Technician and Tutor Training Slides-Original

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Copy right 1998, Applied Behavior Consultants, Inc. 1

Technician and Tutor Training

Applied Behavior Consultants, Inc.In-home and Educational Applied

Behavior Analysis




Day OneIntroductions

History of Applied Behavior Consultants

Departments and functions

Autism

What is intensive interventionBasic behavior principles




History of ABC, Inc.Owners

Behavior

intervention for DDcommunity

Specializing intreatment of autism

since 1990School opened in1994




ABC’s goal for all children

receiving intensive intervention:Provide intensive ABA programming forapproximately 2 years

and then transitionthem back into theirneighborhood schools(a less restrictive

environment) byproviding the necessarytransition supportservices




ASD and School Behavior consultant

Assessments

IEP’s, lesson plans,behavior plans

Progression andtroubleshooting

Hands-on training 3rd degree behavior

plans

Teacher

Assessments

IEP’s, lesson plans,behavior plans

Progression andtroubleshooting

Hands-on training




ASD and School Lead Tutor

Assists Behavior

Consultant in trainingtutors

Collects andsummarizes data

Organizes programmaterials

Lead Technician

Assists Teacher in

the appropriateimplementation of lessons

Provides feedback toTechnicians

Organizes programmaterials




ASD and School Tutor

Preparation for

lessons Implementation of

lessons and behaviorplans

Recording data onlessons andbehaviors

Technician

Preparation for

lessons Implementation of

lessons and behaviorplans

Recording data onlessons andbehaviors




ASD and School Senior Behavior

Consultant

Consult withbehavior consultants

Troubleshoot andproblem solve

Reviews andapproves all 3rd degree behaviorplans

Behavior Analyst forSchool Consult with all

teachers

Troubleshoot andproblem solve

Develop 3rd degree

behavior plans Train teacher and

staff on 3rd degreeplans




Community Based

Intervention Services (BIS) Population Served: All developmentally disabled

individuals including Prader-Willi Syndrome, Mental Retardation,Down’s Syndrome, Cerebral Palsy, Autism, and Attention Deficit

Disorders Behavior Specialists

Conduct assessments and develop appropriateprocedures for skills teaching and behaviormanagement plans

Write and update behavior intervention plans

Provide hands-on training for all consumers

Formal parent and care-provider training




What do you know about

AUTISM?Discuss some of thecharacteristics youhave observed inworking withchildren with

AUTISM?

What are somethings you haveheard or read about

AUTISM?




AUTISMCharacteristics:

Severe impairment in

social development Deficits in

Communication skills

Presence of

Stereotypicalbehaviors




Behaviorist’s View of Autism Deficits

Communication Receptive

expressive Social

Eye contact

Reading social cues

Initiating interaction

Play Independent

Peer

Self help

Generalization

Excesses

Tantrum behaviors

Screaming/crying

Aggression

Hitting/biting/throwing

Self Injurious Behaviors

Self-stimulatoryBehaviors

Stereotypical behaviors

Perseveration

Obsessive behaviors




Intensive Intervention Works Break tasks down into manageable units of

behavior

Teach each unit individually to mastery Chain learned units together to form more

complex behaviors

Address both the deficits and excesses toform a complete program for each child

Each program is highly individualized




What’s the Difference? Looking at teacher

Jumping up and

down on floor Asking for candy

more than once

Screaming

Tantrum

Aggressive

Doesn’t like school Likes her teacher

Can’t talk

Off task




Behaviors Are:Specific

ObservableMeasurable

Remember- SOM

behaviors are betterthan others!




A B C Antecedents Behavior ConsequencesOccur before or during Occur after the behavior

Behavior(s)

You are late for work You drive 75 mph You get speeding ticket

You are late for wok You drive 75 mph You’re on time for work

NOW COME UP WITH YOUR OWN EXAMPLES!




Functional Analysis Model A B C Antecedents Behaviors Consequences

SET THE STAGE KNOW YOUR IncreaseTARGETS Decrease

Clear distractions Maintain

Have reinforcers ready

When to teach

Where to teach

Who will teach

With what materials

How




Task Analysis Breaking complex chains of

behavior in to manageablesteps

Allows us to teach the skillsame way each time

Allows us to teach skill in logicalsequence

Prevents us from missing steps

Allows us to identify specificareas of difficulty for the child




Writing Name on BoardSTEPS M T W Th Fr

1. Walk to white board I I I

2. Pick up pen I I I

3. Take off cap G G I

4. Write n G G G

5. Write a G G G

6. Write m G G G

7. Write e Ph G G8. Put cap back on pen Ph Ph Pph

9. Put pen down Pph Pph Pph




HOW TO TEACHHave your Lesson Materials Ready

Follow the Lesson Format

Know Your Target

Follow the Prompt Hierarchy

Know Your Error Correction ProcedureTake the data




Whole Task Presenting the entire

task in sequence Examples: Getting

dressed, morning classroom

routine, toileting routine,mealtime routine

Prompt Hierarchy (leastto most): gesture, model,partial physical, physical,

vocal Error Correction:

Backstep with an

anticipatory prompt

STEPS M T W Th Fr




4. Write n G G G

5. Write a G G G

6. Write m G G G

7. Write e Ph G G

8. Put cap back on pen Ph Ph Pph

9. Put pen down Pph Pph Pph

I = independent pph = partial phys

G = gestural v = vocal

M = model P = positional Ph = physical




Partial Task Presentation of a segmentof an entire activity

Examples: Putting pantson (part of dressing), sittingat table (part of mealtime),

Zipping (part of putting oncoat)

Prompt Hierarchy (leastto most): Gesture,positional, model, partialphysical, physical, vocal

Error Correction:Backstep with Anticipatoryprompt

Write e M T W Th Fr

1. Write e

2. Put cap back on pen

3. Put pen down

I = independent pph = partial phys

G = gestural v = vocal

M = model P = positionalPh = physical




Discrete Trial FormatTeaching single unit

behaviorsExamples: Teaching asingle unit of the complexskill of washing hands

Prompt Hierarchy: Variesdepending on lesson

Error Correction: MPSR =Model, Prompt, Switch, Repeat

MORE TO COME ON THISTOMORROW – Stay tuned!

Sd: touch soap

Sd: touch towel

Sd: find bathroom

Sd: touch sink




Incidental TeachingTaking advantage of natural teaching

opportunities throughout the day

Examples: Student falls on playgroundand gets his hands dirty – you instruct himto go and wash his hands

Can be done in any of the previously

mentioned teaching formatsError Correction: Depends on the teachingformat used.




Shaping/FadingShaping – reinforcingsuccessive

approximations toward atarget behavior

Fading – the process of gradually withdrawing

prompts




Forward Chaining Forward Chaining:

Teaching a task from beginning to

end Teach the child step one of thetask and assist him through therest of the skill. When the childis independent at the first step,teach him the first and second

steps as a chain and assist himthrough the remaining steps,etc.

STEPS M T W Th

Fr




4. Write n G G G

5. Write a G G G

6. Write m G G G

7. Write e Ph G G

8. Put cap back on pen Ph Ph Pph

9. Put pen down Pph Pph

Pph




Backward ChainingBackwardChaining:Teaching a skill

from back to front Assisting the child with allof the steps except forthe last. When child isindependent at last step,

assist the child with all of the steps except the lasttwo, etc.

STEPS M T W Th

Fr

1. Walk to white board Ph ph Pph

2. Pick up pen ph ph Pph

3. Take off cap ph pph G

4. Write n ph pph G

5. Write a ph pph G

6. Write m ph Pph I

7. Writ e Ph I I

8. Put cap back on pen I I I

9. Put pen down I I I




Powerful Reinforcemento Reinforcement (SR+) is defined as anything

that increases the probability of a behavior

occurring in the future.o Our behaviors are maintained by

reinforcers(SR+): getting a paycheck forwork, friends thank us for doing favors,

people compliment your appearance.o If you don’t have a reinforcer, you don’t have

a lesson!!!!!!!!!!




Positive Reinforcement Positive Reinforcement:

Delivering a reinforcingstimulus after abehavior has occurred.

The behavior will likelyoccur again in thefuture.




Negative Reinforcement Negative

Reinforcement is

The removal of an aversivestimulus after a behaviorhas occurred.

The behavior will likelyoccur again in thefuture.




Types of Reinforcers

Social

Tangible

Activity

Token

Edible




How do I know what the child

likes?Perform Reinforcer Inventories/Samplers

Giving the child FREE ACCESS to a wide variety of reinforcers (should provide a choice of 6 or moreitems/activities).

Give repeated access and take note of the itemschosen two or more times.

