1. Basics of Applied Behavior Analysis Early Autism Project, Inc

2. Applied Behavior Analysis oThis process includes the following components which outline a reliable and accountable approach to behavior change (Sulzer-Azaroff & Mayer, 1991). 1.Selection of interfering behavior or behavioral skill deficit 2.Identification of goals and objectives 3.Establishment of a method of measuring target behaviors 4.Evaluation of the current levels of performance (baseline) 5.Design and implementation of the interventions that teach new skills and/or reduce interfering behaviors 6.Continuous measurement of target behaviors to determine the effectiveness of the intervention, and 7.Ongoing evaluation of the effectiveness of the intervention, with modifications made as necessary to maintain and/or increase both the effectiveness and the efficiency of the intervention.

3. Behavior Analysis Increasing Desired Behaviors Decreasing Problem Behaviors

4. The Basics of Applied Behavior Analysis A→ B→ C Sd→R→Sr

5. Understanding Behavior Antecedent → Behavior → Consequence To change behavior we must first define what we want to change.

6. Behavior Describing exactly what the person does….. –Clapping Hands –Turns over a desk –Running in a circle Describing exactly what the person is not doing…. –Not able to ask for things –Not able to play with toys

7. Behavior Behavior to increase: Learner is not able to follow receptive directions. Behavior to decrease: Learner engages in aggression when asked to do something.

8. Understanding Behavior Antecedent → Behavior → Consequence After you have determined what you want to change you have to determine what is maintaining that behavior or what will maintain the behavior.

9. Consequence Consequence: object or event that follows a behavior

10. Consequence Behavior to increase: Reinforcing the learner when you ask them to follow the direction and they do so correctly. (what will teach this skill) Behavior to decrease: Demands are removed when the learner becomes aggressive. (what is maintaining the behavior now)

11. Understanding Behavior Antecedent → Behavior → Consequence To change behavior we must last determine what is causing the behavior to occur or will cause the behavior to occur.

12. Antecedent Behavior to increase: Presenting the learner with the direction (i.e. clap hands) and prompting them to follow that direction. Behavior to decrease: Use strong reinforcers, use good teaching procedures

13. Sd  R  Sr Discriminative Stimulus: The stimulus that is present when a particular behavior is reinforced. SD evokes behavior because that behavior has been reinforced in its presence

14. Article Please read the following article: “Behavioral treatment and normal educational and intellectual functioning in young autistic children”