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

2. 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

3. 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.

4. 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

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

6. 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.

7. 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

8. 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

9. 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.

10. ABCs of Behavior in the classroom

11. 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.

12. 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.

13. 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.

14. 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.

15. 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

16. 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

17. 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

18. 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?

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

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

21. 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 = =
3+6 = x3 =
2+9 = =
4x5 = =
6+2 = x5 =

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

23. 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

24. Antecedent Manipulations in the classroom
5 point scale:

25. 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

26. 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

27. 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.

28. 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.

29. 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?

30. 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.

31. 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).

32. 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.

33. 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**

34. District Six Autism Supports
Intranet
Special Education
Autism
Autism Support Staff
Donna Cooper
Chara Hosom
Future Plans
Itslearning for communication & collaboration!