Guided 12-14-2021

Instructional Strategies Training
Use this guide as a study manual. You may use these notes for all post-tests!
Additional
SESSION 1
Notes
Chapter 1: Introduction
What is ABA? Applied Behavior Analysis: The science in which procedures are
derived from the principles of learning and are s_____________
applied to improve ___________ significant behavior and to
demonstrate experimentally that the procedures used were
responsible for the improvement in behavior.
Applied – behaviors we are targeting for change are behaviors

that can have r_________- l_______ applications for the person.
Behavior – We are working with real, observable measurable

behaviors rather than some abstract diagnosis, and, the
procedures used in ABA are based on scientifically established
principles of learning.
Analysis - decisions in ABA are made based on o___________

data that are collected to help understand what effect, if any, the
interventions being used are actually having on the behavior.
The analysis part is that we continue to keep close watch over
what is happening as a result of our intervention and quickly
make adjustments as needed.
The dimensions of ABA and the methodology for approaching

teaching:
A__________: Make a difference of social importance.
B__________: We focus on observable and measurable

behavior, rather than, verbal reports of behavior. It also means
that the behavior that is being chosen, must be the behavior in
need of improvement.
A__________: We prove functional relationships between

behavior and the environment. We must demonstrate that it was
our treatment (and not something else) that produced the behavior
change.
T_____________: Skill acquisition plans or behavior plans are

written in detail and clearly so they can be replicated. Procedures
should be described in enough details so that someone else could

do it.
Conceptually _______________: We relate procedures to

behavioral principles. We write procedures for changing behavior
and explanations for why behavior changed.
E_________: Behavioral techniques result in socially significant

change. (Not only can the student perform the skill in a teaching
setting, but also, in other environments and in appropriate
contexts.
G_______________: Results are durable and long lasting. It is

not enough to teach a student to sign “more”. We must move
further to teach the student to sign more in different settings, with
different people, and with different behaviors. Essentially,
behavior change should occur with untrained materials, in
untrained situations and environments, with novel people.
Antecedent – Behavior – Consequence (ABC)
Antecedent: What happens immediately ______________ the

behavior.
Behavior: The behavior identified for change. What a person
does.
Consequence: What occurs immediately _____________ the
behavior occurs.
Areas of Application
1.
2.
3.
4.
5.
Overview of Autism & Structured Teaching
Characteristic Activity: Identify characteristics of autism
s of ASD
Directions: Watch the video and record all characteristics of
autism that you observe in the following areas:
Communication:
1.
2.
3.
4.
5.
6.
Social interaction
1.
2.
3.
4.
5.
6.
Restricted interests and patterns of behavior

1.
2.
3.
4.
5.
6.
Culture of According to the National Professional Development Center’s

ASD research, the Evidence-based strategies taught in this course are
also specific strategies for teaching students with autism.
The “Culture of Autism” is the characteristic patterns of thinking

and behavior of Autism Spectrum Disorders.
Culture refers to the shared p_________ of human behavior.

Cultural norms affect the way people think, eat, dress, work, and
understand how we spend our leisure time, communicate and
other aspects of human interaction.
To teach students with autism, we must understand and respect

their strengths and challenges associated with it.
Auditory Processing:
Central Coherence:
Combining or Integrating Ideas:
Difficulty with Attention:
Communication:
Concept of Time:
Routines:
Interests:
Sensory Preferences:
Characteristics:
Introduction How does Structured Teaching help students with ASD?

to Structured
Teaching
Where can Structured Teaching strategies be used?
5 Elements of Structured Teaching

1.
2.
3.
4.
5.
Physical Structure
Individual Schedules
Work Systems
Routines
Visual Structure of Tasks

● Visual Instruction
● Visual Organization
● Visual Clarity
Measurement
Introduction to Continuous & Discontinuous Measurement
Measurement
Continuous Measurement: E_________ instance of behavior is
recorded. Measurement systems that are continuous include
F____________, r_________, d___________ and
l____________.
Use for behaviors that:
Have a discrete b___________ and e_________
Discontinuous Measurement: S_________ instances of behavior

may not be detected.
W______________ Interval, P__________ Interval,
M___________ Time Sampling
Use for behaviors that:

Occur at h______ rates
Occur for l_______ durations of time
Are measured via discrete trials
Are measured via p________________
Preparing for What is data? A method of q________________ student

Data Collection outcomes in relation to curriculum and individually developed
goals and objectives for student learning and behavior.
Why collect and analyze data?

1. To provide an o____________ and r___________ method
of assessing change in learning and behavior.
2. To document p____________ against standards, norms, or

curricula (Common Core, State Standards, developmental
milestones).
3. To improve the efficiency and e________________ of

instruction and behavior change programs for students.
4. To assess and document p____________ in skill

acquisition and challenging behavior reduction.
5. 5. To provide legal accountability for mandated programs

(IEP, RTI).
6. To provide information for resolving difficulties in making

progress.
7. To provide a common language for regular and meaningful

communication of a student’s progress to parents, teams,
agencies, etc.
8. To document implementation of specific interventions and

strategies.
Things to remember when preparing for data collection:

● Know the skill that is being assessed.
● Know the setting to which the skill will be demonstrated.
● Know who will be taking the data.
● Ask clarifying questions.
● Make sure you have all your materials readily available.
● Make sure you can hear and have a clear view.
● Placement should be where your presence influences the

student' behavior least.
Trustworthy When preparing for data collection, we must accurately identify

Measurement which measurement system will be chosen to most accurately
capture the target behavior we have identified for behavior
change. This means we must ensure our data is:
V_______________: Must measure socially significant target
behavior, must choose an appropriate dimension of behavior, and
must ensure data represent the most relevant times of behavioral
occurrence.
A_______________: Removing all possibilities for error in data
collection with the measurement processes you have established.

R________________ : Ensure the same measurement
repeatedly gets the same results.
Dimension of Behavior:
R_______________
Count – add up the behaviors or items
Rate – Add up behaviors or items over time
D_______________
Per session
Per Occurrence
P___________ in time
Latency
Event Event recordings are measurement procedures of obtaining a tally

Recording or c_________ of the number of times a behavior occurs.
(Frequency)
Requires u______________________ time to observe the
student's behavior and the opportunity to record data as it is
occurring.
Frequency - A tally or count of behavior or skill observed.

Rate – Frequency over time. Used when observation sessions
are not likely to be the same length.
One key to successful frequency and rate data collection is

ensuring that you are able to observe and record each instance of
the behavior within the time period. This means that you should
be in a position to observe the behavior clearly through the
observation and be able to record the frequency of the behavior
with limited distractions so that you do not miss an incident.
When should we use event recording?
o Use with discrete behaviors that are not too frequent.
o Use it to measure behaviors that have a clear beginning
and a clear ending.
o Use when the objective is to increase or decrease the
number of times a behavior occurs.
o Use when the behavior does not happen at such a high
rate that it is too hard to count.
Some Examples of behaviors you might want to measure using

Event Recording include:
● Number of times a student correctly pronounces a word,
● The number of times he asks for help, or
● Leaves the desk,
● How many times he participates in-class,
● Arrives to class on time, or
● Interacts positively with peers
To calculate rate, use the following formula:
O____________ divided by t___________ = Rate
Duration Duration is a time-based recording method. It pertains to how

l_______ the behavior lasts.
● You should use duration measurement when you want to

know the amount of t_____________ a person engages in
a target behavior.
● You want to use duration recording for behaviors that occur
for too l______ a period of time or too s________ a period
of time.
● And, finally, for behaviors that occur at a very h_______
rate.
Examples of when to use Duration Recording:

● Crying
● Being out of the classroom
● Being in a particular location
● Engaging in an particular activity
Latency Latency is a different type of d______________ recording. It

involves the observer measuring how long it takes for a behavior

to begin after a specific verbal demand or event has occurred.
When to use Latency Measurement:
•When you want to know how long it takes a student to

respond to a verbal instruction.
•When you want to know the length of time before a student

reaches frustration level so intervention can take place
prior to behavior communicating frustration.
•If you would like to know if a student is getting better at

starting in-class assignments, begins eating, responds
to directive, etc.
•When a behavior has a clear b______________ so you

can tell exactly when the behavior starts.
•To prevent problem behavior by identifying the length of
time between a t________________ event
(antecedent) and the o________________ of problem
behavior.
Permanent Permanent Product is concrete material that can be evaluated and

Product compared over time.
Guidelines:
1. Compare skills that are the same
2. Conditions should be the same
3. Retain work samples on a regular and systematic basis
Benefits of using Permanent Product:
•Permanent product does n____ disappear before its occurrence

can be recorded.
•Can include the use of audiotape, videotape, and digital recording

systems.
•Teacher/staff are free to do other tasks.
•Makes possible measurement of some behaviors that occur at

inconvenient or inaccessible times and places.
•Measurement may be more accurate, complete and continuous.

Examples of when to use Permanent Product:

1.
2.
3.
4.
5.
Partial Interval Partial Interval Recording is a d______________________

Recording measurement method.
Interval recording is a method of documenting whether a behavior

occurred during brief time periods (i.e., 10 sec), called intervals.
During the interval, the observer records whether or not a
behavior has occurred during each interval time period.
Partial interval recording means that the observer is

interested in behavior that occurs at any t________ during
the interval.
This method is used for h______ rate behaviors when it is difficult

to distinguish one response from another such as humming,
rocking, etc.
The s______________ the interval, the more

a_________________ the data. Intervals are typically divided
into equal intervals lasting 5, 10 or 15 seconds, but can be longer.
Partial Interval Recording tends to o_________ estimate the rate

of behavior and can u________ estimate the frequency.
Examples:
1.
2.
3.
Whole Interval Whole Interval recording is a method of documenting whether a

Recording behavior occurred during brief time periods (i.e., 10 sec), called
I__________. At the end of each of these intervals, the observer
records whether or not a behavior has occurred during the
e________ interval.
When to use Interval Recording:

•When the target behavior is not easily counted.

