ABA isn’t just for Autism: Applications in EBD

Presented by:Karen Umstead, M.Ed, B.C.B.A &

Justine Bitetti M.EdBeautiful Minds of Princeton

“Teach, Reach, & Expand Potential”www.beautifulmindsofprinceton.com

beautifulminds@comcast.net 1

Who are we?Who are we?

– Teacher (Special/General Education) in private and public schools

– Board Certified Behavior Analyst (BCBA)– Executive Director of BMOP

• Helped create or evaluate B/ED program• Worked with students with dual diagnosis

– Family member (dual diagnosis)• Justine

– Certified general and special education teacher

– Masters-Level Consultant, Behavior Specialist Consultant (BSC) and ABA therapist with home and school support

– Supervisee for Behavior Analyst Certification Board 2

Who are you

• Teacher

• Paraprofessional

• Related Services

• Social Worker

• Psychologist

• LDTC

• Administrator

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KWL

• What do you know about ABA?

• What do you want to know ABA with EBD?

• What are some specific problems you would are hoping to solve today?

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True or False?

• ABA is only relevant to the treatment of autism. • ABA and discrete trial training are one in the same. • ABA is only effective for young children. You age out of it.• ABA can be used to teach a variety of skills including academics, social

skills, play, conversation.• ABA is always done at a table with rewards.• ABA has been known to produce robotic, memorized responses. It’s not

natural.• It is only used for problem behavior. • ABA recognizes that people have thoughts that may influence their

behavior. It is called private events.• Shaping, task analysis, discrete trial instruction, incidental teaching, natural

environmental training, pivotal response training and fluency based training are all teaching methods found under the umbrella of Applied Behavior Analysis.

What’s True?

• Shaping, task analysis, discrete trial instruction, incidental teaching, natural environmental training, pivotal response training and fluency based training are all teaching methods found under the umbrella of Applied Behavior Analysis.

• ABA can be used to teach a variety of skills including academics, social skills, play, conversation.

• ABA recognizes that people have thoughts that may influence their behavior. It is called private events.

What’s False?

• Applied Behavior Analysis is only relevant to the treatment of autism.

ABA is a methodology which is not aligned with any specific treatment and is therefore not limited to servicing only those on the autism spectrum.

SIGs with ABAI: Geriatrics, Medicine, Marketing, Forensics, OBM, Speech, Gambling, Feeding Disorders, Neuroscience

• ABA and discrete trial training are one in the same.

Discrete trial training is only one of many procedures used within ABA.

What is False?

• ABA is only effective for young children.

Applied behavior analysis has been used with people of all ages including adults for skills such as time management, weight loss and smoking cessation.

• ABA does not teach academic skills.

ABA programs often include reading, writing, counting, language arts as many programs align themselves with students current IEP goals.

What is False?

• ABA is always done at a table with rewards.While discrete trial training is often done in a very systematic fashion

and environment 1:1, it is not the only procedure used in an ABA program. Teaching in this fashion along with rewards can help a young child learn to sit and attend for substantial amount of time. This is a critical skill for school. As generalization occurs skills are brought into everyday environment ( Natural Environmental Training) where rewards come more naturally.

• If you are receiving ABA services it must be 40 hours a week.Prior to receiving services a student will undergo an assessment and

observation which will help the BCBA recommend the appropriate amount of ABA therapy a student should receive. This is not a one size fits all number.

What’s False?

• Applied Behavior Analysis has been known to produce robotic, memorized responses. It’s not natural.

The goal of applied behavior analysis is to promote and influence socially significant behavior. Everything that is learned in a more structured environment will eventually be transferred to and taught in the NET.

Applied Behavior Analysis

• “A scientific approach for discovering environmental variables that reliably influence socially significant behavior and for developing a technology of behavior change that takes practical advantage of those discoveries.”

There are 7 key dimensions as explained in this video.

We use the acronym GET A CAB or BAT CAGE

(Cooper, Heron, and Howard, 2007)

7 dimensions video

• Show from Amanda Kelly

• https://www.youtube.com/watch?v=9-9zOeeOxTc&list=UUUt2qy7t0E_9dVMXw0tA7wQ

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Seven Dimensions of Applied Behavior Analysis

• Applied- behaviors to change must be socially significant for participant, improving their day to day life. Examples of socially significant behavior include; language, academic, social, daily living, self care vocational, recreational/ leisure.

• Behavioral- the behavior must be observable and measurable in order for it to be changed.

• Analytic- when a functional relationship between an intervention and an increase or decrease in behavior has occurred. Data based decisions must be made throughout intervention.

• Technological- when all procedures are clearly defined and described with enough detail that they can be replicated by another individual.

Seven Dimensions of Applied Behavior Analysis continued

• Conceptually Systematic- the procedures for changing behavior must be described in terms of the relevant principles from which they were derived.

• Effective- the behavior technique/ procedure should in fact improve the behavior sought to change. Collection of data and review of progress can assist in achieving this.

• Generality- a skill or behavior can be demonstrated across multiple setting, over time and spreads to a variety of different behaviors.

• Response maintenance- the extent to which a behavior is performed after intervention to learn behavior has stopped.

• Setting/ situation generalization- the extent to which a learner emits a behavior in a setting different from where it was learned.

• Response generalization- the extent to which a learner emits a response that is functionally equivalent to learned behavior.

Additional Characteristics of Applied Behavior Analysis

• Accountable- Reliance on direct and frequent measurements to detect changes in behavior yield an inescapable and socially valuable form of accountability.

• Public- “ Everything about ABA is visible and public, explicit and straightforward. ABA entails no mystical or metaphysical explanations there are no hidden treatments; there is not magic. “ ( Heward, 2005, p 322) Studies are published in JABA that have been both effective and ineffective. Each of these studies is a learning experience.

• Doable- Classroom teachers, parents, supervisors, therapists and sometimes participants themselves implement interventions. The technological dimension of ABA is part of what makes ABA so “doable”.

• Empowering- when implementing ABA practitioners are given the tools and training needed. They can also see progress and improvements in the child’s everyday life and in the data. Seeing the positive changes and being a part of it can be empowering.

Participant Check In

• Feel confident enough to teach it?

• Have done one/used it?

• Have heard of it?

• New information for me

Functional Behavior Assessment

ABC sheet

Functional Analysis

Competing Behavior Pathway16

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Target Behaviors

Clearly defined

Observable (describe it like I’m a blind man)

Must be an action that can be seen (internal events do exist but cannot easily be measured by outsiders)

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Target Behaviors

Measurable (can be counted or timed)

• Two people must be able to agree a behavior is or is not occurring.

• Is it defined so clearly that a person unfamiliar with the student could recognize the behavior without any doubts?

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Target Behaviors

Non-example:

• He’s throws a temper tantrum

• He’s aggressive.• She is non-compliant. • Just calm down• I want them to act

appropriately

Examples

• Aggression: verbal or physical violence towards another person, slapping, kicking, hitting, throwing items towards a person, pushing, cursing (verbal and non-verbal), yelling.

• Non-compliance: refusing to work, not following directions, failure to comply with class routines, arguing, communicating in a confrontational tone

• Staying calm: keeping my hands to myself, asking for staff assistance when problems arise, using “I feel” statements, taking deep breaths, speaking in a neutral or quiet tone to peers and staff, or using positive language about peers and staff.

• Waiting my turn to speak raising my hand, waiting for staff or peer’s to finish talking before starting to speak.

I need some help

I need volunteers for our next activity.

If you are not a volunteer, you need to take out something to write on (scrap paper) and something to write with

Break into groups of 3 or 4. Every group should have one of my special volunteers

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Communication Activity

You must communicate with your group.

You cannot speak or write (including numbers and letters with fingers).

You’ll have 5 minutes. I’ll give you a warning when there is only 2 minutes left.

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Essential Underlying Principles

• Misbehavior is a symptom of an underlying cause. (consider underdeveloped skills)

• Behavior– Is communication– Has a function/ purpose– Occurs in patterns

– Can be changed

• The only behavior we can control is our own

22Minahan & Rappaport 2013

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Wants someone to talk to them

Wants to be held or Rocked

Wet Diaper

Bottle/Milk

Baby Cries

Function of Behavior

• Look at the function (why the behavior is occurring)

• Four main functions– Attention– Escape/Avoidance– Sensory

– Tangible (wants to get an item)

Function: To GainAttention Adult or peer

TangibleGetting object, activity, event

Sensory StimulationVisual, Auditory, Smell, Touch, Taste,

Proprioceptive (body’s position in space), Vestibular (input thru inner ear and balance)

All are maintained by positive reinforcement

Function: To Escape

Attention Adult or peer

Escape from Task, setting, object, activity, event

Sensory StimulationInternal stimulation which is painful or

discomforting

All are maintained by negative reinforcement

Three Term Contingency• Antecedent: what happens before the behavior

– Ex: teacher calls on student, demand (come here) is made, peer pushes

• Behavior: ALWAYS describe in specifics (like you’re telling a blind person), only in observable terms

– NO: mean look YES: stared directly in other students eyes for 10 seconds with facial muscles tensed

• Consequence: what happens after a behavior

– Ex: Student sent to office, Para says do your work, student laughs

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Three Term Contingency (A-B-C)

Three Term Contingency

Antecedent Behavior Consequence

You say “Touch Head” Student Touches Head You “high five” student

You say “Do work” Student throws chair Student sent to office

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Function of Behavior

• Dylan comes into school and sits down. While going over the schedule for the day, he begins rocking back and forth and humming. The activity continues as planned. Staff do not intervene and Dylan continues for another 10 minutes and then stops. Later on that day, during lunch, Dylan is sitting by himself and he begins to rock and hum again. The probable function of his behavior is:

Function of Behavior

• Mark is playing with the Legos during indoor recess. He and another student both want to use a particular piece. The other student was using it first. Mark grabs the piece from the other student and sticks out his tongue at them. The probable function of his behavior is:

Function of Behavior• During the discussion of the schedule, Daniel calls out “I

don’t like that sport. I’m not going to play it”. Staff tell

Daniel to remember to raise his hand and that he needs

to try the sport. Daniel replies “I’m not gonna and

you’re not going to make me”. Staff reply “We can talk

about this later”. Daniel shouts out “I’ll talk about it

whenever I feel like it.” Staff ignores Daniel’s outburst

and continues the discussion. Daniel continues to call

out for another 5 minutes and then stops. The probable

function of his behavior is:

Function of Behavior• The class is lining up to go to the sports activity. Justin

says he needs to go to the bathroom. An aide takes him

to the bathroom and then Justin says he doesn’t feel well

and needs to see the nurse because of his eye hurting.

The aide takes him to the nurse who puts eye drops in

his eyes and says he is fine to go back to the class. The

aide begins to walk Justin towards the gym. Justin

begins crying and saying “I can’t go.” He sits down on

the floor outside the gym and cries. The probable

function of his behavior is:

Functional Behavior Assessment

• Looking at FBA from a PBS perspective• Level 1- Indirect FBA

• Level 2-Simple FBA• Level 3- Full/Complex FBA

– Student is a danger to self or others

– Student is at risk for a change in placement due to behavior concerns.

– Prior assessments or interventions were ineffective.

– Team is not confident that the simple FBA would or did yield a testable hypothesis.

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Level 1 FBA• Determine and define the behavior to change• Record review & problem solving meeting• Team should come up with a confident

hypothesis of the behavior or summary statement. This includes what occurs before the behavior (setting events or antecedents) and what the function of the behavior (to gain or escape…)

• Based upon results, BIP may be developed. • The goal is to define the behavior and generate a

hypothesis based upon function that the team feels confident about.

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Level 2 FBA

• Everything in Level 1 AND• Indirect observation (can be from interviews with

staff, parent, and/or student)• Main components:

– Description of the behaviors– Identify antecedent events that predict occurrence or

non-occurrence of problem behavior– Identification of potential functions or consequence

that maintain the behavior– Summary statement describing the relationship among

situations, behaviors and their functions.

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Level 3 FBA

• Everything in Level 2 AND• Direct observation and measurement of problem

behavior – Should have 15-20 occurrences across at 3 different

days– Observation sheet should be customized based upon

the individual student – When & where a behavior occurs– What happened before it (antecedent)– What happened after it (consequence)

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Sample Hypothesis

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Setting EventsWhen *(Antecedents) (Behaviors)

In order to:*(Function)

Work,Transition

Given instruction/prompt to work No direct attention from staffGiven reprimand/told not to do something

Non-complianceEscape

Attention

Group/class work

Given reprimand/told not to do something

Inappropriate Actions

(screaming)Escape

No direct attention from staffInappropriate

ActionsSensory

Attention

Group work

No direct attention from staffGiven instruction/prompt to work Given reprimand/told not to do something

Aggression AttentionEscape

Setting Events

• This affects how likely it is that a problem behavior may occur

• Slow triggers or Set-Ups (also considered MO)

• Examples– Illness Transitions– Pain Temperature– Mood Noise

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Setting Event Considerations

• Medications

• Medical/physical problems

• Sleep issues

• Eating (Too much/Not enough/Hunger)

• Daily schedule

• Number of people in an environment

• Staffing patterns/interactions

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Functional Analysis• Systematically manipulating the variables in

the environment to confirm a hypothesis

• Can ONLY be done by someone with advanced training in behavior analysis

• Essentially, it is a behavior experiment

• Should be used with extreme caution depending on the behaviors as it is designed to have student exhibit the behavior under certain conditions

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Functional Analysis

• Consists of four different conditions, each with its own antecedent and consequence.

