1. Introduction to Applied Behavior Analysis/Verbal Behavior: Part 2 Hillary Ran, M.Ed, BCBA Exceptional Learners Behavioral Services, LLC www.ExceptionalLearners.com

2. Training created by: Hillary Ran, M.Ed, BCBA Hillary Ran, M.Ed, BCBA has given permission for Consultants for Children, Inc to use information.

3. Types of Prompts Hand-Over-Hand (HOH) Physical Guidance Gestural Imitative Verbal/Vocal (Full or Partial) Chaining Procedures Transfer Trials Be careful of inadvertent prompting!

4. Prompt Fading What is prompt fading? – A technique to gradually change the antecedent stimulus; a way to get rid of the prompt by lessening it while still making the child successful. – When a prompt is present, the response is controlled by the prompt. We want the response to be controlled by the antecedent stimulus, not the prompt. – Use the least intrusive prompt necessary to make the child successful!

5. Shaping Shaping is a procedure to create new behavior; it’s the process of reinforcing gradual changes in a behavior as it looks more like the target behavior. Use shaping when a child is evoking an approximation of the target behavior. Simply…reinforce “baby steps.”

6. Chaining Practice 1.Brushing Teeth 2.Washing Hands 3.Putting Socks and Shoes On 4.Making a PB&J Sandwich 5.Writing a Check

7. Effective Teaching Procedures Pair the teaching environment with reinforcement Errorless Learning Variable Ratio Mix and vary instructional demands Intersperse easy and hard demands Fluency Training Most to least invasive prompting Use transfer Trials

8. Why is Errorless Learning Effective? Behavior must have a short latency and correct topography in order to be effective and functional. Non-responsiveness can usually either be attributed to stimulus control (long latency because the answer is unknown) or motivation (it is not worth it to respond immediately). – Latency=time between the SD and Response – Topography=Form of the Response

9. Stimulus Control-Topography Use the correction procedure of prompting the correct response within 2-3 seconds of the SD and provide reinforcement. The prompt procedure delays the reinforcement, therefore differentially reinforces the prompted response. A greater magnitude of reinforcement may also be used for unprompted responses.

10. Latency Use the same correction procedure of prompting within 2-3 seconds and provide a lesser reinforcer. The prompted response is differentially reinforced. Unprompted responses (with no latency) should be reinforced with a highly motivating reinforcer. NOTE: Continuing to teach with weak reinforcement that requires frequent prompting, can result in prompt dependency.

11. Prompting-Transfer Trials The teacher presents an antecedent, waits 2-3 seconds for independent responding, and then prompts the correct response as necessary. The type of prompt used depends on the learner’s current repertoire. Immediately after this prompted trial, a transfer trial is delivered, in which the same antecedent is represented but without the prompt or with the use of a less-intrusive prompt. For every prompted trial the student completes, you must immediately attempt a trial that is unprompted or less prompted.

12. Errorless Learning Example Present SD Incorrect Response (teach trial) Re-Present SD and Prompt Correct Response (transfer trial) Re-Present SD Correct Response Easy Skill (1-3) (test trial) Re-Present SD Reinforce

13. Do not… Remind the child of what he/she is working for or flash the reinforcer to attain attention. Make the child wait while you determine what the next task will be. Reinforce more often for weak responses. Scroll through tasks when the task presented has not been completed. Remove the task if the child engages in problem behavior.

14. Visual Aides Many children with ASD understand by seeing rather than hearing. Visual aides can help with transitions and behavioral flexibility. They define who, what, where, when and why. Visual schedules display planned activities in symbols (words, pictures, photograph, icons, actual objects) that are understood in the order in which they will occur.

15. Visual Schedules

16. What is a Social Story? Social Stories are tools for teaching social skills to children with autism and related disabilities. Social stories provide an individual with accurate information about those situations that he may find difficult or confusing. The situation is described in detail and focus is given to a few key points: the important social cues, the events and reactions the individual might expect to occur in the situation, the actions and reactions that might be expected of him, and why. The goal of the story is to increase the individual’s understanding of, make him more comfortable in, and possibly suggest some appropriate responses for the situation in question. www.polyxo.com

17. Social Stories Recess After lunch we go to recess. Sometimes recess is on the playground. A lot of the children play on the playground equipment. It is fun to play on the playground equipment. Everyone should play safely. When the whistle blows that means it is time to line up and go inside. I will try to line up as soon as the whistle blows. This will make my teachers happy. After I line up I will try to stay in line. Everyone will be proud of me!

