Presentation on applied behavior analysis and autism in Kyrgyzstan

Clemson University Center for Behavior Analysis, 2013

Applied Behavior Analysis & Autism

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

Services


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.


Autism & ABA

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


A-B-C

• Antecedent

• Behavior

• Consequence


Functions of Behavior

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


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


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


Teaching Practices (cont.)

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

Contingent)


Teaching Practices (cont.)

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


Prompts

• Prompt Types– Physical– Gestural – Visual– Positional

• Prompt Delivery– Errorless Learning– Correction Based Learning


Incidental Teaching

• Capitalizing on Opportunities• Arranging Opportunities• Shaping• Chaining


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


Functional Communication and Incidental Teaching

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


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)


Functional Language/Verbal Behavior

• Manding

-Requesting an item because you want the item.

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


Functional Language/Verbal Behavior (cont.)

• Tacting

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

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



• 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?”



• Echoics

- Repeating what is said when heard.

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



• Textual

- Reading textual stimuli.

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



• 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.”



• Mimetic

- Copying the motor movements of others.

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


Play Skills

• Types– Independent– Parallel– Interactive

• Forms– With toys– Imaginative/Pretend– Recreational


Social Skills

• Greetings

• Reciprocity

• Turn Taking

• Conversation

• Following Peer Instructions

• Observational Learning


Self-help/Daily-living Skills

• Independence

• Eating

• Dressing

• Leisure Activities

• Grooming


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.


Pre-academic/Academic

• Pre-academic

– Skills that prepare a child to learn academic skills

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

etc.


Pre-academic/Academic (cont.)

• Academic

– Educational objectives typically taught in schools

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

identification, math facts, reading, etc.


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


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

Presentation on applied behavior analysis and autism in Kyrgyzstan

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