURE IS CALLED:

Take away a stimulus (-)

OPERATION
(1) . . . When you

FUNCTION
(2) . . . and the behavior

Decreases (-)

THE PROCEDURE IS CALLED:

Take away a stimulus (-)

Type II Punishment

OPERATION
(1) . . . When you

FUNCTION
(2) . . . and the behavior

Increases (+)

Decreases (-)

THE PROCEDURE IS CALLED:

Add a stimulus (+) Take away a stimulus (-) Positive Reinforcement Negative Reinforcement Type I Punishment Type II Punishment

Discrete Trial Teaching

Discrete Trial Teaching

What is it?
Discrete trial teaching is a specific ABA teaching format or methodology used to maximize learning.

Discrete Trial Teaching

What does it involve?
-Breaking a skill into smaller parts. -Teaching one sub-skill at a time until mastery. -Providing concentrated teaching. -Providing prompting and prompt fading as necessary. -Using reinforcement procedure.

Discrete Trial Teaching

Components
-Attention -Antecedent/SD (instruction) -Student response -Feedback/consequence

ATTENTION

ANTECEDENT/SD

An SD is a verbal instruction, but it may also be another discrete event or visual stimulus.

Rules in giving an SD:

1. In the beginning stage of therapy, instructions should be simple and concise.

This helps avoid confusion. It also helps highlight the relevant stimulus

(ex. cookie vs. juice, instead of saying touch the cookie please or can you show me which one is cookie? Later on, instructions should become more complex, more natural:

Promotes generalization Prepares the student better to learn from incidental situations Makes the session more interesting.

STUDENTS RESPONSE

2. Make sure the SD (or instruction) is appropriate to the task. (Ex. If you want the student to count, the SD should be count. If you want him to tell you how many objects there are, the SD should be How many?

3. Give the student approximately 3-5 seconds to respond. This helps provide an opportunity to process the information . The teacher must be sensitive to the pace of therapy that is optimal for the student: Too fast may result in confusion and chaos Too slow may result in inattention 4. Give the SD when the student is paying good attention.

STUDENTS RESPONSE
POSITIVE RESPONSE NEGATIVE RESPONSE PROMPTED RESPONSE NO RESPONSE

CONSEQUENCE/FEEDBACK
VERY GOOD! GOOD! NO, THATS A GOOD TRY! NO!

Discovering Effective Reinforcers:

Discovering Effective Reinforcers:

REINFORCING DIMENSION OF STIMULUS OBJECTIVES

Social Gustatory Auditory

Being with person, eye-contact, interactive games, talking to a person, parties, winning. (Taste or consumption-related) pizza, Burger King, candy, soda, salty, swallowing, chewing. Music, singing, novel sounds.

Visual Tactile
Proprioceptive Olfactory Vestibular

Colors, bright lights, motion pictures, art, attractive people.

Hugs, roughhousing. Tickling, massage, cool breeze on a hot day, vibration, warm blanket. Exercising, throwing a ball, stretching, bowling. Perfumes, flowers, food aromas. Rocking, amusement park rides, swings, rides in vehicles, bicycle riding, running, trampolines.

Discovering Effective Reinforcers:

REINFORCING DIMENSION OF STIMULUS OBJECTIVES

Social Gustatory Auditory

Being with person, eye-contact, interactive games, talking to a person, parties, winning. (Taste or consumption-related) pizza, Burger King, candy, soda, salty, swallowing, chewing. Music, singing, novel sounds.

Visual Tactile
Proprioceptive Olfactory Vestibular

Colors, bright lights, motion pictures, art, attractive people.

Hugs, roughhousing. Tickling, massage, cool breeze on a hot day, vibration, warm blanket. Exercising, throwing a ball, stretching, bowling. Perfumes, flowers, food aromas. Rocking, amusement park rides, swings, rides in vehicles, bicycle riding, running, trampolines.

Discovering Effective Reinforcers:

REINFORCING DIMENSION OF STIMULUS OBJECTIVES

Social Gustatory Auditory

Being with person, eye-contact, interactive games, talking to a person, parties, winning. (Taste or consumption-related) pizza, Burger King, candy, soda, salty, swallowing, chewing. Music, singing, novel sounds.

Visual Tactile
Proprioceptive Olfactory Vestibular

Colors, bright lights, motion pictures, art, attractive people.

Hugs, roughhousing. Tickling, massage, cool breeze on a hot day, vibration, warm blanket. Exercising, throwing a ball, stretching, bowling. Perfumes, flowers, food aromas. Rocking, amusement park rides, swings, rides in vehicles, bicycle riding, running, trampolines.

