Self-Management and Functional Analysis
|
|
- Pearl Morrison
- 6 years ago
- Views:
Transcription
1 Self-Management and Functional Analysis Lynn Kern Koegel Idaho Webinar April, 2011 Materials for use of Idaho webinar participants only Please do not copy or distribute 1 Introduction Background and definition of self-management Self-Management as a pivotal behavior Self-Management for children with ASD - Intervention procedures Applications Problem behaviors - Social conversation - Flexibility Self-Management and PRT Motivational Procedures 1
2 Background: Self-Management Self-Management procedures initially used for adults without disabilities - Smoking - Weight Loss Techniques quickly applied to behaviors of typically developing children Special Education Articulation (Koegel et.al ; Koegel et.al ) Self-Management Successful intervention for children with mild to moderate disabilities - Academics - Problem behaviors Research on teaching self-management specifically to children with ASD 4 2
3 Definition: Self-Management Series of procedures where a child is taught to identify and discriminate target behaviors, then monitor and identify the absence or occurrence of the specific behavior, record the behavior, and deliver contingent reinforcement. Self-Management is a Positive Behavior Support (PBS) strategy Self-Management as a Pivotal Behavior Pivotal Area: An area that, when targeted, leads to widespread d generalized positive changes in other, often untargeted, behaviors Teaching a child to self-manage is a pivotal skill Self-management can be applied to an infinite number of target behaviors Across a variety of environments and individuals Empowers the child and transfers behavior control 3
4 Context: Who Who can learn to self-manage behavior? - Research originally with children average or above average IQ scores - More recent research suggests that children with mild, moderate, or even severe cognitive impairment can learn to self-manage - Applied to children with mild-severe ASD - Language skills facilitate self-management training Context: Where Any natural environments of the child with ASD Self-management are typically very portable systems Many are very discrete Ideal for inclusive environments Or any setting where an intervention provider is not present Home, school, recreation activities, community events, play dates, etc. 4
5 Self-Management Ideal for: A wide array of behaviors Examples of behavioral domains and behaviors targeted though PRT Include Communication Disruptive behaviors Repetitive behaviors and restricted interests Flexibility Self-help/daily-living living tasks Self-Management Procedures 1a. Define the target behavior 1b. Measure the target behavior 2. Set goals and identify reinforcers 3. Develop a self-management system 4. Teach the child to self-manage 5. Fade the structured system and build independence Program generalization 5
6 1a. Define Target Behavior Identify inappropriate and/or appropriate behaviors Decide on the specific behavior you want to decrease or increase Functional Behavior Assessment (FBA) procedures Define the behavior operationally Specific Observable Measurable Ex. paying attention=sitting in the chair, facing forward, with both feet on the floor, not talking when the teacher is talking, focusing attention on the teacher The child/adolescent with ASD needs to have a clear understanding of the behavior Make sure the specifically defined behavior is communicated clearly to all members of the child s team 1b. Measure Target Behavior Measuring occurrence or absence of a behavior? Occurrence of a desirable behavior: - Record after each discrete occurrence of the positive target behavior - Record following a specified time interval in which the behavior occurred Absence of a (problem) behavior: - Record following a pre-set time interval in which no inappropriate behavior has occurred 6
7 1b. Measure Target Behavior Unit of behavior/time? Number of occurrences of a behavior Increasing discrete positive target behaviors Set time interval with occurrence of a behavior Increasing continuous positive behaviors Set time interval without occurrence of a behavior Decreasing discrete or continuous problem behaviors What is the current level of the behavior? Baseline measure It is preferred if self-management is used as a PBS strategy to INCREASE an APPROPRIATE POSITIVE target behavior 2. Set Goals & Identify Reinforcers Specific goals to increase or decrease frequency or duration of a specific target behavior Long term and short term goals Co-constructed with the child Identify initial goal to receive reinforcer e.g. free time after five points Initial goal is based off of baseline measurements and should be easily attainable to ensure success Functional child chosen reward Motivating Natural rewards when possible Delivered immediately and quickly Enjoyed for a relatively short time Vary rewards to avoid satiation 7
8 3. Develop Self- Management System Device Event monitoring Piece of paper with check boxes Wrist counter Interval monitoring Digital watch with alarm function to signal the self- management time interval Setting Where and when will self-management take place? How long will the child self-manage the behavior? Rewards How many responses needed to obtain reward? How will rewards be delivered? 4. Teach Child to Self-Manage Teach identification of the appropriate and inappropriate behaviors Teach recording of the target behavior Teach rewarding of behavior Initially provide adult prompts to self-manage behavior 8
9 Teach Identification of the Target Behavior(s) Teach identification of the appropriate and inappropriate behaviors Teach operational definition Teach the goal (decrease problem behavior and/or increase positive behavior) Positive and negative modeling Adult feedback Teach Recording of the Behavior For self-management of all behaviors: 1. Show child reinforcers and let them choose a reward to earn For self-management of discrete positive target behaviors using paper w/check boxes or wrist counter: 2. Give the self-management device to the child 3. Tell the child he/she will mark a check/click the counter each time he/she performs the target behavior - Demonstrate engaging in the target behavior and immediately recording with the self-management device 9