–It is difficult to tell exactly when the behavior begins or
when it ends, or
–It occurs at such a high rate that it is difficult to keep
count.
•To measure ongoing behaviors that you know will continue
across intervals.
It requires the observer's u____________ attention.
Tends to u________ estimate the overall percentage of the

observation period.
Examples of behaviors that can be measured with Whole-Interval

Recording;
1.
2.
3.
4.
5.
Momentary Momentary Time Sampling is a d__________________ data

Time Sampling collection method.
Use Momentary Time Sampling:

● With d__________ or c_______________ behaviors that
occur at a moderate to high frequency.
● When it is difficult to tell exactly when the behavior begins
or ends, and
● When behaviors occur at such a h______ rate that it is
difficult to keep count.
Behavior is recorded at the end of each interval (when the

timer buzzes)
•Look and see if the behavior is occurring at that particular
moment. Not before, not after.
•If the behavior is occurring at that moment, place a ‘Y’ or

checkmark (✓) for that interval.
•If the behavior is not occurring at that moment, place an

‘N’ or ‘0’ for that interval.
To calculate percent:
Total # of "YES" intervals divided by total # of intervals, multiply
by 100 to get %.
Examples of behaviors to use MTS:

1.
2.
3.
Baseline Data Baseline data are measures of the level of behavior as it occurs
Collection naturally, before intervention. (Kazdin 1998, 2001)
Purpose of Baseline:
1.Describes the existing level of student performance. When
graphed, data provides a current picture of the student’s
behavior.
2.Provides a predictive function.
D_________________________
A______________________
V_________________________
S_________________________
Line Graphs
Antecedent-based Interventions
Intro - Review of the literature provides us with an inventory of
Research antecedent conditions that have been shown to set the occasion
for problem behavior to occur:
The largest number of problem behaviors was related to academic

tasks.
● Antecedents included tasks that were too long or were not
at the correct difficulty level for the student,
● tasks and instruction that were not varied,
● an absence of student choice, or tasks and materials that

were not matched to the student’s interest or preference.
In essence, the tasks were not immediately useful and
practical, student was not interested in reading material.
The second largest category of antecedent conditions addressed

environmental arrangements and routines.
● distracting classroom arrangements,
● noisy peer activity,
● routine procedures that were not in pace or well managed,
● seating assignments,
● transitions that were not well planned, and
● changes in routine or transitions effected without a warning.

This means that we can p________ or minimize the occurrence of
problem behavior and I__________ time engaged in learning
simply by adjusting A__________________ conditions.
Instruction Instructional Antecedent Conditions:
Curriculum & I____________________

● Utilize curriculum and curriculum materials
● Evaluate difficulty of work
● Evaluate length of work
● Provide high-interest material
● Ensure students have prerequisite skills
● Teach expected behaviors
● Prompt expected behavior
Altering I___________________
•Pairing
•5:1 Ratio of positive attention
•Opportunities to Respond / Pace & Engagement /
Behavioral Allocation
•Choice
•Behavior Momentum
•Pre-Correct
•Interspersing
Embedding Novelty and/or high interests into I______________

•Different materials for repeated activities.
•Make the same skill look differently.
•Use high-interests.
•Rotate materials in centers each day of the week.
Pairing & Pairing the process of combining (pairing) the learning

Feedback environment, people and settings with already established
r__________. Pairing is essential to instructional control.

Goal: Create an environment in which the student wants to be in
and wants to learn.
Guidelines for Pairing:

1. 75% of every interaction should be reserved for pairing
2. Activities should be led by the student's
m_______________
3. Allow the student access as long as you are part of the
activity
4. Use d______________language
5. A___________ asking questions or making requests
6. Have the student stay in the pairing area with you, don't
allow them to leave and play alone.
Praise can lead to:

Student’s correct responses
● Work productivity and accuracy
● Academic performance
● On-task behavior and attention
● Compliance
● Positive comments about self
● Cooperative play
NC Attn & NC Non-contingent attention (i.e., “reach outs”) is giving a student

Escape attention that is non contingent or dependent on any special
accomplishment.
You notice and value the student as a person – not because

he/she behaved responsibly or achieved some academic success.
Benefits for the student:

•Feel more connected
•Provided a model of pleasant social interaction
•Improved student behavior
•Improves the overall classroom climate.
How to Deliver Non-contingent Attention

•Using nonverbal behavior (e.g., maintaining eye contact,
smiling, nodding, winking, thumbs up, and waving)

•Greeting the student as he/she enters the room or when you
see him/her in the hallway
•Using the student’s first name whenever possible
•Giving the student a positive “nickname”,( i.e., “super helper”)
•Giving a farewell when the student leaves your classroom
Non-contingent escape is giving a student an escape from work

that is non contingent or dependent on any special
accomplishment.
● Provide a scheduled break
● Intersperse mini-breaks throughout instruction
● Remove every third problem on a worksheet
OTR Opportunities to Respond (OTR)

1.Use of opportunities to respond (OTR) includes strategies for
presenting materials, asking questions, and correcting
students’ answers to increase the likelihood of an active
and desired response.
2.Addresses the n__________ of times the teacher provides
academic requests that require students to actively
respond.
3.Teacher behavior that p________ or s_________ a student
response (verbal, written, gesture).
The value of OTR
•More time students are involved, more l_________.
Increased rates of responding and subsequent
improved learning tend to increase the amount that
can be covered.
•On-task behavior and correct response I_________ while
d___________ decrease.
•Shown to I__________ reading and math performance.
•Provides continual feedback for the teacher on student
learning and the effectiveness of teaching strategies.
Other Choice
Strategies Students are provided opportunities to independently make
d__________ between two or more options that affect their daily
routine.
•Task to complete
•Sequence of work to be completed
•Materials to use
•Where to complete work
•When to complete work
•With whom to complete work
Behavior Momentum
A strategy for i__________ the probability of compliant behavior.
1.The teacher presents a series of 3-4 quick easy-to-follow
r____________ for which the student has a history of
compliance (High-P request).
2.Follow each completed activity with p_________.
3. After the 3-4 requests, the next directive is the target task (Low-
P request).
Pre-Correct
Pre-correct functions as r___________ by providing students with
opportunities to practice or be prompted concerning expected
behavior immediately before they enter situations in which
displays of problem behaviors are likely. It requires the teacher to
predict misbehaviors.
•Class-wide
•Individual student
Interspersing
Interspersing means m_________ mastered tasks in with new or
unlearned tasks
•Children learn new skills in fewer trials or faster when mastered

tasks are interspersed with new tasks.
•For behavior compliance, the child is likely to follow directions
because they are getting reinforced for easy behaviors. It
creates behavior momentum.
•Reduces frustration levels, because students are having success
on easy tasks, increasing the likelihood that they will try
harder tasks.
•During any academic task (e.g., spelling, math, sequencing
cards, etc.)
•Used for discrete behaviors. Not as effective on chained
behaviors such as reading a paragraph.
•Behavior compliance – mix easy behaviors (high probability, (e.g,
nose touch, pick up pencil, give me five) with behaviors that
are more difficult or less likely to be successful (low
probability, e.g., sit down, open book to pg 10 and being
reading)
Enriching the Enriching the Classroom Environment

Environment
● Reduce wait times
● Provide easy access to materials
● Provide transition notice
● Teacher proximity
● Peer buddy
● Schedules
● Functional Communication Training
● Physical Set-up of Classroom
Schedules
•Clear understanding of what is happening in the day
(predictability)
•Can help facilitate transitions
•Removes the adult (independence)
Functional Communication Training (FCT) is an

A_______________ intervention in which an appropriate
communicative behavior is taught as a R_____________ behavior
for the problem behavior.
•Ask for help
•Ask for a break
•Ask for materials or items
Physical Set-up of Classroom – F______

● F_____ from clutter
● F_____ from distraction
● F_____ from chaos
Reinforcement
Overview of •Reinforcement describes a relationship between learner
Reinforcement b___________ and
a c___________________ that follows the behavior.
•This relationship is only considered reinforcement if the

consequence
i________________ the probability that a given behavior will

occur in the future,
or at least be maintained.
When delivering reinforcement:

•Reinforcement immediately follows the t_________ b_________.
•Reinforcement fits the target behavior and is meaningful to the

learner.
•M____________ reinforcers are more effective than a s________

reinforcer.
•Reinforcement should be delivered i________________.
•Primary reinforcers satisfy a physical or biological need by

making the
individual feel good (e.g., food, liquids, sleep).
•Primary reinforcers: Are not dependent on their association with

other
reinforcers.
•Primary reinforcers are also called u_____________________

reinforcers.
•Secondary reinforcers are objects or activities that individuals

have
grown to like, but that do not meet basic biological needs.
•Secondary reinforcers: Reinforcers that are dependent on their

association with other reinforcers.
•Secondary reinforcers are also called c_____________________

reinforcers
Positive Positive reinforcement refers to the p________________ of a

Reinforcement reinforcer after
a learner performs a target behavior.
•Define the t_________________ behavior.

