ABA Basics: Basic Techniques Used to See Change. Presenter: Kail T. Graham, M.A., BCBA

Transcription

1 ABA Basics: Basic Techniques Used to See Change Presenter: Kail T. Graham, M.A., BCBA

2 Topics of the Day The History of ABA What is ABA? The ABCs of ABA Reinforcement Attending and Ignoring Preview to the next session

3 History of ABA Came out of the science that studies the principles of learning and behavior Experimental Analysis of Behavior: provides the scientific foundation of ABA Applied Behavior Analysis: utilize principles of learning to address behavior needs in all environments Skinner father of Behavior Analysis BCBA vs BCaBA vs Behavior Specialists **More information can be found at

4 Definitions Behavior Analysis - A scientific approach to understanding the principles of behavior and learning and how they are affected by the environment Applied Behavior Analysis the use of the techniques developed from this understanding to address socially important behaviors and to bring about meaningful behavior change

5 ABA is backed! United States Surgeon General Thirty years of research demonstrated the efficacy of applied behavioral methods in reducing inappropriate behavior and in increasing communication, learning, and appropriate social behavior. A well-designed study of a psychosocial intervention was carried out by Lovaas and colleagues (Lovaas 1987; McEachin et al., 1993). Nineteen children with autism were treated intensively with behavior therapy for 2 years and compared with two control groups. Follow-up of the experimental group in first grade, in late childhood and in early adolescence found that nearly half the experimental group but almost none of the children in the matched control group were able to participate in regular schooling. Up to this point, a number of other research groups have provided at least a partial replication of the Lovaas model (see Rogers, 1998). -- An Excerpt of a Report of the Surgeon General on Mental Health (1999) Chapter 3.

6 Applied What is ABA? Socially significant behavior changes Behavior change must be relevant to the individual in the context of the culture Behavior Observable Able to translate into quantifiable data Analysis An analysis has occurred when the experimenter can show control over a behavior change We learn what variables made changes and what variables did not make changes

7 When can you use ABA? Ideas? Developmental Disabilities Autism Mental Illness Education and Special Education Rehabilitation Community Psychology Clinical/Counseling Psychology Kids Spouses Businesses Self Management Child management/parenting Sports Health psychology Behavioral Medicine Gerontology Trying new foods Pets

8 ABC s of ABA Antecedent Something that occurs immediately before the behavior Behavior What the person or thing does Consequence What happens IMMEDIATELY after the behavior It is all a cycle

9 Antecedents Want to recognize antecedent to change behavior Behavioral told to do something Social interactions (lack of OR too much) Environmental temperature, noise, lighting Medical medications, injury, illness, psychiatric disorder What are other common antecedents? Want to rule out medical issues.

10 The Environment is Effective! Events around the person change their behaviors There is always time for teaching, just need to look for the opportunities Manipulate a conducive environment Model appropriate behaviors Allow for independence Practice, practice, practice!

11 ABC s of ABA Antecedent Something that occurs immediately before the behavior Behavior What the person or thing does Consequence What happens IMMEDIATELY after the behavior It is all a cycle

12 Which ones are behaviors? Lying in bed Reading Jumping Talking Attacking Crying Being hungry Driving Sitting in passenger seat Frustration

13 Defining Behaviors Any thing a living organism (person, animal, mammal, etc.) does that can be defined, observed, and measured. Examples: - Crying - Laughing - Running - Throwing - Pinching - Sleeping - Sharing - Cutting

14 Let s try those behaviors again! Lying in bed Reading Jumping Talking Attacking Frustration Crying Being hungry Driving Sitting in passenger seat

15 Behaviors need to be detailed! Define the Behavior as clear, concise, and measurable as possible. Someone should be able to read the definition and know exactly what the behavior looks like. Hitting: Wrong: hitting another person Correct: Any instance of (person) using their hand or fist forcefully against another person or thing. This does not include using an item as a weapon.

16 Describe Behavior Activity! Behavior occurs all the time. In-class activity observe your neighbor s behavior What did you observe? How do we influence a child s behavior? What do you observe when you work with young children? How do you document the child s behavior? Data collection ABC data Narrative

17 ABC s of ABA Antecedent Something that occurs immediately before the behavior Behavior What the person or thing does Consequence What happens IMMEDIATELY after the behavior It is all a cycle

18 Consequence What happens IMMEDIATELY after the behavior occurs Did he/she get out of the demand? Did they get what they wanted? Did you give them attention? Automatic/Self Stimulatory Results in increasing, decreasing, or no change at all Reinforcement increases behaviors (hopefully!)

