ABA Manual 2

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

PURPOSE . . . PURPOSE . . .

-Apply ABA programs to the concerned SWDs

-Evaluate the efficacy of ABA methodology.

UNDERSTANDING UNDERSTANDING

A. B. A.A. B. A.

A. B. A.A. B. A.PPPPLLIIEEDD

EEHHAAVVIIOORR

NNAALLYYSSIISS

AAPPLIEDPPLIED

BBEHAVIOREHAVIOR

AANALYSISNALYSIS IN IN GENERALGENERAL

AAPPLIEDPPLIED

BBEHAVIOREHAVIOR

AANALYSISNALYSIS PROGRAM PROGRAM for kidsfor kids

AAPPLIEDPPLIED

BBEHAVIOREHAVIOR

AANALYSISNALYSIS PROGRAM PROGRAM for kidsfor kids

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

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

Dr. IVAR LOVAASDr. IVAR LOVAASThe UCLA Young Autism ProjectThe UCLA Young Autism Project1987 and 19931987 and 1993

HISTORICAL FOUNDATIONS:HISTORICAL FOUNDATIONS:

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

Catherine MauriceCatherine Maurice

Let me hear your voiceLet me hear your voice19931993

Who may benefit fromWho may benefit from ABAABA??

Children, adolescent and adults Children, adolescent and adults diagnosed with:diagnosed with:

AUTISMAUTISMASPERGERSASPERGERS

PDD-NOSPDD-NOSPERVASIVE DEVELOPMENTAL DISORDERSPERVASIVE DEVELOPMENTAL DISORDERS

MENTAL RETARDATIONMENTAL RETARDATIONADHD/DOWN SYNDROMEADHD/DOWN SYNDROME

TYPICALLY DEVELOPING KIDSTYPICALLY DEVELOPING KIDS

ABA ABA CurriculumCurriculum

Objective of the InterventionObjective of the Intervention

TEACH THE CHILD HOW TO LEARN BY STRUCTURING THE TEACH THE CHILD HOW TO LEARN BY STRUCTURING THE ENVIRONMENTENVIRONMENT

Curriculum should involve all the developmental skills Curriculum should involve all the developmental skills present such as cognitive, language, gross and fine present such as cognitive, language, gross and fine

motor, social and self-help skills. motor, social and self-help skills.

How INTENSIVE should the How INTENSIVE should the intervention be?intervention be?

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

consecutive years consecutive years

TEACHING FORMATSTEACHING FORMATS

Discrete Trial TeachingDiscrete Trial TeachingLanguage TrainingLanguage TrainingIncidental TeachingIncidental TeachingSocial Interaction and IntegrationSocial Interaction and IntegrationGroup Instruction and Inclusion Group Instruction and Inclusion

TEACHING SETTING:TEACHING SETTING:

HOME HOME

SCHOOLSCHOOL

COMMUNITYCOMMUNITY

Stages of Stages of THERAPYTHERAPY

BEGINNING STAGEBEGINNING STAGE-Involves getting to know your child.-Involves getting to know your child.-”Learning to learn”.-”Learning to learn”.

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

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

PROGRAM EFFECTIVENESS:PROGRAM EFFECTIVENESS:

-AGE AT THE ONSET OF TREATMENT-AGE AT THE ONSET OF TREATMENT-QUALITY OF TREATMENT-QUALITY OF TREATMENT-THE CHILD’S COGNITIVE CAPACITY-THE CHILD’S COGNITIVE CAPACITY-CONSISTENCY IN THE HOME -CONSISTENCY IN THE HOME ENVIRONMENT ENVIRONMENT

Techniques in ABATechniques in ABA

A - AntecedentA - AntecedentAn 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 What if a stimulus or antecedent is presented and antecedent is presented and the behavior does not occur?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 PromptsTypes of Prompts

Physical GesturalPositionalVerbal/SoundModel

Physical PromptPhysical 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 PromptGestural Promptused 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 PromptVerbal 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.

Positional PromptPositional PromptThe 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.

ModelingModelingThe 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 PromptsNote 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.

BBEEHHAAVVIIOORR

Behavior is what people say and do.

“. . . An organism’s interaction with its environment that is characterized by detectable (movement)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 behaviorbehavior is observable, it can be:

DEFINEDDEFINED

MEASUREDMEASURED

ANALYZEDANALYZED

MODIFIEDMODIFIED

BehaviorsBehaviors can generally be CLASSIFIEDCLASSIFIED as:

desirable desirable oror undesirable undesirableappropriate appropriate or or inappropriateinappropriate

positive positive oror negative negativegood good oror bad bad

A behaviorbehavior can be MEASURED MEASURED based on 4 aspects of its occurrence:

FREQUENCYFREQUENCY

DURATIONDURATION

LATENCYLATENCY

INTENSITYINTENSITY

Behaviors can be ANALYZED . . . . ANALYZED . . . .