10 Teach Recording of the Behavior For self-management of discrete positive target behaviors using paper w/check boxes or wrist counter cont Tell the child that when they reach the number of behavior occurrences set as the initial goal, he/she will receive the reward - E.g. When you get 5 checks, you get the chips! 5. Following each occurrence of the target behavior, prompt the child to record the behavior (if this does not occur immediately). If the child records the behavior independently (with no prompting), praise the child for accurate self- recording 6. When initial goal has been met, ask the child how many points they have and what they get. Prompt correct answers if necessary. Deliver the reinforcer and let the child enjoy the reward for a short time Teach Recording of the Behavior For self-management of all behaviors: 1. Show child reinforcers and let them choose a reward to earn For self-management of discrete or continuous problem behaviors, or continuous positive behaviors using a wristwatch with alarm: 2. Show the child a piece of paper with check boxes and tell him/her to mark a box if he/she engages (or does not engage) in the target behavior for the specified time interval - E.g. If you do not get out of your seat for one min, you can make a check in the box when the alarm goes off - Practice! 10
11 Teach Recording of the Behavior For self-management of behaviors using a wristwatch with alarm or discrete behaviors 3. When the alarm goes off, signal to the child that the initial interval has expired (e.g. Its time! ) and ask if he/she thinks they engaged in the target behavior within the set time interval - Prompt correct answer if necessary 4. If the child performed the target behavior, prompt him/her to make a check mark in a box on the self-recording card and praise the self-recording - If the child did not engage in target behavior, make sure that they identify this and do not mark a box. Prompted Self-Recording Prompt contingent self-recording as appropriate After initial teaching, the adult should use a least to most restrictive prompting hierarchy when delivering prompts If the child records his/her behavior without being prompted, praise the child for the act of self-recording. Fade prompting as appropriate using a prompt fading mechanism - E.g. waiting 3 seconds before delivering a prompt) p When the child becomes more independent in self-managing a target behavior, the adult should monitor the child and only deliver prompts when the child does not record the occurrence of a behavior, or makes a false identification/recording of a behavior 11
12 Teach Rewarding of the Behavior Always praise prompted recording and independent self- recording continually through the teaching process Teach rewarding of behavior Prompt the child to give him/her self the chosen reward after a successful period of self-management Slowly fade the prompting p Make sure that the child is contingent on delivering reinforcement as the adult fades physical presence 5. Fade Structured Program to Teach Independence Increase amount of time the child self-manages behavior Fade child s reliance on adult prompts Increase number of responses needed for reward Fade presence of adult altogether Fade structured self-management age e device Child should be successful at one step before progressing to the next 12
13 Benefits of a Self- Management System Flexible procedures Easily adapted to individual children, target behaviors, and settings Transfer of behavior control from the parent/clinician/teacher to the child with ASD Programs typically result in rapid and substantial behavior change Relatively easy to implement and use Examples of Self-Management Programs Stereotypic Behaviors (Koegel & Koegel, 1990) Pragmatic Behavior and Disruptive Behavior (Koegel, Koegel, Hurley & Frea, 1992) Improving On-Task Behavior in Inclusive Classrooms (Koegel,Koegel, & Harrower, 1999) 26 13
14 Self-Management and Self- Help/Daily Living Skills Self-Management and Rigidity 28 14
15 Problem Behavior Problem Behaviors Problem behaviors are communicative Problem behaviors are NOT unique to autism Problems behaviors occur because they are efficient and effective Problem behaviors continue to occur because they are inadvertently reinforced Positive Behavior Support (PBS) has advanced scientifically based practices for dealing with problem behaviors Necessary to identify functions of and teach new behaviors 15
16 General Motivating Factors for Problem Behaviors Attention/Positive Consequence Escape/Avoidance EFFECTIVE& EFFICIENT FBA FBA: Functional Behavior Assessment Avoids error-filled speculation Identifies the FUNCTION of the behavior and WHY the behavior is occurring Develops efficient and effective behavior plans Focus on teaching new behaviors 16
17 Conducting the FBA Observable & measurable Poor Example: off-task Defining the Target Behavior Good Example: out of seat, playing with desk objects, talking out of turn 17
18 Collecting the Data Direct behavioral observations in the natural environment, across settings/situationssituations Compare/contrast to typical peers Record behavior (e.g., frequency/rate, duration) Establish a baseline Identify antecedent(s) & consequence(s) Identify possible setting events Find the pattern! Identify and Teach Replacement Behaviors Identify appropriate positive replacement behavior that serves the same function Problem behaviors on extinction - Extinction burst - Cautions of extinction burst Replacement behaviors Functionally equivalent - Just as effective and efficient - Teach the replacement behavior - Practice and Reinforce occurrence of replacement behavior 18
19 Identifying Replacement Behavior Age-appropriate Context-appropriate Effective & efficient Address the same function! Effective & efficient, i functionally equivalent replacement behaviors must be explicitly & systematically taught! Sample FBA Datasheet 19
20 Self-management and FBA 39 Procedures for Self-Management Related to Problem Behavior 20
21 Teach the Child to Self-Manage Positive Replacement Behavior Example FA Programs Reducing Aggression toward Infant and Toddler Siblings (Koegel Koegel & Steibel, 1998) 42 21
22 Self-Management and Token Economies Token Economies A system of individual reinforcement of target behaviors in which tokens are administered and exchanged later for backup reinforcers Child with ASD earns tokens for targeted behaviors Once the child has collected a predetermined number of tokens he/she can trade them for a reinforcer Self-management systems typically operate around a token economy 22
23 Summary Background and definition of self-management Self-Management as a pivotal behavior Self-Management for children with ASD - Intervention procedures Applications Self-Help/Daily Living - Problem behaviors Social Interaction Social conversation - Flexibility Self-Management and PRT Motivational Procedures Self-Management and Token Economies Thank you! Koegelprt.com 46 23
4/27/2011. More than Half Live with Parents. ½ to ¾ will have Psychiatric Diagnosis
10 Strategies to Improve Socialization in Children with Autism Lynn Koegel, Ph.D. Koegel Autism Center University of California, Santa Barbara For Idaho Webinar Participants Only Please do not copy or
More informationE-01 Use interventions based on manipulation of antecedents, such as motivating operations and discriminative stimuli.
BACB 4 th Edition Task List s Content Area E: Specific Behavior-Change Procedures E-01 Use interventions based on manipulation of antecedents, such as motivating operations and discriminative stimuli.
More informationWhat Triggers Disruptive Behaviors? 10/13/18. Practical Ways to Decrease Disruptive Behavior. Background. Lynn Kern Koegel, PhD, CCC-SLP
Practical Ways to Decrease Disruptive Behavior Lynn Kern Koegel, PhD, CCC-SLP Stanford University School of Medicine, Palo Alto, California Background Treatment of Disruptive and Inappropriate Behaviors
More informationJason Garner, M.A. ABA Clinical Director
Jason Garner, M.A. ABA Clinical Director Discuss Autism Definition Prevalence rates Discuss Applied Behavior Analysis (ABA) Discuss challenging behavior Functions of Behavior Discuss behavior management
More informationEvidence-Based Practices Comparison Chart. National Autism Center (NAC) 1
Evidence-Based Practices Comparison Chart This chart compares the lists of evidence-based practices developed by the Centers for Medicare & Medicaid Services, the National Autism Center, and the National
More informationAPPLIED BEHAVIOR ANALYSIS (ABA) THE LOVAAS METHODS LECTURE NOTE
APPLIED BEHAVIOR ANALYSIS (ABA) THE LOVAAS METHODS LECTURE NOTE 이자료는이바로바스교수의응용행동수정강의를리차드손임상심리학박사가요약해서 정리한것입니다. Lovaas Method Philosophy Children stay with family at home If not working (no positive changes
More informationQASP: 500 hours of Supervised Fieldwork Supervisors are required to verify that the candidate meets the following:
As a part of your application for candidacy, you will be required to submit the email address and name of the person who can verify your supervision hours. The person you list will receive an email containing
More informationGary Duhon, PhD, Professor of School Psychology OSU
Gary Duhon, PhD, Professor of School Psychology OSU One of the earliest education text was on classroom management (1907) Opinion polls rank behavior problems as the major issue in schools Children today
More informationUsing Antecedent Based Intervention & Reinforcement: From an Elementary Perspective
CAPTAIN X 2 nd Annual Regional Autism Conference Using Antecedent Based Intervention & Reinforcement: From an Elementary Perspective Why are we here? Antecedent Based Interventions (ABI) is an evidenced-based
More informationAUTISM SPECTRUM DISORDER SERIES. Strategies for Social Skills for Students with Autism Spectrum Disorder
AUTISM SPECTRUM DISORDER SERIES Strategies for Social Skills for Students with Autism Spectrum Disorder Introduction One of the most important areas for intervention for children with autism will be in
More informationSteps for Implementation: Token Economy Programs
Steps for Implementation: Token Economy Programs Neitzel, J. (2009). Steps for implementation: Token economy programs. Chapel Hill, NC: The National Professional Development Center on, Frank Porter Graham
More informationManaging Challenging Behavior. Explain - What is the problem? Reason - What is he/she getting out of it or avoiding? Access or Avoid = reinforce
Why Do People Behave? Managing Challenging Terrance M. Scott, Ph.D. University of Florida Modeling? Accident? Instinct? Condition?? Why Do People Continue Behaving? IT WORKS! Functional Pathways ERASE
More information12/19/2016. Autism Spectrum Disorders & Positive Behavior Supports a brief overview. What is the Autism Spectrum? Autism Spectrum Disorder
Autism Spectrum Disorders & Positive Behavior Supports a brief overview What is the Autism Spectrum? DSM V (2013) included revisions with more specific diagnostic criteria and Further distinctions will
More informationAutism Spectrum Disorders & Positive Behavior Supports a brief overview
Autism Spectrum Disorders & Positive Behavior Supports a brief overview What is the Autism Spectrum? DSM V (2013) included revisions with more specific diagnostic criteria and Further distinctions will
More informationWhat Role for Inclusive Environments for AWD in relation to PBS? Positive Behavior Supports in Practice
Functional Analysis and Positive Behavior Support for Adults with Disabilities: Part Three Positive Behavior Supports in Practice Keith Storey, Ph.D., BCBA D Graduate School of Education Touro University
More informationParaprofessional Training Module
Paraprofessional Training Module Module 8 One and one half hour module What is the Para Educator s Role in Education of Students with Autism? References: National Professional Development Center on Autism
More informationDetermining the Reinforcing Value of Social Consequences and Establishing. Social Consequences as Reinforcers. A Thesis Presented. Hilary A.
