C enter for A utism and R elated D isorders, Inc. Using ABA to Teach Children with Autism CARD Austin January 16, 2005 Rachel S. F. Tarbox, PhD Center.

Center for Autism and Related Disorders, Inc.

Using ABA to Using ABA to Teach Children Teach Children

with Autismwith Autism

CARD Austin CARD Austin January 16, 2005January 16, 2005

Rachel S. F. Tarbox, PhD

Center for Autism & Related Disorders, Inc.

Overall Objectives

• Review of “What is Autism?”

• Introduction to ABA

• Some basic applications How to teach skills to children with autism

• 3-step training• Task Analyses

WhatWhat

is is Autism?Autism?

What is Autism?

1. Social Interaction Failure to develop peer relationships Impairment in use of non-verbal behaviors (e.g., gestures, eye

contact) Lack of seeking to share enjoyment

2. Communication Delay or lack of spoken language If have language, deficient conversational skills Repetitive use of language Impaired make-believe play

3. Restricted repetitive & stereotypic behavior patterns Routines / rituals Repetitive motor mannerisms

Diagnostic Criteria for Autistic Disorder DSM-IV, 1994

What is Autism?

• Deficits Language Play Skills Social Skills Perspective Taking /

Theory of Mind Executive Function Motor Skills & Self

Help School Skills

• Excesses Stereotypy / Self-

Stimulatory Behavior Non-compliance Tantrums Aggression Self-Injury

From a behavioral perspective, what can we observe?

What What is is

ABA?ABA?

Applied Behavior Analysis (ABA)

• Definition The application of the principles of behavior to issues

that are socially important to produce practical change

• Some applications Special Education Regular Education Pediatric Medicine Treatment of troubled teens

Sports Psychology Business & service

organizations Early intensive Early intensive

treatment for treatment for children with children with autismautism

Core Principle Core Principle

• The consequences that follow a behavior influence whether that behavior will increase or decrease Why do we go to work? Why do we stop at red lights? Why do we use oven mits? Why do our children do what we ask them to do?

Applied Behavior Analysis (ABA)

Core Principle Continued Core Principle Continued

• The Law of Effect: Behavior that is rewarded will be strengthened

• Behavior is Lawful, Observable, Measurable

• We can change behavior by manipulating its antecedents and consequences

• ABC Model (Antecedent-Behavior-Consequence)

Applied Behavior Analysis (ABA)

Using the Principles

of Behavior Analysis

• Over the past 30 years, several thousand published research studies have documented the effectiveness of ABA across a wide range of: populations (children and adults with mental illness,

developmental disabilities and learning disorders) interventionists (parents, teachers and staff) settings (schools, homes, institutions, group homes,

hospitals and business offices), and behaviors (language; social, academic, leisure and

functional life skills, self-injury, and stereotyped behaviors)

• Application to individuals with autism is only one aspect with it’s own set of techniques based on the same principles used with other individuals in other settings

Applications of ABA

3-Step Compliance

(TELL-SHOW-DO)

• Three step-guided compliance is a prompting strategy that teaches your child what you want him/her to do by providing a model and physical guidance if he/she does not do what you asked them to do.

• This procedure does not allow your child to avoid requests

• If you use this procedure consistently, you should find that your child becomes more compliant and requires less assistance to complete tasks over time

3-Step Compliance

• TELL-SHOW-DO

• Demands: first prompt given for a particular task

• Prompts: all additional statements, gestures, or physical guidance displayed by the caregiver during demands

3-Step Compliance

1. State your child’s name.2. Tell your child what to do. Never ask.3. State the request clearly so that your child knows exactly what he/she is

supposed to do; keep requests as brief and as specific as possible.4. Wait 5 to 10 seconds for your child to carry out the request. Do not repeat

the request.5. If your child complies provide them with praise. State exactly what they did

that you liked. 6. If your child does not comply, repeat the request with a demonstration.7. Wait 5 to 10 seconds for your child to carry out the request. Do not repeat

the request.8. If your child complies, provide a small amount of praise.9. If your child does not comply, physically guide them but do not provide

praise. Always use the minimum amount of physical contact necessary for the request to be completed.

10.Never “give in” or complete the request yourself. Once you give your child a request, they must follow through.

3-Step Compliance

Back to our A-B-C’sBack to our A-B-C’s

• How does 3-step fit the A B C model?

• What is the A?

• What is the B?

• What is the C?

• Why will it work?

• What are some potential problems with it?

3-Step Compliance

Back to our Core PrincipleBack to our Core Principle

• Behavior is Lawful, Observable, Measurable

• We can change behavior by controlling its antecedents and consequences

• Easier said than done, what about complex behaviors that require a number of steps (and as such a number of antecedents and consequences)?

Task Analysis

What is a Task AnalysisWhat is a Task Analysis

• Task Analysis: Break down a complex behavior into a sequence of identifiable single components

• We need to use chaining

Task Analysis

Task Analysis Example:Teaching Self-Help Skills

• Chaining must be used to teach self-help skills

Why do we use chaining? To combine simple behaviors or

responses into a more complex sequence

• For example:– Getting dressed– Washing hands– Brushing teeth– Taking a bath

Toileting

Brushing

Hair

Brushing

Teeth

Hand

Washing

Dressing

Eating

Self Help

Skills

Question?

• What is the most important pre-requisite skill for teaching self-help skills?

Answer: COMPLIANCE

• What have we learned about increasing compliance?

Answer: 3-STEP! So we are ready to learn about TA’s

Chaining: Step 1Perform a Task Analysis

AShirt flat on bed

Shirt in hands

Scrunched shirt in hands

Shirt on over head

Head & arms in shirt

BPick up shirt

Scrunch shirt

Put head through collar

Put arms in sleeves

Pull shirt down

Example: Hannah needs a shirt

Chaining: Step 1Perform a Task Analysis

ADirty hands

Faucet on

Wet hands

Soap on hands

Foamy hands

Clean wet hands

Water off

BTurns on faucet

Wets hands

Gets soap

Rubs hands together

Rinse hands

Turn off water

Dry hands on towel

Example: Thomas washes his hands

Chaining: Step 2Build the chain

• Once a task analysis is performed and the required steps of the sequence are identified, the chain can be taught

• The chain can be constructed of behaviors already in the child’s repertoire

• New behaviors can also be taught within the process of the chain

Task Analyses: Methods of Chaining

Forward Chaining• In a sequence of A’s and B’s the 1st B is

taught, then the 2nd , then the two are performed independently in order

• Then the 3rd B is taught & performed in sequence with the previous 2 B’s

• The behaviors in the chain continue to be taught sequentially until they are performed independently

Chaining: Step 1Perform a Task Analysis

ADirty hands

Faucet on

Wet hands

Soap on hands

Foamy hands

Clean wet hands

Water off

BTurns on faucet

Wets hands

Gets soap

Rubs hands together

Rinse hands

Turn off water

Dry hands on towel

Example: Thomas washes his hands

Forward Chaining

Forward Chaining Example

Thomas washes his hands….•Use 3-STEP to teach Thomas to

1.) Turn on the faucet

2.) Wet his hands

•Guide all the succeeding B’s in the chain

•When Thomas can perform the first 2 B’s independently in order, begin to teach 3rd B & so on…

Forward Chaining

ADirty hands

BTurns on faucet

Example: Thomas washes his hands

C = REINFORCE

Forward Chaining

ADirty hands

Faucet on

BTurns on faucet

Wets hands

Example: Thomas washes his hands

C = REINFORCE

Forward Chaining

ADirty hands

Faucet on

Wet hands

BTurns on faucet

Wets hands

Gets soap

Example: Thomas washes his hands

C = REINFORCE

Forward Chaining

ADirty hands

Faucet on

Wet hands

Soap on hands

BTurns on faucet

Wets hands

Gets soap

Rubs hands together

Example: Thomas washes his hands

C = REINFORCE

Forward Chaining

ADirty hands

Faucet on

Wet hands

Soap on hands

Foamy hands

BTurns on faucet

Wets hands

Gets soap

Rubs hands together

Rinse hands

Example: Thomas washes his hands

C = REINFORCE

Forward Chaining

ADirty hands

Faucet on

Wet hands

Soap on hands

Foamy hands

Clean wet hands

BTurns on faucet

Wets hands

Gets soap

Rubs hands together

Rinse hands

Turn off water

Example: Thomas washes his hands

C = REINFORCE

Forward Chaining

ADirty hands

Faucet on

Wet hands

Soap on hands

Foamy hands

Clean wet hands

Water off

BTurns on faucet

Wets hands

Gets soap

Rubs hands together

Rinse hands

Turn off water

Dry hands on towel

Example: Thomas washes his hands

C = REINFORCE

Conclusion

• Remember the CORE PRINCIPLE

• Think about the A B C’s

• Reinforce the good stuff and do not reinforce the bad stuff

• Use 3-STEP as a tool

• Break down complex activities into steps (do a Task Analysis!)

• BE CONSISTENT

• HAVE FUN!!!!!!!!!

• Questions???