ABC's of ABA Licenta Pairing

The ABCs of ABA
Claire Benson Kimberly Snyder Sarah Kroll Judy Aldridge
ABA Overview
Applied Behavior Analysis is NOT one set of procedures that can be applied to everyone. Applied Behavior Analysis is NOT synonymous with Discrete Trial Teaching (DTT)
Characteristics of ABA
o Emphasis of functions of behavior -behavior serves a function o Emphasis on observable, measurable behavior o Requires repeated measurements -more data =more accurate assessment of change in behavior
Characteristics of ABA
o Change environment to change behavior -objects & scenery -instructors behavior -others behavior o Student should respond to program NOT people o Social effects are more important than statistical effects o We are all accountable for student progress -adjust treatment based on data o Address separate & specific excess & deficits
Behavior Management
ABC modelAntecedent Behavior Consequence
Antecedent cues behavior -immediate: easier to identify * occur right before behavior -removed: harder to identify *occur at some point before behavior
Behavior Management
o Behavior -response -focus on what you can see and measure
Behavior Management
o Consequence-maintain behavior
things we
attain attention materials stimulation control
avoid demands people sensory input
Behavior Reduction
o Behavior Reduction -Define behavior to reduce -Select measurement system -Observing & recording -Conduct functional assessment o Increase antecedents that lead to positive behavior o Decrease antecedents that lead to inappropriate behavior o Minimize reinforcement that results from inappropriate behavior o Increase the consequences for positive behavior
Behavior Reduction
o Functional Assessment -increase antecedents that lead to positive behavior -decrease antecedents that lead to inappropriate behavior -minimize reinforcement that results from inappropriate behavior -increase the consequences for positive behavior
Reinforcement
o Process by which a certain consequence is provided for a specific behavior causing that behavior to increase
o Reinforcement- process o Reinforcer-thing you deliver (high five)
Reinforcement
Reinforcement should be: 1. contingent on behavior 2. immediate 3. appropriate to person
Reinforcement
o Characteristics -used for behavior not people -functional definition (defined be effect on people)
Reinforcement
o Type Positive (R+)
- presentation of a stimulus
- toy, social praise, etc..
Negative (R-)
- removal of a stimulus - escape/avoidance
o If a behavior continues to occur, it is being reinforced
Reinforcement
o Pairing -reinforcers are determined by the student -pair yourself with reinforcement -increase difficulty of tasks
-use
* within session
a wide variety of reinforcers
*across session
Reinforcement
o Choosing reinforcers -preference assessment -reinforcement inventory -observe the child -trial and error
Reinforcement
Always Remember To:
track students reinforcers limit access to reinforcers make contingent (earned) make age appropriate be aware that the may loose value over time
Reinforcement
o Success of Delivery -what you deliver -when you deliver -how often you deliver (schedule/rate)
-amount you deliver -effort required by student
Reinforcement
o Differential Reinforcement
-based on independent response -based on attention to task -Do NOT reinforce completion only -reinforce better approximations -based on difficulty level
Reinforcement
o Bribery vs. Reinforcement
Reinforcement behavior Bribery instruction
instruction
reinforcer
reinforcer
behavior
instruction
reinforcer
behavior
Reinforcement
o Bribery -makes it hard to fade prompts and reinforcers -try no to bribe or offer more reinforcement during disruptive episodes -it is critical no to make bribery a habit
Reinforcement
o Types -Categories: social, tangible, activity -touch -auditory (sound) -smell -body movement -visual -edibles
Reinforcement
o Inappropriate Use -safety -appropriateness -interference -limitations -alternatives
Reinforcement
o o o o o Critical piece of any program Good behavior will not continue without it What you deliver is important How you deliver is important Learning should be fun
Reinforcement
o Extinction Procedure -reduce, minimize, or eliminate a reinforcer for a behavior -prepare for extinction burst -must include reinforcement procedures
Reinforcement
o Punishment
-suppresses behavior -promotes escape/avoidance -effective only when threat of it is present
Shaping
o Gradually changing a students performance from what it is now to what is desired o Adjusting behavioral requirements for reinforcement
Shaping
o Procedure: 1. Start with behavior slightly more difficult than student can do 2. Reinforce new behavior -needs to be functional 3.Reinforce independent performance 4.Only reinforce approximations 5. Increase requirements for reinforcement
Shaping
o Examples: -vocalizations (start with requests) -sitting -reinforcement -waiting
o Start with introduction of new task paired with immediate reinforcement
Common ABA Approaches