Determining the Reinforcing Value of Social Consequences and Establishing Social Consequences as Reinforcers A Thesis Presented by Hilary A. Gibson The Department of Counseling and Applied Educational
More informationSTRATEGIES FOR SUCCESSFUL INSTRUCTION
STRATEGIES FOR SUCCESSFUL INSTRUCTION Gail Wayman, M.Ed., BCBA www.thewaymancenter.com February 5, 2016 FEAT-North Texas Autism Conference 2016 Reducing the Value of Escape From Instruction Objective:
More informationTRI-STATE WEBINAR SERIES
TRI-STATE WEBINAR SERIES The Principles of Structured Teaching Developed by: Mary Woodworth & Mary Flory Presented by: Mary Flory Tri State Webinar Series 2015-2016 Tri-State Autism Spectrum Disorder Webinar
More informationKoegel Autism Center. Pivotal Response Training (PRT) An evidenced based intervention based on Motivation Saturday and Sunday April 5-6, 2014
Koegel Autism Center Pivotal Response Training (PRT) An evidenced based intervention based on Motivation Saturday and Sunday April 5-6, 2014 With Dr. Lynn Koegel, PhD Spec.ed UCSB (California) Two days
More informationBehavioral Development Bulletin. Mary E. McDonald 1, Sharon A. Reeve 2, and Erin J. Sparacio 3. Volume 19 Number 1 March 2014
14 American Psychological Association Behavioral Development Bulletin Volume 19 Number 1 March 14 Using a tactile prompt to increase instructor delivery of behaviorspecific praise and token reinforcement
More informationW H AT I S A U T I S M? S U P P O R T I N G S T U D E N T S W I T H A U T I S M S P E C T R U M D I S O R D E R 10/12/2017 WHY DOES IT MATTER?
S U P P O R T I N G S T U D E N T S W I T H A U T I S M S P E C T R U M D I S O R D E R W H I T N E Y L O R I N G, P S Y. D. V A N D E R B I L T K E N N E D Y C E N T E R S T R E AT M E N T A N D R E S
More informationRunning Head: VISUAL SCHEDULES FOR STUDENTS WITH AUTISM SPECTRUM DISORDER
Running Head: VISUAL SCHEDULES FOR STUDENTS WITH AUTISM SPECTRUM DISORDER Visual Schedules for Students with Autism Spectrum Disorder Taylor Herback 200309600 University of Regina VISUAL SCHEDULES FOR
More informationEffective Interventions for Students with ASD: Practical Applications for Classroom Success. Seminar Two
Effective Interventions for Students with ASD: Practical Applications for Classroom Success Seminar Two 1 Objectives Participants will learn how to use naturalistic interventions to improve social and
More informationEffective Interventions for Students with ASD: Practical Applications for Classroom Success. Seminar Two. Objectives
Effective Interventions for Students with ASD: Practical Applications for Classroom Success Seminar Two Objectives Participants will learn how to use naturalistic interventions to improve social and communication
More informationUsing FBA for Diagnostic Assessment in Behavior
Handout 3a: Functional Behavior Assessment (FBA) Process In the school setting, a functional assessment is conducted when teachers are faced with serious and/or chronic challenging behavior. A basic assumption
More informationHelping the Student With ADHD in the Classroom
NATIONAL ASSOCIATION OF SCHOOL PSYCHOLOGISTS Helping the Student With ADHD in the Classroom Strategies for Teachers By Stephen E. Brock, NCSP, CSU, Sacramento Introduction Affecting three to seven percent
More informationTransitions and Visual Supports
Transitions and Visual Supports Why are we doing this training? To help provide proactive strategies for transitions To increase appropriate behavior during transitions To increase child participation
More informationMAKING IT WORK AS AN ABA THERAPIST
MAKING IT WORK AS AN ABA THERAPIST Training: Online Training only Total course duration: 27 hours (consisting of 20 modules) Includes: Course completion: Course achievement: Cost: Purchase: Activation:
More informationIt is important to recognize that DTT in itself is not a good or bad method, and like any teaching method, it may be implemented on a continuum from
Sam Quarm It is important to recognize that DTT in itself is not a good or bad method, and like any teaching method, it may be implemented on a continuum from very well to very poorly (Baer, 2005) Discrete
More informationFostering Communication Skills in Preschool Children with Pivotal Response Training
Fostering Communication Skills in Preschool Children with Pivotal Response Training Mary Mandeville-Chase, MS, CCC-SLP 1 Training Objectives 1. Participants will name two pivotal behaviors associated with
More informationWhat is Autism? Laura Ferguson, M.Ed., BCBA.
What is Autism? Laura Ferguson, M.Ed., BCBA. What is Autism? ) Autism is a complex developmental disability that has a neurological basis that causes impairments in social interactions, communication,
More informationInstructional Practices for Students with Autism A.. Kimberly Howard M.Ed.
Instructional Practices for Students with Autism A. Kimberly Howard M.Ed. The mission of the Kentucky Autism Training Center is to strengthen our state's systems of support for persons affected by autism
More information2/24/2019. A Little About Me! Lyndsay Wheeler, M.Ed., BCBA, LBA Executive Treatment Operations Director. What are we going to cover today?