18. Social Stories When I Feel Angry Sometimes I feel angry. All people feel angry at one time or another. When I get angry I will find my teacher, Mommy, Daddy or another adult. When I find them I will try to use words to tell them that I am angry. I can say "I'm angry!" or "That makes me mad!" It is okay to use words when I feel angry. They will talk to me about what happened and about how I feel. This might help me to feel better. Wherever I am I can try to find someone to talk to about how I feel.

19. Functions of Behavior Attention or Items 1. Enrich the environment. Provide LOTS of attention when the behavior isn’t occurring. 2. Never give attention or access to the item for the problem again. 3. Teach a communicative replacement behavior. Escape/Avoidance 1. Reduce the urge to escape. 2. NEVER allow the child to escape or avoid a demand. 3. Teach the child how to ask for a break. Automatic (Self-Stimulatory) 1. Provide a sensory rich environment. 2. Incorporate a sensory diet. 3. Reinforce more appropriate social interactions.

20. Skill Acquisition vs. Behavior Reduction When attempting to decrease a maladaptive behavior, focus on skill acquisition that is functionally equivalent to replace the behavior. Behavior does not “go away,” but it can be replaced. Skill acquisition sheets can be used to keep introduction/mastery dates on specific programs.

21. Functional Behavior Assessment Defines the antecedent, behavior and consequence in order to determine the function of the behavior. Once the function of the behavior has been identified it’s important to keep in mind that all behavior is needs-fulfilling! Adaptive behaviors that are functionally equivalent to the maladaptive behaviors need to be taught as replacement behaviors.

22. Ask Yourself… Where does the behavior occur? With whom does the problem behavior occur? Why is it valuable for the child to engage in the behavior? How is the behavior being maintained? Could the behavior serve multiple functions?

23. Other Reasons for Problem Behavior 1.High to Low Transitions -Example: Stop swinging and come in to do your homework. 2.When the Answer is “No.” -Someone said “no” but I don’t think they really mean it. *At the root of these problems is an inability to appropriately express wants or needs. Problem behavior may be a very effective way for children to get their needs met.

24. “No” Acceptance – When the answer is “no,” always offer a fair alternative. – “No you may not have ____, but you can have _____ or _____.” – If the child makes an appropriate choice, follow through with the choice made. Use extinction for any other problem behavior after you’ve given choices.

25. Count and Mand Equivalent to “Ask nice.” “No whining”-begin counting aloud and show the passage of time with your fingers. – If the child stops crying for the entire interval while you are counting, prompt for the appropriate mand. – If at any time during the interval, the child begins to cry, start the counting over again. The child needs to be quiet for the entire interval in order to attain a chance to contact the desired item.

26. Using Extinction to Reduce Problem Behavior The process that occurs when a previously reinforced behavior is no longer followed by the reinforcer. Extinction does not necessarily mean “ignoring.” It means the reinforcer has been removed. Consistency during an extinction burst is extremely important!

27. Choosing Target Behaviors Keep in mind: – Is the behavior socially significant? – Is the behavior likely to produce reinforcement in the natural environment after intervention ends? – Is the behavior a necessary prerequisite for a useful skill? – Is the behavior a behavioral cusp or pivotal behavior? – Is the behavior age-appropriate? – If the target behavior is to be reduced, what adaptive behavior will replace it?

28. Prioritizing Target Behaviors 1.Does the behavior pose any danger to the client or to others? 2.How many opportunities will the person have to use the new behavior? 3.How long-standing is the problem? 4.Will the behavior change produce higher rates of reinforcement for the person? 5.What is the relevance to future skill development and independent functioning? 6.Will the behavior change reduce negative attention from others? 7.How likely is success in changing the target behavior? 8.How much will intervention cost?

29. Keep in Mind… Consistency is Key!! The More the Merrier – The more individuals involved in implementing the behavior plan, the better. Otherwise, the behavior could be intermittently reinforced (and become more resistant to extinction). Make Data-Based Decision – Baseline-Intervention Comparisons.

30. Data Mand Training Skill Acquisition Yes/No Data (errorless learning) Mass Trial Data Frequency Graphs NET lesson plan Chaining/Backward Chaining FBA *These are only a few of the possible data sheets that may be utilized to record behavior!

31. Contact Info Consultants for Children, Inc. www.consultantsforchildren.com info@cfcico.com 720-431-9052