jeremy wilson, ma, bcba jorge castillo, ms autism across the life span 2012 1

Jeremy Wilson, MA, BCBA

Jorge Castillo, MS

Autism Across the Life Span 2012 1

Jorge Castillo, MS Jeremy Wilson, MA, BCBA Now tell us a little about you…


The A’sHistory of Behavior Analysis

Skinner and Operant Condition From animals to humans Birth of Applied Behavior Analysis

The Behavior Analyst Scientist Practitioner Ethics and ABA Collaborative Partnerships


The B’s Operant Conditioning

Three term contingency Four term contingency Reinforcement Punishment

Functional Analysis of Behavior S.E.A.T. Barriers Skill Acquisition


The C’sBehavior Reduction Programs

Maladaptive and Problematic Baseline and Intervention

Skill Acquisition Programs Behavior deficits DTT, PRT, NLP, and NET


The MOParent/Teacher struggles and How ABA can

help: Toileting Food Selectivity Quality of life Work Completion Inclusion, Mainstreaming, and Social Integration And much more…

Questions?????


Lived from 1904 – 1989 Composed various literary works about

science and human behavior Seminal works include:

Behavior of Organisms (1938)Walden Two (1948)Science and Human Behavior (1953)Verbal Behavior (1957)Schedules of Reinforcement (1957)Technology of Teaching (1961)Beyond Freedom & Dignity (1971)About Behaviorism (1974)


Skinner discovered and provided further research and analysis of “operant conditioning”

Studies were conducted with rats and pigeons

Discovered schedules of reinforcement can be implemented to shape behavior overtime

Introduced scholarly world to the “Experimental Analysis of Behavior” and “Radical Behaviorism”

“Radical” is used here as meaning fundamental, essential, and thorough


Behavior is determined by the environment Operant behavior affects the environment and

generates stimuli which “feeds back” to organism Emphasis on the consequence of a behavior Consequences can either increase or decrease

probabilities of behavior in the future Contingencies of reinforcement “The dynamic characteristics of our behavior

depend upon the actual schedules of reinforcement” (Skinner, 1957)


“If we are to use the methods of science in the field of human affairs, we must assume behavior is lawful and determined” (Skinner, 1953)

One of the first studies where the principles of operant behavior was applied to a human behavior was in 1949. The participant was a boy with “profound developmental delays” (Fuller, 1949)

The science became more concerned about socially significant behaviors and the uses of operant conditioning, hence the birth of applied behavior analysis in 1968


Some Current Dimensions of Applied Behavior Analysis (Baer, