PowerPoint Slides to Accompany Applied Behavior Analysis for Teachers Seventh Edition Paul A. Alberto Anne C. Troutman ISBN: 0-13-172203-4 Alberto &

PowerPoint Slides to Accompany Applied Behavior Analysis for Teachers Seventh Edition Paul A. Alberto Anne C. Troutman ISBN: Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Roots of Applied Behavior Analysis
Requirements for explaining human behavior Explanations of human behavior Biophysical Developmental Cognitive Behavioral Historical Development of Behaviorism Respondent Conditioning Associationism Behaviorism Operant Conditioning Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Usefulness Criteria Inclusive: Does the explanation account for a substantial quantity of behavior? Verifiable: Is the explanation testable? Predictive Utility: Does the explanation provide reliable answers about what people are likely to do under certain circumstances? Parsimonious: Is it the simplest explanation? Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Dominant Genetic Inheritance
Affected Mother (An) Unaffected Father (nn) Affected (An) Normal (nn) Affected (An) Normal (nn) Each child has a 50% chance of inheriting the “A” gene (dominant abnormal gene) or the “n” gene (normal gene) from the affected parent Abnormal Gene Passage Normal Gene Passage Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

RECESSIVE INHERITANCE
Carrier Mother (Na) Carrier Father (Na) Normal (NN) Carrier (Na) Affected (aa) Each child has a 25% chance of inheriting two “a” genes (recessive abnormal genes) and in inheriting two “N” genes (normal genes). Each child also has a 50% chance of being carriers of the abnormal gene. Abnormal Gene Passage Normal Gene Passage Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Freud’s Components of Personality
Id The part of the human personality that seeks gratification of desires without any reference to any external controls. Ego Includes such processes as motility, memory, judgment, reasoning, language, and thought. Superego Develops as a function of parental training and includes conscience, morals, ethics, and aspirations. Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Forces for Adapting to the Environment
Assimilation The tendency to adapt the environment to enhance personal functioning Accommodation The tendency to change behavior to adapt to the environment Equilibration The process of maintaining a balance between assimilation and accommodation Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

A Comparison of Freudian and Piagetian Theories
Freud’s Psychoanalytic Theory Piaget’s Theory of Cognitive Development AGE STAGE Birth to 2 years Oral Stage: Gratification centered around the mouth Birth to 1 ½ years Sensorimotor Intelligence: infant is preoccupied with differentiating himself from the rest of the world and establish representations of objects 2 to 4 years Anal Stage: Child derives gratification from withholding and controlling feces. This corresponds with toilet training. 1 ½ to 4 or 5 years Preoperational Thought-Representational Thinking: child develops language, however is still unable to take another person’s point of view. 4 to 6 years Phallic Stage: Gratification centers around genitalia. Child becomes attached to parent of the opposite sex and develops hostility to parent of the same sex. 5 to 7 years Preoperational Thought-Intuitional Thinking: Child begins to understand conservation, attends to more than one aspect of an object at a time, understands reversibility of some operations. 6 years to puberty Latency Stage: child identifies with the parent of the same sex and play primarily with other children of the same sex in sex-stereotyped activities 7 to 11 years Concrete Operations: Organizes perceptions and symbols; able to classify along several dimensions simultaneously; cannot solve abstract problems. Puberty Genital Stage: Child becomes interested in members of the opposite sex. 12 years to Adult Formal Operations: Deals with abstractions, hypothetical situations, and can think logically Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Key Terms: Chapter 1 Applied behavior analysis Positive reinforcement
Consequence Negative reinforcement Punisher Punishment Extinction Stimulus control Antecedent stimulus Setting events Modeling Shaping Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Preparing Behavioral Objectives
Chapter 2 Preparing Behavioral Objectives Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Chapter Outline Definition and Purpose of Behavioral Objectives
Establishing Behavioral Objectives Writing Behavioral Objectives Expanding the Scope of the Basic Behavioral Objective Behavioral Objectives and the Individual Education Program (IEP) Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

What’s Wrong With These Objectives?
“Charles will expand his knowledge of the U.S. capitols.” “Laura will gain an appreciation of friendships and will get along with her peers.” “Steven will learn the vocabulary words presented in the Acme reader.” “When presented with menu, Alan will order a meal.” “For three weeks, Jackson will get out of bed on time.” “Beatrice will be ready for bed each night for 1 month.” “After watching the nightly news, Madeline will work on her homework for 1 hour.” Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Sample Students Student: Elliott Student: Zachary Student: Jennifer
Behavior: Cries every morning after arriving at school. Student: Zachary Behavior: Refuses to play cooperatively. Student: Jennifer Behavior: Continually asks for assistance during silent reading. Student: Helen Behavior: Doodles in her notebook instead of taking notes during science class. Student: Blake Behavior: Bullies other students during recess. Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Definitions Educational Goals: Behavioral Objectives:
“statements of annual program intent” Behavioral Objectives: “Statements of actual instructional intent, usually for a three- to four-month period for individuals with more severe disabilities and for the length of time of the school’s grading period for students with mild disabilities.” Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Considerations When Developing Educational Goals
Evaluation Data Student’s past and projected rate of development compared with long-range plans for his/her future Students presenting physical and communicative capabilities Inappropriate behaviors that must be brought under control Skills the student lacks for appropriate functioning The amount of instructional time available Prerequisites necessary for acquiring new skills Functional utility of the skills Availability of specialized materials, equipment, or resource personnel. Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Measurable Terminology
Understand ..……………………….? Appreciate ………………………….? Characterize………………………...? Recognize…………………………..? Judge ..……………………………..? Formulate…………………………..? Rationalize …………………………? Evaluate ……………………………? Interpret ……………………………? Analyze ……………………………? Solve ………………………………? Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Five Elements of the IEP
A statement of the child’s present levels of educational performance. A statement of annual goals, including short-term instructional objectives. A statement of the specific education and related services to be provided to the child and the extent to which the child will be able to participate in regular education programs. The projected dates for initiation of services and the anticipated duration of services. Appropriate objective criteria and evaluation procedures and schedules for determining, on at least an annual basis, whether the short-term instructional objectives are being achieved. Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Procedures for Collecting Data
Chapter 3 Procedures for Collecting Data Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Rationale for Collecting Data Measurement Dimensions of Behavior
Anecdotal Reports and Permanent Product Recording Observational Recording Systems Duration and Latency Recording Interobserver Reliability Factors That Affect Data Collection and Interobserver Agreement Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Guidelines for Anecdotal Reports
Write down the setting as you initially see it, describe the individuals and their relationship, identify the occurring activity. Record everything the targeted student says and does and to whom or to what. Describe everything said and done to the student and by whom. Clearly differentiate between fact and your interpretation of what is being observed. Provide some temporal indications so as to be able to judge duration. Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Observational Recording Systems
Event Recording: Recording the number of times a behavior occurs Interval Recording: Recording of whether a behavior occurs during intervals of a specified time period. Time Sampling: Recording of whether a behavior occurs at the end of an interval during a specified time period. Duration Recording: Recording the length of time a behavior occurs. Latency Recording: Recording the amount of time it takes for a student to begin the targeted behavior. Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Observation Systems As Related to Basic Behavioral Paradigm
Antecedent Stimulus Response Consequent Stimulus S R S Latency Recording Duration Recording Event Recording Interval Recording Time Sampling Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Basic Data Sheet for Event Recording
Student: ________________________________ Observer: _______________________________ Behavior: _______________________________ Date Time Start Stop Notations of Occurrence Total Occurrences 3/15 10:00 – 10:15 //// //// //// //// /// 23 3/16 10:00 – 10:15 //// //// //// /// 18 Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Event Recording with Controlled Presentations 14 Place spoon in mouth
√ 13 Bring spoon to mouth Ø 12 Lift spoon 11 Scoop 10 Place spoon in bowl 9 8 Place carton on table 7 Pour milk in bowl 6 Lift carton 5 Open milk carton 4 Place box on table 3 Pour cereal in bowl 2 Lift box 1 Open cereal box Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Ø √ Interval Recording Data Sheet (Length of Intervals in Seconds)
Student: _______________ Behavior: _____________ Date: __________________ Time Start: _____________ Setting: _______________ Observer: _______________ Time End: _____________ (Length of Intervals in Seconds) Ø √ Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

X O O X Time Sampling 10 20 30 40 50 60 O = nonoccurrence
Student: _______________ Behavior: ______________ Date: _________________ Time Start: _____________ Observer: ______________ Time Stop: _____________ 10      X O O X O = nonoccurrence X = occurrence Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

10 20 30 40 50 60 Tony Al Ellen Austin Mary
Coding Form for Multiple Students 10 20 30 40 50 60 Tony Al Ellen Austin Mary Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

√ Coding Form For Multiple Behaviors 1 2 3 4 5 6 7 8 9 10 H F C V
Sessions 1 2 3 4 5 6 7 8 9 10 H √ F C V H = Head Rolling F = Hand Flapping C = Finger Contortions V = High-Pitched Vocalizations Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Basic Formats for Latency and Duration Recording Data Sheets
Student: ____________________ Observer: ___________________ Behavior: ___________________ Operationalization of behavior initiation: ___________________ ___________________________ Student: ________________________ Observer: _______________________ Behavior: _______________________ Behavior initiation: _______________ Behavior termination: _____________ _______________________________ Date Time Latency Duration Delivery of Sd Response initiation Response termination Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Data Collection Decision-Making Process
Behavior Concern related to a temporal dimension of the behavior Concern related to a numerical dimension of the behavior Discrete Discrete or Continuous Prior to response initiation Time between response initiation and termination Event Recording Occurring at a high frequency Latency Recording Occurring at a moderate frequency Duration Recording Interval Recording Time Sampling Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

