aba and inclusion ppt handout
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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
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