What are Some Ways to Fit ABA into the Inclusive Classroom?

Selena M. Joy, Ph.D., BCBA-DInsight Conference

Richmond, VAOctober 15, 2010

What is ABA?

• Applied Behavior Analysis: “the _________ in which procedures derived from the ___________ __ _________ are _______________ applied to improve ________ ____________ behavior to a ___________ degree and to demonstrate _______________ that the procedures employed were ____________ for the ___________ in the behavior”

Cooper, Heron, & Heward, 1987

What Does that Mean?

ABA:• Uses scientific principles• Systematically• To change behaviors• That are socially significant

3-Term Contingency

Antecedent Behavior Consequence

What are Antecedents?

• Antecedents come before the behavior and can shape a behavior

• Examples:– Giving a direction– Showing a cue card– Hearing the bell– Teacher walking away– Going to the library– Sitting by another student

What are Consequences?

• Consequences come after the behavior and can shape the behavior

• Examples:– Being told “Good job”– Stickers– Teacher walking away– Corrective feedback– Being given computer time– Being allowed to get out of work

ABA Applications

• Autism & Developmental Disabilities• General Education• Positive Behavior Supports• Direct Instruction• Addiction Recovery• NASA• Sports Teams• Forensics & Crime• Gerontology• Organizational Behavior Management• And many more….

Data Collection

• Data are the hallmark of ABA• Without data you are not “doing ABA”• Data help to measure progress and show

effectiveness• Data help to make informed decisions• Data are inherent in the definition of ABA

(systematic, demonstrate experimentally, responsible for the change)

What Does that Mean for My Classroom?

Academic Interventions &

Instruction

Behavior Interventions & Classroom Management

Behavior

• Positive Behavior Supports• Expectations/Rules• Reinforcement Systems– Stop lights– Card/Stick systems– Point systems

• Behavior Management– Token Boards– Self-Monitoring

• FBA/BIP

Academic

• Prompting• Shaping• Chaining• Choral Responding• Fluency Building & Charting for Reading & Math• Repeated Readings• Flash Cards• Using Models• Task Analyses

Prompting

• Types of prompts:– Modeling– Visual– Verbal– Hand-over-Hand– Physical– Gestural– Positional/Proximity

Shaping

• Desired Outcome: Alex will sit at the table working on a task for 2 minutes with 2 or fewer prompts

• Alex can currently sit for 30 sec with 2 or fewer prompts• Step 1: Alex will sit for 45 sec with 2 or fewer prompts• Step 2: Alex will sit for 1 minute with 2 or fewer prompts• Step 3: Alex will sit for 1:30 minutes with 2 or fewer

prompts• Step 4: Alex will sit for 2 minutes with 2 or fewer prompts

Shaping

• Desired Outcome: Students will hit a baseball that is pitched to them

• Students currently have varied skills• Step 1: All students will be able to hold the bat with the

correct hand placement• Step 2: All students will be able to hit a ball with a bat

when the ball is on the tee• Step 3: All students will swing at the ball when it is pitched

to them• Step 4: All students will be able to hit a ball when it is

pitched to them

Chaining

• Forward vs. Backward Chaining• Used for multi-step tasks that are sequential• Examples: – Self-help skills (shoe tying, brushing teeth, etc.)– Puzzles– Solving algebra equations– Reading word lists

Forward Chaining Example

• Word list of 10 words• Have student read first word, you read the

other 9• Have student read first 2 words, you read the

other 8• Have student read first 3 words, you read the

other 7• Etc. until all words are read by student

Backward Chaining Example

• 5 Piece Puzzle• You put in four pieces, child puts in last piece• You put in three pieces, child puts in last two

pieces• You put in two pieces, child puts in last three

pieces• You put in one piece, child puts in last four

pieces• You put in no pieces, child completes puzzle

Fluency Building

• Timed readings/math problem sets• Chart rate & accuracy• Measure progress over time

Reading Fluency Example

1-Oct 2-Oct 3-Oct 4-Oct 5-Oct 6-Oct 7-Oct 8-Oct 9-Oct 10-Oct0

10

20

30

40

50

60

70

80

90

100

Number of WordsAccuracy Percentage

Math Fluency Example

1-Oct 2-Oct 3-Oct 4-Oct 5-Oct 6-Oct 7-Oct 8-Oct 9-Oct 10-Oct0

10

20

30

40

50

60

70

80

90

100

Number of Problems CompletedAccuracy Percentage

Task Analysis

• Multi-Step processes• Vocational tasks• Art tasks• Math (Algebra, for example)• Book walk• Self-Help Skills

Task Analysis Example

• Teacher says: “Get ready for math class" • Clear desks of unnecessary items. • Place your math book, a pencil, and your

calculator on your desk. • Wait quietly for the instructor to begin class.

http://www.behavioradvisor.com/TaskAnalysis.html

Task Analysis• Tying shoes

Pinch the laces. Pull the laces. Hang the ends of the laces from the corresponding sides of the shoe. Pick up the laces in the corresponding hands. Lift the laces above the shoe. Cross the right lace over the left one to form a tepee. Bring the left lace toward the student. Pull the left lace through the tepee. Pull the laces away from one another. Bend the left lace to form a loop. Pinch the loop with the left hand. Bring the right lace over the fingers and around the loop. Push the right lace through the hole. Pull the loops away from one another.

http://www.behavioradvisor.com/TaskAnalysis.html

Discrete Trial Training

• One type of systematic method of ABA• Typically designed for 1:1 or small group• 3 parts to a discrete trial (SD, Behavior,

Response)

Let’s Practice

Putting it Together

ABA is: ABA is not:

Questions