Overall Overview 2/19/17

Transcription

1 Using the Principles and Procedures of Behavior Analysis to Teach the Principles and Procedures of Behavior Analysis: Implications for chool Psychology Andrew Livanis, Ph.D., BCBA-D Chairperson, Dept. of Counseling and chool Psychology LIU-Brooklyn Trainers of chool Psychology Annual Conference Gathering 2017 Overall Overview Introduction to the PABA program at LIU-Brooklyn General Behavioral Principles and Procedures In the Class Active tudent Responding Guided Notes Mastery Quizzes Fluency Quizzes Mastery Flashcards project In the Field Video recordings Own student ratings Other student ratings Plans for improvements PABA PROGRAM 1

2 PABA chool Psychology and Applied Behavior Analysis Program 60 units of chool Psychology training Coursework 500 hours of practicum 1200 hours of internship Additional 21 units of ABA training BACB approved coursework BACB approved fieldwork 1000 hours Fulfills the requirements laid out by the NY Office of Professions for Licensure in Behavior Analysis. 81 credits can be completed in 3 4 years. Graduate after 3 years with a M in chool Psychology Graduate ½ - 1 year later with an Advanced Certificate in ABA GENERAL PRINCIPLE AND PROCEDURE OF APPLIED BEHAVIOR ANALYI What is Behavior Analysis? The application of the science of learning to socially significant human behavior, such as functional communication. Four P s Principles Procedures Paradigms Practitioners 2

3 Principles basic laws that govern ALL human behavior Behavior is sandwiched between antecedents and consequences Behavior is changed when we consistently change the stimuli that precede it (discriminant stimuli) or those that follow it (consequences) Reinforcement is the process of increasing behaviors. Punishment is the process of decreasing behaviors. Behavior The activity of living organisms Johnson and Penny packer (1993) an organism s interaction with its environment that is characterized by detectable displacement in space through time of some part of the organism and that results in a measurable change in at least one aspect of the environment Behavior The activity of living organisms (major points) Interaction with its environment Results in a detectable displacement of some part of the organism And that results in a measurable change in at least one aspect of the environment 3

4 AR #1 Andrew drank a shot of Jameson s Irish Whisky. 1. Behavior 2. Not a Behavior AR #2 Andrew vomited after drinking his Jameson 1. Behavior 2. Not a Behavior AR # 3 After Andrew vomited, he sat on the bathroom floor and did nothing. 1. Behavior 2. Not a Behavior 4

5 timulus A stimulus is a A temporary or permanent change of the environment. This change is witnessed, experienced or detected by the organism Can occur before or after an organism performs a response. Most Basic Principles The most basic principles read like definitions: timulus a change (re: movement) of the environment that is experienced in some fashion by an organism. We are interested in 2 specific stimuli: Discriminant timulus that stimulus that gives a signal to the organism that the performance of a specific behavior will most likely lead to a consequence. Reinforcing/Punishing timulus that stimulus that is provided after a behavior has occurred, which serves, over time to increase or decrease the frequency, duration, magnitude (or some other dimension) of the behavior. Behavior a displacement of one part of the organism s body from one location to another (re: movement). The most basic unit of analysis: D à R à R/P 5

6 You might know it as: A à B à C But it s more complicated than that.. What is the antecedent? um total of all stimuli (movements) as well as other characteristics of the environment that precede the behavior. What is the discriminant stimulus ( D )? The specific stimulus (or group of stimuli) that gives information that if a response occurs then a particular consequence will come about. ignal marker of reinforcers to come. If I see, and I do, I will get What is the antecedent? R 6

7 What is a discriminant stimulus ( D ) D R C The most basic principle: D à R à R/P Behavior Behavior is a movement: Andrew s right hand moves from desk to bag Words are emitted from Andrew s mouth erotonin is fired from axonal units onto 5-hydroxytryptamine receptors in Andrew s brain. 7

