Applied Behavior Analysis Introduction to Applied Behavior Analysis Donna Cooper Chara Hosom

What to Expect in this presentation Applied Behavior Analysis Defined The ABC’s of Behavior Antecedent Behavior Consequence Antecedent and Consequence Manipulations in the classroom District Supports on the Intranet What’s coming…itslearning

What is Applied Behavior Analysis (ABA) Applied Behavior Analysis is a scientific study of behavior that uses descriptive and functional analysis to study antecedents and consequences in order to produce changes in behavior through environmental modifications.

ABA myths -ABA is only used as an autism treatment -ABA only uses punishment techniques and aversive controls. -ABA is dangerous because it can eventually lead to a population of children susceptible to mind control. -ABA is inhumane because it takes away from the individual's freedom of choice. ABA is only token reinforcement ABA is only about M&Ms and Skittles ABA is the equivalent to bribery

What is Applied Behavior Analysis (ABA) Its principles are embedded in and used everyday throughout all part of society and everyday life:

What is Applied Behavior Analysis (ABA) The focus on positive reinforcement is the key: The presentation of a stimuli (reward/praise/high 5 etc.) following a behavior makes it more likely that the specific behavior will occur again. Punishment: teaches a student what not to do…..but not what they should do.

All Behavior is Functional Behaviors are “tools” people use to get their needs met Repeated actions satisfy a need – from the person’s point of view Behaviors often have more than one function and the function sometimes changes over time

Main Functions of Behavior To Gain To Escape (or Avoid) • Attention (People • Attention (People or specific interactions) specific interactions) that are unpleasant • Things, Activities • Things, Activities or or Places Places that are unpleasant • Input from • Input from unpleasant sensory experiences sensory experiences

What does ABA investigate to find the function of behavior? Environment (or antecedent) - Internal or external factors that may cause or influence behavior Behavior - What someone says or does (what the behavior looks like) Consequences - What happens after the behavior occurred. A-B-Cs of Behavior- we use this information to arrange/re-arrange parts of the environment to strengthen or weaken behavioral repertoires.

ABCs of Behavior in the classroom

ABCs of Behavior in the classroom Behavior policy: Non compliance = check on the board by the student’s name. 3 checks on the board= after school detention.

Once you have successfully identified the function, now what? Goal: Reduce the inappropriate behavior and increase appropriate behavior. To set the student up for success. To be PROACTIVE, not REACTIVE.

Human behavior is changeable 3 methods Make the problem behavior irrelevant Make the problem behavior inefficient Make the problem behavior ineffective Use a system of Antecedent and Consequence manipulations. This ensures that you are manipulating the environment to encourage the desirable behavior, not just waiting for the undesirable to occur and then doing something about it.

ABCs of Behavior in the classroom New behavior policy: Consequence manipulation Caught being ‘good’= check on the board by your name. 3 checks on the board= Prize (MUST be powerful) Johnny’s behavior is placed on extinction (removal of the maintaining variable). During this time expect an increase in behavior (extinction burst) BUT you must stay consistent during this time.

ABCs of Behavior in the classroom New behavior policy had been in place for 2 weeks. Other students were quickly brought on board and were following the classroom rules to get a ‘check mark’. Phone calls made to students’ parents about how great they were doing in class. Remember- Consistency is the key

ABCs of Behavior in the classroom New behavior policy had been in place for 3 weeks. Other students were continuing to get ‘check mark’. More and more students were not attending to Johnny’s behavior. Gradually increase the effort required to earn the checks (prizes become harder to earn). Remember- Consistency is the key

Antecedent Manipulations in the classroom (Anticipating the likelihood of a behavior occurring and setting up/manipulating the environment PRIOR to a demand being given to increase the chances of the student completing the demand with the absence of undesirable behaviors). Preference assessment First Then board Visual schedule Behavioral momentum Reduce visual field/number of tasks per sitting -Token economy

Antecedent Manipulations in the classroom Preference Assessment: What does the student want to work for? List, visuals, array of tangible objects, verbal options given. This is so the student is motivated. If the ‘motivator’ is something that the student doesn’t want to work for, what is the likelihood going to be that they complete the demand given?

Antecedent Manipulations in the classroom First-Then board: simple schedule / sequence NEXT

Antecedent Manipulations in the classroom Visual Schedule: Problems 1-2 Play doh Problems 3-4 Color Problems 5-6 Reading rug

Antecedent Manipulations in the classroom Behavioral Momentum: (Play on the student’s strengths) Things To Do Identify HIGHLY probable behaviors Request 3 or more highly probable behaviors Request low probable behavior Give appropriate consequences Collect and review data Gradually reduce request for high probability behaviors 1+1 = 4+3 = 3+6 = 3x3 = 2+9 = 4+6 = 4x5 = 5+7 = 6+2 = 2x5 =

Antecedent Manipulations in the classroom Reduce visual field/ Number of tasks: 2x4 = 6x3 = 4x1 = 3x3 = 2x4 = 4+3 = 4x1 = 3x3 = 2x9 = 4+6 = 4x5 = 5+7 = 2x9 = 4x6 = 4x5 = 5x7 = 2x4 = 6x3 = 4x1 = 3x3 = Draw 3 apples 2x9 = 4x6 = 4x5 = 5x7 = Draw 2 trees

Antecedent Manipulations in the classroom Token Economy: I am working for ________________ State what the student SHOULD be doing, not what they shouldn’t be doing. Do not take away tokens! Stay in seat Use a calm voice Work on math problems

Antecedent Manipulations in the classroom 5 point scale:

Antecedent Manipulations in the classroom Incorporate gross motor movements (especially if the student is getting antsy). Have reasonable expectations. Use choice (limited to 2-3). Don’t overwhelm the student. Use non negotiable language such as ‘I want you to……’ not ‘will you…..’ (otherwise be prepared for the answer ‘no’). Don’t get into power struggles Be consistent

Antecedent Manipulations in the classroom Don’t repeat directives over and over (unless the student/s truly didn’t hear you). Ensure the language you are using is appropriate for the student (that they can understand). Think ahead before you give a direction- has the student typically engaged in problem behavior when you have given this direction? If yes, what supports can you put in place BEFORE you give the direction. Make sure you are able to prompt a student through directive completion before you give the directive. Be consistent

Antecedent Manipulations in the classroom Give the student a heads up about any changes in schedule. Review expectations (behavioral/social/academic) before a demand is placed (write them down for the student if needed). Ensure the student has an understanding of the task before/as soon as it is presented.

Consequence Manipulations in the classroom POSITIVE REINFORCEMENT When a behavior occurs that you want to see, LET THEM KNOW!!! At the beginning, provide HIGH levels and FREQUENT reinforcement. Over time, decrease the frequency, but make it frequent enough to maintain the behavior.

Consequence Manipulations in the classroom Reinforcement levels= VERMI VALUE- Is what the student working for worth it to them? EFFORT- Is the amount of effort they have to put into their work/behavior worth it? RATE- Is reinforcement being delivered often enough? MAGNITUDE- Is the level of reinforcement too big/small? IMMEDIACY- Is the reinforcement being delivered quick enough?

Consequence Manipulations in the classroom POSITIVE REINFORCEMENT -Use behavior specific praise (turn ‘good job’ into ‘I like how you raised your hand and waited for me to call on you’). If the skill is a difficult/new skill for the student provide LOTS of reinforcement for compliance/completion of the skill. If the student usually engages in problem behavior when presented with the direction provide LOTS of reinforcement for engaging in appropriate behavior.

Consequence Manipulations in the classroom Non-compliant response -Begin prompting (gestural/physical/visual prompts NOT verbal prompts- do not repeat direction again). -Do not react to problem behavior (do not show anger/frustration). Remain calm. You’re the one in control. -Provide minimal eye contact and verbal exchanges (no arguing/negotiating with the student).

Consequence Manipulations in the classroom Non-compliant response -Make sure the student completes the demand (do not allow the student to escape it). -Do not provide a lot of praise for compliance after initial non-compliance. -Present a similar effort demand. Once they complete that demand THEN provide praise.

Consequence Manipulations in the classroom Provide visual supports to help a student calm down in situations as needed. **Always ensure that the student returns to the original demand after they are calm**

District Six Autism Supports Intranet Special Education Autism Autism Support Staff Donna Cooper dcooper@spart6.org Chara Hosom hosomcg@spart6.org Future Plans Itslearning for communication & collaboration!