•Select a___________________________ reinforcers.
•Reinforcers should be r_____________________.
•Make reinforcement i____________________ upon a correct
response. It must
be contingent on behavior.
•Reinforcement must be f__________________ gradually over
time.
•M_________________ results.
Examples:
1.
2.
3.
Token •Token economy programs are referred to as such because they

Economy are based
upon a m_______________ system in which tokens are used to
acquire desired
reinforcers (e.g. tangible objects, activities, or privileges), also
known
as b_______________________ reinforcers.
Guidelines for Using Token Systems

•The goal is to earn enough tokens to access the backup
reinforcers.
•Tokens are delivered following the students’ responses.
•Access to the backup reinforcers is allowed at a later time.
•Tokens should be portable, durable, and easy to handle.
•The teacher should keep accurate records of the number of
tokens
earned.
•When tokens are earned, access to the reinforcement should be
delivered.
•Be aware that counterfeiting or theft can occur.
Negative Negative Reinforcer: A reinforcing event in which something is

Reinforcement r__________
following a behavior. “-”
When a behavior increases due to an event, it is always

reinforcement!
Ex. A driver puts on his seatbelt to avoid hearing the
continuing beeping sound. In the future, the driver will
increase his behavior to avoid hearing the beeping
sound.
Examples:
1.
2.
3.
Schedules of Schedules of reinforcement refer to the f____________or

Reinforcement t__________ of the delivery of reinforcement following a target
behavior.
The goal of reinforcement is to I______________ skills while

gradually f___________ reinforcement strategies to promote
maintenance and generalization through the use of reinforcement
schedules (i.e., schedules of reinforcement).
•A c___________________________ reinforcement schedule is

used when learners are reinforced each time they use the
target behavior.
•This type of reinforcement schedule is most often used when first
teaching learners new skills.
•It is very effective in establishing an association between the
target behavior and the reinforcement.
•As learners become more proficient at using target skills,

educators fade reinforcement from a continuous schedule by
systematically applying i___________________________
reinforcement schedules. The word intermittent means not
e______________ time.
•When using intermittent reinforcement, the response is reinforced
only p_____________ of the time.
Principles of •Reinforcement should be delivered according to a planned

Reinforcement reinforcement s______________.
• Reinforcement should be delivered f________________.
•The s___________ of the reinforcement should be appropriate to
the
amount of work required.
•Reinforcement should be delivered
e_______________________.
•Teachers describe the target skill when reinforcement is
provided. Give
b____________ s_________________ praise.
•Teachers should pair any reinforcement with s____________
reinforcement, whenever possible.
•A v____________ of reinforcers are used.
•Reinforcers are a______ appropriate.
•Reinforce desired or target behaviors, not p________________
behaviors.
SESSION 2
Assessment and Observation
Assisting with Assessment: The process of gathering ___________ about a
Assessment client, student, or patient to determine what he or she knows and
Procedures determine their needs.
● It helps answer the question, “What is the current skill

level?”
● B_________ testing gives us a picture of the student’s
current level of performance.
● After baseline provides progress monitoring to show
continued skill deficits or improvement in skill acquisition.
● Helps us identify g_______.
●
Types of Assessments:
1. Cognitive Development – administered by Licensed
P______________
2. Educational Abilities – Administered by teachers, SLPs,
BCBAs, etc.
3. Language – Administered by teachers, SLPs, BCBAs, etc.
4. Social Skills – Administered by teachers, SLPs, BCBAs,
etc.
5. Behavioral – Administered by teachers, SLPs, BCBAs, etc.
6. Curriculum-based – Administered by teachers, SLPs,
BCBAs, etc.
Who is NOT responsible for taking the lead and doing
Assessments? __ __ __s. __ __ __s should never be asked to
lead and do assessments along. They should only conduct
assessments under the direct supervision of a supervisor, BCBA
or classroom teacher.
What is the role of an RBT during assessments? RBTs should...

1. Always be provided t____________on the assessment.
2. Know the assessment r_____________.
3. Ask q_________________.
4. Provide I_______________
a. Be observant
b. Record information accurately
c. Record information honestly
d. Make sure you understand the criteria required for
certain responses
5. Help with the e___________________
6. Assist with b_____________
Ask the Person Preference assessments identify stimuli that are l___________ to
function as reinforcers.
Three Indirect (Ask the Person) Preference Assessments:

1. O________ ended questions
2. C______________
3. R___________ -order
Trial Based Three Direct (Trial-based Method) Preference Assessments:

Single & Paired 1. Single ________________
2. Paired-________________
3. ______________ Stimulus
One or more of three measures of the learner’s response to the

stimuli are measured as the learner’s behavior are recorded in
trial-based stimulus preference assessment:
•Approach – any detectable movement by the person toward the

stimulus (eye gaze, head turn, body lean, hand reach)
•Contact – is tallied each time the person touches or holds the

item, and
•Engagement is a measure of the total time or percentage of

observed intervals in which the person interacts with the item.
Multiple With The item chosen by the learner remains in the array and items
Replacement that were not selected are replaced with new items.
Multiple The item chosen by the learner is removed from the array and
Without items that were not selected are continued as a choice.
Replacement
Naturalistic There are two ways to Observe the Person (Systematic).

Observation 1. Naturalistic – Conducted in the learner's every day
e______________________.
Contrived 2. Contrived Preference Assessments - a five minute

Observation observation to assess a child’s preferences. A variety of
toys are selected, and the child is free to play and
manipulate the toys for the entire assessment without
interruption.
Skill Acquisition
Discrete Trial •DTT involves the following:
Training (DTT) (Boer, 2007)
–Breaking a skill into s_______________ parts
–Each trial has a distinct b________________ and e_______,
hence the term discrete

–Involves a number of t___________________
–Teaching each part to m____________________
–Providing concentrated t___________________
–Providing p_____________ and fading as necessary
- Using r______________________ procedures
Naturalistic Naturalistic Teaching Procedures uses applied behavior analysis
teaching principles to teach the student within the real world, the
procedures
n_______________ e___________________, rather than in the
more artificial environment of sitting at a table such as in discrete
trial training(DTT).
Naturalistic teaching procedures are loosely

s_______________________
and uses a learner's m______________________ and activities
and not a
teacher selected set of materials as the basis for the lesson.
Written Skill
Acquisition Identify a skill d_______________.
Plan
Create a g_____________ to address the skill deficit.
Identify m_______________________ procedures.
Assess current skill level (b____________________).
Select and implement skill acquisition procedures.
Collect d___________of the target behaviors to determine

effectiveness of acquisition procedures.
M_______________ if necessary to maintain/increase the

effectiveness.
Prepare for the

session T____________________ staff in plan.
Prepare the learning e______________________.
Prepare the s_____________________.
Implement plan as w__________________.
Collect d____________________.
R___________________ any program problem or student

concerns.
Entering Data Skill Acquisition = skills being t_______________

for Skill
Acquisition Skill Acquisition can include:
IEP Goals/Objectives
F__________________ skills
Social skills
Community Activities
Speech and l_________________ skills
Curriculum
Behavioral skills
V_________________ skills
Date must be: R_______________ and a___________ in order

to be a good measurement.
Data collected should be:

• E_______________, easy, highly interpretable
• Easy to use-doesn’t interfere with t______________
• Easy to train staff how to record
• Shows crucial information for making d______________
• Easy to summarize or g__________
• Easy for others to i_______________
• Consistency across t__________ with other systems in the
child’s life
When collecting work samples, always record the levels of

assistance the student needed.
Introduction to Verbal Operants Meaning
Verbal Mand Request
Behavior _____________ Labeling
Intraverbal Question, fill in the blank, word assoc.
Echoic Vocal Imitation
Listener Responding Following d_____________
Imitation M__________ Imitation
Match to Sample Matching to identical or non-identical
Shaping - the process by which we develop new behavior

Shaping has 2 important components
1) D_____________ R______________
2) Successive ________________ toward a target behavior
During Intensive Teaching (IT) sessions, you should use a

continuum of teaching procedures including:
1) Shaping
2) E____________ Teaching Procedures
3) R______________________
4) P_________________
Reinforcement occurs as a c_______________ that affects the

f_____________ p_____________ that a particular behavior will
occur under similar circumstance.
Extinction - when a specific behavior is no longer reinforced so the

behavior f____________ or goes away
Differential Reinforcement
Better r______________ for better r____________!
Pair Teaching with Improving Conditions (Carbone, 2010)

• Errorless instruction
• Pair instruction with positive reinforcement
• Fade in demands gradually
• Fast paced instruction
• Mix and vary
• Reduce the value of engaging in problematic behavior
• Intersperse easy and hard tasks
• Task novelty
• Session duration
• Provide reinforcement
Three key components to antecedent conditions

1. Motivation
2. Discriminative Stimulus
3. Prompts
We begin teaching with a P_________

If we put a prompt in, we t____________ it out. This trial is called
T______________
Requirements for Reinforcement
1) Reinforcement is only provided if the target response
o____________
2) Reinforcement should occur i______________ after the
target response.
Errorless Teaching
● Providing instruction so that your learner is less likely to make

mistakes
● Involves the use of prompts – but these prompts must be
faded!
● Increases rate of learner responding!!
● Associated with faster learning and reduced problem behavior
● Allows us to engage in faster paced instruction

Prompt Trial
Prompt occurs as an a_______________.

Helps to ensure that a c____________ response will occur
Prompts come from k____________items
Transfer Trial
• Immediately f_______ the prompt
• Errorless because the prompt came right b___________.
Distract Trials
• Used to allow student to respond to other items after the
prompt and transfer trials and before another trial of the same
item with no prompt.
• Distracter trials come from __________ items- NOT targets!
• The distracters help ensure that the student “remembers” the
target skill and not just rote learning. The distracters are
___________ items.
Check Trial
● Is the learner able to respond after engaging in other
responses (distracter trials)? Does the student
r______________ the target skill?
● Check trials are a quick way to “assess” if the student is
learning!
Reinforcement and the Check Trial

● If a correct response occurs on the Check Trial . . .
________________!!!
● A correct response on the Check Trial is the most
___________ response!
● Providing strong reinforcement after a correct Check Trial
response will help to ___________ that correct response!
Verbal Operant colors

Tact = green
Listener Responding = ___________
Intraverbal = _______________
Echoic = _________________
Imitation = ____________
The Card Sort System is set up with four piles of cards in front of
the instruction.
Pile one: known picture cards.