19 Reinforcement Reinforcer: something that, when presented after the behavior, increases the likely hood of that behavior happening again and more often in the future. EX: candy, toys, tickles, hugs, high fives, token boards Note 1: What is reinforcing to one child, might not be reinforcing to another. Note 2: Reinforcers may change from day to day!

20 Types of Reinforcers Tangible/Edible - favorite item, food or drink Activities playing with toys, looking at books, listening to music, dancing (two-stepping) Social praise, eye contact, hugs, smiling Tokens Star chart, stickers, certificates, or penny board paired with back-up reinforcers Sensory stimulation such as visual, auditory, tactual, vestibular, and gustatory Negative Reinforcers: Escape/avoidance (Break from demands) What types of reinforcers do you use? Role-play use of reinforcers

21 Reinforcement Activity What are examples of reinforcers you use with your children? How do you use reinforcement daily? Do you feel silly giving reinforcement? Movie Clip Phone Token Board

22 Attend and Ignore Always attend to the good behaviors Ignore the bad behaviors as much as possible Good behaviors can also include just hanging out and watching TV Bad behaviors do not have to be malicious Talking back Tapping a pencil Etc.

23 ABC Data Sheet Antecedent Behavior Consequence Teacher playing with Grace Mom said clean up room Hit Grace Threw clothes across room Teacher said stop Mom said fine, I ll do it Walked into grocery store Screamed for candy Mom ignored Pulled items out of fridge Lined up items Alone in kitchen

24 Anecdotal Example Kail came into the classroom and sat down Amanda said Hi to Kail Teacher started lesson Kail looking for books Kail found books Teacher said stop making noise Kail raises voice back to teacher I couldn t find my book. Teacher says, go to the principal! NOTE: Can add time and more detail if needed!!

25 Functional Analysis Behaviors Alone Play Demand Attention Hitting Hitting Hitting Hitting Alone Condition: Child alone in room without objects Play Condition: Child in room with one teacher playing. When behavior occurs, teacher backs away. Demand Condition: Child is asked to do a demand. When behavior occurs, child gets out of demand Attention Condition: Child is ignored. When behavior occurs, child is reprimanded for the behavior

26 Assess social significance Will the behavior produce reinforcement in the natural environment? Is the behavior a prerequisite for a useful skill? Will the behavior increase access to environments where other behaviors can be learned? Will changing this behavior allow others to interact more with the child? Is the behavior age appropriate? Do you need to increase or decrease the behavior? Is the behavior the goal, actual problem, or indirectly related?

27 Which behavior is the most important? Does it pose danger to child or others? How often will this behavior occur? How long has the problem been occurring? Will the change in behavior allow more access to reinforcement? What is the importance of the behavior to future skill development and independence? Will changing the behavior reduce negative or unwanted attention from others? Will the new behavior produce reinforcement for significant others? What is the likely hood that the behavior will change? How much will it cost to change the behavior?

28 Measuring the Behaviors Baseline Data What does the behavior look like before a treatment plan is put into place? Types of data collection Duration how long does the behavior occur? Frequency how often does the behavior occur? Rate how often does the behavior occur in a specified amount of time? Percentage the proportion of intervals or instances that the behavior occurs out of available intervals or instances. Interresponse Time the time between the end of one behavior to the beginning of a new behavior Fluency answering quickly and accurately within a time limit

29 Taking Baseline Data in the School Time Sampling Data Whole Interval Recording Did the behavior occur during the WHOLE interval? Be Aware: gives a low estimate of behavior occurrence Partial Interval Recording Did the behavior occur at all within that interval? Be Aware: gives a high estimate of behavior occurrence Momentary Time Sampling Did the behavior occur at a specific time while taking data? Be Aware: gives a low estimate Devices to use Clickers, stop watches, tallies, paper clips, tape, check marks, etc.

30 Functions Attention Automatic Escape from Demand Denied Access

31 Attention Behavior that is maintained by someone else's attention. Behavior occurs in order to increase the amount of attention gained from others. Attention becomes a reinforcer when attention is given when target behavior occurs and the target behavior increases in frequency.