How to Calculate Interobserver Agreement
For Duration and Latency Data Shorter # of minutes X 100 = Percent of Agreement Longer # of minutes For Interval Recording or Time Sampling Agreements Agreements + Disagreements Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Basic Components of a Line Graph
10 9 8 7 6 5 4 3 2 1 D LABEL F G A B Sessions C a. Ordinate label e. Continuity break b. Ordinate f. Data point c. Abscissa label g. Abscissa d. Data path Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Permanent Product Graphing
Student: Catherine Behavior: Writing paragraphs of 20 words given title and topic sentence Date No. of Words 3/16 6 3/27 8 3/18 14 3/30 3/20 10 4/2 3/23 4/4 3/25 12 4/7 15 Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Graphing Event Data Student: Michael
Behavior: Calling out without raising hand Observation Period: 10:20 – 11:00 (whole class activity) Days Instances Total Monday /// 3 Tuesday / 1 Wednesday //// // 7 Thursday /// 3 Friday // 2 Monday //// 4 Tuesday //// 4 Wednesday //// // 7 Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Computing Rate A rate of correct responding is computed by dividing the correct responses by the time taken for responding: # correct Correct Time = Time Computing a rate of error may be done by dividing the number of errors by the time: Errors Rate of Error = Time Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Graphing Rate Data Student: Steven Behavior: Packet Assembly
Observation Period: Vocational training at Red Cross Day Number Completed Amount of Time Rate per Minute Monday 45 30’ 1.5 Wednesday 40 25’ 1.6 Friday 1.8 Tuesday 20’ 2.0 Thursday 50 48 2.4 54 20 2.7 Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Graphing Interval Data
Student: Oliver Behavior: Out-of-Seat (S-Self) Observation Period: 5 minutes (first 5 minutes of center time) 20 40 60 20   20  60    20  60 - S Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Graphing Duration Data Student: Casey Behavior: Time Spent Toileting
Mon 12 min 8 min 7 min AVG = 9 min Thurs 14 min 10 min AVG= 12 min Tues 11 min 16 min 9 min AVG = 12 min Fri AVG = 10 min Wed 15 min AVG = 11 min Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Graphing Latency Data Student: Deanne
Behavior: Delay beginning morning writing assignment Observation Period: Each morning at 8:45 Day Number of minutes Comments Monday 6 Pencil sharpening Tuesday 5 Roaming Wednesday Thursday 2 Chatting Friday 4 chatting Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Summary of Data Conversion Process
Type of Recording Data Conversion Permanent Product * Report number of occurrences if both time and opportunities to respond are constant Event * Report percentage if time is constant (or not of concern) and opportunities vary. * Report rate if both time (which is of concern) and opportunities vary, OR if time varies and opportunities are constant. Interval * Report number of intervals if constant Time Sampling * Report percentage of intervals during or at the end of which behavior occurred. Duration seconds/minutes/hours for which the behavior occurred. Latency between antecedent stimulus and onset of behavior. Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Single-Subject Designs
Chapter 5 Single-Subject Designs Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Chapter Outline Variables and Functional Relationships
Basic Categories of Designs AB Design Reversal Design Changing Criterion Design Multiple Baseline Design Alternating Treatments Design Changing Conditions Design Evaluating Single-Subject Designs Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Dependent and Independent Variables
“The behavior targeted for change.” Independent Variable: “The intervention being used to change behavior.” Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

What is the Dependent and Independent Variable?
To increase compliance in vocational settings by implementing a token reinforcement system. Use picture prompts with students with severe disabilities to increase instruction-following skills. Students will increase their organizational skills by outlining their daily activities on a schedule checklist for six weeks. The use of graduated guidance will enable the student to eventually feed himself. Increase reading skills by two grade levels following instruction using the “I’m A Better Reader” program in combination with time delay. Implement a response cost system for verbal outbursts. Give the puppy a treat when he follows his master’s commands. Marty writes his name in the appropriate space in order to obtain teacher approval. When students correctly complete their homework assignments, they earn free time using the computer. Mrs. Hoffman uses differential reinforcement of incompatible behaviors to increase in seat behaviors. Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Research Designs AB Design Reversal Design Changing Criterion Design
Multiple Baseline Design Alternating Treatments Design Changing Conditions Design Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

AB Design Baseline Intervention Sessions
Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

AB Design: Advantages and Disadvantages
Simple to use Cannot be used to make a confident assumption of a functional relationship. Does not provide for replication Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Reversal Design Baseline Intervention Baseline 2 Intervention 2

Reversal Design: Advantages and Disadvantages
ABAB design is most desirable of reversal designs because it allows us to see the effects of the independent variable on the natural rate of occurrence of the target behavior Use this design: When a clear functional relationship between independent and dependent variable needs to be demonstrated When the nature of the target behavior is such that it can be reversed when the treatment is withdrawn When the nature of the treatment is such that its effects are not present on the target behavior after it is withdrawn When withdrawal of treatment does not compromise ethics Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Reversal Design: Advantages and Disadvantages
Do not use this design: When the target behavior is not reversible When the treatment effects will continue after the treatment is withdrawn When it is not educationally or clinically desirable for the behavior to return to baseline levels When the target behavior is such that withdrawal of effective treatment would be unethical Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Changing Criterion Design

Changing Criterion Design: Advantages and Disadvantages
Helpful when working on behaviors that are being shaped Helpful when the terminal goal that is set takes a long time to reach The treatment does not have to be withdrawn to show its requisite functional relationship with the target behavior Not appropriate when behavior must occur immediately It may not be appropriate to “hold back” an individual and his/her behavior change Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Multiple Baseline Design Across Students

Multiple Baseline: Advantages and Disadvantages
Use this design: When withdrawal designs are not feasible due to ethical concerns When there is more than one target behavior, setting, or individual in need of treatment When the effects of the independent variable cannot be withdrawn or reversed Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Multiple Baseline: Advantages and Disadvantages
Do not use this design: When selected target behaviors are not functionally similar nor independent of one another If there is only one individual/setting/behavior selected for treatment When more than one intervention phase is desirable to demonstrate a functional relationship When constraints on resources make implementation impossible Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Changing Conditions Design
Baseline Intervention 1 Intervention 2 Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Changing Conditions Design: Advantages and Disadvantages
Used to investigate the effect of two or more treatments on the behavior of a student Cannot be used to determine the effects of a functional relationship between the dependent variable and any of the tested independent variables Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Alternating Treatments Design

Alternating Treatments Design: Advantages and Disadvantages
Use this design: When you want to determine the relative effectiveness of more than one treatment on a given behavior When baseline data are either unavailable or might be unstable When the treatments are sufficiently different from each other When the subjects can discriminate the treatment conditions When the effects of sequencing the interventions might obscure the results Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Alternating Treatments Design: Advantages and Disadvantages
Avoid this design: When the treatments might interact, thus obscuring the results When the subjects cannot discriminate the treatment conditions When the treatments typically produce slow behavior changes When the treatments need to be administered over a continuous period of time to be effective When it becomes difficult to counterbalance the various aspects of the study Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Chapter 6 Developing a Hypothesis for Behavior Change: Functional Assessment and Functional Analysis Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Antecedents to Inappropriate Behavior
A. Frustration due to: Response Ignorance Complex materials, lacking in appropriate adaptations Lack of functional vocabulary to communicate Goal of performance interruption B. Understimulation: Boredom Being ignored Meaningless repetition beyond criterion Nonfunctional activity Pacing too slow C. Overstimulation Environment: For example, number of students, noise Rate of physical prompting or verbalizations Pace of activity D. Environmental expectation or models Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Functions Served By Behavior
A. Attention Seeking (positive reinforcement) A communication attempt to indicate needs and wants Historical/current pattern of positive reinforcement resulting in a means to access people, object, event Inconsistent pattern of reinforcement or punishment B. Means of escape/avoidance (negative reinforcement) External stimuli: touching, difficult task, change in routine, setting, physical discomfort, environmental discomfort, social embarrassment Internal stimuli: earache, sinus pain, skin irritation, hunger, constipation, fatigue C. Sensory feedback/stimulation (automatic reinforcement) To obtain reinforcement from internal stimulation D. Nature of current reinforcement: desirability, quantity, intensity, scheduling Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Behavior Support Plan Procedures
Identify problem behavior Develop operational definition Collect initial confirming data Notify IEP committee members Conduct screening Request as needed: health, medications, physical, sensory, learning disability information Implementation of changes based on screening Conduct functional assessment Employ indirect information gathering strategies (informant assessment) Employ direct information gathering strategies (descriptive assessment) Formulate hypothesis of function Conduct functional analysis Systematic manipulation of antecedents and consequences to determine their effect on occasioning and maintaining the target behavior Formulate hypothesis of function Develop behavior support plan Review hypothesis and select components of a behavior support plan Collect and evaluate data Maintain and generalize successful results and fade intervention as appropriate Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Terminology Functional Assessment: Functional Analysis Setting events
Gathering information in order to form a hypothesis as to variables occasioning or maintaining a behavior. May be done by interview, checklist, or direct observation Functional Analysis Procedures (usually reversal design or multielement design) that test a hypothesized relationship by manipulating the variables thought to occasion or maintain a behavior in order to verify a functional relationship. Setting events Circumstances in an individuals life, ranging from cultural influences to an uncomfortable environment, that temporarily alter the power of reinforcers Analog A setting sufficiently similar to a natural setting, such as a classroom or work site to allow inferences that what occurs in the analog setting may occur in the natural setting. Analog settings are often used for functional analysis. Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Arranging Consequences that Increase Behavior
Chapter 7 Arranging Consequences that Increase Behavior Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Generalized Reinforcer:
“When a reinforcer is associated with a variety of behaviors or with access to a variety of other primary or secondary reinforcers” Token Reinforcer: “Symbolic representations exchangeable for some reinforcer of value to students” Social Reinforcer: A secondary reinforcer used almost unconsciously and unsystematically by teachers and includes demonstrations of approval or attention. Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Schedules of Reinforcement
Continuous (CRF): Delivery of reinforcement on a continuous basis Intermittent: Requires greater numbers of correct responses for reinforcement. Delivered under two schedules: ratio schedules and interval schedules. Ratio Schedule: The number of times a target behavior occurs determines the timing of reinforcer delivery. (Fixed/Variable) Interval Schedule: The occurrence of at least one correct response plus the passage of a specific amount of time. (Fixed/Variable) Response-Duration: The continuous amount of time of a target behavior determines the delivery of a reinforcer. (Fixed/Variable) Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Schedules for the Delivery of Reinforcers
Intermittent Schedules of Reinforcement SPARSE Ratio Schedules Interval Schedules Response-Duration TH I NN ING FR FI VI FRD VRD VR Nonscheduled Delivery of Reinforcement Naturally Occurring DENSE Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Arranging Consequences that Decrease Behavior
Chapter 8 Arranging Consequences that Decrease Behavior Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Hierarchy of Procedural Alternatives for Behavior Reduction
Level Strategies of differential reinforcement A. Differential Reinforcement of Low Rates of Behavior (DRL) B. Differential Reinforcement of Other Behavior(s) (DRO) C. Differential Reinforcement of Incompatible Behavior (DRI) D. Differential Reinforcement of Alternative Behavior(s) (DRA) Level Extinction (terminating reinforcement) Level Removal of desirable stimuli A. Response-cost procedures B. Time-out procedures Level Presentation of aversive stimuli A. Unconditioned aversive stimuli B. Conditioned aversive stimuli C. Overcorrection procedures Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Differential Reinforcement of Low Rates of Behavior (DRL)
“The application of a specific schedule of reinforcement, used to decrease the rate of behaviors that, while tolerable or even desirable in low rates, are inappropriate when they occur too often or too rapidly.” Example: Murray, a previously shy student, constantly talks to his classmates throughout the class period. While appropriate during group activities or free time, it is not appropriate at its current level Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Differential Reinforcement of Other Behaviors (DRO)
“A reinforcing stimulus is delivered contingent on the target behavior’s not being emitted for a specific period of time” It is the presentation of a reinforcing stimulus contingent on the nonoccurrence of a behavior. Example: For the students who work on their book reports quietly (refrain from talking to their neighbors) for 30 minutes, they will get to attend the ice cream social at the end of the day Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Differential Reinforcement of Incompatible (DRI) and Alternative Behaviors (DRA)
DRI = A DRA procedure that reinforces a behavior that is topographically incompatible with the behavior targeted for reduction. Example: The student is reinforced for being “in seat” (the incompatible behavior is aimlessly wandering around the classroom) DRA = An inappropriate or challenging behavior is replaced by a behavior considered as a more appropriate, positive, or standard. It refers to reinforcing an alternative behavior, the performance of which decreases the likelihood that the inappropriate behavior will be performed. Example: A student with autism is reinforced for drawing pictures with the colored markers rather than stereotypically flipping them in front of himself. Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Extinction “Extinction procedures reduce behavior by withholding or terminating the positive reinforcer that maintains an inappropriate target behavior.” Example: A small child continually interrupts his father while he is talking on the phone. The father ignores his child until his phone conversation is completed (rather than immediately attending to the child while still on the phone). Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Extinction Considerations
Can the behavior be tolerated temporarily based on its topography and on its current rate of occurrence? Can an increase in the behavior be tolerated? Is the behavior likely to be imitated? Are the reinforcers known? Can reinforcement be withheld? Have alternative behaviors been identified for reinforcement? - Benoit & Mayer (1974) Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Minimum Guidelines for Using Aversives
Demonstrated and documented failure of alternative nonaversive procedures to modify the target behavior Informed written consent of the student’s parents or legal guardians The decision to implement an aversive procedure made by a designated body of qualified professionals A prearranged timetable for review of the effectiveness of the procedure and discontinuance of the procedure as soon as possible Periodic observation to ensure the staff member’s consistent and reliable administration of the procedure Documentation of the effectiveness of the procedure as well as evidence of increased accessibility to instruction Administration of the procedure by designated staff member(s) Positive reinforcement of incompatible behavior, whenever possible, as part of any program using aversive stimuli Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Differential Reinforcement: Antecedent Control and Shaping
Chapter 9 Differential Reinforcement: Antecedent Control and Shaping Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Symbols SR+: Positive Reinforcement SD: Discriminative Stimuli
S∆: A Second Stimulus (S-deltas) “A certain response results in SR+ in the presence of SD’s...The same response is not reinforced in the presence of S∆” Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Instructional Procedures
Prompts Modeling Physical Guidance Fading Graduated Guidance Time Delay Increasing Assistance Decreasing Assistance Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Summary Chart for Fading Prompts
Prompts Increasing Assistance Least Assistance Least-to-Most Prompts Start with the least intrusive prompt, provide more intrusive prompts if necessary. Graduated Guidance Reduce full physical guidance to “shadowing” (following movement but not touching the student), a light touch at a distance from the part of the body performing the behavior. Time Delay May be constant or progressive. Wait several seconds before prompting to allow the student to respond. Decreasing Assistance Most-to-Least Prompts Start with the most powerful prompt available. When the target behavior occurs reliably, move to the next less intrusive prompt. Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Guidelines for Effective Prompting
Prompts should focus students’ attention on the discriminative stimulus, not distract from it. Prompts should be as weak as possible. Prompts should be faded as rapidly as possible. Unplanned prompts should be avoided Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Backward and Forward Chaining
Backward Chaining Components of a chain are acquired in reverse order. Begin by teaching the last component first and then gradually add other components one at a time. Forward Chaining Begin by teaching the first link in the task chain until it is mastered. Once the first step is mastered, begin instruction on the next step. The student may be required to perform previously learned steps each time the task is presented, or each step may be taught separately. Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Providing for Generalization of Behavior Change
Chapter 10 Providing for Generalization of Behavior Change Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Types of Generalization
Stimulus Generalization Maintenance Response Transfer of training Response maintenance Resistance to extinction Durability Behavioral persistence Concomitant behavior change Current behavior Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Questions for Programming Generalization
Has the skill been acquired? Can the student acquire reinforcers (natural or otherwise) without performing the skill? Does the student perform part of the skill? Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Techniques for Assessing and Training for Generalization
Train and Hope Sequentially Modify Introduce to Natural Maintaining Contingencies Train Sufficient Exemplars Train Loosely Use Indiscriminable Contingencies Program Common Stimuli Mediate Generalization Train to Generalize Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Ways to Promote Generalization
Observing the student’s environment. Choosing behaviors that are subject to trapping as determined by observation. Teaching students to recruit reinforcers from the environment. Teaching students to recognize reinforcement when it is delivered. Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Teaching Students to Manage Their Own Behavior
Chapter 11 Teaching Students to Manage Their Own Behavior Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Reasons For Using Self-Management Procedures
The use of external change agents sacrifices consistency since teachers or others may “miss certain instances of behavior. Problems associated with communication between agents in different settings can also undermine the success of a program. The change agents themselves can become an environmental cue for the performance or lack of performance of a behavior. An individual’s contribution to the development of a personal behavior change program may increase performance. External agents are not always available in the environment where the target behavior is occurring or should occur. Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Techniques for Increasing Self-Management
Teachers may... ask students to set goals. ask students to evaluate their performance. explain to the student what behavior resulted in reinforcement (following delivery of reinforcement). ask the student to relate part of the contingency for reinforcement. ask the student to state the entire contingency for reinforcement. involve students in choosing reinforcers and in determining their cost in terms of behavior. Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Components of Self-Recording
Select a target behavior. Operationally define the behavior. Select an appropriate system of data collection. Instruct the student in the use of the data-collection system selected. Monitor at least one practice of data-recording session. Allow students to use self-recording independently and monitor the results. Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Factors That Influence Self-Instruction
Actual implementation of the procedure during task performance. The ability of students to perform the response in question. Reinforcement for adhering to self-instructions. Making the focus of instructions specific. Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

GENERAL BEHAVIOR REDUCTION STRATEGIES
CHAPTER 12: GENERAL BEHAVIOR REDUCTION STRATEGIES

CHAPTER OVERVIEW Principles and techniques used for decreasing behaviors are presented. Relevant terminology is reviewed and clarified. Preventive strategies are provided that negate the need for behavior reduction techniques. General guidelines and safeguards for implementing behavior reduction strategies are also reviewed. The specific behavior reduction strategies presented are: extinction, timeout, response cost, restitution, positive practice, overcorrection, medication, physical restraint and corporal punishment.

CHAPTER OUTLINE I. Introduction II. Terminology
A. Behavioral intervention plan III. Differential Reinforcement Strategies A. Differential reinforcement of other behaviors 1. Fixed or whole-interval DRO 2. Momentary DRO 3 DRO-reset interval 4. DRO-increasing interval or DRO-fading schedule B. Differential reinforcement of alternative behaviors C. Differential reinforcement of incompatible behaviors D. Differential reinforcement of lower rates of behavior E. Differential reinforcement of higher rates of behavior IV. School-wide Issues and Strategies A. General guidelines for schools B. Standards and expectations C. School organization D. Block scheduling E. School uniforms F. Conflict resolution and peer mediation

CHAPTER OUTLINE IV. Schoolwide Issues and Strategies
A. General guidelines for schools B. Standards and expectations C. School organization D. Block scheduling E. School uniforms F. Conflict resolution and peer mediation V. General Guidelines for Teachers A. Focus on prevention B. Interrupting the behavior chain 1. Maintain proximity control 2. Inject humor into the situation 3. Maintain instructional control 4. Facilitate problem solving 5. Consider stimulus change C. Remember the fair pair rule D. Be consistent E. Avoid reinforcing inappropriate behavior F. Limit consequences for inappropriate behavior G. Deal with inappropriate behavior immediately H. Stop shouting

CHAPTER OUTLINE VI. Specific Strategies for Teachers A. Extinction
1. Extinction and consistency 2. Other factors affecting consistency 3. Extinction burst 4. Spontaneous recovery 5. Advantages of extinction 6. Potential side effects and disadvantages of extinction B. Time-out from positive reinforcement 1. Nonexclusion time-out a. Planned ignoring b. Removal of specific reinforcers c. The time-out ribbon d. Exclusion time-out e. Contingent observation time-out f. Isolation time-out g. Seclusion time-out 2. Advantages of time-out 3. Potential side effects and disadvantages of time-out C. Response cost 1. Advantages of response cost 2. Potential side effects and disadvantages of response cost D. Restitution, positive practice, and overcorrection 1. Restitution and simple correction 2. Restitution overcorrection 3. Positive practice 4. Positive practice overcorrection E. Medications F. Corporal punishment VI. Establishing Safeguards A. Program review and human rights committees

CHAPTER SUMMARY The term behavior reduction strategy is used in this chapter instead of punishment because of the perceived association between punishment and aversive procedures. Punishment is technically any response that reduces the occurrence of preceding behaviors. However, the punishing response does not have to be aversive or even punitive to reduce target behaviors effectively. The use of positive reinforcement is promoted as the intervention of first choice when developing BIPs for the reduction of inappropriate behaviors. Differential reinforcement of behavior refers to the reinforcement of behavior following an appropriate discriminative stimulus, or the reinforcement of a target behavior while other behaviors are ignored. Differential reinforcement schedules include the differential reinforcement of other behaviors, differential reinforcement of alternative behaviors, differential reinforcement of incompatible behaviors, and differential reinforcement of lower and higher rates of behaviors. General guidelines for behavior reduction strategies include following the fair pair rule, being consistent, avoiding too much child-focused attention after inappropriate behavior, providing consequences that are effective, and immediately delivering consequences. Teachers are urged to consider environmental modifications before trying to modify the behavior of students within the environment. In addition, establishing internal and external committees to safeguard students’ rights is strongly recommended before teachers attempt to modify or eliminate a student’s behavior. A number of behavior reduction strategies are available to teachers. These include extinction, time-out, response cost, restitution, positive practice, and overcorrection. Extinction is the withholding of reinforcement from a previously reinforced behavior. Time-out refers to taking away an individual’s access to sources of reinforcement for a specific period of time. Response cost is the systematic removal of reinforcers, such as tokens and points, contingent on inappropriate behavior. Note that all of these interventions should be used in conjunction with the positive reinforcement of appropriate behaviors. Restitution is the act of returning the environment to the condition prior to inappropriate behavior. Restitutioin overcorrection, a step beyond simple restitution, refers to vastly improving the environment contingent on inappropriate behavior. The non-punitive use of restitution is supported, while the use of restitution overcorrection is not. Positive practice refers to the required practice of appropriate behaviors contingent on inappropriate behavior. Positive practice overcorrection is the punitive, repeated practice of appropriate behavior. Although not part of the historic or technical definition of positive practice or overcorrection, reinforcing correct performance of behaviors during and outside of the practice procedures is recommended. Medications are frequently employed to modify the behavior of children. The most common medications used include stimulants to control aggressive and disruptive behaviors, antidepressants, and antipsychotics to treat children with severe behavior disorders. Teachers are encouraged to become knowledgeable about the associated side effects of any medications prescribed to their students. Medications should not serve as a treatment of first choice or a quick fix to behavior challenges that may be remedied by environmental modifications or the employment of basic behavior management strategies.

DISCUSSION QUESTIONS FROM TEXT
1. Discuss the differences between programs that focus teacher attention on the reinforcement of appropriate behaviors and those that focus teacher attention on inappropriate behaviors. What are the advantages and disadvantages of each? 2. Discuss the different variations of differential reinforcement, giving examples of each for both school and home settings. 3. Discuss the importance of establishing internal and external review committees when teachers attempt to change or eliminate students’ behavior. What procedures are in place within your local school district regarding internal and/or external review of behavior change programs? 4. List and discuss the general guidelines for behavior reduction strategies as outlined in this chapter. 5. Discuss the following behavior reduction strategies, and give examples of each for both school and home environments: extinction, time-out, response cost, restitution, positive practice, and overcorrection. What are your school district’s policies regarding these procedures?

ADDITIONAL DISCUSSION QUESTIONS
1. Discuss why, despite a plethora of evidence to the contrary, aversive means of behavior reduction are still used so frequently in schools today. 2. How does a focus on appropriate behavior change the environment that we live and work. Provide an example for each of the following: Daycare, Preschool, School & Work place. 3. Discuss the empirical evidence/ research regarding the use of corporal punishment.

Student’s name: John (15 years old)
Figure 12.1: Behavior Intervention Plan using reinforcement of lower rates of inappropriate behavior (DRL) to decrease and eliminate cursing behavior Student’s name: John (15 years old) Target behavior: Cursing during gym class Baseline data: John was observed for five consecutive days during gym class (45 minutes each). John cursed an average of five times during each 45-minute gym class (range = 4 - 6). Program goal: John will reduce his cursing rate to zero per 45-minute gym class. Reinforcement menu: John may pick one reinforcement from the list below per reinforcement opportunity. • Ten minutes of playing with a video game of his choice during study hall • Ten minutes of listening to an audiotape of his choice (with earphones only) during study hall • Ten minutes of computer time during study hall Reinforcement schedule: Phase 1: John may select one reinforcer when his cursing rate is less than five per 45-minute gym class. Phase 2: John may select one reinforcer when his cursing rate is less than three per 45-minute gum class. Phase 3: John may select two reinforcers when his cursing rate is less than two per 45-minute gym class. Phase 4. John may select two reinforcers when his cursing rate is zero per 45-minute gym class. Performance criteria for phase change: John will move to each new phase of this BIP after achieving the current phase objective for three consecutive gym periods. For example, after John has achieved the objective for phase 1, reducing the rate of cursing to less than five for three consecutive gym periods, he is moved to phase 2 and told of the changes. Consequences for the target behavior: When John does curse in his gym class, the teacher will use extinction and ignore the behavior. At the end of the 45-minute gym class, John will be told if he did or did not meet the criteria of his current program phase. If he did meet the criteria, he will be verbally reinforced (Good job, John!) asked to select the appropriate number of items from the reinforcement menu. If he does not meet the criteria, he will be told, “John, you did not earn a reinforcer today. Try again next time.” Do not give John any additional attention for his target behavior.

Figure 12.2: Behavior Intervention Plan using reinforcement of higher rates of appropriate behavior (DRH) to increase a student’s use of the word “please.” Student’s name: Julia (6 years old) Target behavior: Saying “please” when making a request Baseline data: A 4-day baseline measure was taken by Julia’s teacher, from 8:30am until 3pm, on the rate of her saying “please” when making a request. Julia averaged 12.5% correct responses by saying “please” an average two out of an average sixteen requests made per day. Program goal: Julia will say “please” at a rate greater than 90% of the time as measured during her regular elementary school day (8:30am to 3pm). Reinforcement menu: Julia may select from the following reinforcement menu items: • One special pencil picked from the teacher’s supply • One extra cracker during snack time • One sticker from the teacher’s supply • Five minutes on the computer • Five minutes listening to music using headphones Reinforcement schedule: Phase 1: Julia may select one reinforcer when she says “please” at a rate greater than 13% of her total requests made during class. Phase 2: Julia may select one reinforcer when she says “please” at a rate greater than 30% of her total requests made during class. Phase 3: Julia may select one reinforcer when she says “please” at a rate greater than 50% of her total requests made during class. Phase 4: Julia may select two reinforcers when she says “please” at a rate greater than 70% of her total requests made during class. Phase 5: Julia may select two reinforcer when she says “please” at a rate greater than 90% of her total requests made during class. Performance criteria for phase change: Julia will move to each new phase of her BIP after achieving the current phase objective for three consecutive days. For example, after Julia has achieved the objective for phase 1, saying “please” at a rate greater than 13% of total requests made for three consecutive days, she will be moved to phase 2 and will be told of the changes. Consequences for the target behavior: When Julia makes a request but does not say “please,” her teacher will use extinction and not respond to her request. When Julia does use the word “please,” her teacher will say, “Thank you for saying ‘please’” and respond to her request (either positively or negatively). At the end of each day, Julia’s teacher will report on her progress and either provides a reinforcement opportunity, if Julia met the criteria of her current phase, or tell Julia, “Julia, you did not meet your criteria for the day. Try again tomorrow.”

Figure 12.3. Top 10 List for Effective Classroom Management
Number 1: Provide Appropriate Supervision. Students who know that their teachers know where they are and what they are doing are less likely to get into trouble than students whose whereabouts and behavior are not monitored. Indeed, supervision is one of the most important factors that researchers use to predict future behavioral problems in children. The lack of supervision is a major contributor and predictor of delinquency in adolescents. How are students in your school supervised before and after school? How about in the hallways, during lunch and at recess? Number 2: Provide Appropriate Structure And Routines. Contrary to the popular myth, structure and routines do not stifle student's creativity. In fact, structure provides students with the security to explore and learn within a safe environment. Rules, guidelines and daily routines help students develop organization in their lives and an understanding of what is acceptable and unacceptable behavior. Routines add predictability to a student's busy schedule. Teachers should provide students with rules regarding acceptable and unacceptable behavior. Communicate to students your expectations regarding their behavior. Establish daily routines. Give students jobs and responsibilities. Number 3: Model Appropriate Behavior. Parents and teachers are the most important models for students and they must model the behavior they expect from students. So, if teachers want their students to say "Please" and "Thank you," they must set the example. If teachers want their students to say, "I am sorry," they must provide the model. Also, if teachers do not want their students to be aggressive when expressing anger, they must learn to express their feelings in non-aggressive ways. Teachers provide students with important models when they deal with anger, hurt, pain, and disappointment in an appropriate, socially acceptable manner. Think about the models of behavior you provide or will provide for your students on a daily basis. Think about what your students are learning or will learn from these models? Number 4: Reinforce Appropriate Behavior. Whoever started the rumor that students should learn to behave appropriately because "it-is-the-right-thing-to-do" should be sentenced to life with a boss who never says an encouraging word. Even us grown-ups need to hear they are doing a good job. The bottom line is that everyone needs to feel appreciated. As the saying goes, "catch them being good" and let your students know that you notice the good things they do. Students who need the attention will resort to inappropriate behavior in order to get your attention. Remember, you can't say too many nice things about the good things students do. Number 5: Provide Predictable And Consistent Discipline. Once teachers understand the importance of rules and guidelines, it is time to decide what to do when the rules are not followed. The bottom line is this: DO SOMETHING! If teachers establish a rule and do not have a consequence for breaking the rule, students will learn not to take teachers or their rules seriously. In the future, they will learn that their teachers do not mean what they say and that it is not important to listen to them. In other words, they will learn to be noncompliant. So say what you mean and mean what you say. Praise students for following the rules and making good choices. Have a consequence for breaking the rules and other inappropriate behaviors. Remember to be consistent!

Figure 12.3. Top 10 List for Effective Classroom Management, continued
Number 7: Avoid Looking For Biological Causes Of Behavior. Very little research links typical, everyday, inappropriate behavior (such as tantrums, noncompliance, aggression) to biological causes. The fact is, most of these behaviors are learned and appropriate behaviors can be learned in their place. Medications, while sometimes necessary, do not change the child's environment and conditions under which the inappropriate behavior was learned. When confronted with behavior problems, evaluate your own behavior and ask what you can do to change the student's behavior. For example, is the student noncompliant because sometimes you do not follow up on your requests? Medications should be a last resort, not a quick fix for common behavior problems. Number 8: Be A Teacher, Not A Friend. Some teachers think that they need to be a good "friend" to their students. The most important thing students need in life is effective parenting and teaching, not another friend. Someday, if teachers are very lucky, their students will grow up, look back and appreciate the fact that they had good teachers. Listen to your students and they will talk to you. If you jump on them every time they approach you, they will stop talking to you. Let your students know that you value their opinion. Allow them to have and make choices, but you limit the choices. Number 9: Let Students Know You Like Them & Are Interested In Their Interests All students need to know that they are loved and that the significant adults in their lives like them regardless of the stupid mistakes that they are likely to make. For example, while parents may not like their behavior, it is important for their children to know that they are loved. At the same time, teachers need to separate the behavior from the student. Show students that you care about the things that are important to them. Ask about and encourage their extra-curricula activities and hobbies. Speak to students with respect. Number 10: Have Fun! Students sense teachers' mood and their behavior frequently reflects their teachers' frame of mind. When teachers are happy and having fun, their students are usually happy and having fun. When teachers are in a foul mood, aren't their students usually moody and restless? Ask yourself: Are you having fun with your students? If not, how is this affecting both your behavior and the behavior of your students.

TABLE 12.1 • DRO, DRA, and DRI Examples
Behavior Reinforced per Program Target Behavior DRO DRA DRI Out of seat Absence of Asking permission In seat Off-task Absence of — On-task Hitting Absence of Cooperation/talking Hands in lap Self-stimulation Absence of Playing with toys Keeping still Noncompliance Absence of — Compliance Temper tantrum Absence of Taking/asking — Talking out Absence of Raising hand Being quiet Throwing objects Absence of Playing basketball Writing Hands in mouth Absence of Brushing teeth Hands in lap Running Absence of Walking Standing still Foul language Absence of Appropriate language Being quiet

Procedure Definition Example
TABLE 12.2 • Comparison of Extinction, Time-out, and Response Cost Procedures Procedure Definition Example Extinction Time-out Response cost Removal of attention and other reinforcement previously associated with a target behavior. Teacher ignores student during tantrum behavior. Removal of all reinforcement for short, specific time period contingent on a Teacher removes student from activity contingent on hitting others. Teacher removes one token from student contingent on off-task behavior. Removal of predetermined number of reinforcers (tokens, points, check marks) contingent on a target behavior.

TABLE 12.3 Examples of Restitution and Restitution Overcorrection
If the Child: Restitution Only; Ask Child to: Restitution, Overcorrection; Ask Child to: Damages family car. Pay for repair. Pay for new car. Throws things. Pick up the items thrown and return to appropriate storage place. Pick up all items in environment and return to appropriate place. Makes a mess during play or other activities. Clean play area to condition prior to activity. Clean play area and beyond. Writes on the wall. Wash the writing from the wall. Wash the entire wall. Drops food on the floor during lunch. Sweep up food after lunch. Sweep entire floor. Damages school materials. Repair or replace materials. Repair or replace Materials plus repair other damaged materials. Damages school property. Repair property to condition prior to behavior. Repair property damaged and perform additional service to school property. Throws litter on the playground. Pick up the litter thrown on the playground. Pick up all litter on the playground and around the school.

PowerPoint Slides to Accompany Applied Behavior Analysis for Teachers Seventh Edition Paul A. Alberto Anne C. Troutman ISBN: 0-13-172203-4 Alberto &

Similar presentations

Presentation on theme: "PowerPoint Slides to Accompany Applied Behavior Analysis for Teachers Seventh Edition Paul A. Alberto Anne C. Troutman ISBN: 0-13-172203-4 Alberto &"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

PowerPoint Slides to Accompany Applied Behavior Analysis for Teachers Seventh Edition Paul A. Alberto Anne C. Troutman ISBN: 0-13-172203-4 Alberto &

Similar presentations

Presentation on theme: "PowerPoint Slides to Accompany Applied Behavior Analysis for Teachers Seventh Edition Paul A. Alberto Anne C. Troutman ISBN: 0-13-172203-4 Alberto &"— Presentation transcript:

Similar presentations

About project

Feedback