Pile two: known 3X5 cards.
Pile three: target picture cards.
Pile four: target 3X5 cards.
Knowns & Targets

“__________ Items” – _________ items or items the student knew
on initial assessment - sometimes called “easies”
“Target Items” – items ________ for teaching – are assessed
each day using the Cold Probe Data System.
• Teaching Procedures for Target Items

ALL targets are taught using the _________ Teaching
Procedure
• Present SD (cue) immediately followed by your _________,
then continue with transfer, distract, check.
NOTE: Tact targets use “flashcard style” presentation
NOTE: Listener Response (LRs) go “in the field” (at least two
in field)
The Instructional Ratio
________ of all trials in Intensive Teaching should be easy or

known skills.
________ of all trials are usually target skills and/or correction of

errors
For some learners this ratio may vary from 90/10 to 60/40
Procedures for Known Items

● Use a Two Second Time Delay – This allows student to
respond and creates an increased potential for incorrect
responses.
● If an error occurs, the instructor must be ready to respond with
a set error correction procedure.
Types of Errors
● Incorrect response
● No response
● Self-Correction
Error Correction Procedure Sequence

1) E_______
2) P_____________
3) T______________
4) D______________
5) C______________
Errors on Prompt trials may indicate:
Problems with _________ control

Ineffective _________
Instructional level is too _______
Problem Solving - Errors on Prompted Trials

1. Check i____________ control: present several easy
items if needed, then reinforce.
2. Adjust p__________and teach skill necessary to prompt.
3. “Slice back” to appropriate instructional level (given good

instructional design this is l__________ likely maintaining
variable).
If errors on the transfer trial occur, you should run the error
correction procedure.
Problem Solving – Repeated Errors on Transfer Trials

1. Transfer to lesser prompt (prompt fade).
2. Run repeated prompt procedure
3. Consider number of distracters used when running check
trial again after repeated prompt-transfer trials.
Problem Solving - Errors on Distract Trial

1. Run error correction procedure
2. Monitor the number of trials before reinforcing (will discuss
further under topic of “VR”).
3. May have to end run-through on transfer trial.
If there are errors on the Check Trial you should

Run an Error Correction Procedure
If repeated errors on Check Trials occur, you should

1. Consider use of Prompt-Transfer sequence (without Check
Trial).
2. Establish a criterion for reinstating the Check Trial.
3. When using a Prompt-Transfer sequence, consider
reinforcing after Transfer trial.
Data System Organization

• Organize target material piles
– May need to place known pics in field for LR targets
• Present target item SDs without any prompt
• Score each response immediately or sort and score after
– May or may not continue with error correction
procedures.
– May or may not mix probes with easy items.
• Mastery is 3 consecutive correct responses.
Cold Probes
When?
Why?
A critical step to data collection:

Update ___________ graph every _______!
It is extremely important that teaching be moved to the

n_____________ e___________! This includes practicing the
skill across p______________ and in different
l__________________.
Generalization Generalization Definition: Means that the skills the student learns
and are
Maintenance used a_________ a variety of contexts and situations (Leach,
2010).
–People
–Settings
–Behaviors
–Time
Maintenance: A behavior that continues or persists over time after

the instruction is r_______________ is considered to be on
maintenance.
Teaching Procedures
Prompt and Prompts: Any a_______________________(cue or hint) that is
prompt fading provided to the student so that the learner will successfully
perform a response.
Prompts are a_______________________ stimuli
Prompt fading refers to d__________________ the level of

assistance
needed to complete a task or activity. When teaching a skill, the
overall goal is for the student to eventually engage in the skill
i_____________________________.
Stimulus The goal is to transfer stimulus control from the response or
control transfer stimulus p_____________ to the n____________________
procedures existing stimulus.
–This can be accomplished by:

Fading out Response Prompts
–(e.g., verbal, gesture, modeling, physical prompts)
Fading out or in Stimulus Prompts
–(e.g., fading out visual/written and other task material
supports. Or, fading in stimulus to help the learner
tolerate or adapt to new stimuli, such as, food and drink
textures, different volume of sounds, and other stimuli)
Prompts are often necessary but t____________________!
Task analysis •Task Analysis Definition: Breaking c____________ behavior into

and chaining s__________ component parts.
procedures
•Backward Chaining Definition: A chaining procedure that begins
teaching with the l__________ element in the chain and
progresses to
the f__________element.
•Forward Chaining Definition: A chaining procedure that begins

teaching with the f_________ element in the chain and
progresses to
the l_________ element.
•Total Task Chaining Definition: The learner receives training on

e_________ s_________ in the task analysis during every
session.
Factors Affecting the Performance of a Behavior Chain

•Completeness of the Task Analysis
•Length or Complexity of the Chain
•Schedule of Reinforcement
•Train in Multiple Environments to Address Environmental
Variations
Shaping Shaping is the process of systematically and
d________________________
r_______________________ s____________________
a____________________________
to a terminal behavior.
Shaping uses a combination of p__________________

reinforcement and
e_____________________.
Positive reinforcement to strengthen the behavior in the intended

direction, while extinguishing behavior in the unwanted or no
longer wanted direction.
Reinforcing successive approximations of the desired behavior as

the behaviors become more and more like the target behavior that
we want to end up with.
Successive approximations are behaviors that

r________________ the
target behavior more and more.
Discrimination Discrimination is the ability to tell the difference between

Training d____________________ environmental events or stimuli
List the two components of discrimination training:

1. _________________________________
2. _________________________________
When a learner consistently makes a response in the presence of
a specific discriminative stimulus and infrequently, if at all, in the
presence of a S-delta, the behavior is under
s___________________ c____________.
Tips to enhance discrimination training:

A) Use prompt and prompt fading to teach discrimination.
B) Use multiple examples to teach an object or picture.
C) Gradually fade in stimuli and increase field size over time.
D) Rotate materials between trials so learner discriminates the
correct item and avoids selecting the item that is closest to
them or to the left in the array.
E) Teach concepts among similar stimuli.
MTL and LTM Most to Least Prompting (MTL): Uses a h_________ level of
Prompting support
(prompting) when teaching a new skill, and then systematically
fades towards l__________ restrictive prompts as the learner
masters
the skill.
Least to Most Prompting (LTM): This is the opposite of MTL

prompting. The teacher gives the participant an opportunity to
perform the response with the l_________________ amount of
assistance on each trial or task step and moves to the next prompt
in the h__________________ if the student performsan incorrect
response.
Graduated Graduated Guidance: Defined as the instructor provides a

Guidance p________
prompt only when it is needed and then it is f_____________
immediately whenever the student responds to the task step
correctly.
Looks similar to Most-To-Least Prompting and is often used in

combination with other prompt procedures.
Uses m______________-to-m______________decisions about

when to
apply and fade the prompts.
Time Delay Time Delay: Method of transfer stimulus control by systematically

and inserting an i_________ of t_______ between the target
Simultaneous stimulus (cue) and the controlling prompt.
Prompting
Two types of time delay: C_________________ and
P______________________
Simultaneous Prompting: A variation of Time Delay

procedure. The controlling prompt is always delivered at a
z___________-second delay to reduce errors.
P____________sessions are conducted prior to teaching

sessions to
check for skill mastery.
Stimulus fading Stimulus fading procedures exaggerate some p_______________

procedures dimension(e.g., color, size, intensity) of a relevant stimulus to help
the learner make a correct response.
The feature (e.g., color, size, intensity) in the prompt is gradually

f____________ in or f____________ out over time.
SESSION 3
Assessment for Challenging Behavior
Information Antecedent events and circumstances that occur in the
Gathering environment p_____________ to the occurrence of challenging
behavior.
Two Antecedent Categories:

•Those that make the c_______________ behavior more likely to
occur.
•Those that make _______________ behavior more likely to
occur.
Antecedent conditions can be a number of environmental events

in the classroom, including:
● people in the room,
● the arrangement of the room,
● the pacing of instruction,
● the amount of reinforcement,
● teaching strategies,
● the noise level in the room,
● the routines and expectations in the classroom, etc.

Gathering information:
Indirect Assessment Measures
● File Review
● Interviews
● Rating Scales
Direct Assessment Measure

● A-B-C Data Collection
ABC Data •ABC data is used to organize information over several

Collection observations sessions by recording the types of behaviors
observed and the events that precede and follow the

behavior.
•This data collection aids the team in forming a hypothesis
statement and gathers evidence that the function maintaining
a problem behavior has been identified.
•It records occurrences of targeted problem behaviors and
selected environmental events within the natural routine
during a specified period of time which helps to identify
patterns of behavior.
General Guidelines for ABC Data Collection:
•A minimum of 2 ________ of observation over 5 days,

•A minimum of 20-30 minutes per session,
•8-10 occurrences of the target behavior,
•Observations should be:
•Same ___________
•Same Time
•Same _________ collecting data
•One behavior
•Data collector should be someone other than teacher.
•Conduct observations in at least one other setting where the
behavior is least likely to occur.
•Use the functional assessment interview to determine the time of
day and setting during which the behavior most often occurs.
Narrative Recording – Recording is o______-e______

Continuous Recording – I__________________ to student's
behaviors of interest
When recording the A________________, you may be looking

for....
● A break in routine
● A demand or request is made of the student
● A loss of a privilege
● A particular sound, sight, texture, etc.
● A reprimand
● Attention given to someone or something other than

the student
● Delivery of reinforcement
● Denial of a request
● Difficulty with a task
● Feedback for an action, answer, etc.
● Physical contact.
When recording the B______________, you are looking to..

Describe exactly what the student said or did. Be as descriptive
as possible focusing on the identified target behavior. Describe
what the behavior looked like, at whom or what it may have been
directed.
When recording the C_________________, you are recording...

•What happened after the behavior occurred?
•What did others do and say after the behavior, emotion, or
symptom occurred?
The function of a behavior is determined by the c______________

that follow the behavior.
Four Functions of Behavior:

E_________ / A____________ – I want to get away or avoid a
person or task
Access to A_____________ – I want to be noticed for something!
Access to T______________ – I want something!
A_______________ or Sensory – I want to feel something!
Once ABC Data Collection is complete, bar graphs can be used to

look for patterns. Bar Graph data might include:
•Staff
•Days of the Week
•Activity
•Consequences
•Antecedent
Target Four important elements of behavior: (DICE)

Behavior •Behavior is D___________ by functional relation to other events
•Behavior is I___________ - (Activity) it is defined as the
person’s interaction with their environment
•Behavior is C__________ over time
•Behavior variability is Extrinsic to the organism – ups and downs
caused by environment
Challenging behaviors...
● Occur in c______________ (they are not random)
● Are m__________________ by their c________________

– they received reinforcement, and therefore they continue
to occur. (they are predictable)
● Are c______________________
Behaviors must be prioritized
Behaviors identified for behavior reduction must occur

e____________ in the escalation cycle.
There are four essential components to operationally defining a

target behavior:
1. Label
2. Definition
3. Examples
4. Non-Examples
The definition must be:

O_____________ – Measurable and observable
C________ – explicit and obvious
C______________– apply to all situations, leaving little to
judgment
Identify Functions of Behavior:
Function of
Behavior They want to G______ something – attention, activities/tangibles
or sensory
They want to G____ OUT of something – attention,

activities/tangibles or sensory
Write a A Hypothesis Statement is a simple statement that summarizes

Hypothesis the team’s understanding of how a challenging behavior is
influenced by the environment. The statement contains 3
components:
1) Antecedent conditions.
2) A description of the behavior.
3) The consequences that appear to be maintaining the behavior.
The Hypothesis tells us _______ a behavior is happening.
Behavior Reduction Modules

Components of What is a Behavior Plan?
Behavior Plan - A description of intervention procedures that have been
designed to ________________ target inappropriate
behaviors and increase appropriate alternative
(replacement) behaviors.
- Analyze, prevent, teach and reinforce
Identifying Information
- Define behavior using _______________ and Measureable
terms.
- State the identified Function of the Behavior.
Antecedent Strategies
- ______________ problem behaviors by directly addressing
setting events and antecedents
Replacement Behavior
- ______________ problem behavior by Teaching a socially
acceptable, efficient behavior that allows student to obtain
the pay-off
Consequent Strategies
- Reinforce replacement & ________________ behaviors
based on function for the student
- Respond to problem behaviors by consistently implementing
redirection and reactive strategies that will minimize
reinforcement
Documentation
- Document ______________ behaviors by consistently
recording occurrences so that objective, evidence-based
intervention decisions can be made
Common Functions
Functions of - the reason people behave in a certain way
Behavior - to get something
- to avoid, delay, or escape something
Escape or avoidance= Socially mediated
- The individual behaves in order to get out of doing
something he/she does not want to do.
- ____________, delay, or escape.
Attention= _______________ mediated
- The individual behaves to get focused attention from
parents, teachers, siblings, peers, or other people that are
around them.
Tangibles or activities = Socially mediated
- The individual behaves in order to get a ______________
item or participate in an enjoyable activity.
Sensory Stimulation = ____________________ maintained
- The individual behaves in a specific way because it feels
good to them
Antecedent Antecedent Interventions

Interventions - Antecedent interventions refer to _________________ of
environmental events that occur prior to the occurrence of
either problem behavior or the occurrence of a behavior
targeted for increase such as a replacement behavior. They
evoke (cause) prosocial behavior to occur and abate (stop or
reduce) problem behavior from occurring.”
Stimulus: something that stimulates or gets a _____________
from something else- an object, odor, sound, or event we see (or
almost anything else) can be a stimulus.
Stimuli: Plural for Stimulus
Motivating Operation (MO)
- A ____________, event or operation that establishes or
abolishes the value of another stimulus and therefore either
evokes or abates any behavior that produces that stimulus.
Establishing Operation (EO)
- An increase in the reinforcing effectiveness of some
stimulus, object, or event
- MO = Establishing _______________ (EO)
Abolishing Operation (AO)
- A decrease in reinforcing effectiveness of some stimulus,
object, or event
- MO = _______________ operation (AO)
Behavior Altering Effect
- An ______________ effect is an increase in the current
frequency of behavior that has been reinforced by some
stimulus, object, or event. So, when an Establishing
Operation is in place, the value of the stimulus has
increased and thus behavior related to gaining that
reinforcer is evoked- our behavior has altered to engage in
responses that will access the reinforcer.
- An _______________ Effect is a decrease in the current
frequency of behavior that has been reinforced by some
stimulus, object, or event. When an AO, or abolishing
operation is in place, the value of the stimulus has
decreased and thus behavior related to gaining that
reinforcer is abated, or stopped- our behavior has altered to
stop engaging in responses to access the reinforcer.
Discriminative Stimulus (SD)

- an antecedent stimulus correlated with the
_______________ of reinforcement for a particular response
class. A signal, or cue, that indicates that reinforcement is
available.
- SD is a signal that a particular response will result in
reinforcer
- SD can also be a _________________ that a particular
response will result in punisher (more precisely referred to
as the SDP)
S-Delta (S∆)
- In the presence of a _____________ the response does not
occur
- A response that was SR+ in the presence of an SD is not SR+
in the presence of an S∆
- S∆ – response – no reinforcement
- S∆ – no response
- Ex. Hold up a cookie – S. says “cake” – S. does not get
cookie
- Ex. SD Hold up a cookie- S. says “cookie”- S. gets the
cookie!
Generic Antecedent Strategies

Environmental Enrichment
- Consists of providing ___________________ (they do not
have to earn) access to social interactions, materials and/or
activities in the settings of interest
- This can especially be useful for interventions focused on
reduction of stereotypic behavior maintained by automatic
reinforcement
- Also useful for escape maintained
- Most effective if highly preferred stimuli are used, varied or
rotate stimuli, and produces stimuli similar to the sensory
behavior
Antecedent Exercise/Relaxation Exercise

- Systematic exercise program
- (Aerobics, weight-lifting etc.)
- This exercise is ______ contingent on problem behavior
(this is not overcorrection or military discipline)
- Could reduce __________ or give relaxation effects…has
shown to increase appropriate behavior but not decrease
activity level so fatigue has been ruled out as a reason
exercise works
- Relaxation Exercise
- Progressive Relaxation: Tense each body part one at a time
and then release
Cushion Antecedent Predictors
- Identify events that ____________ problem behavior
- Modify the event
- Example: Inappropriate behavior during car rides
- Modify: Teach games you routinely play in the car
Protective Equipment
- Highly Restrictive and ____________ used when absolutely
necessary
Examples:
- Padded helmets for students who head-bang
- Arm wraps for students who scratch to the point of serious
infections
- Arm Splints (example of child with cochlear implant)
Function-based antecedent strategies
Discriminative Control Strategies

- Transforming ____________________ stimuli for problem
behavior to discriminative stimuli for pro-social behavior and
S delta’s for problem behavior
● Inappropriate Talk
● Break Time
Stimulus Fading In
- AKA: Demand or instructional fading in at the beginning we
remove the demand and then gradually reintroduce
- Gradually i_________________ task difficulty, duration or
number of tasks
- Always begin at a level that does not evoke problem
behavior then systematically increase difficulty
- Intersperse preferred tasks among less preferred or more
difficult tasks
-
Graduated Exposure/Desensitization
- Create a __________________ from least likely to most
likely to evoke problem behavior (or elicit anxiety or panic
attack)
- Systematically and gradually introduce the steps starting
with least likely to evoke behavior
- Can add relaxation pieces to the protocol as needed…
especially with anxiety or panic
Altering Demands
- ________________ demands by altering timing, embed
demands in reinforcing activities, provide assistance,
increase predictability, redesign the task or modify features
of the task:
Examples:
- Deliver the demand at a time when person is not engaged in
a preferred activity
- Offer assistance at the start with non-preferred or difficult

tasks
Provide Choice
- Found to be most ___________________ with behavior
maintained by social negative reinforcement (trying to
escape social, activity, avoidance of task etc.)
- Choice must be giving prior to the occurrence of the problem
behavior
Examples of Choices:
- Activities or tasks
- Order of activities or tasks
Time Contingent Escape

- Time Contingent Escape: When the bell rings you are done
- Time Contingent Attention: _______________ delivery of
attention- - shower the child attention for 2 minutes before
class starts
- Time contingent access to tangible items or activities- Every
15 minutes he gets access to Thomas the train
- Time Contingent ____________________ to Sensory:
Deliver stimuli on time based schedule- -pick activities that
are likely to compete with target behavior
Implementing Definitions
Differential - Automaticity: Refers to the fact that behavior is modified by
Reinforcement its __________________ irrespective of the person’s
awareness; a person does not have to recognize or
verbalize the relation between his or her behavior and a
reinforcing consequence, or even know that a consequence
has occurred for reinforcement to “work”
- Differential Reinforcement: means reinforcing one behavior,
or response class, while placing all other response classes
on extinction (___________________ reinforcement)
- Extinction: Extinction as a procedure occurs when
reinforcement of a previously reinforced behavior is
_______________________; as a result the frequency of
that behavior decreases or disappears in the future
Differential Reinforcement of Alternative Behavior (DRA)

- Definition: reinforcing a specified alternative behavior to the
target problem
Examples:
- Target problem behavior: calling out
- Alternative behavior: raising hand
-
Differential Reinforcement of Incompatible Behavior (DRI)

- Differential reinforcement of incompatible behavior (DRI):
reinforcing a behavior that's i____________________ with,
or cannot occur at the same time as, the problem behavior.
The focus is on replacing negative behaviors with positive
behaviors.
Example:
- Target problem behavior: pinching others
- Incompatible behavior: hands on desk
Differential Reinforcement of Other Behavior (DRO)
- Definition: reinforcing any __________________ behavior
during a specified amount of time, or at a specific moment in
time as long as the undesirable behavior was not emitted.
- A broad range of appropriate behaviors may be reinforced,
as long as the behavior selected for r_______________
does not occur.
- There are four variations of DRO, which include fixed-
interval DRO, variable- interval DRO, fixed-momentary DRO,
and variable –momentary DRO.
Example: During a five-minute interval, if Kevin doesn’t push
peers (target problem behavior) during recess, he receivers a
reinforcer.
DRO Implementation
- Define target behavior
- Identify _____________
- Collected baseline ________ to establish rate of behavior
- Set initial DRO ________ below the average period of time
that the student emits the inappropriate behavior to ensure
frequent reinforcement.
Differential Reinforcement of Low Rates of Behavior (DRL)
- Definition: reinforcement is provided following a specified
period of __________/interval wherein the student does not
exceed engaging in a pre-set limit of the target behavior
(frequency or duration).
- Aims to decrease but not _____________ the target
problem behavior.
- Use when behavior itself is not a problem, rather its
frequency (how often it occurs) or duration (how long it lasts)
is too high.
- Behaviors appropriate to target in a DRL: raising hand,
asking questions, introducing yourself, time spent in the
bathroom.
Example:
- If Violet raises her hand five or less times during a 30-minute
interval, she receives a reinforcer.
Implementing Extinction as a procedure occurs when reinforcement of a

Extinction previously reinforced behavior is______________________; as a
result the frequency of that behavior decreases in the future
(Cooper, Heron, Heward, 2007).
Function Based Procedures:

• _______________Ignoring (attention)
• Denied Access (gain access)
• _____________Extinction (escape/avoidance)
• Sensory extinction (automatic)
Goal: To communicate the following message to your learner –

The challenging behavior is no longer effective at achieving its
purpose.
• Although __________________is a procedure for
eliminating problem behavior, we MUST also teach
replacement behaviors.
• It is _______________ that you understand the function of
the behavior before implementing an extinction procedure.
You can’t withhold reinforcement for a behavior if you don’t
know what is maintaining the behavior.
Extinction Burst: An effect of the extinction procedure is an

immediate __________________ in the frequency of the behavior
after the removal of the positive, negative, or automatic
reinforcement (Cooper, Heron, Heward, 2007).
• In addition to the increase in ________________of the

behavior in an extinction burst, an increase in the amplitude
or force of the behavior may also occur (Cooper, Heron,
Heward, 2007).
Spontaneous recovery is a behavioral effect associated with

extinction, in which the behavior suddenly begins to occur after its
f_______________ has decreased to its pre-reinforcement level or
stopped entirely (Cooper, Heron, Heward, 2007).
• Spontaneous recovery, like an extinction burst, shouldn’t be
a surprise, usually doesn’t last long, and as long as it isn’t
reinforced, goes away again (Kearny, 2015).
• Unlike extinction, _________________ recovery usually
happen much later, and isn’t as intense.
Function-Based Procedures:
Planned Ignoring (attention)

Example: A student shouts out during whole group instruction,

instead of raising her hand to ask questions or make comments. In
the past, the teacher would verbally reprimand the student, and it
was determined that this social attention was the consequence that
was reinforcing this behavior. The extinction procedure included
withholding the reinforcing consequence (social attention in the
form of verbal reprimand), while implementing Differential
Reinforcement of an Alternative Behavior (DRA), in the form of
providing social attention when the student raised her hand
(alternative behavior). Over time, the behavior of calling out
disappeared while the behavior of raising hand increased.
Denied Access (gain access)

Example: A student pushes teachers who are in the way of the
computer, when it is not time to access the computer. In the past,
the teacher would move out of the way, and the student would be
able to access the computer. The function of this behavior was
determined to be gaining access to a tangible, in this case the
computer. The extinction procedure included not moving out of the
way, and blocking access to the computer when this behavior
occurred and a Differential Reinforcement of Alternative Behavior
(DRA), in the form of using his communication device to request
the computer. When the student used his communication device to
request the computer, instead of pushing teachers, he was allowed
access to the computer for a brief period of time. Over time, the
behavior or pushing teachers decreased, while the behavior of
using his communication device to request computer increased.
Escape Extinction (escape/avoidance)

Example: A student screams when presented with non-preferred
tasks. In the past, the teacher would put the student in “time-out”
when he screamed, resulting in escape from the tasks. An FBA
was conducted, and the function of the behavior was escape from
non-preferred activities. The extinction procedure included not
removing the work, or the student from the work area, when
screaming occurred. The teacher provided the necessary prompts
to assist the student in completing the tasks. The teacher and
student temporarily completed work in a separate room so that the
other students were not bothered. Over time, the behavior of
screaming disappeared, because it no longer resulted in
reinforcement in the form of escape from non-preferred activities or
tasks.
Sensory Extinction (automatic)

Example: A student engaged in the behavior of poking her eyes
with her fingers, and an FBA revealed that the function of this
behavior was sensory or automatic reinforcement (she was
receiving sensory stimulation by poking her eyes). The extinction
procedure included placing goggles on the student, so that she was
no no longer receiving sensory stimulation by poking her eyes.
Over time, the behavior of eye poking disappeared.
Guidelines for Implementing an Extinction Procedure Effectively

Ten guidelines to follow before and after the application of

extinction:
• Withhold All Reinforcers Maintaining the Problem Behavior
• The effectiveness of using extinction relies on the
correct identification of the _____________________
that are maintaining the behavior.
• Withhold __________________Consistently
• Inconsistent withholding of reinforcement results in
intermittent reinforcement
• Combine Extinction with Other Procedures
• Frequently, extinction is combined with differential
reinforcement procedures
• Use Instructions
• Not essential but often speeds up extinction process
• Plan for Extinction-Produced Aggression
• _____________problem behaviors may reappear and
are often emotionally charged
• Increase the Number of Extinction Trials
• Increased opportunities may accelerate the extinction
process
• Include Significant Others in Extinction
• Share extinction plans with other staff and
family members
• Guard Against Unintentional ________________
• Don’t forget to reinforce desirable behaviors!
• Maintaining Extinction-Decreased Behavior
• Leave the extinction procedure in
place_________________, except in some
sensory extinction cases
•
When Not to Use Extinction(Cooper, Heron, Heward, 2007).
• Implement interventions other than extinction under the
following conditions:
• If the behaviors placed on extinction are likely to be
imitated by others (Cooper, Heron, Heward, 2007).
• If the problem behaviors are extreme and include

severe aggression toward self, others or property
• If the withholding of reinforcement cannot be
consistently applied.
Summary:
Extinction is a procedure involving the withholding of reinforcement
for a behavior that has been previously reinforced.
• The four common function based extinction procedures are:

• Planned Ignoring (attention)
• Denied Access (gain access)
• Escape Extinction (escape/avoidance)
• Sensory Extinction (automatic)
•
• An extinction burst occurs when there is an increase in the
rate or severity of a behavior for a small time during the
extinction procedure. This is usually short lived, and target
problem behaviors will begin to decrease again, if the
procedure is implemented with fidelity.
• Cooper, Heron and Heward recommend ten guidelines to
follow when implementing an extinction procedure.
Entering Data – Challenging Behaviors
Beh Mgmt - Put s_______________ in place
- Develop IEP and benchmark goals
- Complete Function Based Assessment
Collect Data
- _______________ counts
- Rating Scales
Crisis and 7 Phases of Behavior

Emergency 1. Calm
Procedures 2. Trigger (S_______ Event)
3. Agitation
4. A_______________
5. Peak
6. De-escalation
7. R__________________
Inappropriate behavior is l_________________ and

p________________.
We can use what we know about Antecedent-behavior-

consequence model to help us figure out the predictable pattern of
events that leads up to a student’s unwanted behavior and plan
appropriate interventions.
Seven Phases of Behavior:

Phase 1 – Calm
Goal: Maintain n_____________ and c________ state; teach new

skills; r________________ appropriate behavior.
Actions:
• Implement a__________________-based interventions
• R____________________ appropriate behavior
• Be aware of a___________________ that affect behavior
• Environmental
• Time
• Physical/Medical
• Task
• Instructor
• Presentation
• Treat students with r______________
• Look for opportunities to praise students
• Attend to a________________ behaviors of students
Phase 2 - Trigger (Setting Event): Temporally distant routines or

events that may set the occasion for later occurrences of problem
behavior.
Goal: P_______________ escalation, return to calm & neutral

state
Indicators:
• Ignoring adult request, talking out, mild off-task behavior
• Any event that “sets-up” or causes an undesired response
from the student to be more likely.

• School-based
• Non-school based
Actions:
• A_________________ the event/stimuli
• Remove or reduce the importance of the stimuli
• Provide a reminder or cue for an alternate response to the
stimuli
• Precision requests
• Respond to negative student behaviors in a professional
manner
• Don’t take it p_________________________
• View as a t_______________ opportunity
• Teach Skills Directly
• Requesting attention
• Requesting items or activities
• Problem-solving
• Rehearsal
• Social scripts
• Relaxation Techniques
• Break Card
• Visual Reminder cards
Do you find yourself saying…

…I shouldn’t have to tell you
…Everyone knows that
…You should know better
…I’ve told you this ? times before?
If so, this is your cue to t__________________ a skill.
Teach Skills Directly – Teach a replacement skill – this is what

you want the student TO do.
• Requesting attention
• Requesting items or activities
• Problem-solving
• Rehearsal
• Social scripts
• Relaxation Techniques
• Break Card
• Visual Reminder cards
Phase 3: Agitation
Indicators
• Student behavior unfocused or off-task

• Student showing indicators of anxiety
• Student no longer in typical, neutral state
Goal: Reduce agitation
Actions:
• Let student know you are aware there is a problem
• Use active listening
• Help student label the emotion
• Clarify immediate expectations
• Reduce situation demands
• Withdraw attention
• Avoid a power struggle
• Offer choices
• Use interrupting strategies
• Avoid Management Traps
• Passionate discipline
• Preaching
• Questioning
For accelerating behavior, it is beneficial to think about S_______.

• Stop: pause and question yourself about the situation
• Observe: watch actions and assess any social cues are
being used
• Deliberate: consider how to be successful in the situation
• Act: follows through on plan developed during Deliberate
stage
Phase 4: Acceleration
Goal: Decelerate the situation
Indicators:
• Student actively resisting, refusing
• Verbal aggression, threats
• Violation of behavior rules
• A student screams “You can’t make me, _________”
• A student curses at you
• Behavior is confrontational
Actions:
• Posture
• Eye Contact
• Facial Expression
• Distance
• Voice Quality
• Privacy
• Present Options
• Acknowledge cooperation
• Avoid escalating prompts
• Remain calm and respectful
• Set clear limits
• Remove potentially dangerous items
• Obtain needed support to manage situation
• Use distracting statements to help student redirect
focus
Phase 5: Peak
Goal: Maintain safety and dignity for all.
Indicators
• Student aggression to self, others or property
• Overall student behavior out of control
• Fighting
• Assault
Actions:
• Protect yourself, student and others
• Remove student or remove others
• Pause and Assess
• Physically step away and send for help
• Block non-aggressively (if necessary)
• Provide space
• Dignity for yourself
• Dignity for the student
• Physical restraint??
Phase 6: De-escalation
Goal: Provide space & dignity
Indicators:
• Reduction or cessation of student aggression
• Reduced frequency or intensity of student behaviors
• Student may appear confused
Actions:
• Be cautious of your responses
• Provide cues to signal positive behaviors
• Attend to appropriate behaviors
• Engage student in individual assignment
• Provide quiet time
Phase 7: Recovery
Goal: Regain composure and transition back to schedule
Indicators:
• Student returns to “calm”
• Student eager to complete tasks
• Student reluctant to interact or talk
Actions:
• Attend to appropriate student behaviors
• Help student focus on independent task or activity
• Debrief events that led to crisis
• No negotiation of consequences
• Teach a______________ responses at a later time
• This is a necessary phase
• Allow student time to regain composure
•
Crisis Plan Development
1. D_____________ the behaviors
2. Identify specific p____________________
3. Consider staffing and support issues
4. Develop mechanisms for monitoring
5. Consider staff training
6. Plan for evaluation
Remember…
• Y_________ behavior is a factor in the behavior chain
• Use of diffusing strategies is a sensible and safe approach
to problem behavior
• We can defuse or we can escalate…
•
You don’t get the behavior you want

you get the behavior you r_____________________
De-Escalation Escalating behavior is _______________

Intro
Cycle of Escalating Behaviors
1. Calm
Where we do our _________ prevention
Students are able to _____________ with instruction
_____________ intervention begins here
2. Trigger
Something happens and _____________ and distracts
student
Helpful to predict and avoid ______________
Teachers must ____________ and provide redirection
3. Agitation
Student stews on ___________ until it grows where it is
the
focus of all his attention
Last ________________ to distract or redirect student
Teacher must step up ___________ efforts to avoid
escalation.
4. Acceleration
Student behavior escalates quickly and may become
_______________
Teacher’s focus shift to ____________ and minimizing
peak
escalation
Consider other students
Implement ____________ procedure
5. _____________
Student engages in their most out of control behavior
Every student may have a different __________ level-
some
dangerous and others disruptive
Safety is focus
6. De-escalation
Student realizes that behavior was extreme and comes
down from the peak
Teacher facilitates _______ down
This is not a time to talk with the student
Student may try to _____________
7. Recovery
Student is gradually able to follow __________
directions
Teacher facilitates gradual transition back into
routine
Very ___________ debrief- not time to re-teach yet
8. _____________
Student is able to handle a full debriefing and description
of consequences
Discussion of a better way to handle the trigger
Describe ______________ that the student was unable
to
handle behavior and offer assistance
1. Take advantage of _________ times to teach behaviors.

2. Establish ________________ relationships.
3. Think ahead about triggers.
4. Be ________________ with students.
5. Remain in control of your own emotions.
Escalation Signs of Escalation

- Escalating behavior is ______________
- We can assess where a student is in this cycle by the
behaviors he/she exhibits
- Consider a student to be in the highest stage in which 2 or
more behavior indicators are present.
Typical Indicators
Calm
- Students are able to engage with instruction and be
______________ planning and setting goals
- Students can follow directions
- Students can _____________ error correction and
redirection without difficulty.
Trigger
- Someone experiences or perceives something aversive
- Disrespect from someone
- Facing a negative consequence
- Predictable failure coming
- Easily distracted and ____________ focusing on tasks
- May voice annoyance and appear to silently stew on it.
Agitation
- Noticeable ____________ in eye and hand movement
(breathing may accelerate)
- Less willing to communicate

- I hear you-go away
- I don’t care
- Leave me alone
- Little to no _____________ on work- totally distracted
Acceleration
- Student initiates hostile or aggressive or ___________
interactions
- Pointed questions
- Arguments
- Threats and provocation
- Verbal intimidation
- Gross defiance to direction
- Behavior escalates when anyone ___________ to behavior.
Peak
- Student displays most intensive _________________
- Physical acting out
- ____________________
- Tantrums
- Physical threats
- May be very brief or prolonged behavior
- Most ________________ stage
De-Escalation
- Student realizes that behavior was extreme and comes
down from peak
- May display ________________ or exhausted frustration
- May cry or attempt to run
- May project blame on teacher or others
- May apologize
- Can respond to very concrete directions
Recovery
- Student appears to be calm and willing to return to work- but
without engagement
- May still actively deny fault in a calm manner but reluctant to
discuss
- May be defensive when addressed and desire to work alone.
Calm
- Student is able to handle a full _________________ of
consequences.
- Willing to discuss how things could have been handled
better and to engage with re-teaching of appropriate
behavior.
Early Predictable Stages
Intervention - Intervention _______________ are based on student
behaviors- stages of the cycle
- Remain proactive in approach- always be thinking ahead

- Develop _____________ relationships with students
- Teach alternative behaviors
- Be mindful of safety
1. Teach appropriate behavior during the ________; escalation

time is not the teaching time
2. _________ student from triggers
3. Watch for agitation and intervene to redirect behavior
4. Focus on ________________ during Acceleration and
minimize the Peak
5. Avoid confrontation in De-escalation.
Calm Intervention
- Provide effective _______________ to maximize student
success
- Teach replacement behaviors for typical problem scenarios
- Engage, __________________, and reinforce positive
student behavior
Trigger Intervention
- To the extent possible, identify and remove triggers when
and where they are likely to occur
- Use ___________ to create student success
- Provide redirect away from focus on triggers
- Increase student _______________ as much as possible
Agitation Intervention
- Focus on distraction and redirection to remove attention
from ________________
- Modify environment
- Involve successful activities
- Seating ___________
- Teacher changes location
- Establish ___________
- Provide reasonable options
Escalation Escalation Reaction
Reaction 1. Teach appropriate behavior during the calm; escalation time
is not teaching time
2. Distract student from ____________
3. Watch agitation and intervene to redirect behavior
4. Focus on safety during acceleration and minimize the peak
5. Avoid _________________ in de-escalation
6. Transition back into routines during recovery
Acceleration Intervention
- Focus changes from ______________ to preventing
dangerous behavior
- Do not attempt to engage student in conversation
- Remove all environmental triggers and
__________________
- State the bottom line (not an ultimatum)
Peak Intervention
- Focus on safety for ___________
- Attempt to minimize the peak
- Continue with acceleration stage procedures
- Communicate bottom line in clear and ___________
- direction
- repeat bottom line
- Follow through with policy
De-escalation Intervention
- Focus on allowing student to de-escalate
- Do not give consequence or discuss
- Do not provide positive attention- _________ calm
- Speak calmly, provide simple concrete direction
- Be careful of asking too much and _____________
acceleration
Recovery Intervention
- Focus on moving student back to ________ phase
- Gradually provide more ___________ structure and
movement back into routines and activities
- Reinforcer compliance in a quiet and reserved manner- but
keep it natural (don’t overdo it)
Calm Intervention
- When student is back to calm it is time to fully ___________
on the incident
- Restate rule and appropriate behavior
- Ask student to reflect
- Remind of consequences
- Encourage and offer future help
Crisis - Teach standard consequences during the _________ stage
Intervention - Teach both positive and negative consequences
- Present as standard consequences for ______________
and not just for an individual student
- Effective teaching involves repetition and lots of reminders
- Build and _____________ a positive relationship during
instruction
Non-confrontation Detachment
1.) Remain ____________________
Do not show emotion
Use a calm, monotone voice
Avoid ______________ eye contact
Be concrete and direct

Show concerns for student with reminders
2.) Maintain non-challenging __________________
Keep some movement-avoid hovering
After reminding student of choice turn or walk away
Talk to other _______________
Turn back after several seconds
Don’t challenge or demand an answer- non-answer is the
same as saying “no”
Room Clear
- Moving all students completely out of sight of a student who
is escalating
- Purpose: remove __________________ triggers and
maintain safety of all- help move student into the de-
escalation phase
- Keys:
- Do not provide student with attention after room clear
- Practice it and have it _____________
- Ensure students who leave the room are monitored
Be Prepared: Crisis Planning

Plan ahead
- _____________ all students at school when planning for
crisis
- All involved in discussing effective response
- All understand policy regarding ______________ restraint
Have agreed upon signal for quick assistance
- Code word on phone or radio
- _______________ card that student carries to others
- Physical gesture to others
Non- Teach Compliance

Compliance
● Make it part of a ___________-wide or school-wide set of
expectations (following directions)
● Teach at the start of the year and be clear about what and
how to demonstrate compliance
● Model with ________________ and engage in discussion
● Provide reminders especially at times where non-compliance

is predictable and with students who are likely to forget
● Regularly _____________ compliance
● Gently but firmly correct those that do not comply
For Compliance/Non-Compliance
● ______________ to praise compliance
● Thank compliant students in a public manner
● Teach a standard _____________ for non-compliance
● Express as a choice the student makes-not an ultimatum
● When necessary to use this consequence, express sorrow

that the student made the choice to earn the negative
consequence
● Offer to help __________ better in the future
● If student begins to escalate, follow-through with intervention

steps based upon stage in the cycle
Keys to Addressing Non-Compliance

- Provide one very clear _____________ for student to follow
- Break complex directions into smaller steps and direct the
first step
- Example
- Initial direction: move to desk, get out book, get paper,
- begin work
- After Non-Compliance: move to desk
- Initial Direction: complete all problems on page 76
- After Non-Compliance: get started on work
- Be __________ but direct to student and stay with the
direction-broken record
- All other student requests and issues are contingent upon
compliance
Disruption Teach Appropriate Behavior
- Consider the purpose or ______________ of behavior
- If the purpose is to get peer attention, teach appropriate
ways to get peer attention
- If the purpose is to express ________________ and avoid
work, teach a better way to ask for assistance or a break
- Model with students and engage in discussion
- Provide reminders especially at times where non-compliance
is predictable and with students who are likely to forget
- Develop _____________ and arrangements to facilitate
success
- Avoid predictable triggers for student disruption
Teach Standard Consequences for Disruption

- Continue to ___________ appropriate behavior
- Teach a standard consequence for disruptive behavior
- Express as a choice the student makes- not an ultimatum
- When necessary to use this consequence, express sorrow
that the student made the ______________ to earn the
negative consequence
- Offer to help remind better in the future
- Make sure that the consequence is functional
- Positive consequences provide attention or escape
- _______________ consequences do not provide the desired
function
- If student begins to escalate, follow-through with intervention
steps based upon stage in the cycle
Keys to Addressing Disruption