Perform reinforcer inventories periodicallythroughout the day or as you see response ratedecrease.




Watch your trainersdemonstrate a reinforcer

sampling procedure

Now try it yourself




LMAD – Let’s Make a Deal!Establish a “contract” with the student

by setting the deal

You will know what the child wants basedon: a) reinforcer inventory b) child request

Always follow a request with receipt of theitem/activity. NEVER FOLLOW A REQUEST

WITH A DEMAND. As child is engaging in the reinforcer, setthe deal and start the lesson.




Setting a Deal Give child access to reinforcer As child is consuming, set up

lesson materials

Get token system set up (when

applicable) Visually mediate the reinforcer

(place a picture of thereinforcer on token chart)

Begin lesson immediately

Once the lesson has started,the student can “change thereinforcer”, however thedeal starts over!




Always Follow These Principles Appropriateness: The reinforcer should be chosen

by the child. Size of the reinforcer should match themagnitude of the task. Satiation v.s. Deprivation.

Immediacy: Deliver the reinforcer within 0 – 3seconds of the behavior.

Contingency: Require the child to perform the task you have specified BEFORE delivering the reinforcer.

However, you can give FREE REINFORCEMENT!!!!Consistency: Reward behaviors on a consistent

basis or they will fall out of the child’s repertoire.




Natural v.s. Arbitrary

ReinforcersNatural reinforcers are those that would

naturally follow the behavior if the childwere not in a training situation.

Examples: Going outside after putting shoes on,eating a meal after washing hands, going torecess after lessons

Arbitrary Reinforcers are those that do notnaturally follow the behaviorExamples: Giving a cookie after touching the redblock




Take your Powerful

Reinforcement QUIZ

GOOD LUCK




Behavior Problems

Sit Better!




Remember This? A B C Antecedents Behaviors Consequences

Where Specific Use the

When Observable least

With Whom Measurable restrictive

Under what demand consequences

Other: Must be

Environmental conditions consistent!

Health status

Events that occurred at home

WHAT IS THIS MODEL CALLED?_____________________




Is That a Behavior Problem?Behavior Problems meet one or more of these

criteria

Interferes with previously learned skills (child isnot exhibiting skills because of the behaviorproblem)

Disrupts/endangers self, others, property,environment

Interferes with the child’s ability to learn new skills




Operationally Define the

following: Aggression

Tantrum

NoncomplianceBad manners atlunch

Disrespectful of others

________________

________________

________________ ________________

________________




Form v.s. FunctionFORM

Form refers to thetopography of thebehavior (what itlooks like)

You are giving the

form of the behaviorwhen youoperationally defineit

FUNCTION

Function refers tothe purpose of thebehavior (what thechild is getting out of it)

You are determiningfunction when youperform a functionalanalysis




The Main Functions of

BehaviorGain access toreinforcement

Escape or avoid asituation or stimulus

Elicited (controlledmainly by antecedents)

Automatic reinforcement(eat chocolate becauseyou like the taste)




Measuring BehaviorWe measure behaviorso that we can gathermore information about

the form of thebehavior and look forpatterns

It is important to collectdata so that we can

determine whether ornot our plans areeffective

0

10

20

30

40

50

60

70

80

90

April May June July

hitting

spitting

running




Practice Taking your ABC’s Watch this video and record all of

the antecedents, behaviors,

consequences




What do we know about the

function of that child’s behavior? What are the common antecedents?

What are the consequences for the

behavior (s)?What is the child getting out of thebehavior?

How can the antecedents be re-arranged to prevent the behavior in thefuture?

THE BEHAVIORAL CYCLE




Antecedent behaviorsOr escalation pattern:1.2.3.4.5.

Sever Behaviors(SIB, Aggression,

Property destruction)

ANTECEDENTS NEXT ANTECEDENTIf intervention occurs here

injury is very likely! Post CrisisEnvironmental 2 people always! Depression

antecedents:1. Teaching of alternative2. Intervention should occur here – Prevention of Crisis or incompatible3. 1. Heavy SR+ for alternative or behaviors MUST occur 4. incompatible behavior RE-ESCALATION here! Begin heavy SR+

2. Calming down period is likely here schedule

THE BEHAVIORAL CYCLE




Second Degree Behavior PlanImplemented when first degree plan isnot effective

Data is taken, graphed and monitored

ABC narratives are taken

Plan is written




Third Degree Behavior PlansDeveloped to eliminate seriousbehaviors which endanger the child or

others. ABC narratives and other data takenand graphed

Complete behavior plan is developedand approved by Director of Schools.




