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Evidence Based Instruction for Students with ASD and Other Developmental Disabilities
Applied Behavior Analysis and Direct Instruction Penny Williams, M.Ed., BCBA
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Why is school so challenging for students with ASD?
Classrooms Groups Sometimes inconsistent Environments Fast moving Always Changing Activities Social Verbal
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Classroom Challenges Insistence on sameness/difficulty with changes in routines Difficulty learning in large groups Poor organization skills Poor writing skills Poor concentration Vocab usually good, comprehension poor
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Classroom Challenges Inability to make friends
Difficulty with reciprocal language Low frustration tolerance Poor coping strategies Emotional vulnerability Problem solving abilities tend to be poor
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Adjust Environment To:
Make communication easier Add a preference Meet a need Remove some distracters
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ABA (Applied Behavior Analysis)
Systematic instruction using principles (i.e. reinforcement) Breaks complex tasks into small discrete tasks Gives systematic, repeated practice of skills across people/places Uses data to make instructional decisions Individualized
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Reinforcement Token Systems
Teaching Tools Instruction Reinforcement Token Systems Visual Supports
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It begins and ends with motivation
What is it that motivates a student to try when something is hard? What is the schedule of reinforcement—or how often do they need to be motivated? How to keep it as natural as possible. Fading and Delaying Reinforcement
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What is Reinforcement? Something that immediately follows a behavior and increases the likelihood that that behavior will happen again.
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Reinforcement is not a bribe!
A reinforcer is a stimulus that increases likelihood of behavior occurring again, and is presented AFTER behavior occurs A bribe does not guarantee the increase of behavior and is presented DURING a behavior or as a “carrot”
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Choosing Reinforcers Reinforcers are individual
Use natural reinforcers whenever you can
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Schedules of Reinforcement
Natural Goal: Less available over time Thick to Thin
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Schedules of Reinforcement
Variable Interval Variable amount of time (i.e. after an average of 3 minutes) Fixed interval Set amount of time (i.e. after a minute) Variable ratio Variable amount of responses (i.e. after an average of 3 correct responses) Fixed ratio Set amount of responses (i.e. after each correct response)
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Motivational Systems Give Students:
More structure during instructional time Information about what is expected The first step toward understanding more remote contingencies Some control over instructional session
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Nick earns a trip to the computer room if he earns six periods of great work.
Great work means using nice words and following his teacher’s directions. A period of great work is for 5 minutes. If Nick doesn’t have great work for a period, he can try again. Time:______ Time for computer:_________
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Period/ Class Circle all that apply Comments Science Math English
Assignment A-Okay Behavior Concern Test Participated in group work Math Attended to instruction English Raised voice volume during group work Reward? Did I earn my reward time? I need 2+ A-Okay’s 10 min computer Lunch PE
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5 5
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Reinforcement Token Systems
Teaching Tools Instruction Reinforcement Token Systems Visual Supports
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Prompting—What is it? Something that occurs before a response and increases the likelihood of a correct response Prompting before a response minimizes errors
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Types of Prompts Verbal Pictorial Physical Gestural Model
Environmental Physical Gestural Model
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Guidelines for using Prompts
1 Use the least amount necessary to ensure a correct response 2 A prompt is only a “good” prompt if it results in a child’s correct response 3 Prompts must be faded systematically 4 Any prompt that is added must be faded
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Discrete Trial Training
One form of teaching using principles of ABA Repeated practice at discrete responses Systematic procedures to shape correct responses Emphasis on 1:1 teaching
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A Discrete Trial (Teaching Loop)
Instruction or Discrimitive Stimulus (SD) Antecedent Prompt if necessary Student’s Response Behavior However, this literature provides the largest numbers of studies. In an attempt to synthesize this literature for you, we are choosing to present it using the teaching loop. Consequence Consequence Inter-trial Interval
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Discrete Trial: The Instruction
Keep instruction concise. Give when student is attending. Doesn’t have to be verbal. Text as prompt Be sure and give the student time to respond (at least 5 seconds) Make sure that if you give a direction, that you are there to follow through. Instruction Prompt if necessary Child’s Response Consequence Inter-trial Interval
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Discrete Trial: The Prompt
Instruction What is it? Something the teacher does that increases the likelihood of correct responding. Auditory Prompt Mixed Prompt (Model, gestural & physical) Prompting happens BEFORE the child’s response Allows you to get responses that you can reinforce. Prompt if necessary Child’s Response Consequence Inter-trial Interval
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Discrete Trial: The Child’s Response
Instruction Four possibilities: Independent Correct Prompted Correct Error No Response Feature, function, class DTT Labeling Gestures DTT Prompt if necessary Child’s Response Consequence Inter-trial Interval
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Discrete Trial: The Consequence
What is it? Clear feedback to the student about his response. Correct response= reinforcement Incorrect response=feedback that response was incorrect. For the teaching loop to work, the child always needs a clear consequence for his response. Instruction Prompt if necessary Child’s Response Consequence Inter-trial Interval
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Reinforcement Token Systems
Teaching Tools Instruction Reinforcement Token Systems Visual Supports
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A strategy that really works….
Verbal info Visual Supports
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Provide the following info:
Schedules may……….. Provide the following info: Change in activities or new activities When events will happen When it is time to move to next activity Help: Establish concept of being finished Set expectations Decrease “surprises”- reduce anxiety Establish routines
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How was my day? Great Okay Will work on it (2 points) (1 point) (no points) Followed directions Completed Work Kept it together Total Points:____________
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First Then Scheduler
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Visual Schedule Planner
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