32 Example No one is paying attention to Johnny. Johnny hits the teacher. The teacher makes eye contact with Johnny and says, No hitting. Johnny begins to hit more frequently. The teacher then gives Johnny more and more attention because Johnny is hitting more and more often. Class examples?

33 Escape Behavior that is maintained by escape. Behavior occurs in order to decrease work. Escape becomes a reinforcer when escape is allowed for problem behavior and problem behavior increases. Engaging in any behavior to get out of the demand.

34 Example Johnny is given a task. Johnny knocks papers on floor. The teacher removes the demand for the time she needs to pick up the papers Johnny begins knock items to the floor more frequently. The teacher then allows escape more and more often because Johnny is always knocking things to the floor. Class examples?

35 Denied Access Behavior that is maintained by access to preferred objects. Tangibles become reinforcers when behavior is increased by access. This becomes a problem when tangibles are provided following problem behavior.

36 Example Child wants a cookie. Child bangs repeatedly on table and walls. Parent gives the cookie to the child so they will stop. Child is more likely to bang on table and walls in order to get a cookie in the future. Class examples?

37 Automatic Internal stimuli make a behavior more likely to occur in the future. Very hard to determine sometimes. Can become a problem, especially if it leads to self injurious behavior. Behaviors reinforced by this cannot be put on extinction without physically intervening or adding some other restrictive element.

38 Example Child has toothache. Child hits head repeatedly. Child may relieve toothache briefly. It might be assumed that a behaviors being reinforced automatically if there are consistently not any identifiable antecedents that could be responsible. Class examples?

39 Communication Issues How do your children communicate? Wants/needs/help/bathroom/etc Frequent communication methods Pulling towards item Pointing to items Problem behaviors Uses one word or vague words Uses incorrect words Uses the same sayings Uses a full sentence Uses sign language Uses PECs Uses Augmentative Communication

40 Role of Communication What is communication? The ability to express ones wants and needs and to give and receive information about the environment around you. Why is communication important to teach? Helps decrease problem behaviors Replaces problem behaviors Teaches the ability to express wants and needs Increases language and conversation skills Teaches a way to initiate reinforcement

41 Functions of Communication Regulate another's behaviors Requesting items, objects, actions Stopping an activity Participate in social interactions Routines Showing off Greetings Focus Joint Attention Commenting Providing information Requesting information **Green, Morris, and Lewis: Behavior Interventions for Young Children with Autism

42 Forms of Communication Verbal Language Vocal Language Sign Language Picture Exchange System Augmentative Communication Devices Inappropriate Behaviors NOTE: You always want to pair vocal language with another form of communication

43 Verbal VS Vocal Communication Verbal Communication Using behaviors that result in communication Pulling mom towards the door PECS Sign Language Vocal Communication Vocal Communication Uses sounds or words to express wants or needs I want May I have Give Let s go to the park.

44 Sign Language A form of Verbal Communication Prerequisites Able to imitate fine/gross motor actions Be able to learn the signs for various mands and tacts Be able to gain others attention before beginning their signs Limitations Limited understanding by others May take longer to acquire the correct label for items Persistency in gaining someone s attention

45 Picture Exchange Communication System PECS A visual form of communication using pictures Prerequisites Able to scan a field of pictures 2D-3D object matching Able to take the correct picture from the board and give it to the teacher Persistency in gaining others attention Limitations Having to carry around a book of pictures Cannot have a real conversation with PECS Difficult to communicate abstract thoughts *this is more ideal for children that do not have the fine motor skills to do sign language

46 Increasing Communication Skills Make learning fun and reinforcing!!! Always require some sort of communication Limit access to items around the child s environment Put toys on top shelves Only have a few toys out at a time Lock cabinets Lock refrigerator Block from gaining access until they ask for the item (approximation is okay, but build on that) Manipulate the environment (games/activities/etc)

47 Simple tips to use while teaching Use preferred items Make it fun, not frustrating Teach language while playing Model correct language Create multiple opportunities to learn throughout the day (more than you think you need) Once you start, don t stop until a response is given Make each response better than the last

48 Functional and Effective Communication Functional The child must be able to communicate The method is picked based on his needs/abilities It works in all environments Effective Child is able to get their wants/needs met Child is able to converse with others Child is

49 For more information: