Applied Behavior AnalysisApplied Behavior AnalysisTutor Training:Tutor Training:Module 1 & 2Module 1 & 2

Tracy Vail, Tracy Vail, MS,CCC/SLP & Gabrielle Trapenberg, MA, BCBAMS,CCC/SLP & Gabrielle Trapenberg, MA, BCBALet’s Talk Speech & Language Services Inc.Let’s Talk Speech & Language Services Inc.

www.letstalksls.comwww.letstalksls.com

Ethics of ABA PractitionersEthics of ABA Practitioners Professionalism: Maintain professional Professionalism: Maintain professional

boundaries, be respectful of your families, boundaries, be respectful of your families, and coworkers.and coworkers.

Confidentiality: You are required to comply Confidentiality: You are required to comply with HIPAA regulations.with HIPAA regulations.

Social Validity: Behaviors should be Social Validity: Behaviors should be targeted that are socially relevant, so targeted that are socially relevant, so when working with a client and his/her when working with a client and his/her family you should always take their needs family you should always take their needs into consideration.into consideration.

Responsible conduct: a. Keep accurate and Responsible conduct: a. Keep accurate and consistent documentation. b. Only handle consistent documentation. b. Only handle situations you are trained to handle.situations you are trained to handle.

What is Applied Behavior What is Applied Behavior Analysis?Analysis?

Applied Behavior Analysis (ABA) is the Applied Behavior Analysis (ABA) is the science of behaviorscience of behavior

Looks at human behaviors, what causes Looks at human behaviors, what causes them and how to make them increase or them and how to make them increase or decrease.decrease.

Analyze the function of behavior by Analyze the function of behavior by looking at the contingencies (what looking at the contingencies (what happens before and after)happens before and after)

Module 1

What is Behavior?What is Behavior?

Anything that can be seen, felt and Anything that can be seen, felt and counted by either an individual or counted by either an individual or others in their environment.others in their environment.

Which of these are behaviors?Which of these are behaviors?

Module 1

Teaching TechniquesTeaching Techniques

Discrete Trial:Discrete Trial: Breaking skills down and teaching it one sub-Breaking skills down and teaching it one sub-

skill at a time, providing prompts and skill at a time, providing prompts and reinforcement.reinforcement.

Natural Environment Teaching:Natural Environment Teaching: Helps promote generalization of skills in the Helps promote generalization of skills in the

natural environmentnatural environment Intensive Teaching at the TableIntensive Teaching at the Table

Teaching in a one-on-one setting presenting Teaching in a one-on-one setting presenting skills in discrete trials around and average VR.skills in discrete trials around and average VR.

Module 1

Discrete Trial:Discrete Trial:How we manipulate these contingencies How we manipulate these contingencies

determines whether a behavior will increase determines whether a behavior will increase or decrease.or decrease.

Antecedent Behavior Consequence

MO/EO&

Stimulus(S-d or S-delta)

Response

Reinforcement•Positive (soc med)•Negative (soc med)•Automatic (+ or -)(Increases)

Punishment•Positive•Negative(Decreases)

*Refer to Handout: “Terms & Definitions” and “Advanced Terminology”

Antecedent: Antecedent: Establishing OperationEstablishing Operation

Temporarily increases the value of the Temporarily increases the value of the reinforcerreinforcer

Temporarily increases the behaviors that Temporarily increases the behaviors that have been consequated by that have been consequated by that reinforcer in the pastreinforcer in the past

Example: If in the past, when I wanted Example: If in the past, when I wanted juice, I said “juice” and got it, then I’m juice, I said “juice” and got it, then I’m more likely to say juice again, when I more likely to say juice again, when I want it.want it.

Antecedent:Antecedent:Establishing Operation Establishing Operation

Without motivation, you have no Without motivation, you have no reinforcer. Without a reinforcer, you reinforcer. Without a reinforcer, you cannot increase behaviors.cannot increase behaviors.

Things that affect EO are:Things that affect EO are: Satiation: if you’ve had constant access to Satiation: if you’ve had constant access to

the reinforcer, then your EO decreasesthe reinforcer, then your EO decreases Deprivation: if you haven’t had access to the Deprivation: if you haven’t had access to the

reinforcer in a while, then your EO increasesreinforcer in a while, then your EO increases

Consequences:Consequences: Reinforcement Reinforcement

Increases the likelihood that a Increases the likelihood that a behavior will occur again in the futurebehavior will occur again in the future

4 categories or “buckets” of behavior 4 categories or “buckets” of behavior based on the reinforcement historybased on the reinforcement history

Must be contingent!Must be contingent! Is not a “thing” but an effect on Is not a “thing” but an effect on

behaviorbehavior If a behavior is increasing, something If a behavior is increasing, something

is reinforcing it.is reinforcing it.

Socially Mediated Socially Mediated ReinforcementReinforcement

Socially mediated positive Socially mediated positive reinforcement:reinforcement:

behaviors that have a history of being behaviors that have a history of being reinforced by getting things/attention reinforced by getting things/attention from peoplefrom people

Socially mediated negative Socially mediated negative reinforcement: behaviors that been reinforcement: behaviors that been reinforced by escape or delay of reinforced by escape or delay of demands involving peopledemands involving people

Automatic ReinforcementAutomatic Reinforcement

Automatic positive reinforcement Automatic positive reinforcement (Stims): behaviors that are reinforced (Stims): behaviors that are reinforced because they feel goodbecause they feel good

Automatic negative reinforcement: Automatic negative reinforcement: behaviors I do because they remove behaviors I do because they remove a “bad” or uncomfortable feelinga “bad” or uncomfortable feeling

Expanding A Child’sExpanding A Child’sCommunity of ReinforcersCommunity of Reinforcers

How do you create new reinforcers?How do you create new reinforcers? Pair or associate the new Pair or associate the new

activity/item/person with something the activity/item/person with something the child already finds reinforcing.child already finds reinforcing.

The new activity/item/person becomes a The new activity/item/person becomes a “conditioned” reinforcer“conditioned” reinforcer

Choose activities based on current Choose activities based on current targets, the child’s MO or the child’s targets, the child’s MO or the child’s other interests, age-appropriateness.other interests, age-appropriateness.

Expanding InterestsExpanding Interests

PairingPairing

Learn what the child likes and be the Learn what the child likes and be the provider of “all good things.”provider of “all good things.”

Build Motivation (MO)Build Motivation (MO) Establish reinforcersEstablish reinforcers Play without requiring respondingPlay without requiring responding Don’t remove the child from an enjoyable Don’t remove the child from an enjoyable

activity, rather join him in the activityactivity, rather join him in the activity Be animated and funBe animated and fun Pair yourself and talking with Pair yourself and talking with

reinforcement. reinforcement.

BE the Reinforcer!BE the Reinforcer!

Pair Sounds/Talking with Pair Sounds/Talking with Fun!Fun!

Pairing with Favorite Pairing with Favorite ActivitiesActivities

Developing Play PatternsDeveloping Play Patterns Build anticipationBuild anticipation Do the unexpectedDo the unexpected Be animatedBe animated Be playful – play as children playBe playful – play as children play Pair words/sounds with what the Pair words/sounds with what the

child is doingchild is doing Create verbal routinesCreate verbal routines Gradually change the routines and Gradually change the routines and

expand the play patternsexpand the play patterns

Requiring Responses:Requiring Responses:DoDo Don’tDon’t

• Follow negative behavior with reinforcement

• Remove a child from a reinforcing activity to begin teaching

• Give directions to do things you can’t prompt

• Give directions without getting compliance

• Kill reinforcers by placing too many demands

• Teach errorlessly

• Fade in demands

• Teach to Fluency

• Prompt Quickly

• Fade prompts

• Make sure all questions have answers

• Find numerous reinforcers

• Reinforcer appropriate behaviors

•Correct errors

• Have fun!

Requiring Responses:Requiring Responses:Teaching ProceduresTeaching Procedures

ShapingShaping – Gradually modify behavior into what we – Gradually modify behavior into what we want it to be.want it to be.

PromptingPrompting – Given assistance to provide correct – Given assistance to provide correct responding. Includes visual cues, phsyical prompts, responding. Includes visual cues, phsyical prompts, hand-over-hand, modeling, pointinghand-over-hand, modeling, pointing

Fading Fading – Critical in teaching children not to become – Critical in teaching children not to become prompt dependent. prompt dependent.

ChainingChaining – Breaking skills down into units and – Breaking skills down into units and teaching in small units that are “chained” together teaching in small units that are “chained” together (forward or backward)(forward or backward)

Differential ReinforcementDifferential Reinforcement – Reinforcing hard – Reinforcing hard tasks more heavily than easy tasks.tasks more heavily than easy tasks.

ShapingShaping

Requiring Responses:Requiring Responses:Transfer Procedures/PromptingTransfer Procedures/Prompting

Teach a new behavior by starting with a Teach a new behavior by starting with a behavior that you know the child can behavior that you know the child can already do.already do.

The child is more likely to repeat the same The child is more likely to repeat the same behavior under a different conditionbehavior under a different condition

Once the behavior is taught under the new Once the behavior is taught under the new condition, gradually fade the promptcondition, gradually fade the prompt

New learning is build on old learningNew learning is build on old learning The learning remains “errorless”The learning remains “errorless”

Transfer ProceduresTransfer Procedures

Correction ProceduresCorrection Procedures

Use whenever the child responds incorrectlyUse whenever the child responds incorrectly Give the SD + the responseGive the SD + the response Wait for the echoicWait for the echoic Repeat the SDRepeat the SD Wait for the responseWait for the response Run a distractor trial (something the child Run a distractor trial (something the child

can do easily)can do easily) Repeat the SDRepeat the SD

Challenging BehaviorsChallenging Behaviors

Behaviors are maintained by reinforcement!Behaviors are maintained by reinforcement! A new behavior (talking) won’t be used if A new behavior (talking) won’t be used if

the old behavior (hitting) still works.the old behavior (hitting) still works. Negative behaviors must never be Negative behaviors must never be

reinforced. Consistency is important, reinforced. Consistency is important, because intermittent reinforcement actually because intermittent reinforcement actually makes a behavior stronger!makes a behavior stronger!

Expect to see an extinction burst when you Expect to see an extinction burst when you first begin denying access to a reinforcer.first begin denying access to a reinforcer.

Challenging Behaviors: Challenging Behaviors: ABC DataABC Data

You must determine the function of a You must determine the function of a behavior before determining how to respondbehavior before determining how to respond

Look at what happened right before Look at what happened right before (antecedent) and right after (consequence) (antecedent) and right after (consequence) the behavior occurredthe behavior occurred

Once you have figured out the function of the Once you have figured out the function of the behavior choose a replacement behavior.behavior choose a replacement behavior.

Put time between negative behavior and Put time between negative behavior and prompting appropriate communicationprompting appropriate communication

Again, the negative behavior should never be Again, the negative behavior should never be reinforced. It will get worse before it gets reinforced. It will get worse before it gets better (extinction burst).better (extinction burst).

Verbal BehaviorVerbal Behavior

Verbal behavior (VB) focuses Verbal behavior (VB) focuses specifically on behavior whose specifically on behavior whose reinforcement is mediated by a reinforcement is mediated by a listener. It includes vocal-verbal listener. It includes vocal-verbal behavior, i.e. saying “water” to get behavior, i.e. saying “water” to get water) and non vocal-verbal water) and non vocal-verbal behavior, i.e. pointing to water to get behavior, i.e. pointing to water to get waterwater

Verbal OperantsVerbal Operants

MandsMands- Asking for something. “I ask, I - Asking for something. “I ask, I get.”get.”

ReceptivesReceptives- I can follow directions, do - I can follow directions, do what others tell me to dowhat others tell me to do

TactsTacts- I can label things in the - I can label things in the environment under a variety of conditions.environment under a variety of conditions.

Imitation/EchoicsImitation/Echoics- I can do/say what others - I can do/say what others do/say.do/say.

IntraverbalIntraverbal- What I say is dependent upon - What I say is dependent upon what others say but is not the samewhat others say but is not the same

Verbal OperantsVerbal Operants

Antecedent/Stimulus BehaviorConsequence

MandMand Motivation Says “car” Motivation Says “car” gets cargets car

Echoic “Say car” Echoic “Say car” Says “car” Says “car” social/secondarysocial/secondary

TactTact Car present Car present Says “car” Says “car” social/secondarysocial/secondary

IntraverbalIntraverbal “We ride in the ..”Says “car” “We ride in the ..”Says “car” social/sec.social/sec.

MandingManding

Basis of all other verbal behaviorBasis of all other verbal behavior Teach by transferring from echoic or “fill-ins”Teach by transferring from echoic or “fill-ins” With and without items presentWith and without items present With and without someone asking “What do With and without someone asking “What do

you want?”you want?” Single word, then variety of sentence formsSingle word, then variety of sentence forms Manding for informationManding for information Manding for attentionManding for attention

Choosing Response FormsChoosing Response Forms If child is non-vocal, must use an If child is non-vocal, must use an

alternative/augmentative systemalternative/augmentative system Augmentative communication encourages Augmentative communication encourages

rather than discourages vocal productionsrather than discourages vocal productions Experiment to determine how the child Experiment to determine how the child

responds to various formsresponds to various forms Picture/object exchangePicture/object exchange SignsSigns Communication BoardsCommunication Boards VocalVocal Voice output devicesVoice output devices

Manding with PECSManding with PECS

Manding with SignsManding with Signs

Imitation and ReceptiveImitation and Receptive Imitation: Imitation:

teach through physical prompting or teach through physical prompting or anticipating actionsanticipating actions

Sd: Do this, try this, watch and try etc.Sd: Do this, try this, watch and try etc. Gradually increase difficulty and complexityGradually increase difficulty and complexity

Receptive:Receptive: Teach by transfering from imitation or Teach by transfering from imitation or

w/physical promptsw/physical prompts Sd: varies (touch, find, show, where’s?)Sd: varies (touch, find, show, where’s?) Start with simple instructions, then increase Start with simple instructions, then increase

complexitycomplexity

Tact and IntraverbalTact and Intraverbal Tact:Tact:

Teach by transfering from receptive, mand, fill-in, Teach by transfering from receptive, mand, fill-in, intraverbal or echoicintraverbal or echoic

Label objects, actions, parts, features, functions, classesLabel objects, actions, parts, features, functions, classes Sd can be just the items, “what’s this?” and must be Sd can be just the items, “what’s this?” and must be

variedvaried Verbal modules: teach the child to discriminate between Verbal modules: teach the child to discriminate between

question formsquestion forms Intraverbal:Intraverbal:

Talking about things that are not presentTalking about things that are not present Transfer from fill-in, tact or echoicTransfer from fill-in, tact or echoic Begin with songs, rhymes, daily activitiesBegin with songs, rhymes, daily activities Teach reversalsTeach reversals The start of conversationThe start of conversation

Identifying OperantsIdentifying Operants

Review of Verbal OperantsReview of Verbal OperantsOperantOperant AntecedentAntecedent BehaviorBehavior ConsequenceConsequence

MandMand MO for MO for item/activityitem/activity

MandMand Get item/activityGet item/activity

ReceptiveReceptive Direction givenDirection given Engage in Engage in

BehaviorBehaviorGeneralized Generalized reinforcement reinforcement

TactTact Nonverbal Nonverbal stimulusstimulus

Verbal Verbal responseresponse

GRGR

EchoicEchoic Verbal stimulusVerbal stimulus Point-to-Point Point-to-Point responseresponse

Generalized Generalized reinforcementreinforcement

ImitationImitation ActionAction PTP responsePTP response GRGR

IntraverbalIntraverbal Verbal stimulusVerbal stimulus ResponseResponse GR or new VSGR or new VS

Textual Textual RespResp

Written stimulusWritten stimulus Verbal Verbal responseresponse

GRGR

TranscriptiTranscriptionon

Verbal stimulusVerbal stimulus Written Written responseresponse

GRGR

Expanding NET TechniquesExpanding NET Techniques

While many of your targets may be taught While many of your targets may be taught at the table, it is important to always at the table, it is important to always continue working on targets in the NET as continue working on targets in the NET as natural environment teaching has shown to natural environment teaching has shown to increase generalization of skills.increase generalization of skills.

Always be careful when placing demands in Always be careful when placing demands in the NET that you do “kill the reinforcer” by the NET that you do “kill the reinforcer” by allowing too much access to the reinforcer allowing too much access to the reinforcer (satiation) or placing too many demands (satiation) or placing too many demands (aversive).(aversive).

Expanding NET TechniquesExpanding NET Techniques

Teaching FFCs: Teaching FFCs: FFC refers to feature, function and class.FFC refers to feature, function and class. Once a child has tacts and receptives in his Once a child has tacts and receptives in his

repertoire you can start teaching FFCs.repertoire you can start teaching FFCs. One of the best ways to teach FFCs is within One of the best ways to teach FFCs is within

the context of the child’s daily activities.the context of the child’s daily activities. More advanced skills also include More advanced skills also include

adjectives, prepositions and WH adjectives, prepositions and WH questionsquestions

NET Manding/Mands for InfoNET Manding/Mands for Info

Teaching Social SkillsTeaching Social Skills When we consider who we choose to spend time and socialize with, When we consider who we choose to spend time and socialize with,

it’s generally people who are reinforcing to us. it’s generally people who are reinforcing to us. One important part of teaching social skills is pairing people with One important part of teaching social skills is pairing people with

reinforcement. It is also important to consider that unsuccessful reinforcement. It is also important to consider that unsuccessful socialization attempts may make other people aversive and increase socialization attempts may make other people aversive and increase self stimulatory behaviors. self stimulatory behaviors.

So what can we do?So what can we do? Modify: Make some modifications to avoid situations that may cause Modify: Make some modifications to avoid situations that may cause

problem behaviors.problem behaviors. Desensitize: Desensitization is used to teach a child to tolerate his Desensitize: Desensitization is used to teach a child to tolerate his

environment with as few modifications as possible.environment with as few modifications as possible. Pair: Pairing with other children is often best done starting with one child Pair: Pairing with other children is often best done starting with one child

and then adding more children.and then adding more children. Request: Provide opportunities for the child to mand for his reinforcers Request: Provide opportunities for the child to mand for his reinforcers

from peers.from peers. Social Cues: By paying attention to the social-emotional basis of Social Cues: By paying attention to the social-emotional basis of

communication we can teach the child to share their experiences with communication we can teach the child to share their experiences with others and learn about others experiences, i.e. sharing affect, requesting others and learn about others experiences, i.e. sharing affect, requesting and gaining (personal) information, perspective taking and discriminating and gaining (personal) information, perspective taking and discriminating between fact and opinion.between fact and opinion.

Intensive TeachingIntensive Teaching Teaching in a one-on-one setting Teaching in a one-on-one setting

presenting skills in discrete trials presenting skills in discrete trials around and average VR.around and average VR.

ITT (intensive table teaching) is used ITT (intensive table teaching) is used to practice skills taught in the natural to practice skills taught in the natural environment and allows responses to environment and allows responses to become fluent.become fluent.

During NET manding is one of the top During NET manding is one of the top priorities, during ITT the focus is priorities, during ITT the focus is primarily on other skills.primarily on other skills.

Intensive TeachingIntensive Teaching Targets should be mixed and varied to make Targets should be mixed and varied to make

sure the child is responding to the correct sure the child is responding to the correct SDSD

Ratio: Always use a ratio of approximately Ratio: Always use a ratio of approximately 80% mastered and 20% new.80% mastered and 20% new.