DAY TWOHands on practice in classroom (8:45 – 11:30

Lunch 11:30 – 12:15Discrete Trials Training

Hands on practice in training room

implementing DTT




Your Hands-On Assignment Read four Task Analyses in the

classroom.

Observe a tech implementing a TA and record the data yourself

Perform three reinforcer samplingprocedures

Observe Whole and Partial task presentation and give a brief narrativedescription of what was being taught

Observe four different discrete triallessons and list what was being taught

Take ABC narrative (functionalanalysis) data on a behavior




What in the heck is a discrete

trial? A discrete trial consists of three terms:

Sd=Discriminative stimulus - tells the child what you wanthim/her to do. Should be given in an instructional tone of

voice. It is a clear, simple instruction.P=Prompt – anything other than the Sd that increases thelikelihood of a correct response.

R=Response – give the child approximately 5 –7 seconds torespond before closing trial

C= Consequence – provide a reinforcer if response iscorrect. Give an instructional “no” if response was incorrect.Tone of voice when reinforcing should be different thanwhen child is incorrect




The Three Term Contingency

Model A B C Antecedents Behaviors Consequences

THIS IS A _______________________________ model

Sd R Sr+Discriminative Response ReinforcerStimulus NO

THIS IS A _______________________________ model




Non-Vocal Imitation (NVI)Goal: Teach the childto imitate gross andfine motor movements(singular and chained)

Sd: Modeling themovement(s)

R: Child imitates thebehavior




Matching (leads to

categorization)GOAL: student is ableto recognize that stimuli “go together” (both

identical and non-identical stimuli)because they havesimilar properties

Sd: “match” R: child matches stimuliappropriately




Instruction FollowingGOAL: child is able tofollow one and two stepdirections (requires

discrimination skills)Sd: the instruction (lessthan five words in earlyphases of training)

“stand up” “clap” R: Child followsinstruction




Expressive Object Labeling

(EOL)GOAL: child names theobject (vocally, by sign

or PECS) when he/shesees the object

Sd: sight of the object(sometimes also a vocalSd: “what do you see?” or “what is it?”

R: child names theobject




Vocal Imitation (VI)

GOAL: increase child’sability to repeat sounds,words and phrases that

he/she hearsSd: “say ____” orsimply the sound/wordto be imitated

R: child repeats what

he/she heard(eventually work onvolume, intonation andpitch)




Manding

GOAL: childcommunicates his/herwants and needsappropriately (via sign,

PECS or vocal)Sd: EO’s (the desire foran item, activity, oraction to be performed)

R: the child initiates therequest




Beginning Discrete Trials

TrainingTERMS TO KNOW

Target (T): the newest item to be introduced in alesson

Prompt (p): assisting the child in giving the correctresponse

Distracter (d): a mastered item within a responseclass

Interrupter (i): anything that presents a timedelay and interrupts the schedule of reinforcement




The Trial Phaseso Mass Trials: Repetitious presentation of the same Sd with a

single stimuli present. Used ONLY when students are notsuccessful at Expanded Trials

o Expanded Trials: Systematic presentation of the Target whilegradually increasing the number of distracter trials

o Randomization: Random presentation of the Target withdistracters

o Discrimination Trials: Random presentation of mastered Sd’swithin a response class. Used when there are 6 or moremastered Sd’s in the response class.

o Random Trials: Random presentation of mastered Sd’s acrossresponse classes.

o Bridging Concepts: Presentation of mastered Sd’s fromvarious response classes in a FUNCTIONAL activity. Sd’s arepresented more naturally and reinforcement is primarily social.

Introducing the first item in a




Introducing the first item in aresponse class:

Begin in an ET0

This means that youare going to

systematicallypresent the target,but have nodistracters to use.

You will introduce

the first two Sd’s forthe response class inthis format

Example for ROL:Both items are on the table.

Repeat trials of the first item whilegradually decreasing prompts. Switchplacement of the first item once youhave completely faded your prompts

Repeat trials of the second item thesame way you introduced the first.

Be sure that the child can identify bothitems regardless of the placement

T1

T2



Copy right 1998, Applied Behavior Consultants, Inc. 68T d T T d T




Randomization of the first two

items:Now that the childcan identify theitems regardless of

placementindependently:

Present the items inrandom order while

randomly switchingthe placement of each item

The purpose of thisstep is to ensurethat the child is ableto identify the itemsbased on theirproperties and not

their placement orpatterns in the Sd’s.