Lyndsay Wheeler, M.Ed., BCBA, LBA Executive Treatment Operations Director Understanding Why and How Behavior Changes: How to Support Success in Different Settings A Little About Me! Education BS in Communication
More informationUsing Pivotal Response Training with Peers in Special Education to Facilitate Play in Two Children with Autism
Education and Training in Developmental Disabilities, 2008, 43(1), 37 45 Division on Developmental Disabilities Using Pivotal Response Training with Peers in Special Education to Facilitate Play in Two
More informationApplied Behavior Analysis (ABA): Dispelling the Myths. Kathleen B. Cook Lighting the Way Autism Conference June 14, 2018
Applied Behavior Analysis (ABA): Dispelling the Myths Kathleen B. Cook Lighting the Way Autism Conference June 14, 2018 Introductions About Me Mother SPED Teacher Behavior Specialist (BCBA-D) Assistant
More informationBehavior Consultation
Behavior Consultation By: Mari Von Osten-Piazzisi Psychology 636 Fall 2016 Client Profile Teacher Profile Client: Z Grade: 1st Sex: Male Teacher: Teacher: Mrs. Alvarado Sex: Female Years Teaching: 19 Mrs.
More information4/4/2017. Intervention Strategies for the Reduction of Repetitive Behavior in Persons with ASD
Intervention Strategies for the Reduction of Repetitive Behavior in Persons with ASD David B. McAdam, PhD, BCBA-D Deborah A. Napolitano, PhD, BCBA-D Rochester Regional Center for Autism Spectrum Disorder
More informationConsequent Interventions
Behavior Intervention Behavior Interventions: Presented by Laura Ferguson, KATC & Debra Myers, GRREC. It is important to consider that for many individuals with ASD, problem behavior is a result of a lack
More informationToday s View of Motivation
Checked Out & Disengaged? Research-based Strategies for Increasing Attention and Engagement in Students with ASD Part One Objectives Participants will recall the research and theories regarding attention
More informationChecked Out & Disengaged? Research-based Strategies for Increasing Attention and Engagement in Students with ASD. Objectives
Checked Out & Disengaged? Research-based Strategies for Increasing Attention and Engagement in Students with ASD Part One Objectives Participants will recall the research and theories regarding attention
More informationParent initiated Why evaluate (3) Questions about program appropriateness School initiated Conflict resolution Component of a regular peer review proc
Evaluating Educational Services for Students with Autism Spectrum Disorders Erik Mayville, Ph.D., BCBA-D The Institute for Educational Planning, LLC Connecticut Center for Child Development, Inc. & mayville@iepinc.org
More informationSTRATEGIES FOR STUDENTS WITH ADHD. Classroom Management Strategies for Students with ADHD Mary Johnson Seattle Pacific University 2016
Classroom Management Strategies for Students with ADHD Mary Johnson Seattle Pacific University 2016 1 Classroom Management Strategies for Students with ADHD Attention Deficit Hyperactivity Disorder (ADHD)
More informationASD Strategies in Action
ASD Strategies in Action Behavior Assessment and Planning with Evidence- Based Interventions - School Age Course 40 Hours Many Faces of Autism: An Introduction to Characteristics and Simple Strategies
More informationAutism Training Series Evidence Based Practices for Students with Autism Spectrum Disorders
Autism Training Series Evidence Based Practices for Students with Autism Spectrum Disorders Introduction & ASD Problem-Solving Process July 21, 2016 AUTISM TRAINING SERIES Let s get started 1. Make a name
More informationCOMBINING INTERVENTION STRATEGIES TO ADDRESS INDIVIDUAL NEEDS OF CHILDREN WITH ASDS
Help, Hope, Solutions Helping Our Clients Make Sense of the World www.helphopesolutions.com COMBINING INTERVENTION STRATEGIES TO ADDRESS INDIVIDUAL NEEDS OF CHILDREN WITH ASDS Cristina Busu, MS, BCBA cristina@helphopesolutions.com
More informationEmily A. Jones, PhD, BCBA 1
Joint Attention Intervention for Children with Autism Emily A. Jones, Ph.D., BCBA CW Post, Long Island University Joint Attention an early social-communicative behavior in which two people share al focus
More informationCertificate in Autism Spectrum Disorders for Nurses and other Allied Health Professionals. Available On-Line August 23 rd, 2010
Certificate in Autism Spectrum Disorders for Nurses and other Allied Health Professionals Available On-Line August 23 rd, 2010 To Register now, visit: http://www.edison.edu/lee/ce/autism Program Overview:
More informationCHAPTER 10 Educational Psychology: Motivating Students to Learn
BEFORE YOU READ... The material included in Chapter 10 focuses on motivation: the internal processes that activate, guide, and maintain behavior. Some of the theoretical concepts associated with motivation
