1 Applied Behavior Analysis for Educational Settings Christopher Ewing, MS Behavior Intervention Consultant Arkansas Department of Education.

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Applied Behavior Analysis for Educational Settings

Christopher Ewing, MS

Behavior Intervention Consultant

Arkansas Department of Education

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Training Overview

• Stages of Learning• Errorless Learning

– Prompting and Prompt Fading• Discrete Trial Training• Precision Teaching & Fluency Training• Verbal Behavior• Incidental Teaching• Chaining• Shaping

• www.acc.k12.ar.us/BEHAVIOR

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Stages of Learning

• Acquisition

• Mastery/Fluency

• Generalization

• Maintenance

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Errorless Learning

• A procedure that reduces the chance of incorrect responses

• Makes use of prompts and prompt fading to reduce incorrect responses

• Reduces potential of learning incorrect responses

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Prompts

• Prompts increase the effectiveness of teaching by decreasing the likelihood of incorrect responses.

• Types of Prompts– Physical Prompts– Visual Prompts– Verbal Prompts

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Physical Prompts

• Physically guiding the student

• Hand-over-hand

• Use the least force needed to ensure correct response

• Never physically force the child’s movement

• Effective for teaching motor skills

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Visual Prompts

• Visual cues to ensure correct response

• 4 types of visual prompts– Gestural– Picture– Model– Positional

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Verbal Prompts

• Verbal instructions

• Words or phrases

• Can include sign language

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Prompt FadingGeneral Guidelines

• Determine how the prompt will be faded before you start fading.

• Must be done in an orderly manner.• Begin fading when correct responding

averages 80% correct.• Delay prompt• 2-3 consecutive incorrect responses return to

the last prompt level that the student was successful

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Prompt FadingPhysical Prompts

• Reduce the force of grip

• Light touch

• Shadowing or change position of prompt

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Prompt FadingVisual Prompts

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Prompt FadingVisual Prompts

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Prompt FadingVisual Prompts

cat dogcar

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Prompt FadingVisual Prompts

catdog car

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Prompt FadingVisual Prompts

cat dog car

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Prompt FadingVisual Prompts

catdogcar

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Prompt FadingVisual Prompts

cat dogcar

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Prompt FadingGestural Prompts

Trainer

Student

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Prompt FadingGestural Prompts

Trainer

Student

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Prompt FadingGestural Prompts

Trainer

Student

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Prompt FadingGestural Prompts

Trainer

Student

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Prompt FadingPositional Prompts

Trainer

Student

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Prompt FadingPositional Prompts

Trainer

Student

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Prompt FadingPositional Prompts

Trainer

Student

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Prompt FadingPositional Prompts

Trainer

Student

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Selection-Based Imitation

• Used to teach receptive language• Sequence of Implementation

– Linear configuration• Ensure attending

– Field expansion• Strengthen scanning and increase field size

– Linear configuration/different positions• Solidify scanning and prevent positional responding

– Two steps• Increase flexible scanning and increase attention

– Transfer to receptive labeling• “Do this.” is changed the label of the item• Gestural prompt is gradually faded• Response comes under control of verbal label of item

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Selection-Based ImitationLinear Configuration

Trainer “Do this.”

Student

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Selection-Based ImitationField Expansion

Trainer “Do this.”

Student

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Selection-Based ImitationLinear Configuration/Different Positions

Trainer “Do this.”

Student

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Selection-Based ImitationLinear Configuration/Different Positions

Field Expansion

Trainer “Do this.”

Student

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Selection-Based ImitationNon-Linear Configuration

Trainer “Do this.”

Student

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Prompt FadingVerbal Prompts

• Shorten the instruction

• Shorten the word– Give beginning sounds

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Discrete Trial Training

• A structured way of teaching

• Each trial has a clear beginning and ending

• Trials are distinct and succinct

• A trial is one set of instructions

Instruction Response Consequence

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Discrete Trial TrainingComponents

• Presentation of Materials

• Instructions

• Prompting

• Delivery of Consequences

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Discrete Trial TrainingPresenting the Materials

• Materials are ready and organized

• Unnecessary items are removed from area

• Materials and reinforcers are accessible to trainer

• Items must be randomized each trial

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Discrete Trial TrainingRandomization of Items

Trainer

Student

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Discrete Trial TrainingRandomization of Items

Trainer

Student

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Discrete Trial TrainingRandomization of Items

Trainer

Student

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Discrete Trial Training5 Components of Effective Instructions

• Clear and easily identifiable

• Appropriate for the task

• Consistent for new tasks

• Uninterrupted

• Gain student’s attention

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Delivering ConsequencesCorrect Responses

• Initially reinforce all correct responses

• Once prompts are faded, use praise only to signal correct prompted responses

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Delivering ConsequencesIncorrect Responses

