1. Educational Strategies using Applied Behavior Analysis

2. History of Early Intensive Behavior Interventions Classrooms and Programs in the Hannibal Public School District Program first developed in 2007 in consultation with the Thompson Center for Autism and Neurodevelopmental Disorders. (First public school in Missouri to work directly with the Thompson Center to implement a district wide program). A five year plan was developed for grades K-5, where support and control of the program was slowly diminished each year until we were fully self -supported and capable of all aspects of running the program as a district, including staff trainings. A core team was formed: SPED teacher, OT, speech/language pathologist. Enough aides hired to provide one to one support for the students. After year 7 the need arose for a Pre-K EIBI classroom. A BEST team was developed. This team consisted of Director of Special Services, School Psychologist, and two members of the original core team trained by the Thompson Center. This group is the first responder to a building concern when dealing with a student who may be on the spectrum or already diagnosed with Autism. This team goes into the classroom separately and observes the student. They meet back and go over what they observed and offer suggestions and strategies on how that student’s needs could be better met. As a last resort Special Education testing is requested or a more restrictive environment is developed.

3. After year 8 a second classroom for grades K-5 was opened and staffed. Each elementary was outfitted with an individual trained by members of the original core team and supported students on the spectrum, but not severe enough to change schools and attend the EIBI program, with strategies to keep them at their home school. Hannibal Middle school has added an Autism specialist and given a caseload of students with Autism who are having trouble being successful in either the Special Education or general education classroom.

4. Importance of Training within our School District Outside of District- As part of Thompson Center’s support in beginning our programs staff took part in trainings prior to opening the classroom. In addition ongoing training was provided by the Thompson Center. Each year the core staff attends Thompson Center Conferences and other pertinent workshops in order to stay abreast of the latest research based information. Core staff then brings in back to district staff. Speakers are brought to Hannibal to provide trainings to parents and staff. Within District- New Staff: Core staff provide in-district trainings to self-contained classroom staff and to paraprofessional staff who provide supports to students prior to school starting. Professional Development: Core staff provide both broad and specific training to staff throughout the year.

5. Importance of Family Involvement Daily communication is provided to parents/guardians of students in self-contained classrooms Parent consultations are offered to parents/guardians of students in self-contained classrooms Group meetings on topics such as functional communication training and problem behavior are offered for parents/guardians Parents and community are invited to speakers who are brought into the district Staff District works closely with local organizations supporting students and families with special needs

6. Classroom Based Assessments Used VB-MAPP Essentials for Living ABC Chart Parent and Staff Interviews Preference Assessments Reinforcer Inventories

7. Common definitions within Applied Behavior Analysis Applied Behavior Analysis (ABA)- The science in which tactics derived from the principles of behavior are applied to improve socially significant behavior and experimentation is used to identify the variables responsible for the improvement in behavior. Avoidance Contingency- A contingency in which a response prevents or postpones the presentation of a stimulus. Backward Chaining- a teaching procedure in which a trainer completes all but the last behavior in a chain, which is performed by the learner, who then receives reinforcement for completing the chain. Discrete Trial Teaching- A method of teaching in which the adult uses adult- directed, massed trial instruction, reinforcers chosen for their strength, and clear contingencies and repetition to teach new skills. Errorless Learning- A teaching procedure in which the child is prompted to make the correct response immediately, ensuring a correct response each time. The prompt is then slowly faded in order to promote accuracy with the least amount of errors and frustration. Extinction- The discontinuing of a reinforcement of a previously reinforced behavior; the primary effect is a decrease n the frequency of the behavior until it reaches a pre-reinforced level or ultimately ceases to occur Functional Analysis (as part of functional behavior assessment)- An analysis of the purposes (functions) of problem behavior, wherein antecedents and consequences representing those in the person’s natural routines are arranged within an experimental design so that their separate effects on problem behavior can be observed and measured.

8. Behavior- the activity of living organisms; human behavior includes everything that people do. Behavior Change Tactic- A technologically consistent method for changing behavior derived from one or more principles of behavior. Behavioral Assessment- A form of assessment that involves a full range of inquiry methods (observation, interview, testing, and the systematic manipulation of antecedent or consequence variables) to identify probably antecedent and consequent controlling variables. Behavior Intervention Plan- Consequence- A stimulus change that follows a behavior of interest. Some consequences, especially those that are immediate and relevant to current motivational states, have significant influence on future behavior; others have little effect. Contingent- Describes reinforcement (or punishment) that is deliverrd only after the target behavior has occurred. Escape Contingency- A contingency in which a response terminates (produces escape from) an ongoing stimulus.

9. Functional Behavior Assessment (FBA)- A systematic method of assessment for obtaining information about the purposes (functions) a problem behavior serves for a person; results are used to guide the design of an intervention for decreasing the problem behavior and increasing appropriate behavior. Functional Communication Training (FCT)- An antecedent intervention in which an appropriate communicative behavior is taught as a replacement behavior for problem behavior usually evoked by an establishing operation (a motivating operation). Essentials for Living- A communication, behavior, and functional skills curriculum, assessment and skill tracking instrument for children and adults with moderate to sever disabilities. Generalization- A generic term for a variety of behavioral processes and behavior change outcomes. (Changes in the behavior of people not directly treated by an intervention). History of Reinforcement- An inclusive term referring in general to all of a person’s learning experiences and more specifically to past conditioning with respect to particular response classes or aspects of a person’s repertoire.

10. Mand- An elementary verbal operant that is evoked by an MO that is followed by a specific reinforcement. Negative Reinforcement- A stimulus whose termination (or reduction in intensity) functions as reinforcement. (Contrast with positive reinforcer). Positive Reinforcement- Occurs when a behavior is followed immediately by the presentation of a stimulus that increases the future frequency of the behavior in similar conditions. (Contrast to negative reinforcement). Preference Assessment-A set of procedures used to determine if one or more stimuli may function to increase the rate of a specific behavior or behaviors when delivered following the occurrence of that behavior. Reinforcement- Occurs when a stimulus change immediately follows a response and increases the future frequency of that type of behavior in similar conditions. Reinforcer Inventory- instrument used to gather up–to-date information about a student’s interests and preferred activities as well as their dislikes. The aim is to know which rewards are likely to be successful in reinforcing the student’s participation and engagement in learning Response- A single instance or occurrence of a specific behavior Selection Based Method of Communication- A system of communication using pictures and/or actual objects Sign Language- A system of communication using visual gestures and signs VB Mapp- Verbal Behavior Milestones Assessment and Placement Program

11. Verbal Behavior- Behavior whose reinforcement is mediated by a listener; includes both vocal-verbal behavior saying (“Water, please to get water) and nonvocal-verbal behavior (pointing to a glass of water). Encompasses the subject matter usually treated as language and topics such as thinking, grammar, composition, and understanding.

12. How to use Discrete Trial Teaching Reinforcement is the building block and foundation of an effective ABA program and DTT implementation. Reinforcement= procedure of using a reinforcer to increase the rate of a behavior. Reinforcer= anything that follows a behavior and increases the probability of that behavior. Important Tips on Reinforcement Reinforcer must be truly reinforcing to the child (use a reinforcement inventory/preference assessment, child and parent interview) The value of the reinforcement is equal to the effort/difficulty of the task Reinforcement must be contingent on on the behavior Vary reinforcement (rotate toys, edibles, activities) Pair yourself and other staff with reinforcers Think outside of the box Incorporate sensory activities Watch for satiation.

13. Advantages of Discrete Trial Gains child’s attention Teaches contingency Designed to meet the needs of each individuals unique set of circumstances and level of functioning Progresses at the child’s rate of mastery Skills are observable and measureable Teaches a wide variety of skills Attending Skills Imitation Receptive Language Expressive Language Pre-academics Can be taught using errorless learning

14. Prompting procedure for teaching new skills Decreases or eliminates opportunity for learner to make errors Reduced practicing incorrect responses Systematically fades prompts Reduces frustration and emotional responses Research shows errors lead to further errors and emotional responses, can be difficult to correct and inhibit generalization.

15. Potential Concerns of DTT Training is expensive and time consuming Implementation of techniques must be consistent and poor implementation can result in many frustrations with both the instructor and the student which would result in little skill progression Poor implementation can result in students who are prompt dependent or have memorized rote skills with no generalization There may not be enough instructors available to provide 1:1 instruction Space may be limited and distractions may be difficult to omit

16. To get started Begin by finding a motivating reinforcer Make sure work area is free from distractions Have all teaching supplies and data sheets ready to go Use three targets unless the program is limited

17. Components of a Discrete Trial Target skills that have a clear beginning and ending Instruction- Anything that evokes a response- 1. Get attention first 2.Speak louder than typical speech 3. Use clear and concise language 4.Only say directive once before getting a response Prompt- Use a full or partial prompt 1.Only provide as much assistance as is required to ensure a correct response 2.Fade prompts as soon as possible 3.Use Most to Least Intrusive Prompts Response- What the student does immediately after the instruction 1.IF CORRECT: Deliver positive reinforcement 2.IF student makes an ERROR: Block the response 3.IF student is PROMPTED: Deliver Differential Reinforcement (slightly exciting and motivating, but not as strong as when the student is independent

18. Let’s see some examples

19. Beginning Things to Teach -Functional method of communication -Motor imitation -Matching -Social referencing -Responding to verbalizations -Safety related activities

20. References Cooper, John O., Heron, Timothy E. and Heward, William, L. (2007). Applied Behavior Analysis 2nd Edition. Upper Saddle River, NJ: Pearson Prentice Hall Ducharme, J.M. and Ng, O. (2012). Errorless Academic Compliance Training: A School Based Application for Young Students with Autism. Behavior Modification (36)5, 650-669. McGreevy, Patrick, Fry, Troy and Cornwall, Colleen (2014). Essential for Living- A Communication, Behavior and Functional Skills Curriculum, Assessment and Professional Practitioner’s Handbook. Orlando, FL: Patrick McGreevy, Ph.D., P.A. Sundberg, Mark, L. (2008). VB-MAPP- Verbal Behavior Milestones Assessment and Placement Program. Concord, CA: AVB Press

21. Natural Environment Teaching Natural Environment Teaching (NET)- is unstructured and uses a learner’s motivation and activities and not a teacher selected set of materials as the basis for the lesson. Characteristics of NET- Occurs in the context of fun activities Use reinforcing items and materials that are of interest to the learner to teach skills Learner initiated choice of activities (motivation is naturally strong) Tasks and activities vary frequently The preferred items and activities chosen by the child serve as the basis for the teacher/learner interaction Reinforcement is direct and specific to the activity Loose structure and many examples of concepts support generalization of language

22. Lets see some examples

23. Developing Functional Communication Understanding: -There are many functions or categories of expressive language and therefore many meanings to the words we say -The meaning of a word is defined by its function its function or category, not by its grammar or syntax Steps for implementation: -Staff select a form of communication (signing, verbalizations, pictures) that is appropriate for the learner. (The VB-MAPP and Essentials for Living assessments are what we use) -Staff identifies a replacement behavior that is acceptable and appropriate for both the learner, the environment, and is recognized by multiple communicative partners

24. Let’s see some examples

25. Forms