. . . Determinism is the belief that the . . . Determinism is the belief that the universe is a lawful and orderly place and universe is a lawful and orderly place and

that all phenomena occur as a result of that all phenomena occur as a result of other eventsother events.

Behaviors can be MODIFIEDMODIFIED.

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

Reinforcement and Reinforcement and PunishmentPunishment

ConsequenceConsequenceThe 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 ConsequencesTypes of ConsequencesReinforcerGeneralized ReinforcerPrimary reinforcerSecondary reinforcerDifferential reinforcerPositive reinforcerNegative reinforcerPunishmentPositive punishmentNegative punishment

ReinforcerReinforcer

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 ReinforcerGeneralized 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 ReinforcerPositive 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 ReinforcerPrimary Reinforcer

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

Secondary ReinforcerSecondary 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 ReinforcerNegative ReinforcerA 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.

PunishmentPunishment

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 PunishmentPositive 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 PunishmentNegative 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.

ExtinctionExtinctionis 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 ReinforcementDifferential Reinforcement

Utilizing the best reinforcer for the best response.

OPERATIONOPERATION FUNCTIONFUNCTION

OPERATIONOPERATION FUNCTIONFUNCTION(1) . . . When you (2) . . . and the behavior

Increases (+)Increases (+)

THE PROCEDURE IS CALLED:THE PROCEDURE IS CALLED:

Add a stimulus Add a stimulus (+)(+)

Positive Positive ReinforcementReinforcement

Take away a Take away a stimulus (-)stimulus (-)

Negative Negative ReinforcementReinforcement

Decreases (-)Decreases (-)

Type I Type I PunishmentPunishment

Take away a stimulus (-)

Type II Punishment

Increases (+)Increases (+) Decreases (-)Decreases (-)

Positive Positive ReinforcementReinforcement

Type I Type I PunishmentPunishment

Negative Negative ReinforcementReinforcement

Type II Type II PunishmentPunishment

Discrete Trial TeachingDiscrete Trial Teaching

What is it?What is it?

Discrete trial teaching is a specific ABA teaching Discrete trial teaching is a specific ABA teaching format or methodology used to maximize format or methodology used to maximize

learning.learning.

What does it involve?What does it involve?

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

ComponentsComponents

-Attention-Attention-Antecedent/SD (instruction)-Antecedent/SD (instruction)

-Feedback/consequence-Feedback/consequence-Student response-Student response

ATTENTIONATTENTION

ANTECEDENT/SDANTECEDENT/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.

STUDENT’S RESPONSESTUDENT’S 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 chaosToo slow may result in inattention

4. Give the SD when the student is paying good attention.

STUDENT’S RESPONSESTUDENT’S RESPONSE

POSITIVE RESPONSEPOSITIVE RESPONSE

NO RESPONSENO RESPONSE

NEGATIVE RESPONSENEGATIVE RESPONSE

PROMPTED RESPONSEPROMPTED RESPONSE

CONSEQUENCE/FEEDBACKCONSEQUENCE/FEEDBACK

““VERY GOOD!”VERY GOOD!”

““GOOD!”GOOD!”

““NO!”NO!”

““NO, THAT’S A GOOD TRY!”NO, THAT’S A GOOD TRY!”

Discovering Effective Reinforcers:Discovering Effective Reinforcers:

REINFORCING DIMENSION OF

STIMULUS

OBJECTIVES

SocialSocial Being with person, eye-contact, interactive games, talking to a person, parties, winning.

GustatoryGustatory (Taste or consumption-related) pizza, Burger King, candy, soda, salty, swallowing, chewing.

AuditoryAuditory Music, singing, novel sounds.

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

TactileTactile Hugs, roughhousing. Tickling, massage, cool breeze on a hot day, vibration, warm blanket.

ProprioceptiveProprioceptive Exercising, throwing a ball, stretching, bowling.

OlfactoryOlfactory Perfumes, flowers, food aromas.

VestibularVestibular Rocking, amusement park rides, swings, rides in vehicles, bicycle riding, running, trampolines.

STIMULUS

OBJECTIVES

STIMULUS

OBJECTIVES

STIMULUS

OBJECTIVES

STIMULUS

OBJECTIVES

STIMULUS

OBJECTIVES

STIMULUS

OBJECTIVES

STIMULUS

OBJECTIVES

STIMULUS

OBJECTIVES

SITTING DOWNSITTING DOWN

EYE CONTACTEYE CONTACT

COMPLIANCECOMPLIANCE

LEARNING READINESS DRILLS: LEARNING READINESS DRILLS:

IMITATIONIMITATION

THANK YOU !THANK YOU !

ABA Manual 2

applied behavior analysis

middle stage

advanced stage

primary principles of

improvement of human

selfhelp skills

social skills

teaching trial

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