T2 T2 T1T2 T1

T1 T2 T1

SR+




Introducing the third item… You are ready tointroduce the third itemin the response class:

You will do this in anexpanded trials 2 (ET2).

The target response plustwo distracters (the firsttwo items taught arenow your distracters)

TARGET

distracter distracter




ET2

Introduce the Target with two distracterspresent. Begin with a prompt and fade assoon as possible

Once the child is independent at the Target,follow the Target trial with one distracter.Now return to the Target.

If the Child gets the Target correct after the

distracter, give the primary reinforcer.

SR+

T d T




ET2 Continued…

Now that the child can do the Targetafter one distracter, try two

Present the Target and follow with two

distracters. Now do the Target again!If the child is able to get the Targetcorrect after two distracters, give the

primary reinforcer!SR+

Td

dT



Copy right 1998, Applied Behavior

Consultants, Inc. 73

Now do Randomization!

Randomize the position of the items onthe table and randomize the order of the Sd’s. Give the primary reinforcer at

the end of the set of trials. You did this after you introduced thefirst two items

You will run Randomization after eachtarget is mastered in expanded trials

SR+





Introducing the fourth item.. You are now readyto introduce thefourth item in the

response class You will do this in anET3

The target response

with three distracters(the first three itemsyou taught)

TARGET

distracter distracter distracter





ET3

Introduce the Target with the distracters present.Present the Target with prompts (fade promptsquickly).

Once the child is able to identify the Targetindependently, follow the Target trial with twodistracters rather than just one (trying to move morequickly through this process as more items areintroduced) . Now do the Target again. Deliver theprimary reinforcer.

If the child can do the Target with two distracters,follow the target with three distracters and a primaryreinforcer.

SR+ SR+





Practice the Trial Phases with

NVI Your targets:

Clap

WaveTouch head

Stomp feet

Tap table

Pat tummy

ET0 = Clap until independent,

wave until independent

ET1

= clap, wave, clap

wave, clap, wave

ET2 = Touch head until

independent

t. head, clap, t. head, wave,clap, t. head

CONTINUE TO ET 6





Discrimination TrialsRandom presentation of all masteredSd’s within one response class

Checking for mastery and maintainingpreviously learned responses.





Random TrialsRandom presentation of mastered Sd’sfrom various response classes

Run Random Trials as a pre-curser toBridging Concepts

EXAMPLE: “touch bowl”, “what color?”, “clap”, “say CHIP”, “what is this?”, “what’s

your name?”, “count”, etc.





Error Correction Procedure

When do I use EC?

Only use the errorcorrection procedure

on the Target trialIf there is an error on adistracter, close thetrial with a “no”

ERROR CORRECTION

Because errors indiscrete trials are

discrimination errors,use Model, Prompt,Switch, Repeat

Model the response,

Prompt it, Switch tosomething else, andR epeat the trial.





Day ThreeHands on practice in the classroom(8:45 – 11:30)

Lunch (11:30 – 12:15)Data for Discrete Trials

Functional Communication

PECS (the Picture ExchangeCommunication System)





Your Hands-On Assignment

Observe 5 discrete trials lessons and

identify the trial phase, number of distracters and the Target.

Run discrete trials in each of the

stations

Data Recording





Date Time Initials Level

Trial Phase

Acquisition Item

(# of items in field)

1st/last

trial

CR IR PR %

CR

Prompt/Comments/Notes

V,G,Pph,,Pos,Vis

IR

D’s

11-6-00 10 EG Lvl – 2ET 3

Cup(4)

+

+

3 1 0 50 Missed the targetresponse every other trial 0





Let’s Try it!

Observe video segmentRecord the Data for each block of trials

Let’s discuss the results

Graphing the Data





100

90

80

70

60

50

40

30

20

10





Now Practice Graphing!Good Luck!





Functional CommunicationMust be a Speakerand a Listener

Reinforcement ismediated by anotherperson

Communication has

intent (request,comment, solicitvocal responses)

T f C i ti





Types of Communication

(verbal operants)Mand – making arequest for an item,action to be

performed, accessto activity

Tact – commentingon the environment

(that’s a ball, youare walking slowly,your shirt is blue)

Intraverbal – response to otherverbal stimulus

“what is your name?” “My name isMichelle”

“what day is ittoday?” “Today is Monday.”

