Psychosomatic and e ating d isorders: diagnosis and treatment
C enter for A utism and R elated D isorders, Inc. Using ABA to Teach Children with Autism CARD...
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Transcript of C enter for A utism and R elated D isorders, Inc. Using ABA to Teach Children with Autism CARD...
Center for Autism and Related Disorders, Inc.
Using ABA to Using ABA to Teach Children Teach Children
with Autismwith Autism
CARD Austin CARD Austin January 16, 2005January 16, 2005
Rachel S. F. Tarbox, PhD
Center for Autism & Related Disorders, Inc.
Overall Objectives
• Review of “What is Autism?”
• Introduction to ABA
• Some basic applications How to teach skills to children with autism
• 3-step training• Task Analyses
WhatWhat
is is Autism?Autism?
What is Autism?
1. Social Interaction Failure to develop peer relationships Impairment in use of non-verbal behaviors (e.g., gestures, eye
contact) Lack of seeking to share enjoyment
2. Communication Delay or lack of spoken language If have language, deficient conversational skills Repetitive use of language Impaired make-believe play
3. Restricted repetitive & stereotypic behavior patterns Routines / rituals Repetitive motor mannerisms
Diagnostic Criteria for Autistic Disorder DSM-IV, 1994
What is Autism?
• Deficits Language Play Skills Social Skills Perspective Taking /
Theory of Mind Executive Function Motor Skills & Self
Help School Skills
• Excesses Stereotypy / Self-
Stimulatory Behavior Non-compliance Tantrums Aggression Self-Injury
From a behavioral perspective, what can we observe?
What What is is
ABA?ABA?
Applied Behavior Analysis (ABA)
• Definition The application of the principles of behavior to issues
that are socially important to produce practical change
• Some applications Special Education Regular Education Pediatric Medicine Treatment of troubled teens
Sports Psychology Business & service
organizations Early intensive Early intensive
treatment for treatment for children with children with autismautism
Core Principle Core Principle
• The consequences that follow a behavior influence whether that behavior will increase or decrease Why do we go to work? Why do we stop at red lights? Why do we use oven mits? Why do our children do what we ask them to do?
Applied Behavior Analysis (ABA)
Core Principle Continued Core Principle Continued
• The Law of Effect: Behavior that is rewarded will be strengthened
• Behavior is Lawful, Observable, Measurable
• We can change behavior by manipulating its antecedents and consequences
• ABC Model (Antecedent-Behavior-Consequence)
Applied Behavior Analysis (ABA)
Using the Principles
of Behavior Analysis
• Over the past 30 years, several thousand published research studies have documented the effectiveness of ABA across a wide range of: populations (children and adults with mental illness,
developmental disabilities and learning disorders) interventionists (parents, teachers and staff) settings (schools, homes, institutions, group homes,
hospitals and business offices), and behaviors (language; social, academic, leisure and
functional life skills, self-injury, and stereotyped behaviors)
• Application to individuals with autism is only one aspect with it’s own set of techniques based on the same principles used with other individuals in other settings
Applications of ABA
3-Step Compliance
(TELL-SHOW-DO)
• Three step-guided compliance is a prompting strategy that teaches your child what you want him/her to do by providing a model and physical guidance if he/she does not do what you asked them to do.
• This procedure does not allow your child to avoid requests
• If you use this procedure consistently, you should find that your child becomes more compliant and requires less assistance to complete tasks over time
3-Step Compliance
• TELL-SHOW-DO
• Demands: first prompt given for a particular task
• Prompts: all additional statements, gestures, or physical guidance displayed by the caregiver during demands
3-Step Compliance
1. State your child’s name.2. Tell your child what to do. Never ask.3. State the request clearly so that your child knows exactly what he/she is
supposed to do; keep requests as brief and as specific as possible.4. Wait 5 to 10 seconds for your child to carry out the request. Do not repeat
the request.5. If your child complies provide them with praise. State exactly what they did
that you liked. 6. If your child does not comply, repeat the request with a demonstration.7. Wait 5 to 10 seconds for your child to carry out the request. Do not repeat
the request.8. If your child complies, provide a small amount of praise.9. If your child does not comply, physically guide them but do not provide
praise. Always use the minimum amount of physical contact necessary for the request to be completed.
10.Never “give in” or complete the request yourself. Once you give your child a request, they must follow through.
3-Step Compliance
Back to our A-B-C’sBack to our A-B-C’s
• How does 3-step fit the A B C model?
• What is the A?
• What is the B?
• What is the C?
• Why will it work?
• What are some potential problems with it?
3-Step Compliance
Back to our Core PrincipleBack to our Core Principle
• Behavior is Lawful, Observable, Measurable
• We can change behavior by controlling its antecedents and consequences
• Easier said than done, what about complex behaviors that require a number of steps (and as such a number of antecedents and consequences)?
Task Analysis
What is a Task AnalysisWhat is a Task Analysis
• Task Analysis: Break down a complex behavior into a sequence of identifiable single components
• We need to use chaining
Task Analysis
Task Analysis Example:Teaching Self-Help Skills
• Chaining must be used to teach self-help skills
Why do we use chaining? To combine simple behaviors or
responses into a more complex sequence
• For example:– Getting dressed– Washing hands– Brushing teeth– Taking a bath
Toileting
Brushing
Hair
Brushing
Teeth
Hand
Washing
Dressing
Eating
Self Help
Skills
Question?
• What is the most important pre-requisite skill for teaching self-help skills?
Answer: COMPLIANCE
• What have we learned about increasing compliance?
Answer: 3-STEP! So we are ready to learn about TA’s
Chaining: Step 1Perform a Task Analysis
AShirt flat on bed
Shirt in hands
Scrunched shirt in hands
Shirt on over head
Head & arms in shirt
BPick up shirt
Scrunch shirt
Put head through collar
Put arms in sleeves
Pull shirt down
Example: Hannah needs a shirt
Chaining: Step 1Perform a Task Analysis
ADirty hands
Faucet on
Wet hands
Soap on hands
Foamy hands
Clean wet hands
Water off
BTurns on faucet
Wets hands
Gets soap
Rubs hands together
Rinse hands
Turn off water
Dry hands on towel
Example: Thomas washes his hands
Chaining: Step 2Build the chain
• Once a task analysis is performed and the required steps of the sequence are identified, the chain can be taught
• The chain can be constructed of behaviors already in the child’s repertoire
• New behaviors can also be taught within the process of the chain
Task Analyses: Methods of Chaining
Forward Chaining• In a sequence of A’s and B’s the 1st B is
taught, then the 2nd , then the two are performed independently in order
• Then the 3rd B is taught & performed in sequence with the previous 2 B’s
• The behaviors in the chain continue to be taught sequentially until they are performed independently
Chaining: Step 1Perform a Task Analysis
ADirty hands
Faucet on
Wet hands
Soap on hands
Foamy hands
Clean wet hands
Water off
BTurns on faucet
Wets hands
Gets soap
Rubs hands together
Rinse hands
Turn off water
Dry hands on towel
Example: Thomas washes his hands
Forward Chaining
Forward Chaining Example
Thomas washes his hands….•Use 3-STEP to teach Thomas to
1.) Turn on the faucet
2.) Wet his hands
•Guide all the succeeding B’s in the chain
•When Thomas can perform the first 2 B’s independently in order, begin to teach 3rd B & so on…
Forward Chaining
ADirty hands
BTurns on faucet
Example: Thomas washes his hands
C = REINFORCE
Forward Chaining
ADirty hands
Faucet on
BTurns on faucet
Wets hands
Example: Thomas washes his hands
C = REINFORCE
Forward Chaining
ADirty hands
Faucet on
Wet hands
BTurns on faucet
Wets hands
Gets soap
Example: Thomas washes his hands
C = REINFORCE
Forward Chaining
ADirty hands
Faucet on
Wet hands
Soap on hands
BTurns on faucet
Wets hands
Gets soap
Rubs hands together
Example: Thomas washes his hands
C = REINFORCE
Forward Chaining
ADirty hands
Faucet on
Wet hands
Soap on hands
Foamy hands
BTurns on faucet
Wets hands
Gets soap
Rubs hands together
Rinse hands
Example: Thomas washes his hands
C = REINFORCE
Forward Chaining
ADirty hands
Faucet on
Wet hands
Soap on hands
Foamy hands
Clean wet hands
BTurns on faucet
Wets hands
Gets soap
Rubs hands together
Rinse hands
Turn off water
Example: Thomas washes his hands
C = REINFORCE
Forward Chaining
ADirty hands
Faucet on
Wet hands
Soap on hands
Foamy hands
Clean wet hands
Water off
BTurns on faucet
Wets hands
Gets soap
Rubs hands together
Rinse hands
Turn off water
Dry hands on towel
Example: Thomas washes his hands
C = REINFORCE
Conclusion
• Remember the CORE PRINCIPLE
• Think about the A B C’s
• Reinforce the good stuff and do not reinforce the bad stuff
• Use 3-STEP as a tool
• Break down complex activities into steps (do a Task Analysis!)
• BE CONSISTENT
• HAVE FUN!!!!!!!!!
• Questions???