Amy Buie, M. Ed., BCBA Andrea Bowen, B.S., BCABA The Center for Autism Education PO Box 275 OFallon, MO 63366 Email: [email protected] Phone: (636)

Amy Buie, M. Ed., BCBAAndrea Bowen, B.S., BCABA

The Center for Autism EducationPO Box 275

O’Fallon, MO 63366Email: [email protected]

Phone: (636) 978-7785Fax: (636) 978-7885

AgendaApplied Behavior AnalysisThe Discrete TrialReinforcementErrorless Learning/Time Delay PromptingBlockingError Correction(practice)Data CollectionPutting it All Together(practice)Assessment

What Is ABA?Applied Behavior Analysis (ABA)

The application of principles of behavior to produce measurable change in behavior through the manipulation of the environment

Identify functional relationships between behavior and the environment

How Does ABA Relate To Autism?Incorporates behavior analytic principles to the

applied setting

Focus on positive reinforcement to increase appropriate behavior

Breaks down learning tasks into the simplest components in order to develop more complex skills

How Does Discrete Trial Teaching (DTT) Relate To ABA?

Discrete trial is one way to implement ABA. Behavior principles are used in a 1:1 setting to increase appropriate behavior and decrease inappropriate behavior

Skills often targeted in DTT include attending skills, imitation, receptive skills, expressive skills and pre-academic skills

ABA vs. Discrete Trial TeachingAs soon as you target a socially significant

skill/behavior and measure it to see how the behavior changed (or if it changed at all), you are using APPLIED BEHAVIOR ANALYSIS.

During DISCRETE TRIAL, you are systematically teaching skills (for example, matching pictures), measuring those skills by taking data – and so it is a part of ABA. Think of ABA as an UMBRELLA term for many techniques to fall under. One strategy to help change behavior is through the use of DISCRETE TRIALS

What Is ABA? What Is DTT?

Applied Behavior Analysis (ABA)

Toilet Training Incidental Teaching Discrete Trial

Discrete Trial Teaching (DTT)Fosters learning through repetitionIsolates skills and teaches them in their

smallest necessary components to foster learning of more complex concepts

Makes contingencies as clear as possibleHelps ensure implementers maintain

consistency across each otherAids in data collectionShould be only one component of a broad

program for children with autism spectrum disorders

Example of a Discrete TrialTrainerTrainee

-Put toy on table-Say “touch ____”-Give student 1-3 seconds to respond-If correct, say “good job!”-Take toy off table-CONGRATULATIONS! You’ve just run your first discrete trial!

Advantages of Discrete TrialTeaches “Learning how to learn”

Joint attentionImitationBehaviorCommunicationSocial interaction

Advantages of Discrete TrialGains child’s attentionTeaches compliance AND that this is

rewardingThe overall program is flexible and is

designed to meet the needs of each individuals unique set of circumstances and level of functioning

Progresses at the child’s rate of masteryDevelops a pattern for learningForces interactions

Advantages of Discrete Trial, cont.Teaches a wide variety of skills and conceptsSkills are observable and measurableIncorporates all domains of functioning –

everything builds upon each other

Potential Concerns of Discrete Trial TrainingTraining is expensive and time consumingImplementation of techniques must be consistent

and poor implementation can result in many frustrations with both the instructor and the student and the student may not gain any skills

Poor implementation can result in students who are prompt dependent or have memorized rote skills with no generalization

There may not be enough instructors available to provide 1:1 instruction

Space may be limited and distractions may be difficult to omit

When Implementing DTTWork area is typically free of distractions

(other materials, reinforcers, etc.)Begin with find a motivating reinforcer* Use 3 Target items unless program is

limited. For example, “What’s your name?”

Components of a Discrete Trial1) Instruction2) Response3) Consequence4) Pause

The trial itself is DISCRETE with a clear beginning and end, which is why it is called a DISCRETE TRIAL (we are also teaching discrete skills).

Discrete Trial: Instruction Sd Definition

-The instruction or anything that evokes a response

Rules:1. Get attention FIRST2. Louder than typical speech3. Clear and concise language

Clear: “come here” instead of “commere”Concise: “touch shoe” instead of “touch the shoe on the table”

4. Only say directive once before getting a response

Discrete Trial: ResponseDefinition: What the child does immediately

after the Sd

Correct Response 1. Responds correctly to the Sd (make sure everyone is accepting the same response)

Prompted Response1. Full2. Partial

Error1. Wrong Answer

2. No Response 3.Problematic behavior 4. Dual or Paired Response

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Discrete Trial: Consequence

Consequence is what happens after the response

Must immediately follow the response- The more immediate the consequence, the better connection the child will make between the Sd and the response

Correct: Deliver Positive Reinforcement

Error: Block

What is Reinforcement? Reinforcement is the procedure of using a

reinforcer to increase the rate of a behavior A reinforcer is anything that follows a

behavior and increases the probability of that behavior

Reinforcement is the building block and foundation of an effective ABA program.

Use continuous reinforcement for new skillsUse intermittent reinforcement to maintain

behaviors over time

Correct Response & ReinforcementBe sure what you are using as a reinforcer is

truly reinforcing to the childValue of reinforcement vs. effort/difficulty of

taskContingentAlways keep interactive and include social

praise (this is where you should use the child’s name)

Vary reinforcementPairingThink out of the boxIncorporate sensory activities

Correct Response & Reinforcement, Cont.