“You eat with a ___” “fork”





Why does ABC choose PECS? Vocal Speech Sign Language Picture-Point PECS

Pre-requisites

Eye contact YES YES NO NO

Imitation YES YES NO NO

Matching skills NO NO YES NO

Requires

Social SR+ YES YES YES NO

Child Pre-selects NO NO NO YES

Teach mand first NO NO NO YES

Teach label first YES YES YES NO

Outcome

Child initiates NO NO NO YES

Social interaction NO NO NO YES

Rapid acquisition RARELY RARELY RARELY USUALLY

Universally understood SOMETIMES NO YES YES





PECS (Bondy and Frost)PECS is a completefunctionalcommunicationsystem that makesuse of pictures tomand, tact and

engage inintraverbals





PHASE ITeaching the Physical Exchange

Need a listener and a prompter, reinforcersand corresponding pictures

NO VERBAL Sd is givenWait for the child to reach for the item andprompter will physically assist the child topick up the picture (from behind) and place it

in the hand of the listener (listener has handopen in front of the child as a prompt).

Fade the prompter first and then fade theopen hand cue of the listener.





PHASE II

Once the child can exchange the iconindependently, work on distancing

You will need to distance two things: Thelistener from the child and then the book from the child

Gradually increase distance as the child is

successful Also begin to put the picture on the book





PHASE IIINow ready to teach discriminationChild will now need to cue into what is on the icon

Begin by using a highly preferred item and a non-preferred item

Then move to three icons – highly, moderately andnon-preferred

Increase the number of icons

RUN CORRESPONDANCE CHECKS

Begin to introduce attributesErrors made in this phase are discrimination errorsand should be corrected with MPSR





PHASE IVConstructing sentences

Teaching the child to construct the sentencestrip: I WANT ____

Use backward chaining to teach theconstruction of the strip

Errors made at this phase are sequencing

errors and should be corrected withbackstepping procedures.





PHASE VResponding to the question “what doyou want?”

This is an intraverbal mandListener will ask the question before thechild constructs the sentence strip

Continue to teach the use of attributes





PHASE VITacting

The child will learn to label things in the

environmentChild will also learn to discriminatebetween labeling and asking

Listener should intersperse tact andmand trials





Establishing OperationsEO’s temporarily change the reinforcingvalue of stimuli

We want coffee when we smell itWe are thirsty after being in the hot sun

We order desert because we saw

someone else eating desert.We eat because we are hungry





Capturing and Contriving EO’s CAPTURETake advantage of naturally occurring

situations to teachcommunicationChild comes in fromrecess – is likely toask for a drink

Child has beenreceiving juice as areinforcer – is likelyto ask for bathroom

CONTRIVESet upsituations/manipulate

the environment toteach communicationGive a child’s favoritetoy to another studentso that he is likely tomand with peers

Put the child’s favoritereinforcer in a box sothat he is likely to ask for OPEN





Your Hands-On AssignmentContinue to practice discrete trials training

Practice taking data on DTT while a veterantech runs the lesson

Work with two different students who are onPECS in phases II, III, and IV if possible

List five examples of: mand, tact, intraverbals

that you observe in the classroom. Reviewthe written lesson plans for each





LEVEL ONEGOAL: Generalize acrosspeople

Same Sd

Same materialsSame environment

Highly structured

Discrete trials format

Dense schedule of

reinforcement

Can run ET and DT (MT whenapplicable) in this level





Level TwoGOAL: Generalize acrossstimuli

Novel Sd’s

Novel materialsSame Environment

Highly Structured

Discrete Trials format

Begin to thin schedule of reinforcement

Can run DT in this level





Level Three

GOAL: Generalize acrossenvironments and time Varied Sd’s

Varied materials

Novel environments

Moderately structuredIntroduce environmentaldistractions

Discrete Trials format

Run on a maintenance schedule

Continue to thin schedule of reinforcement

Can run DT and RT in this level





Level Four

GOAL: Generalize tofunctional situations andacquire new skills in thatresponse class incidentally

Natural Sd’s

Not a Discrete Trials format

Reinforcement is natural(social)

Capture and Contrive

situations throughout the dayIncorporate the skill in 3-4complex daily routines



YOU ARE DONE

Congrats!

Technician and Tutor Training Slides-Original

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