Schedule of Reinforcement: initially when Schedule of Reinforcement: initially when pairing at the table or introducing a new pairing at the table or introducing a new target you may use a fixed ratio (set number target you may use a fixed ratio (set number of responses), however a variable ratio of responses), however a variable ratio (variable number of responses set around an (variable number of responses set around an average) is recommended because it average) is recommended because it produces a steady rate of responding.produces a steady rate of responding.

Intensive Teaching:Intensive Teaching:Transfer ProceduresTransfer Procedures

Transfer trial- Use the mastered skill Transfer trial- Use the mastered skill to evoke the desired behavior then to evoke the desired behavior then present the new SD to get the same present the new SD to get the same behavior.behavior.

Disractor trial(s)- Present a mastered Disractor trial(s)- Present a mastered task or twotask or two

Independent trial- Re-present the Independent trial- Re-present the new SD to evoke the behavior and new SD to evoke the behavior and reinforce correct response heavily reinforce correct response heavily

Intensive Teaching:Intensive Teaching:Correction ProceduresCorrection Procedures

Use whenever the child responds incorrectlyUse whenever the child responds incorrectly Give the SD + the responseGive the SD + the response Wait for the echoicWait for the echoic Repeat the SDRepeat the SD Wait for the responseWait for the response Run a distractor trial (something the child can do Run a distractor trial (something the child can do

easily)easily) Repeat the SDRepeat the SD In general if you do not get an independent In general if you do not get an independent

response after 3 attempts, accept the prompted response after 3 attempts, accept the prompted response and move on. We will most likely have response and move on. We will most likely have to re-asses the target or teaching procedure.to re-asses the target or teaching procedure.

Intensive Teaching Intensive Teaching

Data CollectionData Collection It is important to keep data of It is important to keep data of

targeted and mastered skills, so:targeted and mastered skills, so: We can accurately and effectively track We can accurately and effectively track

progressprogress We can build on and expand to new We can build on and expand to new

skills using mastered skills skills using mastered skills We can always have a record of what we We can always have a record of what we

are working onare working on ALL decisions made in programs based ALL decisions made in programs based

on ABA are data-driven and objectiveon ABA are data-driven and objective

Data CollectionData Collection

Program Board: Program Board: Used to document targeted skills.Used to document targeted skills. For NET: For NET: record targets taught within the child’s record targets taught within the child’s

activities. Transfer between operants, i.e. from mand activities. Transfer between operants, i.e. from mand to tact, from receptive to tact, from tact to to tact, from receptive to tact, from tact to intraverbal. intraverbal.

For ITT:For ITT: It is recommended to choose 2-3 targets for It is recommended to choose 2-3 targets for each skill at a time. Targets should be probed and each skill at a time. Targets should be probed and taught following the specified teaching procedures.taught following the specified teaching procedures.

Probe data should be recorded with a + or – (I or P).Probe data should be recorded with a + or – (I or P). If necessary teaching data can be collected with tallies If necessary teaching data can be collected with tallies

or a T or N (if taught at the table or in the NET)or a T or N (if taught at the table or in the NET)

Data CollectionData Collection

Probe:Probe: An easy way to collect data is through An easy way to collect data is through probes. A probe is collected the first time the target probes. A probe is collected the first time the target is presented that day. The probe shows us whether is presented that day. The probe shows us whether or not the child can accurately and fluently provide or not the child can accurately and fluently provide the required response without prompts.the required response without prompts.

Teaching:Teaching: We may occasionally also keep track of We may occasionally also keep track of how often an item is taught throughout a session to how often an item is taught throughout a session to ensure that the item is being targeted frequently ensure that the item is being targeted frequently enoughenough

Mastery criteria:Mastery criteria: is typically based on the child’s is typically based on the child’s learning history and often ranges between 2-4 learning history and often ranges between 2-4 consecutive independent responses.consecutive independent responses.