More informationEffects of Increased Exposure to Training Trials with Children with Autism. A Thesis Presented. Melissa A. Ezold
Effects of Increased Exposure to Training Trials with Children with Autism A Thesis Presented by Melissa A. Ezold The Department of Counseling and Applied Educational Psychology In partial fulfillment
More informationABA: From Discrete Trial to Pivotal Response Teaching
ABA: From Discrete Trial to Pivotal Response Teaching Mendy Boettcher Minjarez, PhD Clinical Psychologist Autism Center/Psychiatry and Behavioral Sciences Autism 200 July 21, 2011 Presentation Overview
More informationThe application of behavioral principles to feeding. Changing behavior is a messy issue! Changing feeding (or any) behavior is a messy issue
The application of behavioral principles to feeding Deirdre M. Muldoon MS, CCC-SLP, MSc/ABA, BCBA Program Manager NMSAFE Program Changing behavior is a messy issue! Behavior is a complex area of study
More informationTypes of Group Comparison Research. Stephen E. Brock, Ph.D., NCSP EDS 250. Causal-Comparative Research 1
Causal-Comparative Research & Single Subject Research Stephen E. Brock, Ph.D., NCSP California State University, Sacramento 1 Correlation vs. Group Comparison Correlational Group Comparison 1 group 2 or
More informationChecked Out & Disengaged? Research-based Strategies for Increasing Attention and Engagement in Students with ASD. Part One
Checked Out & Disengaged? Research-based Strategies for Increasing Attention and Engagement in Students with ASD Part One Objectives Participants will recall the research and theories regarding attention
More informationSUPPORTING EFFECTIVE INCLUSION THROUGH THE USE OF EVIDENCE BASED PRACTICES FOR CHILDREN WITH AUTISM. Suzanne Kucharczyk, EdD & Ann Cox, PhD
SUPPORTING EFFECTIVE INCLUSION THROUGH THE USE OF EVIDENCE BASED PRACTICES FOR CHILDREN WITH AUTISM Suzanne Kucharczyk, EdD & Ann Cox, PhD Objectives Describe how the characteristics of children with ASD
More informationThere are two types of activities: Think about it! And apply it! Each activity will be marked by an icon and a specified color as you can see below:
Module 1 Introduction VCUAutism Center for Excellence There are two types of activities: Think about it! And apply it! Each activity will be marked by an icon and a specified color as you can see below:
More informationPractical Strategies to Address Challenging Behavior. Bridget A. Taylor, Psy.D., BCBA-D, Alpine Learning Group
Practical Strategies to Address Challenging Behavior Bridget A. Taylor, Psy.D., BCBA-D, Alpine Learning Group Today * Common behavior problems * Conditions that may occasion behavior problems * Assessment
More information8/5/2018. Parent Implemented Interventions for Infants & Toddlers at risk for or with ASD
Els Center of Excellence 18370 Limestone Creek Road Jupiter, FL 33458 Phone: 561 320 9520 Parent Implemented Interventions for Infants & Toddlers at risk for or with ASD Erin Brooker Lozott, M.S. CCC SLP
More informationA circumstance or event that precedes a behavior. Uneasiness of the mind, typically shown by apprehension, worry and fear.
Glossary of Terms for ADHD Accommodations Making changes to school curriculum in order to better serve children with special needs or learning differences. Accommodations can include a variety of modifications
More informationSimple Strategies for Behavior Change
Simple Strategies for Behavior Change Successful programs for Students with Severe Language and Learning Deficits Sue Heatter, M.S. BCBA University of West Florida If you don t like the behavior you are
More informationReplacing Challenging Behaviors and Improving Quality of Life through FUNCTIONAL COMMUNICATION TRAINING. Melissa L. Rinaldi, Ph.D.
Replacing Challenging Behaviors and Improving Quality of Life through FUNCTIONAL COMMUNICATION TRAINING Melissa L. Rinaldi, Ph.D. Objectives 1) Define functional communication, challenging behavior, and
More informationESDM Early Start Denver Model Parent Coaching P-ESDM
ESDM Early Start Denver Model Parent Coaching P-ESDM BCASLPA Conference October 22nd, 2016 ESDM Canada Mary McKenna Janet Harder Michaela Jelen ESDM ESDM draws on several different models as its foundation
More informationExtrinsic Risk Factors Inappropriate Coaching Or Instruction
Extrinsic Risk Factors Inappropriate Coaching Or Instruction Personal Reasons for Coaching and Personal Philosophy Risk Management be responsible for themselves and their abilities, not for all the other
More informationMatrix of SM by Outcome and Age (years)
Brief Introduction Self management (SM) interventions help learners with autism spectrum disorders (ASD) learn to independently regulate their own behaviors and act appropriately in a variety of home,
More informationA Comparison of Edible, Social, and No Contrived Reinforcement on the. Acquisition of a Behavior Chain. A Thesis Presented.
