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 practice which proactively makes changes in an environment to set an individual up for behavioral success in the respective context. Reinforcement is another evidenced-based practice which increases and/or maintains an individual s motivation to continue behaving appropriately in the future. This session will focus on how using both of these EBPs will accomplish improving student behavior and maintain motivation while developing essential transitional skills. 1
Criteria for Qualification as an Evidence-Based Practice At least two high quality experimental or quasi-experimental group design articles Conducted by at least 2 different researchers or research groups OR At least 5 high quality single case design articles Conducted by at least 3 different researchers or research groups Having a total of at least 20 participants across studies OR A combination of at least 1 high quality experimental or quasi-experimental group design article and at least 3 high quality single case design articles Conducted by at least 2 different research groups 2
Why use EBPs? TECHNICALLY by law, teaching practices must be based on evidence of effectiveness. Why use EBPs? MORE IMPORTANTLY -EBPs inherently tap into the learning styles/ preferences of individuals with Autism -EBPs support the individual with generalizing skills and increase their independence -EBPs reduce undesirable behaviors that often results from confusion and anxiety -EBPs increase desirable behaviors that either are exhibited consistently or are simply underdeveloped 3
Three-Term Contingency Antecedent Behavior Consequence Time for math Screams, hits Math work goes away Please go get I don t want to Peer gets book for your reading book student Group instruction Blurts out Ignored. Teacher continues instruction Evidence Based Practices 4
Antecedent-Based Interventions Collection of strategies in which environmental modifications are used to change the conditions in the setting that prompt an individual to engage in particular behavior Best practice dictates a functional behavior assessment (FBA) is conducted prior to implementing intervention Addresses both undesirable and desirable behaviors Often used in conjunction with other EBPs such as extinction, reinforcement, and FCT Decreasing behaviors Repetitive Stereotypical Self-stimulatory Self-injurious Effectiveness Increasing behaviors Focus and Engagement Task maintenance and completion Directive completion 5
Effectiveness DEVELOPMENTAL DOMAINS Social Communication Behavior Play School readiness Academics Motor Adaptive/ Independent living skills Definition of ABI Involves identifying factors that maintain or increase a target behavior and then modifying the environment or activity so that the factor no longer makes it relevant for the behavior to occur 6
In a nutshell. 1. Use highly preferred activities/items to increase interest level 2. Change the schedule and/or routines 3. Implement pre-activity interventions 4. Offer choices 5. Alter the manner in which interaction occurs 6. Enrich environment so that individual has access to sensory stimuli that serves same purpose as the target behavior Implementation 1. Identify the Target Behavior and 2. Collect Baseline Data Min days to implementing 3. Implement Stimulus Control Make behavior 4. Monitor Learner Progress 7
Antecedents The events that came just before the behavior are the antecedents. Where is the person? Who is the person around? What time of the day is it? What is the context (e.g. whole group instruction)? What is the task demand (e.g. journal writing)? When you change the antecedents, the behavior will change. What CAN we CHANGE? Physical setting Social setting Scheduling factors Degree of independence Degree of participation Social interaction Degree of choice Instructional strategies, curriculum and activities 8
Evidence Based Practices Reinforcement Used only to INCREASE desirable behaviors and skills 3 procedures: Positive, Negative, and Token Economy programs Intended to teach new skills or increase consistency of use, generalization and maintenance over time in a variety of settings with a variety of individuals Utilizes systematic fading through use of various reinforcement schedules 9
Effectiveness Specifically Stated Contingently Given Frequency Immediacy Choice-Within-Variety Reinforcers vs. Rewards Effectiveness DEVELOPMENTAL DOMAINS Social Communication Behavior Play Cognitive School readiness Academics Adaptive/ Independent living skills Vocational skills 10
Definition of R+ An event, activity or other circumstance occurring after a learner engages in a desired behavior that leads to the increased occurrence of the behavior in the future. In a nutshell. An event is PRESENTED, which increases the behavior in the future = + reinforcement An event is REMOVED, which increases the behavior in the future = - reinforcement BOTH events = an increase in behavior!!! Defined by what it does, not by what it is. 11
Implementation 1. Identify Target Behavior 2. Collect Baseline Data 3. Establish Program Goals & Performance Criteria 4. Identify Reinforcers to be GIVEN 5. Create Reinforcer Menu 6. Select Schedule of Reinforcement 7. Implement Continuous Reinforcement 8. Prevent Satiation 9. Monitor Learner Progress Reinforcement The events that came just after the behavior are the consequence events. Given a sticker Given additional/ alternative items Given alternative assignment Given instruction again and/or in different format Given focus from an adult to supervise completion When you change the consequences, the behavior will change. 12
What makes a good strategy? A strategy Individualized to the student Provides the student with the tool(s) to be successful Uses a combination of the types of learning/ preferences used by the student Why should we use strategies? This all leads to student success!! 13
Resources Need help? Corrine Szarvas-Kidd, M.S., PPS, NCSP, LEP, BCBA WESELPA School Psychologist/ Behavior Specialist Corrine_Szarvas-Kidd@sbcss.k12.ca.us 909.476.6149 14
Physical setting What is present to support student success? What is missing to support student success? Furniture Lighting Temperature Location Social setting Context? Culture? Peers? Adults? Predictability? 15
Instructional Strategies, Curriculum and Activities Materials? Delivery of Instruction? Performance? Develop Behavior Expectations Teach expectations and routines to prevent initial occurrences of behavior Small in number (3-5) Positively stated Defined by Location Modeled, acknowledged, and corrected by all staff 16
Scheduling factors Routines What comes next Access by all Behavior most likely to occur Transitions from activity to activity Transitions from place to place Degree of Independence How does student know what is expected of them in the moment? Directives? Cues? Prompting? 17
Degree of Participation How are students involved in the instructional activities? Does accessibility of materials match student skill levels? What supports student in naturally navigating activities? What supports student in typically interacting in lessons? Social Interaction What social skills does student possess? What activities provide natural practice to develop social skills? Are there social skill deficits that contribute to the target behavior displayed? What already exists to address social skill deficits? 18
Degree of choice Reinforcers Materials Location People Task completion Do opportunities appropriately match student s decision making skills? Four Term Contingency MO Antecedent Behavior Consequence Hungry See cookies Eat cookies Satisfy desire for food ** Here, the behavior is operating on a state of deprivation (hunger) also known as a Motivating Operation 19
Consequence Matrix Something is added or provided/given Increases targeted behavior Positive reinforcement Decreases targeted behavior Positive punishment Something is taken away or removed Negative reinforcement Negative punishment Reinforcement Schedules Ratio Interval Fixed Reinforcer given after a specific number of correct responses (e.g.fr3) Reinforcer given after a specific interval of time (FI3) Variable Reinforcer given after an average number of correct responses (e.g.vr3) Reinforcer given after an average interval of time (VI3) 20