1. Sharon A. Reeve, PhD, BCBA Caldwell College Coordinator, Post-Baccalaureate Applied Behavior Analysis (ABA) Program and Special Education Certification Program W eb page: faculty.caldwell.edu/sreeve

2. Scientifically Validated Treatment: Applied Behavior Analysis (ABA) (a/k/a Behavior Management; Intensive Behavioral Intervention [IBI]) “The use of non-validated treatment approaches for children with autism may be ineffective and possibly harmful to your child and may take time away from treatments that have shown to be effective.” (Green, 1996; New York State Department of Health, 1999) “Intensive, behavioral intervention early in life can increase the ability of the child with autism to acquire language and ability to learn.” “Thirty years of research demonstrated the efficacy of applied behavioral methods in reducing inappropriate behavior and in increasing communication, learning, and appropriate social behavior.” U.S. Surgeon General, David Satcher, M.D., Ph.D.

3. Types of ABA-Based Programs Full Home Program (@40 hrs/wk) Full School Program (@30 hrs/wk) Home-based After school Program (@15 hrs/wk)

4. Selecting a Consultant Board Certified Behavior Analyst (BCBA) or eligible – Master’s degree – course work in behavior analysis – supervised experience in behavior analysis Supervised training by a doctoral level professional specifically in teaching children with autism

5. How Do I Find Certified Behavior Analysts? Behavior Analyst Certification Board Certificant Registry – Search for all BCBA in NJ – http://www.bacb.com/CertRegistry/certlist- nav.html http://www.bacb.com/CertRegistry/certlist- nav.html Association for Applied Behavior Analysis – Search for all members of ABA in NJ for contact information – http://www.abainternational.org/sub/membe rsvcs/membership/directory/abadb.asp?Lnam e=&Fname=&City=&State=NJ&Country=&matc h=AND http://www.abainternational.org/sub/membe rsvcs/membership/directory/abadb.asp?Lnam e=&Fname=&City=&State=NJ&Country=&matc h=AND

6. What Else Needs To Be Done? Interview Individual Obtain Curriculum Vitae – E.g., http://faculty.caldwell.edu/sreeve/Sh aron's%20webpage%20VITA.htm http://faculty.caldwell.edu/sreeve/Sh aron's%20webpage%20VITA.htm Obtain 3 references that can attest to their clinical and supervisory skills and contact them! – most of these individuals should have a doctorate and be happy to discuss the candidate with you

7. Responsibilities of Consultant Assessment of child Continual development of child’s individualized program Continual teaching of child Continual training of all staff members Continual training of parents Continual supervision of curriculum preparation

8. Responsibilities of Instructors One-year commitment to family Conducts sessions with child – If need to miss a session, will find a substitute Implement training feedback provided by consultant Graphs data of progress

9. Possible Responsibilities of Parents In collaboration with consultant, decides rate of pay for instructors Coordinates schedule of instructors Prepares house to accommodate instructional time Prepares curriculum materials for child

10. Developing Individualized Teaching Programs Operational definition of target skill – conditions under which behavior will be displayed – criteria for acceptable performance Teaching procedure Generalization Maintenance Inter-observer agreement (IOA) Number of agreements Number of disagreements + agreements X 100

11. Example of an Individualized Teaching Program Skill: Color to Color Matching Operational Definition: Christopher places a colored object or a colored- picture card with its corresponding match within 3 seconds of the verbal discriminative stimulus (S D ). Data are collected weekly and are summarized as percentage of opportunities in which Christopher correctly matches the objects/pictures. During data collection, no prompts are used and the discriminative stimuli are presented in random order. Discriminative Stimulus: Saying “Match” with typical inflection and conversational volume. while handing Christopher an object/picture. Criterion for Advancement: Matching at least 90% of the colored objects/pictures for two consecutive sessions. Procedure for Teaching: The instructor sits across from Christopher who is sitting at a table or on the floor. The instructor puts 5 or more colored objects/pictures on the table, on the floor or velcroed on a board on the wall in varying positions. Contingent on Christopher making eye contact, the instructor presents the S D. If Christopher correctly matches, the instructor rewards with a conditioned reinforcer via his individualized motivational system and/or behavior-specific praise using the object/picture color label (e.g., “Yeah, you matched red”). If Christopher incorrectly matches, the instructor will use a visual prompt to indicate the correct match. Christopher will be required to then make the correct match. If necessary manual prompts will be paired with the visual prompts. All prompts will be systematically faded contingent on correct responses. All objects/pictures are frequently re- positioned and distracter objects/pictures are changed. Differential reinforcement is also used during this teaching procedure. Sets of target object/pictures are simultaneously taught and interspersed with mastered matching responses to maximize attending. CONTINUES ON NEXT SLIDE…

