1. Effective teaching strategies… For any age…….

2. Reinforcement - O The event that follows a behavior O Is a consequence O Increases the frequency of the behavior

3. Negative Reinforcement O REMOVE something O After the behavior occurs O To increase the likelihood that behavior occur again. http://www.youtube.com/watch?v=cNkp4QF 3we8

4. Positive Reinforcement O ADD something O After the behavior occurs to increase the likelihood that behavior will occur again in the future http://www.youtube.com/watch?v=- 63ysqT5nu0

5. Why is Reinforcement Important? O Why will he/she want to do something? O I want it O I want it to go away O I want you O I want you to go away O I like doing this O I don’t like doing this O It feels good

6. Which is it? Positive Reinforcement Negative Reinforcement I want it I want you I like doing this This feels good O I want it to go away O I want you to go away O I don’t want to do this

7. Identifying Possible Reinforcers O Ask friends, family, or others who know the person well what the person likes. O Observe to see how the person spends free time. O Give a choice of items or activities to see what is chosen. O Provide an item or activity after a behavior to see if the behavior increases over time. Reid

8. Reinforcers O No limit on what serves as a reinforcer, but the value of items may change over time O drinks and food O praise and other attention (e.g., physical touch) O activities (e.g., video games, playing basketball) O music or television (videos) O opportunity to make a CHOICE

9. Important factors when trying to apply reinforcement strategies…. O Immediate O Appropriate quality O Appropriate quantity O CONTINGENT

10. Reinforcement Schedules— frequency of delivering the reinforcer ScheduleDefinitionWhen to use it Continuous CRFContingent on every occurrence of the response Acquisition Slow or inconsistent responding RatioContingent only after a certain number of responses Maintenance, after consistently responding to CRF IntervalContingent on the response, only after a certain amount of time Natural environment after the behavior is well established

11. Token Economies O A token economy involves awarding ("reinforcing" a student with) tokens, chips, stickers, check marks, points, stars, or other items/markings to students who demonstrate desired behaviors identified by the teacher. O Students may periodically exchange the tokens for rewards, which are items or activities desirable to them. (Behavioradvisor.com)

12. Token Economies O Token economies are often quite effective for students who are resistant to other types of motivational or behavior management techniques. O Other benefits of this system are ease of administration, the use of immediate or frequent reinforcement (tokens) while teaching delayed gratification (holding tokens until trade-in time), lack of boredom or satiation for the student due to the availability of a variety of back-up reinforcers, and lack of competition between students as they compete only against themselves. (Behavioradvisor.com)

13. How to set up a token system? O Select the behaviors to be reinforced O Refrain from/replacement of aberrant behaviors O Skills that are being learned O State the desired behaviors in specific and observable terms O Decide how you will measure the behaviors (e.g., percentage correct, number of minutes engaged in proper behavior, number of times student displays appropriate behavior). O Decide where to monitor the behaviors (e.g., only in the classroom or also in the lunchroom and on the bus). O Select the initial reinforcer. Use a reinforcer that is easy to administer and convenient to store. Devise a token/item/marking that will inhibit theft or counterfeiting

14. How to set up a token economy? O Select your back-up reinforcers O This should always involve student choice at some level O Remember, if the item/activity does not work to increase the targeted behavior, it is NOT a reinforcer O Use of preference assessments to help determine things that could potentially be reinforcers O Place a price (in tokens) on your back-up reinforcers O Periodically modify your system to wean your students from the token economy. This change usually involves requiring more positive behavior for a longer period of time in order to obtain a check mark or token

15. How do we implement a token system with those that don’t comprehend explanation? O BACKWARD CHAINING TECHNIQUE O Pay me O Earn 1, pay me O Earn 2, pay me O Earn 3, pay me O ETC…

16. Token Economies O Various ways to reinforce O Time interval O Can pair with “abiding” by the rules (e.g. refrain from problem behavior) O For example – every full minute you follow your rules (hands to self, feet to self, work quietly) a token is awarded O Once you are proficient at the minute mark, I increase my time O Ratio O Fixed – after every specified number O Variable – after an average number

17. Effective Teaching Strategies

18. Giving Directives/Instructions O Give an instruction only ONCE O Give directives only when you know the individual is attending O Give directives when you are close to the individual and are in a position to enforce the directive O Make directives specific and direct O Use a polite but firm tone O Don’t allow the individual to discuss the directive with you at the time it is given O Give a time frame for the activity to be started or completed

19. Prompting and Prompt Fading O Prompting O Events that come BEFORE the behavior to ensure an appropriate response O Least-to- Most Prompting Sequence O Verbal (just say it once) O Gestural (quietly, no touch) O Physical (brief touch) O Total Manipulation O Always reinforce “good following directions”

20. Behavior Momentum O Train a series of simple gross motor imitations. O Practice these responses and give them lots of reinforcement. O When to use Behavior Momentum O Priming before starting training O Regaining attention during training O Keeping the momentum of training up, and keeping the student’s attention O Regaining instructional control when a student becomes aggressive (reactive) O Getting a student up off the floor (reactive)

21. Behavior Momentum -- Proactive O Builds a momentum of compliance before presenting a command that is less likely to be followed. Easy directivescompliance Challenging directive compliance

22. Shaping O A process in which one systematically and differentially reinforces successive approximations to a target behavior. O For instance, you want your child to say “bubbles.” However, he is only saying “buh.” Through effective prompting and prompt fading, you can then shape the response “buh-buh” and reinforce more abundantly the buh-buh over the buh. O To do this, you must change your criteria for reinforcement O When shaping behaviors, you can shape time on task, number of responses, the topography (or form) of the behavior, etc.

23. Shaping O Shaping Game!!!

24. Chaining O A specific sequence of discrete responses O Each associated with a particular stimulus condition O When components are linked together, they form a chain that produces a terminal outcome O Each response in the chain serves as a conditioned reinforcer for the response that produced it O Each response in the chain serves as a discriminative stimulus for the next response in the chain O (Exceptions: the first and last responses in the chain)

25. Chaining O Use a task analysis to teach chaining— O This is a step by step breakdown of each behavior needed to complete a task such as tooth brushing, dressing skills, toy play, etc. O The key is to have a task that has multiple steps O Murdoch Library is a collection of task analyses ranging from academic to self-care skills

26. Ways to teach Chains O Forward chaining, O backward chaining, O total task presentation

27. You cannot begin teaching unless you have the child’s attention first!!! O Watch the child’s body language O Is he waiting attentively? O Turned away? O Engaged with something?

28. How can I get my student to attend and motivated to do his work O Simple tasks that he is likely to engage in (high probability tasks) O Manding (requesting) trials O Choice making of preferred items

29. Group Instruction O Reminder about myths of ABA O It is not about bribing kids with candy O And it is NOT always conducted 1:1 O In fact, the majority of settings in which ABA is (or can be) used effectively are NOT 1:1 settings O Schools O Residential Facilities O Correctional Settings O Substance Abuse Clinics O ETC…

30. Group Instruction Format O The important thing to remember is that in order to change or work with a group dynamic, you have to be able to work with INDIVIDUAL behaviors!

31. Group Instruction Format O Define the activity of the group O Circle time for younger children O Academic lessons for older children O Can be scripted curriculum – determine modifications if any are needed O Vocational classes O Social / Leisure activities O ETC… O Don’t be too quick to jump in the meat of the lesson – build some rapport first, know the behavior plans you have to juggle and EASE into the lesson. Don’t have to start with lesson 1 the first day.

32. Group Instruction Format O Determine reinforcement schedules for the each individual O Who can work with social reinforcers and occasional attention and still be on task O Who is on a token economy, how often (and for what) do they receive tokens and who delivers O Can my student learn this task in a group format O If not, can I somehow practice more often outside this group so it becomes easier to see happen in this group?

33. Group Instruction Format O Determine how to handle inappropriate behavior in the group without disrupting the learning environment for the other students too much O Shadowing techniques O Silent O Prompt /prompt fade O Reinforce O Keep focus directed on the teacher

34. Responding to Disruptive Behavior O Basic Protocols O Accepting No O Waiting O Leaving a preferred item/activity for a non- preferred O Keep in mind that these are to be taken as guidelines---each program may need an individual tweaking!!

35. What to Teach – ASSESSMENT TOOLS O Suggestions Include but not limited to: O ABLLS-R for younger children O AFLS for older individuals