Day 1 Agenda ABA PRINCIPLES SEMINAR (LECTURE) 5/9/2015. Diagnosis: Understanding Intellectual Disabilities. Problem Behaviors and Deficits

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1 ABA PRINCIPLES SEMINAR (LECTURE) Day 1 Agenda Diagnosis: Understanding Intellectual Disabilities Problem Behaviors and Deficits Treatment: Applied Behavior Analysis (ABA) 3-Term Contingency: Understanding Behavior Establishing Operations: Motivation Functions of Problem behaviors Intervention Strategies Antecedent-Based Consequence -Based 1

2 Populations Served at NBC NBC provides evidence-based treatment to individuals of all ages with developmental disabilities: Neurodevelopmental Disabilities Autism Intellectual Disability ADHD Down Syndrome Autism 4 2

3 Autism Autism spectrum disorder (ASD) affects brain development. Spectrum: Each individual with autism is unique. Every individual displays different levels of deficits across: Repetitive and Rigid Behaviors Skill Deficits Communication: o Limited o Inability to label common items, people or events Socialization: o Lack of of others presence o Lack of to initiate interactions with others o Inability to follow simple rules/directions o Preference for Self Help o Lack of awareness of common dangers (hot or sharp items, or heights) o on caregivers to dress, feed, and personal hygiene skills 3

4 Problem Behaviors Dysfunctional behaviors that occur at a to learning socially appropriate behaviors Examples: Aggression Prolonged tantrums/melt-downs Repetitive/Ritualistic Behaviors (Stereotypy) Problem Behaviors k Aggression (Intensity Varies) Toward Others Self-Injury Property Destruction Hitting with open/closed hand Pushing Spitting Verbal aggression Biting Punching Kicking Head Banging Self-Biting Self-Hitting or punching Eye Gouging Throwing Items Breaking Items Damaging or tearing up items 4

5 Problem Behaviors Tantrums (Intensity Varies) Dropping to Floor Crying Loudly Screaming with or without tears Problem Behaviors Elopement (Intensity Varies) Walking away from Task Running off in the Streets away from Designated areas Child is missing for Prolonged duration Of time 5

6 Problem Behaviors Pica Interacting with same stimuli Jumping Hand Flapping Repetitive/Ritualistic Behaviors (Intensity Varies) Lining up objects Echolalia Delayed Immediate Pacing Vocalizations Review 1. What are the populations served by NBC? a) Iduviduals with autism b) Children with intellectual disability c) Individuals of all ages with developmental disabilities d) Individuals of all ages with developmental and academic problems 2. What are some common skill deficits? a) Deficits in self-help b) Deficits in communication and socialization c) Deficits in academics d) a and b 3. When is a behavior considered to be dysfunctional? a) When it occurs at a high rate b) When the family cannot manage it c) When no one knows what to do with it d) a and b 6

7 Treatment (Applied Behavior Analysis) Applied behavior analysis (ABA) has empirically proven to be effective for individuals with Autism and related dissabilities: ABA is the science of teaching new appropriate behaviors with the use of evidence-based techniques through the systematic manipulation of the individual s natural environment with the primary goal to: Decrease/eliminate socially Increase socially appropriate Increase independence and Behavior Understanding Behavior: Only behave. Behavior is movement produced by the individual. Behavior is not what others think an individual is doing or thinking. Behavior occurs as a result of its with the environment (not randomly or out of nowhere) Behavior affects its Behavior changes over time. 7

8 Understanding Behavior (3-Term Contingency) Known as the A-B-C contingency Sequence of all interactions are broken down as follows: Event that precedes the behavior Triggers the behavior Also called (SD) Follows the antecedent Observable and measurable Event that follows the behavior Affects future occurrence or non-occurrence of the behavior the behavior over time 3-Term Contingency (Samples) Antecedent Behavior Consequence The door bell rings The mail man gives Jenny her mail Antecedent Behavior Consequence Simon presses the turn off button The car alarm ceases 8

9 Why the 3-Term Contingency? It allows us to identify things in the environment that either trigger the behavior or increase the future frequency of a behavior It allows for of the behavior (through data collection) It allows us to behavior (enables preparation/prevention) It allows us to have over the behavior Antecedent (Discriminative Stimulus) Discriminative Stimulus (SD): A stimulus for which a person learns to make more responses in its presence than in its absence. A specific response or set of responses produce reinforcement in the presence of the SD. Antecedent (SD) Blue tap of water (cold water) Antecedent (SD) Vending machine with snacks Behavior Hold cup under tap and push lever Behavior Consequence Consequence A snack comes out Over time, the same behaviors are repeated due to a learning history of reinforcement. 9

10 Motivating Operations (MOs) Establishing Operation (EO): Temporarily the current frequency of a behavior Abolishing Operation (AO): Temporarily the current frequency of a behavior Unconditioned Motivating Operation (UMO): Serve a survival need (unlearned) * * Sleep * Warmth * Pain * Thirst * Being cold Conditioned Motivating Operation (CMO): Result from pairing history with a stimulus, object, or event ( ) Money Praise Conditioned Motivating Operation (CMO) 10

11 Motivating Operations (Practice) Establishing Operation Antecedent Behavior Consequence EO: Hunger SD: Burger Hunger ceases Abolishing Operation Antecedent Behavior Consequence AO: Full ( ) SD: Burger Won t eat burger Satiated Review a) What is another term for the A-B-C contingency? a) Antecedent-Behavior-Consequence contingency b) Terminal contingency c) 3-Term Contingency b) Why is it important? a) It allows for prediction b) It allows for description and control of behaviors c) Both a and b c) What are the types of motivating operations? a) MOs b) Establishing and abolishing operations c) Unconditional and conditional motivating operations d) B and C d) What is behavior? a) Any movement produced by an organism b) Any movements and thoughts produced by an organism c) A and B 11

12 Functions of Behavior Function: The reason why a behavior is more likely to occur. The function of a behavior is identified through the analysis of in interactions between the child and the environment. Once the function of a specific behavior is determined, appropriate behavior reduction interventions may be developed. Functions of Behavior (EAAT) There are four functions for all behaviors: Escape or Task Avoidance Attention Seeking Tangibles (access to tangibles, activities, etc.) 12

13 Escape/Task Avoidance An individual engages in a behavior which in the past has provided removal from an aversive stimulus or escape from a task or social interaction. Types of escape: Delaying Doing something else other than task at hand Physically removing self from task Avoiding social interaction (e.g., closing eyes, covering face) Attention Seeking An individual engages in a behavior, which in the past has provided attention. Types of attention: Direct eye contact Attending to the behavior (e.g., that s not nice ) 13

14 Access to Tangibles An individual engages in a behavior which in the past has provided access to an item or activity. Types of tangibles: Edibles Items Automatic Reinforcement A behavior that is not, as it produces its own reinforcer Daily Life Examples: Drinking water, going to the restroom, biting nails, shaking legs when seated Examples of socially inappropriate behaviors: Child engages in such behaviors even when engaging in preferred activities or left alone. o Eating non-edibles ( ) o Rocking back and forth o Self biting o Flapping hands CHALLENGE: Determining where the stimulation is produced. 14

15 Hypothesize the Function (Practice) Antecedent Behavior Consequence Function Intervention Strategies Antecedent-Based Strategies o Help behavior from occurring o Less intrusive Consequence-Based Strategies o Used the behavior has occurred o More intrusive 15

16 Antecedent-Based Interventions Offering Choices Priming Environmental Arrangements Enriched environment Antecedent-Based Interventions (Choices) Offering Choices: Providing the child with the opportunity to make decisions by offering comparable choices. Used to increase It allows for shared control between instructor and child Choices promote for getting the task at hand done Examples: Trial 1: Do you want to use markers or color pencils? Trial 2: These are the only choices we have. Either you pick one, or I I ll pick for you 16

17 Antecedent-Based Interventions (Premack Principle) Child is required to engage in a non-preferred activity prior to obtaining access to preferred items/activity It allows to replace saying to a child and provides criteria as to when the child will have access to what they want. Tips: Avoid stating what the child will NOT GET, using threats E.g., If you DO NOT take a shower, you WILL NOT get your magazine needs to be in place to improve effectiveness Select something the child really wants to work for Example: First, eat your vegetables, then you may play with your toys Antecedent-Based Interventions (Priming) the child for upcoming changes in schedules, situations or activities prior to transition Examples include: Visual supports Schedules Graphic organizers Social scripts 17

18 Antecedent-Based Interventions Environmental Arrangements: Rearranging the environmental stimuli Remove the child s favorite toys/games when he is required to focus on something else Example: Room temperature Position yourself, others, or the child Example: If you know the child has a history of eloping from the room, place him/her away from the door. Enriched Environment : Provide an environment with a variety of stimuli and activities to prevent problem behaviors from occurring Avoid doing the same activities/using the same stimuli repeatedly activities to prevent satiation Antecedent-Based Interventions (Review) 1. Mr. Johnson wants his son Isaiah to finish his homework on his own without standing up constantly to ask for materials. This usually interrupts the task and it becomes harder to redirect Isaiah back to his homework. Mr. Johnson then decides to provide Isaiah with scissors, eraser, glue, enough paper and other materials to ensure he has everything he needs to do his homework. This is an example of: a) Priming b) Enriched environment c) Offering choices d) Environmental arrangements 2. Johnny tends to throw items around the room when things do not go his way. His mother, Amy, is planning to deny Johnny his favorite video game until he finishes his homework. She predicts that he will engage in problem behaviors. Amy decided to remove all dangerous items to prevent Johnny and others from getting hurt when the episode occurs. This is an example of: a) Offering choices b) Environmental arrangements c) Priming d) Enriched environment 18

19 Antecedent-Based Interventions (Review) 3. Jennifer s favorite activity is play dough. Every time her teacher asks her to clean up to transition to a new activity, she hits herself in the head. Her teacher decided, in the future, to remind Jennifer 10 minutes before she transitions on a 2 minute interval. Also, if Jennifer refuses to transition then, her teacher tells her, first reading time, then play dough. this is an example of: a) Premack Principle b) Premack Principle and Priming c) Priming and offering choices d) Offering Choices 4. Tommy tends to hit his instructor every time he is told to clean up after himself. To ensure that Tommy is compliant with the instruction, his instructor tells him Do you want to clean up alone, or do you want me to help you? This is an example of: a) Priming b) Environmental arrangements c) Premack Principle d) Offering Choices Consequence-Based Interventions Blocking Redirection Reinforcement Punishment 19

20 Consequence-Based Interventions (Blocking) Blocking the problem behavior to it from occurring or blocking access to objects (BLOCKING) Jonny takes Pablo s favorite toy away Pablo throws items at people Instructor blocks Pablo s access to items by placing himself in front of items (BLOCKING) Mom says, time to go to grandma s Child elopes from room Mom blocks child s way by placing herself in front of the child (BLOCKING) Teacher says, Potty time Child hits the teacher The teacher blocks the strikes with his arm or hands Consequence-Based Interventions (Redirection) Redirecting the child to the task at hand and/or their attention to another activity (REDIRECTING) Child is alone Repetitive vocalizations Instructor redirects child to a functional conversation (REDIRECTING) Instructor calls Sony s name Sony avoids eye contact Instructor says, look at me while moving Sony s face (REDIRECTING) Mr. Dale asks Tom to clean up his toys Tom walks away with his toy Mr. Dale physically redirects Tom to the play area to have him clean up 20

21 Consequence-Based Interventions (Reinforcement and Punishment) Both are determined based on the effect on future frequency of a behavior. Reinforcement: It is reinforcement ONLY if as a result of it, behavior continues occurring over time ( behaviors). Punishment: It is punishment ONLY if as a result of it, behaviors stop occurring over time ( behaviors). Consequence Interventions (Punishment) Positive Punishment: Presenting an undesired stimulus, which decreases frequency of behavior over time. A baby sees the hot oven He gets burned (pain) Negative Punishment: Removing a desired tangible/activity, which decreases frequency of behavior over time. Circle time (Sandra s favorite activity) Sandra hits a classmate Sandra from the activity 21

22 Consequence-Based Interventions (Reinforcement) Positive Reinforcement: Providing preferred tangibles/activities, which increases the future frequency of behavior. Joe is 1 year old. He is hungry and sees the cookie jar He cries while, he points toward the cookie jar His mother runs to him and gives him a cookie Negative Reinforcement: Removing an aversive stimulus, which increases the future frequency of behavior. Paola is in class and she is cold. She raises her hand to ask her teacher for a jacket Her teacher says, Thank you for raising your hand, Here is your jacket. Behavioral Key Words Negative: something away Positive: something Reinforcement: future frequency of behavior Punishment: future frequency of behavior 22

23 Reinforcement and Punishment (Practice) Increases Future Frequency of Behavior Decreases Future Frequency of Behavior Present Take Away Punishment and Reinforcement (Practice) SCENARIO PUNISHMENT OR REINFORCEMENT? Isaac left his toys on the floor. Mom asks him to put his toys away. He throws the toys at her. Asking Isaac to put his toys away decreases over time. (Identify mother s behavior). 23

24 Punishment and Reinforcement (Practice) SCENARIO PUNISHMENT OR REINFORCEMENT? Jeremy is screaming in the store and mom gives him his favorite blanket to stop the screaming. Mom continues doing this every time Jeremy screams. (Identify mother s behavior). Punishment and Reinforcement (Practice) SCENARIO PUNISHMENT OR REINFORCEMENT? You arrive past your curfew and your mom takes your car away from you for a week. Arriving past your curfew decreases over time. (Identify the contingency for your behavior) 24

25 Punishment and Reinforcement (Practice) SCENARIO PUNISHMENT OR REINFORCEMENT? Every time Manny is busy, Milan hits his brother. Manny always turns around and reprimands Milan. Milan always hits his brother when Manny is busy (Identify Milan s contingency) Consequence-Based Strategies (Review) 1. Video 1. This is an example of: a) Reinforcement b) Blocking c) Redirection d) Punishment 2. Video 2. This is an example of: a) Punishment b) Reinforcement c) Redirection d) Blocking 3. Video 3. This is an example of: a) Blocking b) Blocking and Redirection c) Punishment d) Redirection 25

26 Reinforcement and Punishment (Review) 1. What is negative reinforcement? a) Removing a stimulus b) Must increase future frequency of behavior c) Must decrease future frequency of behavior d) A and B 2. What is positive punishment? a) Adding a stimulus and as a result increasing future frequency of behavior b) Must decrease future frequency of behavior c) Adding a stimulus. d) Adding a stimulus and as a result decreases future frequency of behaviors 3. What is positive reinforcement? a) Must decrease future frequency of behavior b) Adding a stimulus c) Adding a stimulus and as a result increasing future frequency of behavior d) Removing a stimulus and as a result increases future frequency of behaviors 4. What is negative punishment? a) Adding a stimulus and as a result increasing future frequency of behavior b) Must increase future frequency of behavior c) Adding a stimulus. d) Removing a stimulus and as a result decreases future frequency of behavior Tips: Congratulations!!! Review your notes Create questions Practice using real life examples 26