o Discrete Trial Teaching-DTT is not synonymous with ABA. -ABA is the broader science -DTT is a methodology with in the science
o Common Misconceptions: -DTT must occur across a table -DTT must occur 1 on 1 -DTT must occur in a sterile environment -DTT must have a set number of trials

o Key features of DTT -discrete trial = 1 unit -ABC model: Antecedent-instruction Behavior- students response Consequence- consequence -clear beginning and end -repeated measure -easy to measure

o Specifics of DTT 1. Antecedent instruction -clear and concise -phrase as statement -give only once -progressively make more natural

o Specifics of DTT 2. Behavior- childs response -3 possible responses: correct incorrect non responsive -wait 3-5 seconds, then prompt -encourage fluent responding
(quick & accurate)

o Specifics of DTT 3. Consequence-correct response = reinforcement -incorrect response = prompting -no response = prompting
Prompting
o PromptingAntecedent PROMPT - Behavior -important to get behavior -should be faded as quickly as possible
Prompting
What prompts look like: Motor response -full physical most -touch -model -gesture -positional least
Prompting
o What prompts look like: Vocal response: -model most -verbal -gesture least
Other prompts: -making borders for writing tasks -blocking
Prompting
o Prompts get a student to respond correctly o Goal is correct response o Fade as quickly as possible
o Prompting sets a child up for success

o 3 ways to set a child up for success 1. errorless teaching- antecedent procedure
2. correction trials- another opportunity 3. differential reinforcement
Errorless Teaching
o Prompting Hierarchy: most to least -start with intrusive prompts -used for skill introduction -subsequent trials use less & less prompting o Prompting Hierarchy: least to most
-use only once skills are mastered

o 3 ways to set a child up for success 1. errorless teaching- antecedent procedure
2. correction trials- another opportunity 3. differential reinforcement
Behavioral Momentum
o Based on physics- once you get something moving it is easier to keep it moving o Precede high demand instruction with low demand instruction
High demand- new skills (acquisition) Low demand- mastered skills (maintenance)

o Natural Environment Teaching -occurs in everyday world -students select teaching materials -requires constant alertness -can be done anywhere Challenges with NET-requires you to make quick changes -fewer trials

o Task Analysis Teaching -complex behaviors are broken into component parts Behavioral Chain- big behavior made of small behaviors Backward Chaining-last step taught first Forward Chaining-first step taught last Total Task Presentation

o Summary
o Discrete Trial Teaching DTT -highly structured, very scripted, lots of reinforcement o Natural Environment Teaching- NET -less structure, used in everyday world, built in generalization o Task Analysis Teaching-complex behaviors broken into components
In the Classroom
Set Up: -clearly defined learning spaces -use of visuals (picture schedules, behavioral supports, task analysis) -boxes for reinforcers -token economy

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The ABCs of ABA

Claire Benson Kimberly Snyder Sarah Kroll Judy Aldridge

attain attention materials stimulation control

avoid demands people sensory input

o Reinforcement- process o Reinforcer-thing you deliver (high five)

o If a behavior continues to occur, it is being reinforced

a wide variety of reinforcers

Common ABA Approaches

Common ABA Approaches

Common ABA Approaches

Common ABA Approaches

Common ABA Approaches

Other prompts: -making borders for writing tasks -blocking

o Prompting sets a child up for success

Common ABA Approaches

Common ABA Approaches

Common ABA Approaches

Common ABA Approaches

Common ABA Approaches

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