Comparing Edible, Social, and No Contrived Reinforcement 1 A Comparison of Edible, Social, and No Contrived Reinforcement on the Acquisition of a Behavior Chain A Thesis Presented by Kimberly Flint Department
More informationWhat is Autism? Katherine Lamb, Ph.D., CCC/SLP GSHA2018 1
What is Autism? Katherine Lamb, Ph.D., CCC/SLP GSHA2018 1 Financial and non-financial disclosure statement Relevant Financial Relationship(s): Relevant Nonfinancial Relationship(s): I have no relevant
More informationStarting Strong 2015 Understanding Autism Spectrum Disorders and An Introduction to Applied Behavior Analysis
Starting Strong 2015 Understanding Autism Spectrum Disorders and An Introduction to Applied Behavior Analysis Robin Talley, M.Ed., BCBA UW Autism Center Presentation Overview Overview of Autism Spectrum
More informationWebinars with ECFS. Be a Communicative Partner: It s the Gateway to Learning March 18, :00 p.m. EST
Webinars with ECFS brought to you by: The Maine Educational Center for the Deaf and Hard of Hearing Be a Communicative Partner: It s the Gateway to Learning March 18, 2014 3:00 p.m. EST 1 Presented by:
More informationEarly Start Denver Model
RESEARCH UPDATE Early Start Denver Model What is the Early Start Denver Model (ESDM)? The ESDM is an early intervention model designed to target the key features of autism. A child s early interpersonal
More informationAutism Spectrum Disorders
Autism Spectrum Disorders ASD=Autism Spectrum Disorder EVIDENCE BASED PRACTICES IN THE SCHOOLS Impairments in communication Impairments in social interaction Restricted, repetitive patterns of behavior
More informationIncorporating Special Interests and Thematic Ritualistic Behaviors Into Daily Instruction to Increase Desired Behaviors.
Incorporating Special Interests and Thematic Ritualistic Behaviors Into Daily Instruction to Increase Desired Behaviors. Bobby Huffman Intervention Specialist - Upper Arlington City Schools MA, Applied
More informationCoping and Problem Solving Strategies for Youth with ASD and Related Disorders
Coping and Problem Solving Strategies for Youth with ASD and Related Disorders Linda Matons, M.A. Rochester Regional Center for Autism Spectrum Disorder Strong Center for Developmental Disabilities 2 Factors
More informationTransition Time: Helping Individuals on the Autism Spectrum Move Successfully from One Activity to Another
Page 1 of 7 Transition Time: Helping Individuals on the Autism Spectrum Move Successfully from One Activity to Another Contributed By Kara Hume, Ph.D. All individuals must change from one activity to another
More informationCommunication and ASD: Key Concepts for Educational Teams
Communication and ASD: Key Concepts for Educational Teams Marci Laurel, MA, CCC-SLP mlaurel@salud.unm.edu and Services (UCEDD) 1 Training Objectives Participants will: 1. Name at least three communication
More informationEBP s for Transitioning: Implementing with Individuals with Autism. Laura Ferguson, M.Ed, BCBA
EBP s for Transitioning: Implementing with Individuals with Autism Laura Ferguson, M.Ed, BCBA What is Autism? Autism is a complex developmental disability that has a neurological basis that causes impairments
More information2/2/2017. Understanding Why and How Behavior Changes. Deficits? Strengths? Behaviors? Services/ Interventions? Parent, Professional, Peer prospective?
Understanding Why and How Behavior Changes C R E A T E D B Y : R e g i n a M, C r o n e, P h D., B C B A - D E x e c u t i v e D i r e c t o r, T h e r a p y a n d B e y o n d / T e a c h M e L L C w w
More informationTeaching Communication Across the Day. Laura Ferguson, M.Ed., BCBA
Teaching Communication Across the Day Laura Ferguson, M.Ed., BCBA Participant Outcomes Overview of Communication strategies Ideas on ways to teach communication Qualitative impairment in COMMUNICATION,
More informationIntensive Training. Early Childhood Intensive Training K-12 Intensive Training Building Your Future Intensive Training
Intensive Training The Statewide Autism Resources and Training Project (START) Intensive Training focuses on evidencebased practices to increase knowledge and skills that enhance the educational programming
More informationFA and RX Workbook (2017) by Gregory P. Hanley, Ph.D., BCBA-D
FA and RX Workbook (2017) by Gregory P. Hanley, Ph.D., BCBA-D Part 1: Unique Aspects of the Practical Functional Assessment Approach 1. Closed-ended indirect assessments (MAS, QABF, FAST) are not used
More informationExercise 19.4: Developing a Behavior Mod. Plan ANSWER KEY
Scenario: Mikayla has been complaining over the past two weeks that she cannot finish homework on time. Though she attempts to study everyday she becomes bored and seeks other sources of stimulation. She
More informationthoughts, wants, or needs, they might get frustrated and engage in behaviors that are potentially
Visuals to Support Behavior Regulation When individuals with autism do not have the skills necessary to communicate their thoughts, wants, or needs, they might get frustrated and engage in behaviors that
More informationAutism Research Update
. Autism Research Update Issue 10: Challenging behaviours Autism Research Network Department of Psychology, University of Portsmouth For more information contact: Dr Beatriz López, Department of Psychology
More informationBehavioral Consultation Case Presentation. Cori Brown Psychology 636 Fall 2011 California State University, Chico
Behavioral Consultation Case Presentation Cori Brown Psychology 636 Fall 2011 California State University, Chico Client Demographics Name: E Sex: Male Grade: 4 th Age: 9 Currently spends 30 minutes a day
More informationPositive Behavior Supports for Children and Youth with Autism Spectrum Disorders
This article was downloaded by: [University of Minnesota Libraries, Twin Cities] On: 06 August 2012, At: 08:24 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954
More informationEDUCATORS TOOLKIT FOR DEALING WITH ADHD IN THE CLASSROOM
EDUCATORS TOOLKIT FOR DEALING WITH ADHD IN THE CLASSROOM Linda Miller-Dunleavy Old Dominion University Communication Disorders & Special Education lmillerd@odu.edu UNDERSTANDING STUDENTS WITH ATTENTION-DEFICIT
More informationCreated and Presented by Anahita Renner, MA, BCBA Clinical Director AUTISM INTERVENTIONS & RESOURCES, INC
Created and Presented by Anahita Renner, MA, BCBA Clinical Director AUTISM INTERVENTIONS & RESOURCES, INC Purpose To review the definition of Applied Behavior Analysis. To discuss how you can use ABA principles
More informationWhat is Behavior? Course Objectives. What is Behavior? 11/2/13. (And how do we manage it?)
What is? (And how do we manage it?) Sandra Brown, MS, OTR/L, BCP, BCBA Course Objectives Define behavior including appropriate vs. inappropriate Learn the A-B-Cs of behavior Define what increases and decreases
More informationECI WEBINAR SERIES: PRACTICAL STRATEGIES FOR WORKING WITH CHILDREN WITH AUTISM. Kathleen McConnell Fad, Ph.D.
ECI WEBINAR SERIES: PRACTICAL STRATEGIES FOR WORKING WITH CHILDREN WITH AUTISM Kathleen McConnell Fad, Ph.D. SOME RESOURCES FOR THIS WEBINAR You will find some resources for this webinar posted. They include:
More informationTeaching Communication to Individuals with Autism. Laura Ferguson, M.Ed., BCBA
Teaching Communication to Individuals with Autism Laura Ferguson, M.Ed., BCBA Participant Outcomes Overview of Communication strategies Ideas on ways to teach communication Qualitative impairment in COMMUNICATION,
More informationAn Overview of Naturalistic ABA Strategies for Young Children with Autism
Center on Human Development and Disability An Overview of Naturalistic ABA Strategies for Young Children with Autism Ashley Penney, M.Ed., BCBA Robin Talley, M.Ed., BCBA Agenda What is ABA? Components
More informationSocial Skills and Autism: Using Books in Creative Ways to Reach and Teach in Early Education
Social Skills and Autism: Using Books in Creative Ways to Reach and Teach in Early Education Mary Jane Weiss, Ph.D., and Cheri J. Meiners, M.Ed. State of intervention.. Social deficits remain the most
More informationAutism Spectrum Disorders: Intervention Options for Parents and Educators
Autism Spectrum Disorders: Intervention Options for Parents and Educators BY LISA A. RUBLE & NATACHA AKSHOOMOFF A diagnosis of autism or autism spectrum disorders (ASD) presents significant challenges
More informationSpEd 623 Zirpoli (5 th ed.) Quiz 2 Ch. 8 13
Chapter 8 SpEd 623 Zirpoli (5 th ed.) Quiz 2 Ch. 8 13 59 The purpose of behavioral assessment is to: a. Identify problem areas b. Develop interventions c. To complete a file d. Both a. and b. 60 Which
More informationAutism and Physical Education: Strategies for Success JUSTIN A. HAEGELE, PHD, CAPE OLD DOMINION UNIVERSITY
Autism and Physical Education: Strategies for Success JUSTIN A. HAEGELE, PHD, CAPE OLD DOMINION UNIVERSITY Food for Thought When preparing an activity for children with autism, a teacher should plan to
More informationEarly Intensive Behavioral Intervention: Strategies to Enhance Effectiveness of Home Teams
Early Intensive Behavioral Intervention: Strategies to Enhance Effectiveness of Home Teams Nanette L. Perrin, M.A., BCBA Integrated Behavioral Technologies Louise Heinz, parent Presentation Plan: Identifying
More informationGlossary.
Glossary By Amalie D. Holly, MS Board Certified Behavior Analyst Program Director Genesis Behavior Center, Inc. www.firstpathautism.com 2015 Genesis Behavior Center, Inc. All rights reserved. Genesis Behavior
More informationToken Economy - Technique to Reduce Violence and Destructive Behavior among Intellectual Disabled Children
The International Journal of Indian Psychology ISSN 2348-5396 (e) ISSN: 2349-3429 (p) Volume 6, Issue 4, DIP: 18.01.010/20180604 DOI: 10.25215/0604.010 http://www.ijip.in October-December, 2018 Research
More informationPivotal Response Treatment for Children with Autism in School Settings: A Review of the Literature
St. Cloud State University therepository at St. Cloud State Culminating Projects in Special Education Department of Special Education 5-2016 Pivotal Response Treatment for Children with Autism in School
More informationDifferential Reinforcement of Prompted and Independent Responses: An Alternative. Procedure to Decrease Prompt Dependency. A Thesis Presented
Differential Reinforcement of Prompted and Independent Responses: An Alternative Procedure to Decrease Prompt Dependency A Thesis Presented by Catia Cividini-Motta The Department of Counseling and Applied
More informationBehavioral Treatment Strategies. Yiliana Puerto, M.S., BCBA BCBA Program Manager PsychSolutions, Inc.
Behavioral Treatment Strategies Yiliana Puerto, M.S., BCBA BCBA Program Manager PsychSolutions, Inc. Professional Background BCBA Program Manager at PsychSolutions, Inc. Worked in Applied Behavior Analysis
More information