• Do not use “No, no” prompt

• Remove materials

• If prompt has been faded, do not prompt after first incorrect response

• Present materials and instruction

• Reinstate last successful prompt after 2 incorrect responses

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Discrete Trial Training

Practice

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Precision Teaching

• A fluency based set of methods and practice procedures which adjust curricula for each student to maximize learning

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Precision TeachingExamples of Success

• Students at Malcom X College made 2 grade level gains in 16 hours of instruction (Johnson & Layng 1994)

• Sacajawea Elementary students gained 20-40 percentage points within 3 yrs. on standard achievement tests (Beck & Clement 1991)

• Morningside Academy offers 2 money back guarantee for program• Students will progress 2 grade levels each year• Time on task will increase from 1-3 min. to 20 or more minutes

(Johnson & Layng 1994)• Have not refunded any monies to date

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Precision TeachingKey Features

• The learner knows best

• Uses frequency for measurement

• Daily charting on the Standard Celeration Chart

• Focused instruction and practice on directly observable behavior

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Precision TeachingBenefits

• Frequency of response is the basic unit of measurement

• Free operant responding

• Emphasizes teaching sequentially

• Instructional decisions are data based

• Multiple instructional techniques can be utilized

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Precision Teaching5 Steps

• Select a Task

• Set an Aim

• Count and Teach

• Develop a Learning Picture

• Decide What to Do

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Precision TeachingSelect a Task

• Countable– The movement must be observable and measurable

• Counting Period– Consistent– At least 8-10 movements

• Correct/Incorrect Pair– Define correct and incorrect movements– Count both correct and incorrect movements for each counting

period• Learning Channel

– Input and Output– Multiple learning channel sets for each skill

• Hard-To-Do– Goal is to teach a new skill

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Precision TeachingLearning Channels

INPUT

See Hear Touch Think

OUTPUT

Say Write Touch Sign

Reach Press Mark Point

Match

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Precision TeachingLearning Channels

Sample Learning Channel Sets

See/Write See/Say

Think/Do Hear/Write

Think/Write Hear/Sign

See/Match SeeHear/Touch

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Precision TeachingSet an Aim

• Strategy 1– Use component skill frequencies

• 1.5 to 2.0 times greater than composite skill• Ex. Writes 120-160 digits/minute

– Aim for multiplication facts = 80/mintue

• Strategy 2– Ratio between teacher and student

Adult Skill Rate = Student Skill RateAdult Tool Rate Student Tool Rate

80 = X = 40/minute 100 50

– Ratio between fluent student and student

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Precision TeachingAims

90-140 Words/Minute

See/SayReading

125 Letter/Minute

See/WriteHandwriting

15-25 Words/Minute

Hear/WriteSpelling

60-90 Digits/Minute

See/WriteMath

FrequencyLearning

Channel SetMovement

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Precision TeachingFluency for Children with Autism

30-3540-60**55-70

80-100*35-50See

35-4040-60**40-60

70-90*35-50Hear

TouchWriteSayDo

*Syllables per minute

**Digits/letters per minute

Frabizio/Moors Consulting

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Precision TeachingCount and Teach

• Count correct and incorrect movements

• Teach– Materials – Prompting– Consequences for correct and incorrect

movements– Practice

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Precision TeachingDevelop a Learning Picture

• Daily charting

• Draw expected celeration line (minimum celeration line)

• 3 consecutive days below line change teaching strategy

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Precision TeachingDecide What to Do

• Slice Back– A smaller movement of the original movement– Error rate is higher than correct rate

• Step Back– A movement that is easier than the original movement– Error rate is higher than correct rate

• Change the Counting Period– When endurance is an issue– Duration should equal real life

• Change the Aim– Set a temporary aim lower than the final aim– Gradually increase the aim as each temporary aim is met

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Precision TeachingStandard Celeration Chart

• Standard charting conventions

• Multiply/Divide– Advantages of multiply/divide

• 1 response/1000 minutes

• 1000 responses/minute

500

50

5

0.5

0.05

0.005

0.001

0.01

0.1

1

10

100

1000

0 7 14 21 28 35 42 49 56 63 70 77 84 91 98 105 112 119 126 133 140

Successive Calendar Days (by weeks)

Co

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Name of Behaver: Movement Cycle:

Cycle 1

Cycle 4

Cycle 5

Cycle 6

Cycle 3

Cycle 2

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• Record Floor equals 1/Number of Minutes