Watch for satiationKeep things new and excitingStrategies: preference assessment,

observation, interview, switch out toys in boxes

Discrete Trial: PauseBasically a brief pause1-3 seconds longHelps the child see that it is the end of

one opportunity for reinforcement and we are about to begin another opportunity to receive reinforcement

Long enough to make this connection, but not long enough to allow time to engage in other behaviors

Gives instructors time to mix up or reset the field for the next trial and time to take data

Errorless LearningPrompting procedure for teaching new skillsDecreases or eliminates opportunity for

learner to make errorsReduced practicing incorrect responsesSystematically fades promptsReduces frustration and emotional responsesResearch shows errors lead to further errors

and emotional responses, can be difficult to correct and inhibit generalization

How Do We Reduce Errors? When teaching a new skill, the learner is

given the most experience necessary to ensure that he or she responds correctly and the response can be reinforced

If an error occurs, an error correction procedure is implemented, reducing the likelihood of another error will occur

Time Delay Prompting*O- second prompt delay – prompt occurs

as the SD is delivered2-second prompt delay- prompt is

delivered 2 seconds after the SD4 second Delay-prompt is delivered 4

seconds after the SDNo prompt-Student should not be

prompted after a 5-second delay. If the student has no response it is counted as an error and the error correction procedure is initiated. Block errors.

Prompting*Prompt can be full or partialOnly provide as much assistance as is

required to ensure a correct responseFade prompts with in a single time delayMost to least intrusive*

Physical(full)Model(partial)Gesture(partial)Verbal(partial)Within Stimulus

Data CollectionTarget multiple items at a time within each

programEach block contains 3-5 trials. Implementers

typically complete at least 1 block per target per hour.

All 3 current items will be placed in “field” at once and can be placed in any position.

Data CollectionFull Prompt: 100% of the correct response is

presented to the learnerPartial Prompt: Learner provides at least some

of the responseIndependent: Learner responds correctly and

independently within 5 seconds(if in the “no prompt” delay of the directive

Error: Learner responds or attempts to respond incorrectly or does NOT respond within 5 seconds ( if in the “no prompt” delay ) of the directive

Criteria

When your block is finished:Advance Criteria: Move up a delay after 3 “I” or

“p” responses in a boxRegress criteria: Move back a delay after 2 errors

in a rowCriteria to stay: Stay at current delay id block

does not meet either criteria mentioned aboveMastery criteria: An item is mastered once the

student receives a pre-determined % accuracy across multiple block in a row

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What if They Go to Make a Mistake?Always block when possible. Sometimes

we're not fast enough and that's okay.AVOID hand over hand guidance to the

correct answerAVOID allowing the student to make the

wrong answer by BLOCKING errors If the student moves towards the incorrect

target, block by putting the students hand back in lap.

Blocking Cont.Use blocking on levels 2, 4 and no

prompt.

Use blocking during the correction procedure on the independent probe.

Blocking is recorded as an error anytime it occurs.

Error CorrectionIf the student goes towards an incorrect

answer, use blocking and begin error correction procedure.

Never prompt during the independent opportunity during the error correction procedure.

ERROR CORRECTION WITH A CORRECT RESPONSE ON INDEPENDENT PROBE

Step 1. Error is blocked. Record error.Step 2. Remove materials and turn away for 2 secondsStep 3. Re-present the Sd with an immediate prompt

(0-second delay)The prompt should be intrusive enough to produce a

correct response.Step 4. Provide reinforcement (praise only)Step 5. Re-present the directive a second time, giving

the learner and “independent opportunity” with a 5-second wait (e.g. no prompt). If correct, record only the first error.

PracticeError correction with one error

ERROR CORRECTION WITH ERROR ON INDEPENDENT PROBE*Step 1. Error is blocked. Record as Error.Step 2. Remove materials and turn away for 2 secondsStep 3. Re-present the Sd with an immediate prompt (0-second delay)The prompt should be intrusive enough to produce a correct response.Step 4. Provide reinforcement (praise only)Step 5. Re-present the directive a second time, giving the learner and

“independent opportunity” at 5-second wait (e.g. no prompt) Step 6. If student goes to make an error, BLOCK. Remove materials

and turn away for 2 secondsStep 7. Re-present the Sd with an immediate prompt (0-second delay).

End on prompted response.The prompt should be intrusive enough to produce a correct response.Step 8. Provide reinforcement (praise only)Step 9. Record second Error. Mark out the remaining trials in the

block for this target. Regress a time-delay in the next block.

Time to PracticeError correction with an error on

independent probe

Reinforcement During the Prompted Response

Differential ReinforcementSlightly more exciting and motivating, but

not as strong as when the child is independent

May be more reinforcing if it is something the child is just beginning to learn. Will be very neutral if this is something the child has shown many times in the past that they can do.

Time to Practice

Behavior momentumSomething in motion stays in motion.

Building momentum to maintain attention and motivation.

Mixing and varying easier tasks to ensure success while adding more difficult and newer instructions.

Lessens frustration

Common Beginning ProgramsReceptive Object LabelsExpressive Object LabelsGross Motor Imitation with ObjectsGross Motor Imitation with BodyBlocksMatching Objects and PicturesFollowing Instructions

Other Essential ProgramsExpressive and receptive language (manding) Identify by feature, function, and classCategoriesPronounsGeneral knowledgeNegationQuestionsPronounsMemoryPragmatic languageAcademics and conceptsFunctional and prevocationalApplied reading and math

Curriculum GuidesA Work in Progress by Ron Leaf and John

McEachinBehavior Interventions for young Children

with Autism by Catherine MauriceAssessment of Basic Language and Learning

Skills Revised James W. Partington, Ph.D., BCBA-D

Verbal Behavior Milestone Assessment & Placement Program by Mark L. Sundberg Ph.D., BCBA

Putting it All TogetherPractice