8 Radical Behaviorism Does not mean really behavioral Behaviors that occur within the skin (covert behaviors) are subject to the same principles and procedures of applied behavior analysis that behaviors that are external to the skin (overt behaviors). Multiple people can witness overt behaviors Only one person can witness cover behaviors (unless you have an FMRI machine handy). Issues such as sadness, happiness, anxiety, etc., are subject matters for ABA. Procedures method of delivering the principles to learners by changing the antecedents or the consequences Modeling howing learners how other children can perform the same activities (add antecedent) Praise those the models and the model-ees; model-ee learns new skill that allows more meaningful interactions with the world (add consequence) Procedures you should have a healthy debate as to how to change the antecedents or the consequences Modeling What is the best way to demonstrate to this specific individual how to perform the same activities (i.e., add consequence)? Characteristics of the modeller? Frequency, duration, and magnitude of the modelling Mode of presentation of the modelling Praise those the models and the model-ees; model-ee learns new skill that allows more meaningful interactions with the world (add consequence) How much R does the individual in question need What form should the R take? What schedule of R should be delivered? When and how should it be thinned? 8

9 Procedures there are literally thousands of procedures that you can implement to teach a new skill. Age Maturity Level Type of skill (complex vs. simple) Environment where skill will be presented. Paradigms Traditions that govern how problems are conceptualized and which procedures are used, and which principles are focused upon Positive Behavior upport Discrete Trial Teaching Natural Environmental Teaching Precision Teaching Verbal Behavior Naturalistic Environmental Teaching Programmed Instruction Practitioners The actual people who implement the principles, procedures and paradigms. We have good and bad practitioners A bad practitioner is not an indictment of an entire field A bad electrician does not call into question the whole field of electrical engineering. A bad doctor does not call into question the whole field of medicine. A bad behavior analyst does not call into question the whole field of behavior analysis. 9

10 Characteristics of Behavior Analysis Applied Must target socially important goals Behavioral Targets are operationalized, behavioral in nature and measurable Analytical Must have an active demonstration that the intervention will work for that particular child or staff member. Technological Described in enough detail that there can be replication by others who are dealing with similar issues. Characteristics of Behavior Analysis Conceptually ystematic The reasons why interventions work are related to basic principles of ABA Antecedent à R à C Effective The results of the intervention are important to the child s academic, social, or emotional life (or the teacher s ability to provide instruction). Generalizable Interventions can be used in a variety of settings. PROCEDURE UED IN THE CLA 10

11 ABA Classroom Procedures Ensures that students understand details of complex situations. Allows for the steady and sure-fast development of hierarchical structures. Frees up time in class to discuss the ramifications of the lesson task on clients and students and not simply deal with rote issues. Active tudent Responses (AR) Requiring student behaviors that are basic, yet somewhat complicated. Presented during class meetings. There are some technologies that can be used I prefer simple ppt call outs Use real-life, at times exaggerated examples to make the point come across. Usually involved in the understanding of basic principles. eries of AR s move the point across. Active tudent Responses (AR) AR s serve as D s that evoke: Verbal behaviors related to the successful completion of the item Verbal behavior related to the ramifications of the correct answers of the item Verbal behaviors that then serve as D to instructor to help identify areas of weakness for further discussion or review at the moment or in the future. 11

12 AR #4 Andrew is a 4 year old child and he engages in clean-up after he finishes playing with his toys. When he is done, his mother gives him a Kit-Kat bar. Next time he is asked to clean up his toys, there is a greater probability that he will do so. 1. The reinforcement process has taken place. 2. No reinforcement process has taken place. AR #4 This is a simple demonstration of what the reinforcement process is: Behavior is performed timulus is provided/removed Leads to an increased likelihood that the behavior will be performed in the future. Not focused upon R+ or R- - this is a more advanced concept that we will get to later. AR #5 Andrew is a 4 year old child and he engages in clean-up after he finishes playing with his toys. When he is done, his mother gives him a Kit-Kat bar. 1. The reinforcement process has taken place. 2. No reinforcement process has taken place. 12

13 AR #5 This highlights that in order for reinforcement to have taken place, that we need to make sure that we see some dimension of the behavior increase in the future. Not focused upon R+ or R- - this is a more advanced concept that we will get to later. AR #6 It s Monday, and you need to wake up early. You set your alarm clock to get up for work. When the alarm does ring, you hit the snooze button, and the noises stops. At 6:05 and 6:10, you are more likely to hit the snooze button again. 1. The reinforcement process has taken place. 2. No reinforcement process has taken place. AR #6 In this example, we provide students with a scenario which is reinforcement, but show what it looks like when the reinforcer is removed Behavior is performed timulus is provided/removed Leads to an increased likelihood that the behavior will be performed in the future. Not focused upon R+ or R- - this is a more advanced concept that we will get to later. We re still not naming the phenomenon as negative. 13

14 AR #7 Andrew was speeding on the Brooklyn-Queens Expressway, near the Metropolitan Avenue Exit. All of a sudden he sees the sirens, and soon after, he gets a speeding ticket. The next time he passes the same exit, he will not speed. Andrew s speeding behavior has been 1. Reinforced 2. Punished AR #7 In this example, we provide students with a scenario which is an example of punishment Behavior is performed timulus is provided/removed Leads to an decreased likelihood that the behavior will be performed in the future. What else? Contrast punishment with reinforcement Present the phenomena as verbs (punished vs punishment) Not focused upon P+ or P- - this is a more advanced concept that we will get to later. We re still not naming the phenomenon as negative. AR #8 Andrew s daughter was running across the playground, falls and skins her knee. he begins to cry hysterically. Andrew rushes over and kisses her cheek and says to her, ever so gently, Don t cry my sweetheart. It ll all be OK. oon after she stops crying. A week later, Andrew s daughter was running across the same stretch of playground, fell, and skinned her knee once again (assume Andrew was there as well). This time, his daughter did not cry. Andrew s daughter s crying behaviors were: 1. Reinforced 2. Punished 3. None of the Above 14

15 AR#8 In this example, we provide students with a scenario where Behavior is performed timulus is provided/removed Leads to an decreased likelihood that the behavior will be performed in the future. What else? Atypical example of punishment Demonstrates that illogical nature of the principles just follow the rules Contrast punishment as used by behavior analysts vs. the rest of the English speaking world. Not focused upon P+ or P- - this is a more advanced concept that we will get to later. Guided Notes A set of cloze notes. Often the blanks are random, but many times they are purposeful. Allow for students to understand the structure of the ppt which is sometimes difficult to highlight Guided notes erve as D s to evoke writing behaviors (related to the task) on behalf of the graduate student. erve as D s to evoke covert behaviors (thoughts, contemplation, etc.) that are structured in a particular manner and inhibit the development of inappropriate stimulus-stimulus connections (getting things wrong). 15

16 Mastery Quizzes Over the duration of a 15-week course, students are provided with roughly quizzes (depending on the course), usually concentrated on a particular topic. In the Intro to ABA course, there is one quiz on R, one on P, on one the three-term contingency, etc. Each quiz includes anywhere between MC questions. tudents are allowed to take the quiz as many times as they want. They can get either one of two grades: 0% or 100% If a student gets 29/30 items correct on a quiz, and they stop (don t take it again), they get a 0% in their grading matrix. tudents do not get the luxury of knowing which items are wrong and which ones are correct. Mastery Quizzes erve as an D to evoke the following behaviors: Extensive textual behaviors of quiz items, notes, and texts Internet textual and search behaviors Textual behaviors of secondary sources Verbal interactions with other students re: content. Tacting of content that were not previously identified as problems and identification of new pragmatic and philosophical questions that are debated. Overlearning of content Fluency Quizzes Once students have mastered several topics (i.e., obtained 100% on those quizzes), we move into fluency. Fluency is necessary to ensure that students will accurately and correctly identify basic topics, which makes higher-order reasoning more effortless. We do this with developing readers, but why don t we do this more often with developing professionals in behavior analysis or school psychology? 16

17 Fluency Quizzes All items that were on mastery quizzes are shuffled and presented to students randomly 6 quizzes x 20 items = 120 items Initially in week 7, we begin with 1 minute fluency rates, and each week we add one more minute in addition to 1 minute fluencies until we get to 6 minutes Week 1-Minute Fluency Endurance Rate 7 Yes - 8 Yes 2 minutes 9 Yes 3 minutes Fluency Quizzes Number of corrects vs. incorrects are plotted on tandard Celeration Chart format tandard Celeration Chart Y - axis set up on a multiple scale to accommodate behavior frequencies ranging from 1 per day to 1,000 per minute X - axis was set up on an add scale to accommodate 140 successive calendar days but can be used to accommodate sessions of instruction. tandard Celeration Why the tancel (or the Chart )? Depending on the scale, on the y-axis, this graph either shows great improvement or not that much. 17

18 tandard Celeration Chart tandard Celeration Chart Everything is calculated as rate per minute One week = 10,000 minutes Bounce is a dramatic jump or down and may represent a change in strategy. The learner knows best when presented with her data and can make best decisions. 18

19 John s Reading Data Maria s Data on ABA Dat Here I tried to have a lot of items presented to me as possible. I bounce high on incorrects but not so much on corrects, so after a week, I dropped that strategy 11/22 I decided to go for a slower and steadier rate of presentation. My incorrects bounced down very rapidly and my corrects steadily increased 11/28 I decided WTF and tried to shoot for more items presented, but incorrects bounced up. Back to ole tried and true! 12/8 Fluency Quizzes Increase fluency of ABA principles and procedures and allow for better higher order thinking in the class More class discussion Less and less focus on basic principles and definitions Increases mastery and fluency in the use of tancelcharting. Allows students to be more active managers of their own learning. Practice for students to implement, chart, graph, and manage 1-minute fluency interventions in the classroom for students with mild disabilities. 19

20 Mastery Flashcards Project Project to begin. Advanced students will pair with beginning students to help them master and become fluent in various subtests of the WIC-V, especially the VCI items. Vocabulary items Copy responses to more advanced items onto flashcards as listed in the manual Intersperse with responses that meet the criterion listed in the manual but are not listed in the manual Measure mastery rates When mastery rates reach 100%, then we move to 1 minute fluency rates. PROCEDURE IN THE FIELD PROCEDURE TO AID IN UNIVERITY BAED UPERVIION 20

21 ABA upervisory Techniques upervision is defined as the development of behaviors in the graduate student that lead to success. In order to develop a behavior, we need to see the behavior. Having the graduate student talk about her behaviors in the field amounts to verbal behaviors about the recollection of behaviors and the hypothesized stimuli that surrounded them ABA upervisory Techniques Using grad students verbal behaviors means we are usually fighting against two issues: Verbal behaviors are often not objective colored by the grad student s private events and reinforcement history. Does the event that she experienced give rise to events reinforcers or punishers from her history? Does the grad student seek reinforcers from her peers? The professor? Or does she seek to avoid punishers? Recollection is not always clear as it does one does not attend to ALL stimuli present and is not aware of the learner s (client s) reinforcement histories. ABA upervisory Techniques Techniques involve a variety of inter-related procedures: Video/audio of time with clients Modelling Role-play Performance Feedback By student on her performance in the past By others in the class on her performance By faculty Ideas for future plans with client(s 21

22 ABA upervisory Techniques If the plan was implemented incorrectly, then what needs to change? The D s provided by the grad student? The behavior of the grad student during session? The consequences that the student provided? (The plan should not change until it is demonstrated that it was implemented with 100% integrity OR there is a dangerous behavior at hand) If the plan was implemented correctly and: The client responded well, what s your next step? The client did not respond well, what changes will you implement in the plan? Maria AD Level 1 client Maria's behavior or environmental setup Implemented Each Time Not Implemented Each Time Notes Environment is set up with at least 3 different toys that the child likes Toys are in locations that child cannot physically access but can see If child points or looks at toy, one and only one verbal prompt is delivered If child makes a sound for the toy, Maria says, "Oh, you want the [toy]! Here's the [toy]!" The name of the toy is delivered in a higher and louder tone than the rest of the message Maria reaches for the toy, and will make a silly sound or begin a play routine with the toy (barking dog, choo-choo sound, etc). Maria Client with Depression Maria's behavior or environmental setup Implemented Each Time Not Implemented Each Time Notes Environment is set up appropriate to the client s educational level Review previous data from previous session and follow-up if necessary 1 minute fluency assessment of positive selfstatements 1-minute fluency assessment of positive statements about the environment 1-minute fluency assessment of positive statements regarding future behaviors and/or environmental events Review of statements provided during assessmen as D for further discussion Written plan for behaviors to be performed from now until next meeting provided in chart format. Copy to client and copy in her psych folder 22

23 ome Final Thoughts ABA procedures, when implemented for ALL learners have as their goal: Independent behaviors Independent analysis of D s and consquences Ability to select contingencies that make the most sense for the student. This work requires a tremendous frontloading of work Take advantage of course management systems. Much of this work, especially the fluency quizzes require that you re-purpose your CM to fit your needs. Get to know your IT people. Video vs. Audio 23