– 1 Minute Timing = 1– 5 Minute Timing = 1/5 = 0.2– 10 Second = 6

– 60/10 = 0.17– 1/0.17 = 6

SCCCalculating the Record Floor

1Number of Minutes

Record Floor =

0.005

0.05

0.5

5

50

500

0.001

0.01

0.1

1

10

100

1000

0 7 14 21 28 35 42 49 56 63 70 77 84 91 98 105 112 119 126 133 140

Successive Calendar Days (by weeks)

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Name of Behaver: Movement Cycle:

10-SecondRecord Floor

30-SecondRecord Floor

1-MinuteRecord Floor

5-MinuteRecord Floor

10-MinuteRecord Floor

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SCCMinimum Celeration Line

• Draw aim star• Complete three days of baseline• Draw start mark

– Draw mark at day two at the median frequency for the three days

• Draw line• If frequency falls below minimum celeration

line for 3 consecutive days, change programming or set new aim with new minimum celeration line.

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SCCCharting Data

• Count the number of correct and incorrect responses per given timing

• A pass or skip is counted as an incorrect

• Self corrected responses are counted as a correct and an incorrect response

• Draw the record floor• Chart data

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SCCCharting Data

PRACTICE

1-minute timing

5 correct and 3 incorrect

10 correct and 1 incorrect

15 correct and 0 incorrect

18 correct and 0 incorrect

25 correct and 1 incorrect

1-Minute Record Floor

3 Incorrect

5 Correct

20 Per Minute

3

5

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SCCCharting Data

PRACTICE

30-second timing

5 correct and 3 incorrect

10 correct and 1 incorrect

15 correct and 0 incorrect

18 correct and 0 incorrect

25 correct and 1 incorrect

Record Floor = 1/time in minutes

Record Floor = 1/0.5 = 2

3 Per Minutex

5 Per Minute

x

3 Per Minute

3 Per Minute

5 Per Minute

1 Minute Record Floor

5 Minute Record Floor

30 Second Record Floor

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SCCDrawing Celeration Lines

Quarter Intersect Method1. Divide the frequencies into four equal sections.2. Find the median frequency for each half.3. Mark where the median frequencies for each half crosses the 1st and 3rd quarter intersect lines.4. Draw a line connecting the marks on the 1st and 3rd intersect lines.

500

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5

0.5

0.05

0.005

0.001

0.01

0.1

1

10

100

1000

0 7 14 21 28 35 42 49 56 63 70 77 84 91 98 105 112 119 126 133 140

Successive Calendar Days (by weeks)

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Name of Behaver: Movement Cycle:

1 32 4

Step 1. Divide the frequencies into four equal sections.

Step 2. Find the median frequency for each half.

Step 3. Mark where the median

frequencies for each half crosses the 1st

and 3rd quarter intersection lines.Step 4. Draw a line connectingthe marks on the 1st and 3rdquarter intersect lines.

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SCCCeleration Values

• Draw celeration line

• Mark where celeration line crosses a Sunday line

• Draw a dashed line from Sunday mark to the next Sunday mark

• Measure celeration using rate finder

Draw Celeration Line

Intervention

Intervention

A

A

V

V

0.005

0.05

0.5

5

50

500

0.001

0.01

0.1

1

10

100

1000

0 7 14 21 28 35 42 49 56 63 70 77 84 91 98 105 112 119 126 133 140

Successive Calendar Days (by weeks)

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Name of Behaver: J ohn Doe Movement Cycle: See-Say Letters

x1.57

/2.52

1-Minute Record Floor

x1.57

/2.52

10-Second Record Floor

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Precision Teaching

Sample SCC

See/Write Addition

Think/Write Name

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Fluency

The fluid combination of speed and accuracy that characterizes competency, mastery, and expert performance (Binder, 1988).

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Fluency TrainingBenefits

• REAPS– Retention– Endurance– Application– Performance Standards– Stability Over Time

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Mean Averages for Retention Checks Participant 1

798Fluency Training

1386Accuracy-Only

Duration

(Seconds)% Correct

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Mean Averages for Retention Checks Participant 2

10100Fluency Training

1176Accuracy-Only

Duration

(Seconds)% Correct

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Fluency TrainingBig 6+6

• Big 6Reach Grasp TouchPoint Release Place

• Big 6+6Pull Squeeze ShakePush Tap Twist

• Fluency Aims– In isolation 200-300 movements/minute– As a compound 100-120 movements/minute

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Verbal Behavior

• Topographic Response– Spoken– Sign

• Selection Response– PECS

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Verbal Behavior

• Mand– A request for a reinforcer

• Tact– Verbal response to non-verbal stimulus

• RFFC– Receptive by Function, Feature, and Class– Classification

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Incidental Teaching

• Promotes generalization

• Teaching in the natural environment

• Must be programmed

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Chaining

• Backward Chaining

• Forward Chaining

• Whole Task Chaining

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Shaping

• Successive approximation towards a terminal behavior.