Clemson University Center for Behavior Analysis, 2013

Applied Behavior Analysis & Autism

William H. Edwards, MS, BCBADirector of Applied Behavior Analysis

Services

Clemson University Center for Behavior Analysis, 2013

Therapy & Science

• What is Applied Behavior Analysis (ABA)?– A systematic way to view behavior as a subject

matter– A means of developing a treatment methodology

for people with Autism– A mechanism for understanding how people learn.

Clemson University Center for Behavior Analysis, 2013

Autism & ABA

• ABA Programs Address:– Language and Communication– Self-help/Daily Living Skills– Social Skills– Play Skills– Academic/Pre-Academic Skills– Problem Behavior

Clemson University Center for Behavior Analysis, 2013

A-B-C

• Antecedent

• Behavior

• Consequence

Clemson University Center for Behavior Analysis, 2013

Functions of Behavior

• Haven’t you ever wondered why they do what they do?– Attention– Escape– Tangible Removal– Self-stimulation

Clemson University Center for Behavior Analysis, 2013

Teaching Principles

• The learner is never wrong• Parents know their child the best• A good teacher is able to observe their own

behavior• Repetition matters (practice makes perfect)• Flexibility, Consistency, and Adaptability is the key

to success• Patience truly is a virtue• Functional Language use is imperative

Clemson University Center for Behavior Analysis, 2013

Teaching Practices

• Motivation is key• Good assessments yield good programs• On-going evaluation is critical to the success of

the program• Arrange the environment to bring about

behavior change

Clemson University Center for Behavior Analysis, 2013

Teaching Practices (cont.)

• Reinforcement• Extinction• Punishment• Intermittent (Variable) Reinforcement• DISC (Deprivation, Immediacy, Size, and

Contingent)

Clemson University Center for Behavior Analysis, 2013

Teaching Practices (cont.)

• Incidental Teaching• Discrete Trial Teaching• Activity Schedules• PECS• Verbal Behavior• Prompts

Clemson University Center for Behavior Analysis, 2013

Prompts

• Prompt Types– Physical– Gestural – Visual– Positional

• Prompt Delivery– Errorless Learning– Correction Based Learning

Clemson University Center for Behavior Analysis, 2013

Incidental Teaching

• Capitalizing on Opportunities• Arranging Opportunities• Shaping• Chaining

Clemson University Center for Behavior Analysis, 2013

The Role of the Parent

• To provide for basic needs• To provide a safe and nurturing home

environment• To support educational efforts• To promote language development

Clemson University Center for Behavior Analysis, 2013

Functional Communication and Incidental Teaching

• Arranging opportunities• Prompting and Prompt fading• Delivering reinforcers• Consistency is Key

Clemson University Center for Behavior Analysis, 2013

Functional Language/Verbal Behavior

• What is Verbal Behavior?-The vocal, written, and gestural performances of a speaker, writer, or communicator. (Pierce & Epling, 1995)

• What are the forms of Verbal Behavior?-Mands (Requests)-Tacts (Labels)-Intraverbals (Free Association)-Echoics (Vocal Imitation)-Textual (Written)-Receptive Language (Instruction/Request Following)-Mimetic Behavior (Motor Imitation)

Clemson University Center for Behavior Analysis, 2013

Functional Language/Verbal Behavior

• Manding

-Requesting an item because you want the item.

e.g. Asking for a sucker because you want a sucker

Clemson University Center for Behavior Analysis, 2013

Functional Language/Verbal Behavior (cont.)

• Tacting

-Naming objects, actions, or events because you see them.

e.g. Saying “sucker” because you see a sucker.

Clemson University Center for Behavior Analysis, 2013

Functional Language/Verbal Behavior (cont.)

• Intraverbals

- Answering questions or having conversations when your words are controlled by other words.

e.g. Saying “sucker” when someone else asks, “What is your favorite candy?”

Clemson University Center for Behavior Analysis, 2013

Functional Language/Verbal Behavior (cont.)

• Echoics

- Repeating what is said when heard.

e.g. Saying “Sucker” when someone else says, “Sucker”

Clemson University Center for Behavior Analysis, 2013

Functional Language/Verbal Behavior (cont.)

• Textual

- Reading textual stimuli.

e.g. Saying “Sucker” because you see the written word sucker.

Clemson University Center for Behavior Analysis, 2013

Functional Language/Verbal Behavior (cont.)

• Receptive Language

- Following the instructions given by or the mands of others.

e.g. Touching a picture of a sucker because someone says, “Touch the sucker.”

Clemson University Center for Behavior Analysis, 2013

Functional Language/Verbal Behavior (cont.)

• Mimetic

- Copying the motor movements of others.

e.g. Signing “sucker” because someone else signs sucker.

Clemson University Center for Behavior Analysis, 2013

Play Skills

• Types– Independent– Parallel– Interactive

• Forms– With toys– Imaginative/Pretend– Recreational

Clemson University Center for Behavior Analysis, 2013

Social Skills

• Greetings

• Reciprocity

• Turn Taking

• Conversation

• Following Peer Instructions

• Observational Learning

Clemson University Center for Behavior Analysis, 2013

Self-help/Daily-living Skills

• Independence

• Eating

• Dressing

• Leisure Activities

• Grooming

Clemson University Center for Behavior Analysis, 2013

Motor Skills

• Gross Motor

– E.g. Jumping, running, clapping, rolling, etc.

• Fine Motor

– E.g. Clasping hands, writing, finger puppets, opening wrappers, etc.

• Oral Motor

– E.g. Blowing bubbles, chewing gum, tongue movement, etc.

Clemson University Center for Behavior Analysis, 2013

Pre-academic/Academic

• Pre-academic

– Skills that prepare a child to learn academic skills

– E.g. coloring, sitting in a chair, completing puzzles,

etc.

Clemson University Center for Behavior Analysis, 2013

Pre-academic/Academic (cont.)

• Academic

– Educational objectives typically taught in schools

– E.g. Hand-writing, number identification, letter

identification, math facts, reading, etc.

Clemson University Center for Behavior Analysis, 2013

Don’t Give Up, Rome Was Not Built In a Day

• Tantrums are not the end of the world• Your job is to care for and teach the child, they

will not always be happy• Giving in damages growth• Keep in mind the long term goals and not only

your immediate needs

Clemson University Center for Behavior Analysis, 2013

Some Practical Tips

• Be consistent• When you give choices allow choices• If you’re not prepared to follow through with

an instruction, just don’t give it• Give instructions one time/Ask questions one

time• Instructions and questions don’t teach

language, consequences do