Discovering Effective Reinforcers:

REINFORCING DIMENSION OF STIMULUS OBJECTIVES

Social Gustatory Auditory

Being with person, eye-contact, interactive games, talking to a person, parties, winning. (Taste or consumption-related) pizza, Burger King, candy, soda, salty, swallowing, chewing. Music, singing, novel sounds.

Visual Tactile
Proprioceptive Olfactory Vestibular

Colors, bright lights, motion pictures, art, attractive people.

Hugs, roughhousing. Tickling, massage, cool breeze on a hot day, vibration, warm blanket. Exercising, throwing a ball, stretching, bowling. Perfumes, flowers, food aromas. Rocking, amusement park rides, swings, rides in vehicles, bicycle riding, running, trampolines.

Discovering Effective Reinforcers:

REINFORCING DIMENSION OF STIMULUS OBJECTIVES

Social Gustatory Auditory

Being with person, eye-contact, interactive games, talking to a person, parties, winning. (Taste or consumption-related) pizza, Burger King, candy, soda, salty, swallowing, chewing. Music, singing, novel sounds.

Visual Tactile
Proprioceptive Olfactory Vestibular

Colors, bright lights, motion pictures, art, attractive people.

Hugs, roughhousing. Tickling, massage, cool breeze on a hot day, vibration, warm blanket. Exercising, throwing a ball, stretching, bowling. Perfumes, flowers, food aromas. Rocking, amusement park rides, swings, rides in vehicles, bicycle riding, running, trampolines.

Discovering Effective Reinforcers:

REINFORCING DIMENSION OF STIMULUS OBJECTIVES

Social Gustatory Auditory

Being with person, eye-contact, interactive games, talking to a person, parties, winning. (Taste or consumption-related) pizza, Burger King, candy, soda, salty, swallowing, chewing. Music, singing, novel sounds.

Visual Tactile
Proprioceptive Olfactory Vestibular

Colors, bright lights, motion pictures, art, attractive people.

Hugs, roughhousing. Tickling, massage, cool breeze on a hot day, vibration, warm blanket. Exercising, throwing a ball, stretching, bowling. Perfumes, flowers, food aromas. Rocking, amusement park rides, swings, rides in vehicles, bicycle riding, running, trampolines.

Discovering Effective Reinforcers:

REINFORCING DIMENSION OF STIMULUS OBJECTIVES

Social Gustatory Auditory

Being with person, eye-contact, interactive games, talking to a person, parties, winning. (Taste or consumption-related) pizza, Burger King, candy, soda, salty, swallowing, chewing. Music, singing, novel sounds.

Visual Tactile
Proprioceptive Olfactory Vestibular

Colors, bright lights, motion pictures, art, attractive people.

Hugs, roughhousing. Tickling, massage, cool breeze on a hot day, vibration, warm blanket. Exercising, throwing a ball, stretching, bowling. Perfumes, flowers, food aromas. Rocking, amusement park rides, swings, rides in vehicles, bicycle riding, running, trampolines.

Discovering Effective Reinforcers:

REINFORCING DIMENSION OF STIMULUS OBJECTIVES

Social Gustatory Auditory

Being with person, eye-contact, interactive games, talking to a person, parties, winning. (Taste or consumption-related) pizza, Burger King, candy, soda, salty, swallowing, chewing. Music, singing, novel sounds.

Visual Tactile
Proprioceptive Olfactory Vestibular

Colors, bright lights, motion pictures, art, attractive people.

Hugs, roughhousing. Tickling, massage, cool breeze on a hot day, vibration, warm blanket. Exercising, throwing a ball, stretching, bowling. Perfumes, flowers, food aromas. Rocking, amusement park rides, swings, rides in vehicles, bicycle riding, running, trampolines.

Discovering Effective Reinforcers:

REINFORCING DIMENSION OF STIMULUS OBJECTIVES

Social Gustatory Auditory

Being with person, eye-contact, interactive games, talking to a person, parties, winning. (Taste or consumption-related) pizza, Burger King, candy, soda, salty, swallowing, chewing. Music, singing, novel sounds.

Visual Tactile
Proprioceptive Olfactory Vestibular

Colors, bright lights, motion pictures, art, attractive people.

Hugs, roughhousing. Tickling, massage, cool breeze on a hot day, vibration, warm blanket. Exercising, throwing a ball, stretching, bowling. Perfumes, flowers, food aromas. Rocking, amusement park rides, swings, rides in vehicles, bicycle riding, running, trampolines.

LEARNING READINESS DRILLS:

SITTING DOWN EYE CONTACT COMPLIANCE IMITATION

THANK YOU !