Condition Antecedent Condition Consequence

Play (control) Preferred activities continuously available, social attention provided, no demands placed.

Problem behavior ignored or neutrally redirected.

Attention Attention is diverted or withheld from person

Attention in form of mild reprimand or soothing statement ( don’t do that you will hurt me.)

Escape Task demands are continuously delivered followed by verbal, model then hand over hand prompt.

Break from task provided by removing materials and stopping prompts to complete the task.

Alone Low level of environmental stimulation ( no therapist, tasks or play activities)

Problem behavior is ignored or neutrally redirected.

FA Protocol Example

• Aggression – Student will engage in:

• Hitting – Student hits another person with an open or closed hand.

• Pinching – Student grasps another person’s skin between his finger and thumb and squeezes with force.

• Scratching – Student presses his nails into another person’s skin and moves his hand up or down or side to side while maintaining pressure.

• Headbutt- Student throws head back hitting any part of another person’s body with head

• Non-exemplar: Student is vocally protesting and throws head back without coming into contact with anyone.

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FA Protocol Example

• Conditions and Protocol:

• Observer will sit in front of closed door while Implementer implements testing protocol.

• All sessions are 5 minutes in duration with a 3 minute break in between.

• All other behaviors exhibited than that outlined for each session should be ignored.

• Session Termination Criteria: If Student engages in 5 events of self-injury per session, the session should be discontinued.

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FA Protocol Example

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Antecedent Event Consequence EventEnter the room and tell Student, “It’s time to

work” and sit at the table. When Student sits at

the table, begin presenting learning trials from

one of Student’s programs. If Student does not

respond within 5 seconds of issuing the SD,

provide corrective feedback and re-present the

SD).

Contingent upon the occurrence of the target

behavior, terminate the demand and turn away

from Student for 30 seconds. Then, turn back

to Student and re-present the SD.

Antecedent Event Consequence Event

Enter the room and tell Student, “I’m here if

you need me”, sit across the room and read a

book.

Contingent upon the occurrence of the target

behavior, briefly attend to Student by

expressing disapproval (e.g., “Don’t hit me like

that. That hurts”). Then, return to sitting

across the room and reading a book.

Experimental Sequence

Condition Order:

• Demand

• Negative Attention

• Tangible

• Positive Attention

• Control/Play

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Build a Competing Behavior Pathway

Setting EventTriggeringAntecedent

Desired Behavior

Problem Behavior Maintaining

Consequence

ReplacementBehavior

MaintainingConsequence

Competing Behaviors• Build plan around it

• Identify desired and alternative behaviors– Desired is what you would like for any student to

do (e.g. just complete the task )

• Work to make behavior– Irrelevant (antecedent) – Inefficient (teaching new skills)

– Ineffective (consequence)

• A way to brainstorm strategies to address the problem behavior at different stages

Build a Competing Behavior Pathway

Difficult AM routineOr

trouble sleepingthe night

before

Asked to dofine motor

task alone formore than 15

minutes

Completestask

Plays with materials

in desk/makesnoises

Gets to participatein group activity

Raises hand and

asks forhelp or break

Delays completingassignment & gets

teacher or peerto assist with work

Participant Check In

• Feel confident enough to teach it?

• Have done one/used it?

• Have heard of it?

• New information for me

Leveled Behavior Systems

Pyramid of Interventions

Check In Check Out program (CICO)

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Leveled Behavior Systems• A level system lists and organizes behavioral

targets and their consequences in a kind of hierarchy or set of levels.

• Can be long term progressive/consecutive– Every day student can possibly move forward

within the level

• Can be daily/short-term– the level you are on at the end of the day?

– the level you ended on the previous day?

• Can be successive or cumulative 50

Leveled Behavior Systems

• Can relate to small and/or large events (e.g. playing computer, field trip)

• Can incorporate special privileges dependent upon the level (e.g. ability to go into hallway to another class; ability to work in groups)

• Can be related to zones within the classroom (e.g. seating alone, in pairs, in groups, in bean bags, etc)

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Consistent yet Flexible

• Sometimes student behavior varies greatly and can be inconsistent. This is a characteristic associated with changing internal states (e.g. anxiety. Thus, variability and flexibility of interventions are important.

• Use A day or B day strategies

• Use pyramid approach to intervention

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“A” Day and “B” day• Staff should CLEARLY define what an “A day” and “B day”

looks like and then decide upon a course of action to be associated with each.

• This may mean that on “B” days there is are less demands or more frequent breaks

• “A” days student is expected to work for longer periods. • This will provide some consistency in programming while

allowing flexibility based upon what staff are seeing.• Can be particularly helpful with students with seizure

disorders

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Pyramid or Thermometer Approach

• Allows staff to determine what to do when student is different states

• Matching student behavior/characteristics to appropriate intervention for that level or need

• Key part is making sure it is detailed descriptions of behavior and interventions

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SIB

Grabbing

Kicking/Hitting

Stomping, Kicking Out,

Growl-like NCVs

Elbow Bang (hard),

thumb press (hard)

Crying, pinched expression

Facial tension, rocking, gait changes, stomping,

elbow bang (gentle), NVCs louder, hands over eyes, clenched hands,

thumb press

NCVs at low volume, calm facial expression, happy, smiling, compliant

This is where we want to be!

Sample Student Levels of Agitation

•Put at least 5 feet between Sample and others

•Do not talk to him or attend to behaviors.

•Model clasped hands for Sample.

•End task (offer less demanding task or break)

•After break offer choice of tasks (more preferred or less demanding).

•Examine antecedents for causes of behavior.

•Prompt Sample to ask for “Break” or “Walk”

•Provide break and then offer choice of activities.

•Examine antecedents to behavior.

Sample is happy and calm! Provide lots of reinforcement while working together.

Be aware that crowded, noisy or hot environments are difficult for Sample and

may trigger escalation in agitation.

Intervention

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Behavior Plans Rethought

• F unctional hypothesis and antecedent analysis

• A ccomodations– Environment

– Executive Functioning– Curriculum– Replacement behaviors– Teaching underdeveloped skills– Regulation of self and self-montioring

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Behavior Plans Rethought

• I nteraction strategies (btwn staff n student)

• R esponse Strategies – Reinforcement

– Punishment

The goal is to develop a FAIR plan.

Excellent resource is Behavior Code by Minahan & Rappaport

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Setting Event/Antecedent

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Check In Check Out (CICO)

Morning Check In:

• Greet student and ask how his/her morning started/is going

• Give student daily data sheet and have him/her write the date.

• Remind them of their behavior goals and target for the day

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Check In Check Out (CICO)Afternoon Check Out:

• Greet student and ask how his/her day went.

• Review daily data sheet and calculate scores

• Review the day with the student– What did he/she do well?– What did he/she need to do differently?– Verbally praise the areas where the student and

teacher ratings match

• Keep data sheet for record-keeping purposes.61

Check In Check Out (CICO)

• If the points goal for reinforcement was met, then allow him/her to chose item/activity

• If the student is below the daily minimum goal, then implement consequence

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Check In Check Out (CICO) w/self management

• Ask to see daily data sheet to review the period– If student does not have daily data sheet, provide one.

He/she can use this for the rest of the day, however points from previous periods will not re-entered.

• Ask student to rate him/herself for each behavior• If you agree with the student, provide bonus points for

matching.• If you disagree with the student, tell the student what they did

correctly and what they need to work on for next time. If time permits, troubleshoot with student what can be done for the next time.

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Choice Making

• Can a sense of personal control within the limits defined by staff

• May not always be possible to give the student a choice

• Can decide to plan for incorporation of choices throughout the day/daily routines

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Choice Making • Consider choices:

– Within Activities (choice of materials within an activity)– Between Activities (opportunity to choose among different

activities)

– Refusal (choice to refuse participation in an activity)– Who (choice of person(s) to be included/excluded in an

activity)– Where (choice of location of an activity)– When (at what time the activity should occur)– Terminate (choice to end a particular activity)

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Antecedent Interventions

• What can people do to prevent the behavior from

even occurring?

• Attention: provide attention for appropriate behavior,

allow student to work in group

• Escape: make sure the tasks presented at an

instructional level, structure the activity and include a

break

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Antecedent Interventions-

• Sensory: sensory breaks, allow students to receive

input in other ways, give students

headphones/earplugs for noise

• Tangible: Allow student to work towards tangible

object, allow student a set amount of time with

tangible object

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A few notes on skill acquisiton

• Be aware of skill deficit versus performance deficit

• Fluency

• Generalization

• Video-Modeling

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An interesting studyIn a study by Martin, I. & Cramer M. (2005),general education 3rd graders were asked to docopy a passage for 1 minute using their non-dominant hand. Out of 98 students, 35 wordsper min was the average. Martin & Cramersurmised that this because the task was simple(copying) and only required minimal mentaleffort.

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The Passage

I will set a timer for one minute and you can copy it with your non-dominant hand:

My class went on a trip to the zoo. My favorite animal was the polar bear. Did you know that polar bear’s skin is actually black? It helps to trap the sun’s heat and keep it warm. I got to watch the trainers feed fish to the polar bear. I want to work there when I grow up.

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Interaction Strategies

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Fair & Equal

• Fairness does not mean that everyone gets the same thing

• Fairness is everyone gets what he or she needs.

• If someone needs glasses to see, we don’t expect everyone to use glasses.

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Research Based Elements• High ratio of positive to negative 4:1

– Consider tracking your + vs. – statements to find out how much you emphasize the positive

• Active student engagement and responding (e.g. frequent, choral responding, etc)

• Behaviors expected are clearly defined, taught, and reinforced

• Problem behaviors are identified and addressed

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Research Based Elements• Routines are clearly established and taught

– Including arrival/dismissal– Transition within and between activities

– Transitioning between locations

• Signals are established (e.g. attention, correction)

• Active supervision (academically, physically, verbally etc)

• DATA BASED DECISION MAKING!!!!!!!74

Establish Rapport

• Use a reinforcer survey/assessment if need be

• Build up your bank account of positive experiences with the student

• REBUILD after the student has had a problem behavior

• Remember the behavior is part of a disability and not about you. De-personalize.

• Empathic Listening is KEY!

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Participant Check In• Feel confident enough to teach it?• Have done one/used it?• Have heard of it?• New information for me

Formal preference assessment

Different schedules of reinforcement (variable v. fixed, ratio vs. interval)

Mystery Motivators

VERMI

Differential Reinforcement (DRO, DRA, DRL)

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DATA BASED DECISION MAKING!!

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Reinforcement

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Shaping

Encourage approximations that are better than the one before it.

Student wants a ball:

Uhhh Bbbbb Baaaa Bawwl Ball

You want the student to sit quietly during reading:

Student sits 30 sec w/o talking, then 60 sec, then 2 min, 3 min, until all of reading time

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Reinforcement-Definition

Anything that increases the likelihood that in the future the behavior will occur

Are the following things reinforcing?

M&M’s Popcorn Sesame Street

Snickers Flowers Math

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Big Bang Theory- SR

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Game: “Shape that Behavior”

Veronica Volunteer loves it when people clap for her. We can shape her behavior by clapping as she gets closer to doing the desired behavior.

I need a volunteer to leave the room.

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Ideas for reinforcers

• Edible

• Tangible/Possessional

• Activity

• Social

• Privilege

• Generalized (tokens, points, credit)

• Sensory

Identifying Reinforcers• Remember reinforcers may change based upon the

MO, may measure frequency or duration• Reinforcer inventory (filled out by parents, staff,

and/or student)• Observation (contrived or natural)• Preference Assessment (still be aware of MO/EO)

– Single-Choice– Paired choice– Multiple Stimulus with/out replacement (MSWO)

• Consider:– Edible Activity Possessional – Social Sensory TV/videogames– Generalized Conditioned (tokens, money, etc)

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Asking about preferences

• Ask the Target Person– Open-ended questions

• What would you like to work for?

– Asking about specific items• How would you like to work for stickers?

– Choice format• Would you rather work for things to eat or things to do?

– Rank order format• Put these items/activities in order from which you’d like to work

for most to which you’d like to work for least.

85www.beautifulmindsofprinceton

Asking about preferences• Offering Pre-task/Post-task Choices

– When you are finished working, you can play with Battleship, checkers, or the computer

• Asking Others (caregiver, staff, etc)– Ask caregivers to identify preferred items (stimuli)

• CONSIDER:– What people say may not truly effect behavior

– Quickest but least accurate method– May help in identifying item (stimuli) to “test”

86www.beautifulmindsofprinceton

Considerations: Reinforcers• Consider novelty (keep things varied or new)

• Consider the function of the behavior

• Consider sensory preferences (e.g. likes playing with toys with lights)

• Always think about connecting to natural reinforcers• Consider what features of a reinforcer are reinforcing

(e.g. An award: is it the actual certificate, recognition from adults and/or peers, the handshake/pat on the back when receiving the award, getting something others are not, etc.)

beautifulminds@comcast.net 87www.beautifulmindsofprinceton

Considerations: Reinforcers

• Consider age & interests of group/person (age appropriate, typical, etc)

• Consider behavior to change and match the value or effort (e.g. most difficult task with the most preferred reinforcer)

• Ask the person/group!

beautifulminds@comcast.net

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ReinforcementTwo common types of reinforcements

• Continuous-Given after each occurrence of target behavior

• Intermittent-sometimes reinforcers are given after occurrence of target behavior, sometimes nothing is given after the occurrence of a behavior

Consider interval vs. ratio

Remember to always fade

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Mystery Motivators• Pre-select several potential reinforcers and

explain the plan. • A secret mystery motivator number will be written

down (option) and a mystery motivator derived from their reinforcer inventories will be selected for the day.

• Be CREATIVE! • You may decide to place the number or motivator in a sealed

envelope on the board, use magic ink pens to make the number appear, etc)

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Mystery Motivators

• At the end of the preset time, you will reveal the magic number.

• If students/team reached the number, the motivator will be revealed.

• If not, the reinforcer remains a secret. Make students aware of pre-set

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Mystery Motivator

Mystery Number

More programs

• More mystery:– Can place items inside plastic eggs– Bury the item/reinforcer in a sand or rice bin– Put items in a box, envelope

• Yes/No raffle

• Lottery

• Bingo

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Another Way to Add Mystery

More programs

• More mystery:– Can place items inside plastic eggs– Bury the item/reinforcer in a sand or rice bin– Put items in a box, envelope

• Yes/No raffle

• Lottery

• Bingo

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More Ideas

• Take a picture of reinforcer and cut it up into puzzle pieces. When the student completes the puzzle, then he earns the reinforcer

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More Ideas

• Have student spell out the word for the reinforcer

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B KER A

More Ideas

• Use preferred items/ activities /characters as tokens rather than pennies

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Get Creative!• Make a Powerpoint slideshow

– Use animation– Use favorite pictures (of pics of self)– Use favorite characters

• Videos– Youtube– Specific sites (pbs kids, nick jr, disney, etc)– Record video of student or fav people

• Let student talk about special interest100

Schedules of Reinforcement

• Fixed Schedule vs. Variable schedule

• Richer schedule (more R+) to start and then fade out schedule (e.g. raise the bar/stakes)

Example: soda every day, then soda every 2 days, soda every 4 days

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Where to start?

• Need to decide where to start re: ratio or interval length

• Consider the behavior you want to change and determine how long student can be successful

• Example: If the behavior you want to reinforce is sitting in your spot at circle, then you want to take some data to find out how long student can sit successfully

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What to give someone

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VERMI

• Value (restrict access to increase value)

• Effort (is what I earn worth what I have to do)

• Rate (what to be “just right” (not too much, not too little, consider continuous or intermittent)

• Magnitude (not too little or too big)

• Immediacy (not too long or too short)

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Thinning Schedules

Watch out for ratio strain:

• thinning the schedule too quickly that the ratio for correct responding and reinforcement is too large

• Make sure that you move slow and steady to thin the schedule

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Differential (R)einforcement

• SHOULD BE USED WITH FUNCTIONAL BEHAVIOR ASSESSMENT INFO

• Reinforces one thing (or response class) while withholding reinforcement for another thing (or response class)

• Also used when shaping behaviors

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Systems of Reinforcement

Behavior to change: talking while the teacher is giving the class instructions

DRO (other): As long as student does NOT call out

DRI (incompatible): As long as student keeps mouth closed

DRL (low rates): As long as student earns

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Examples of Differential Reinforcement

• DRL- Used when you don’t want to eliminate the behavior entirely

• DRO-Reinforcer delivered when target/problem behavior is not exhibited for specific amount of time

• DRI-Reinforces a physically incompatible appropriate behavior

• DRA-Replaces inappropriate with an alternative appropriate behavior (usually functionally equivalent)

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DR Examples

Behavior Set-up/Earns

DRL Talking about Dr. Octopus

Set # of times allowed to have behavior, earnsIf at least one token is left

DRO Hitting Earns if no hitting during interval

DRI Squeezing squishy ball

Earns for ball

DRA Hands to self Earns if hands were kept to self

If it is not working….ask yourself

• Is the item actually a reinforcer?• Has the student earned the reinforcer yet? Or are they

earning it on a frequent basis?• How does the student access the reinforcer? Is it

restricted? • Does the student/staff know when to deliver a

reinforcer?• Are there a variety of reinforcers the student

accesses?