- Recognize agitation early
- Redirect ____________ in a clear and neutral manner
- Provide one very clear direction for student to follow- should
focus on the behavior that was taught
- Break complex directions into smaller steps and direct the
first step
- _____________ concern for student- not for you
- Present options for the student-not ultimatum
- Be private as much as possible – but don’t hover
- Remind and assist student to use appropriate behavior
- Continue to ______________ other on-task students
- Acknowledge change in behavior or implement
consequence in a neutral manner
- Activate crisis management plan as necessary
Disrespect Teach Appropriate Behavior

- Teach what it means to be _____________
- Big Idea: do unto others as you would have them do unto
you
- Tie to ___________-wide expectations and teach to all
- Discuss and model both positive and negative examples
- Use naturally occurring examples
- Urge students to think about others’ feelings
- Provide reminders, especially under conditions where
provocative behavior is predictable

- _____________ praise use of respectful behavior
- Gently but firmly correct disrespectful behavior
Teach Standard Consequences for Disrespectful Behavior

- Continue to acknowledge respectful behavior
- Teach a standard __________________ for disrespectful
behavior
- Disrespect toward peers and adults have same
consequence
- Personal and ______________ apologies are sometimes
effective for peer disrespect
- If student begins to escalate, follow-through with intervention
steps based upon stage in the _________
Keys to Addressing Disrespectful Behavior

- Indicate in a neutral manner that action was disrespectful
- Continue with _______________
- Do not allow disrespectful behavior to escalate your
emotions
- Don’t let disrespect work on you- don’t be insulted, upset, or
offended- just respond with correction and the standard
___________________
- If you are personally disrespected follow-up with student
individually
- Do not allow disrespect toward you to interrupt the lesson
- Acknowledge ______________ interactions and genuine
apologies
- If student refuses to comply, follow through with bottom line
consequence
- Delivered in a matter of fact manner
Provocative Teach Appropriate Behavior

Behavior - Teach what is and is not ______________ and be clear
about expectations
- Use very specific relevant examples
- Make clear the line between what is and is not appropriate
- Tie to school-wide expectations
- __________ students
- Discuss why specific expectations are necessary
- Provide reminders especially under conditions where
provocative behavior is predictable
- Regular praise use of ____________ behaviors
- Gently but firmly correct provocative behavior
Teach Appropriate Behavior for Provocative Behavior

- Continue to ________ appropriate behavior
- Teach a standard consequence for specific types of
provocative behavior
- ______ code violation
- Inappropriate language or gestures
- Sexually inappropriate behavior
- Other inappropriate __________
- If student begins to _____________, follow-through with
intervention steps based upon stage in the cycle
Keys to Addressing Provocative Behavior

- Speak privately to student
- Identify as a problem for the student- not you
- Present options as a choice to avoid consequence and ask
the student to choose
- Offer ______________but ask the student to take care of
the problem
- Don’t argue and don’t show any shock or offense to the
student’s behavior- it’s imply a violation of the rules and you
are there to help
- Acknowledge ________________
- If student refuses to comply with a solution, follow through
with bottom line consequence
- Delivered in a matter of fact ______________
- Presented as a choice the student made
Aggression Teach Appropriate Behavior

- Teach respectful interactions as a school-wide expectation
- Use very specific relevant examples
- Make ___________the line between what is and is not
appropriate
- Tie to school-wide expectations
- Teach ____________ resolution
- Engage students in discussions
- Practice with role plays
- Teach how to help others resolve conflicts peacefully
- __________ and encourage respectful interactions
- Provide reminders especially under conditions where
aggressive behavior is predictable
- Regularly praise use of appropriate behavior
- Quickly intervene to defuse aggressive behavior
Teach Standard Consequences for Aggressive Behavior

- ____________ to praise appropriate behavior

- Teach a standard consequence for specific types of
aggressive behavior
- Verbal aggression/threats
- Bullying
- Physical aggression
- If student begins to _________, follow-through with
intervention steps based upon stage in the cycle
- Implement crisis management procedures quickly
Keys to Address Aggressive Behavior

- Recognize conditions under which conflict is likely and
attempt to avoid
- ___________ seats, use teacher proximity, provide options,
space
- If altercations become verbal intervene verbally
- Attempt to solve- don’t use this as an opportunity to scold
- Re-direct any or all students involved-get attention off
altercation
- ____________ student as much as possible without placing
hands on
- Give directions to move and provide alternative activities
- If ________ attempts to resolve are not effective or if
altercation becomes physical initiate crisis procedures
immediately
Instructional A Motivating Operation temporarily increases the v__________ of

Control: Part 1 a reinforcer making behavior that can obtain that reinforcement
more likely to occur.
When using the Verbal Behavior approach when teaching Discrete

Trial Teaching the first step is to capture or create a
m____________________.
Instructional control deals with the likelihood that presented

instructions will lead to the desired b__________________.
Alternatives to Escape Blocking:

1. Identify all forms of potential r_______________________ in
the environment before teaching, and keep them under instructor’s
c_______________.
2. Escape from demands is permitted, but all forms of

r______________________ after escape are fully restricted until
the student returns and complies.
Alternative to Forced Prompting:

Instead of forced hand over hand prompting, w_____________ for
the student to engage in the required task with the inclusion of
unnecessary prompts.
Alternative to Paced Prompting:

Instead of paced prompting or “nagging”, we avoid giving any
unnecessary a________________
to the student in the escape condition. We provide attention (e.g.,
eye contact, repeating instruction, interaction) again when the
student demonstrates a motivation for reinforcement and is more
likely to perform the behavior of interest.
Instructional Step 1: Control access to Reinforcement: The instructor is in

Control: Part 2 c___________________of the things the student wants to play
with, and the instructor decides if, or for how long, the student can
access the items. Setting up the environment in advance should
take place before you start teaching.
Step 2: Pair yourself with reinforcement: Show your student you

are f__________. Make every interaction an enjoyable experience
so that the student will want to follow your d_________________ in
order to earn more time sharing these experiences with you. You
want the student to value the teaching setting over escape from
demand.
● When pairing, let the child l__________ your play.
● Play with what they want to play, the way they want to
play with it.
● I____________________ are not pairing.
● Use d______________________ language such as,

“I love this! Wow! Ahhh, so cool!”
● The ratio for pairing is ______________ of your total
interactions with the student.
● Pairing should be m__________________ into
everything you do, and often your reinforcement can
just be to return to pairing.
Step 6: Understanding priorities when teaching: Demonstrate that

you know your student’s p__________________, as well as your

own. Everyone should understand the priorities of the program so
that you are all responding consistently if a problem behavior is to
occur. Use differential reinforcement by delivering better
reinforcement for better responding.
The Power of Positive Reinforcement: Show the student that

following your directions is beneficial and the best way to obtain
what he wants. Give the student easy d_____________________
as often as possible and then reinforce his decisions to participate
by following them with good experiences. Attempt to use positive
reinforcement over negative reinforcement. Meaning, it is
recommended to be the giver of reinforcement, over allowing
escape from the work area after completing tasks. The student
pairs the instructor with reinforcement when it is delivered from the
teacher.
Step 5: Build an increasing Variable Ratio schedule: Slowly

t__________________ the variable ratio of reinforcement over time
allows for more r__________________ to occur for less
reinforcement.
Instructional
Control: Part 3
Step 7: Decrease the value of escape: Show your student that
ignoring your instructions of choosing inappropriate behavior will
not result in the acquisition of r_______________________.
Extinction is used at this time by w______________________
reinforcement until the student chooses to begin following
directions again. When using extinction, beware of an extinction
b_________________, where problem behavior may increase prior
to improving.
List potential problems associated with “The 7 Steps to Earning

Instructional Control.”
●
List potential benefits associated with this approach to instructional

control.
●

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Instructional Strategies Training

Applied – behaviors we are targeting for change are behaviors

Behavior – We are working with real, observable measurable

Analysis - decisions in ABA are made based on o___________

The dimensions of ABA and the methodology for approaching

A__________: Make a difference of social importance.

B__________: We focus on observable and measurable

A__________: We prove functional relationships between

T_____________: Skill acquisition plans or behavior plans are

should be described in enough details so that someone else could

Conceptually _______________: We relate procedures to

E_________: Behavioral techniques result in socially significant

G_______________: Results are durable and long lasting. It is

Antecedent – Behavior – Consequence (ABC)

Antecedent: What happens immediately ______________ the

Restricted interests and patterns of behavior

Culture of According to the National Professional Development Center’s

The “Culture of Autism” is the characteristic patterns of thinking

Culture refers to the shared p_________ of human behavior.

To teach students with autism, we must understand and respect

Combining or Integrating Ideas:

Difficulty with Attention:

Introduction How does Structured Teaching help students with ASD?

5 Elements of Structured Teaching

Visual Structure of Tasks

Discontinuous Measurement: S_________ instances of behavior

Use for behaviors that:

Preparing for What is data? A method of q________________ student

Why collect and analyze data?

2. To document p____________ against standards, norms, or

3. To improve the efficiency and e________________ of

4. To assess and document p____________ in skill

5. 5. To provide legal accountability for mandated programs

6. To provide information for resolving difficulties in making

7. To provide a common language for regular and meaningful

8. To document implementation of specific interventions and

Things to remember when preparing for data collection:

● Know the setting to which the skill will be demonstrated.

● Know who will be taking the data.

● Ask clarifying questions.

● Make sure you have all your materials readily available.

● Make sure you can hear and have a clear view.

● Placement should be where your presence influences the

Trustworthy When preparing for data collection, we must accurately identify

collection with the measurement processes you have established.

Event Event recordings are measurement procedures of obtaining a tally

Frequency - A tally or count of behavior or skill observed.

One key to successful frequency and rate data collection is

Some Examples of behaviors you might want to measure using

● Number of times a student correctly pronounces a word,

● The number of times he asks for help, or

● Leaves the desk,

● How many times he participates in-class,

● Arrives to class on time, or

● Interacts positively with peers

To calculate rate, use the following formula:

O____________ divided by t___________ = Rate

Duration Duration is a time-based recording method. It pertains to how

● You should use duration measurement when you want to

Examples of when to use Duration Recording:

O__ divided by t_ = Rate