12. Example of an Individualized Teaching Program Color to Color Matching (CONTINUED) Generalization: Generalization of matching items across stimuli is programmed by using multiple stimuli. Generalization across stimuli is assessed by probing Christopher’s matching skills with colored objects/pictures not previously associated with teaching. Generalization across people and settings is programmed by conducting teaching across multiple instructors and settings, respectively. Generalization across settings and people will be individually assessed by probing with items in a setting not previously associated with teaching and with a person not previously associated with teaching. Maintenance: Christopher’s matching skills will be maintained during his use of various skills such as picture-object correspondence and following an activity schedule. Inter-Observer Agreement: Inter-observer agreement data are collected monthly and calculated by using the formula: Number of AgreementsX 100 Number of Agreements + Disagreements

13. Maximizing Instructional Efficiency Some programs should only be taught by the same instructor – those involving initial acquisition of discrimination (sets) Receptive language, – shaping E.g., articulation programs, self-help skills – complex prompt fading procedures E.g., fine motor program

14. Maximizing Instructional Efficiency Other programs should be taught by all instructors – those in which you are programming for generalization with multiple staff Gestures – child initiated programs Spontaneous language, spontaneous requesting, schedule following

15. Setting Up a School at Home: Programming for Generalization Home room – location of curriculum materials Remainder of home – Rewarding toys Backyard – language Community/Grandparents house/Restaurants – on-task behavior

16. What are “Data”? “Data are the quantitative results of deliberate, planned, and usually controlled observation.” (Johnston & Pennypacker, 1980) (Translation: These are the values of what we’ve measured!)

17. What are Data? (cont’d) Quantitative – behavioral observations are translated into numbers Deliberate – data and IOA are collected carefully Planned – decisions to collect data are made before the observation session Controlled – data are collected under same conditions each time

18. Why Collect Data? Monitor child’s progress within programs Monitor child’s progress across programs Required by funding agency Empirical evidence to demonstrate progress to funding agencies Used to make curriculum decisions Used to verify effectiveness of specific teaching procedures for a specific child

19. Data: Types to Collect Acquisition data Fluency data Generalization data Maintenance data Inter-observer Agreement (IOA) data

20. Data Collection: Frequency “Testing” and “teaching” are different procedures Collect data at an interval that matches acquisition speed

21. Data Collection: Procedures Data should reflect conditions under which you want the terminal performance Select a measurement procedure that is appropriate for your response definition Only collect the amount of data that you will graph and use

23. Why Teach Motivational Systems? Contingency management Management of stereotypy Increasing skill acquisition leads to intrinsic motivation Communication

24. Types of Motivational Systems Direct snacks and preferred activities Token economies – choice – behavioral chains Edibles in a cup Behavioral contract DRO (Differential Reinforcement of “Other” behavior)

25. Maximizing Teaching Opportunities Every opportunity for teaching should be used! Increase social opportunities and language opportunities during rewards and preferred activities Skills should be taught in sets

26. Components of Comprehensive School-Based ABA Program INDIVIDUALIZED SKILL ASSESSMENT AND GOAL SELECTION (Bondy, 1996; Jacobson, 2001) – First several weeks after child enters program – Skills assessed in all domains: gross- and fine- motor skills, academics, pre-requisite learning skills, self-help, independence, receptive and expressive language, non-productive behavior that interferes with learning, and leisure skills – Updated on a continual basis – Goals selected by parents, teacher, speech therapist, occupational therapist, and school psychologist

27. More Components of Comprehensive School-Based ABA Program INDIVIDUALIZED TEACHING PROGRAMS (McClannahan & Krantz, 2001; Smith, Donahoe & Davis, 2001) – Operational definition, Measurement procedure, Discriminative Stimuli, Teaching Procedures (e.g., activity schedules, video modeling, peer tutoring, audio modeling, small group instruction, discrete trial instruction, incidental teaching) Generalization, Maintenance, IOA, specific teaching sets – 30-40 individualized teaching programs will be written based on the above criteria for all skill domains for each child. – Approximately 90% of each child’s individualized programs are language-based programs. – Programs that are child initiated, that promote generalization across multiple staff, or that need rapid skill acquisition are taught by all instructors – Programs that have complex fading procedures, involve initial acquisition of discrimination or involve shaping procedures are initially taught by one instructor and then generalized to all instructors.

28. INDIVIDUALIZED CURRICULUM (Bondy, 1996; Taylor & McDonough, 1996; McClannahan & Krantz, 2001; Smith, Donahoe, & Davis, 2001) – Curriculum is based on general preschool curriculum broken down into multiple steps – All curriculum written by the teachers and the consultant – Skills are taught in a systematic fashion (mastering pre-requisite skills before being introduced to more complex skills) – Examples of general packaged curriculum that can be used and possibly modified are Edmark Reading, Distar Language, MacMillan Math, Sensible Pencil, Learn to Cut – Almost all curriculum materials are specifically made for a particular child More Components of Comprehensive School-Based ABA Program

29. INDIVIDUALIZED DATA COLLECTION ASSESSING PROGRESS OF EACH SKILL (McClannahan & Krantz, 2001; Jacobson, 2001) – Ongoing monitoring of skill acquisition – Data are collected on every program approximately once a week (some programs more frequently, some programs less frequently depending on a child’s skill acquisition) – Accountability! More Components of Comprehensive School-Based ABA Program

30. ON-GOING HANDS-ON STAFF TRAINING (Bondy, 1996; Jacobson, 2001; Smith, Donahoe & Davis, 2001; McClannahan & Krantz, 2001) – No one is ever fully trained in ABA, training will be ongoing and provided by a classroom teacher and/or consultant WORKSHOP TRAINING (Jacobson, 2001, Bondy, 1996; Smith, Donahoe & Davis, 2001; McClannahan & Krantz, 2001) – Twice a month all staff members participate in workshop trainings in the principles of ABA and other relevant topics related to teaching children with autism More Components of Comprehensive School-Based ABA Program

31. SCHOOL VISITS (McClannahan & Krantz, 2001; Jacobson, 2001; Bondy, 1996) – Weekly school visits in which parents will receive training in teaching their child various skills – During school visits parents access to child’s data notebook and can monitor progress – Workshop training several times per year More Components of Comprehensive School-Based ABA Program

32. HOME VISITS (McClannahan & Krantz, 2001; Smith, Donahoe & Davis, 2001; Bondy, 1996) – Home visits provided at least monthly by classroom teacher, instructional aide, and/or consultant – Child’s progress will be reviewed – Training provided in areas specific to home (e.g., going to dentist, doctor, mall, grocery store; eating; sleeping; leisure skills; language skills) – Any instructional staff hired by the parents at home has the opportunity to receive training several times per week by the school program. Recommend that approximately 20 hours of training with child at school before home staff teaches the child at home. More Components of Comprehensive School-Based ABA Program

33. RELATED SERVICES: – Many ABA techniques shown to be effective for increasing and improving language and communication in children with autism (e.g., activity schedules, audio modeling, video modeling, PECS) (Skinner, 1957; Lovaas, 1977, 1987; McGee, Krantz, & McClannahan, 1985; Sundberg & Partington, 1998; McClannahan & Krantz, 1999; New York State Department of Health, 1999; Bondy & Frost, 1994; Fenske, Krantz, & McClannahan, 2001; Rappaport, 2001; Reeve, Reeve, Poulson, & Buffington- Townsend, manuscript in preparation). – When teaching children with autism, related services have been shown to be maximally effective when delivered using the principles of ABA (Jacobson, 2000; Smith, 1993; New York State Department of Health, 1999; Bondy, 1996; Romanczyk, Lockshin,& Matey, 2001; Meyer, Taylor, Levin, & Fisher, 2001). More Components of Comprehensive School-Based ABA Program

34. Evaluation of Program Effectiveness (McClannahan & Krantz, 2004) – Engagement with Activities with Other Persons – Opportunities to Respond – Behavior-Descriptive Praise – Relationship Building – Children’s Hygiene and Personal Appearance – Social Competence – Inappropriate Behavior – Family Participation in Intervention More Components of Comprehensive School-Based ABA Program

35. Direct Care Team Membership Consultant/Director – Provides consultation for 1.5 - 2 hours per week, per child – Provides supervision for teacher – Helps teacher develop goals and objectives for each child – Helps teacher develop data management system to evaluate effectiveness of each child’s program – Provides direction for the development of curriculum – Trains teacher in effective individualized teaching procedures – Provides frequent hands-on training to all instructional staff – Provides workshop training for all team members – Periodically accompanies teacher and/or instructional aide on home visits – Consults with and brings in other doctoral level professionals in the field when necessary

36. Direct Care Team Membership Teacher/Trainers – Enrollment in BCBA-approved program and certified in special ed – Develops individualized programs for each child – Manages all data collection systems to ensure program effectiveness for each child – Creates individualized curriculum to accompany each program for each child – Provides hands-on training to instructional aides and the implementation of individualized programs for each child – Provides hands-on training to parents and any person that frequently interacts with the child – Teaches each child

37. Direct Care Team Membership Instructional Aides – Training in applied behavior analysis (ABA) and autism – Continually receives hands-on training – Teaches all children in the classroom rotating approximately every half hour – Serve as data analyst for one child – Prepares individualized curriculum for one specific child – May be selected by consultant and teacher to provide home visits and training on home staff

38. Direct Care Team Membership Parents – Active participation in at least annual home and school selection of goals and objectives for their child – Receives hands-on training in how to effectively keep their child engaged in productive activity at home and in the community, increase child’s direction following skills, and maximize their child’s use of language at home and/or whatever other area parent requests training in – Receives workshop training in specific areas of applied behavior analysis

39. After-School Home-Based Programs Goal Selection – Skills specific to home Non-academic Self help –Dressing, hand washing, toileting, nail cutting Leisure/social –Model building, game playing Community based –Dentist, doctor, Skills mastered in school program –Language

40. Recommended ABA Programs for All Parents to Visit REED Academy Executive Director: Dr. John Brown 56 Ridgewood Rd, Washington Township NJ 07676 (201) 664-8300 Somerset Hills Learning Institute (SHLI) Director: Dr. Kevin Brothers 22 St. Johns Drive, Gladstone, NJ 07934 (908) 719-6400 Century School (ABA Program for Children of Typical Development) Executive Director: Dr. Anthony Cammilleri Gladstone, NJ 07934 (908) 421-3729 Princeton Child Development Institute (PCDI) Executive Directors: Dr. Patricia Krantz and Dr. Lynn McClannahan 300 Cold Soil Road, Princeton, NJ 08540-2002 (609) 924-6280 Institute for Educational Achievement (IEA) Executive Director: Dr. Dawn Buffington-Townsend 381 Madison Avenue, New Milford, NJ 07646 (201)262-3287

41. References Bondy, A. (1996). What parents can expect from a public school program. In C. Maurice, G. Green, and S. Luce (Eds.), Behavioral intervention for young children with autism (pp. 323-330). Austin, TX: Pro-ed. McClannahan, L. E. & Krantz, P. J. (2004). Some guidelines for selecting behavioral intervention programs for children with autism. In H. E. Brigs and T. L. Rzepnicki (Eds.), Using social work practice: Behavioral perspectives. Chicago, IL: Lyceum. Fenske, E. C., Krantz, P. J., & McClannahan, L. E. (2001). Incidental teaching: a not-discrete-trial teaching procedure. In C. Maurice, G. Green, and R. Foxx (Eds.), Making a difference: Behavioral intervention for autism (pp. 75-82). Austin, TX: Pro- ed. Fenske, E. C., Zalenski, S., Krantz, P. J., & McClannahan, L. E. (1985). Age of intervention and treatment outcome for autistic children in a comprehensive intervention program. Analysis and Intervention in Developmental Disabilities, 5, 49-58. Green, G. (1996). Evaluating claims about treatment for autism. In C. Maurice, G. Green, and S. Luce (Eds.), Behavioral intervention for young children with autism (pp. 15-28). Austin, TX: Pro-ed.

42. More References Green. (1996). Early behavioral intervention for autism: what does research tell us? In C. Maurice, G. Green, and S. Luce (Eds.), Behavioral intervention for young children with autism (pp. 15-28). Austin, TX: Pro-ed. Jacobson, J. W. (2001). Early intensive behavioral intervention: Emergence of a consumer-driven service model. The Behavior Analyst, 23(2), 149-171. Harris, S. L., Handleman, J. S., Arnold, & M. S., Gordon. (2001). The Douglass Developmental Disabilities Center: two models of service delivery. In J. Handleman and S. Harris (Eds.), Preschool education programs for children with autism (pp 233-261). Austin, TX: Pro-ed. McClannahan, L. E., & Krantz, P. J. (2001). Behavior analysis and intervention for preschoolers at the Princeton Child Development Institute. In J. Handleman and S. Harris (Eds.), Preschool education programs for children with autism (pp 191-213). Austin, TX: Pro-ed. McEachin, J. J, Smith, T., & Lovaas, O. I. (1993). Long term outcome for children with autism who received early intensive behavioral treatment. American Journal on Mental Retardation, 97(4), 359-372.

43. More References Meyer, L. S., Taylor, B. A., Levin, L., & Fisher, J. R. (2001). Alpine Learning Group. In J. Handleman and S. Harris (Eds.), Preschool education programs for children with autism (pp 135-156). Austin, TX: Pro-ed. Rappaport, M. (1996). Strategies for promoting language acquisition for children with autism. In C. Maurice, G. Green, and S. Luce (Eds.), Behavioral intervention for young children with autism (pp. 307- 319). Austin, TX: Pro-ed. Romanczyk. R.G., Lockshin, S.B., & Matey, L. (2001). The Children’s Unit for Treatment and Evaluation. In J. Handleman and S. Harris (Eds.), Preschool education programs for children with autism (pp 249-94). Austin, TX: Pro-ed. Smith, T. (1993). Autism. In T. Giles (Ed.), Handbook of effective psychotherapy (pp. 107-133). NY: Plenum Press.

44. More References Smith, T. (1996). Are other treatments effective? In C. Maurice, G. Green, and S. Luce (Eds.), Behavioral intervention for young children with autism (pp. 45-59). Austin, TX: Pro-ed. Smith, T., Donahoe, P. A., & Davis, B. J. (2001). The UCLA young autism project. In J. Handleman and S. Harris (Eds.), Preschool education programs for children with autism (pp 29-48). Austin, TX: Pro-ed. Taylor, B. A., & McDonough, K. A. (1996). Selecting teaching programs. In C. Maurice, G. Green, and S. Luce (Eds.), Behavioral intervention for young children with autism (pp. 63-177). Austin, TX: Pro-ed.

45. ABA Resources Books – Handleman, J. S., & Harris, S. L. (2001). Preschool education programs for children with autism. Austin, TX: Pro-Ed. – Harris, S. L., & Weiss, M. J., (1998). Right from the start: Behavioral intervention for young children with autism. Bethesda, MD: Woodbine House. – McClannahan, L. E., & Krantz, P. J. (1999). Activity schedules for children with autism: Teaching independent behavior. Bethesda, MD: Woodbine House.

46. ABA Resources Books – Leaf, R., & McEachin, J. (Eds.). (1999). A work in progress: Behavior management strategies and a curriculum for intensive behavioral treatment of autism. New York: DRL Books. – Lovaas, O. I. (2002). Teaching individuals with developmental delays: Basic intervention techniques. Austin, TX: Pro-Ed. – Maurice, C., Green, G., & Fox, R. M. (Eds.). (2001). Making a difference: Behavioral intervention for autism. Austin, TX: Pro-Ed. – Maurice, C., Green, G., & Luce, S. C. (Eds.). (1996). Behavioral intervention for young children with autism. Austin, TX: Pro-Ed.

47. ABA Resources Websites – NY State Dept. of Health Guidelines http://www.health.state.ny.us/nysdoh/eip/autism/autism.htm http://www.health.state.ny.us/nysdoh/eip/autism/autism.htm - Behavior Analyst Certification Board (BACB) http://www.bacb.com - General Information about Autism and ABA http://www.asatonline.org/autism_info.html http://www.behavior.org/autism/ http://www.njcosac.org/cosacindex Research Journals – Journal of Applied Behavior Analysis (JABA) – Journal of Autism and Developmental Disorders (JADD) – Behavioral Disorders – Education and Training in Mental Retardation and Developmental Disabilities