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Common Mistakes

• Promising a reinforcer after a negative behavior • Showing a reinforcer after a negative behavior • Using items that are not reinforcing • Too much boring “praise” (e.g., good job) • Not fading out reinforcers with intermittent schedules

• Not using reinforcers differientally• Taking the item back too quickly • Not providing free (non-contingent) reinforcement • Not being stingy enough with reinforcer, or being too stingy

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Consequence/Punishment

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Setting Limits

• Simple, clear & concise

• Be reasonable (offer flexibility)

• Enforceable

• Best to lead with a positive choice

• Be cautious with timing (wait for a moment when the tension wanes)

• Use motivators in stating limits

Punishment-Definition

Anything that decreases the likelihood that in the future the behavior will occur

Are the following things punishing?

Going to office Eating Nuts Drinking water

Cleaning Being yelled at Math

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Extinction• Extinction is when reinforcement for a response is

discontinued. In other words, a response that was previously reinforced, now is not reinforced.

• Many times when you stop reinforcing a behavior, it will get worse initially (extinction burst)

• The response usually increases initially, but decreases over time

Extinction Example

When a student calls out “I have a question”, the teacher responds “What is your question?” Now, the when the student calls out, the teacher ignores the response, removing the reinforcement of answering. The student will initially call out more, until realizing that reinforcement is no longer being delivered. At this point, the student will begin to stop calling out.

Extinction• Usually combined with other interventions

• Effects are not immediate, takes times (delayed reaction)

• Extinction burst-gets worse (rate, duration or intensity) before it gets better

• Beware of verbal/nonverbal attention

• Extinction induced aggression

• Spontaneous recovery (comes back temporarily)

Extinction

• Watch out for others imitating or providing reinforcement (consider teaching planned ignoring)

• Effects do not always generalize across settings/people/etc

Extinction Considerations

• Can the behavior be tolerated temporarily (form and current rate)?

• Can increase in behavior be tolerated?

• Behavior likely to be imitated?

• Reinforcers know & can be withheld?

• Alternative behaviors identified?

Removal of Desirable Stimuli

• Aka taking away something student likes

• Response Cost

• Time-out– Exclusionary & Non-exclusionary

Response Cost• When student exhibits inappropriate behavior,

something is taken away desired/reinforcer

• Similar to the idea of giving fines

• Most and often effective when used with token economy (e.g. points, tokens, etc)

Example:

Student loses points for calling out

Student loses toy after throwing it

Response Cost Considerations

• Must be able to take away reinforcer

• Consequence should fit the crime (magnitude)

• Can’t go past 0 (no negative numbers!)

• Students must clearly understand rules of behavior and penalties

Ask yourself:• Have more positive procedures, such as differential

reinforcement strategies, been considered? • Does the student currently have, or have access to, a pool of

reinforcers? • Have the rules of appropriate behavior and the results ( fines)

for infractions been clearly explained and understood? • Has the ratio of the size of the fine to each instance of

misbehavior been thought out? • Can the reinforcers be retrieved?

• Will appropriate behavior be reinforced in conjunction with the use of response-cost?

Time-Out

• Time out from positive reinforcement

• Non-Exclusion: The student remains in the instructional/ activity area. Examples include: – Time-out ribbon or Sweatband– Contingent observation (moved away from group

but allowed to observe)

– Sit & Think or Sit & Watch

Exclusion time out

• The student is removed from the instructional/ activity– Exclusion from immediate activity to another

location in the room

– Separate time- out room

• Beware of duration and physical features of time-out rooms

Overcorrection• Restitutional: restore or correct environment to

better than original condition– Student throws paper on floor, must pick up all

papers on the floor

• Positive Practice:– Required to engage in exaggerated or overly

correct practice of appropriate behavior• After running to line up, students must practicing

walking to line up several times

Consequence

• What should people do when the behavior does

occur?

• Attention: planned ignoring, minimal attention for

correction (e.g. 1-2-3, warning cards), time-out

• Escape: taking away from time on preferred task,

physical prompting, skill prompting (take a break)

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Consequence

• Sensory: redirect to appropriate ways of getting input,

coach/cue alternative strategies

• Tangible: object is withheld or taken away for a

period of time, other less desirable item is available if

necessary

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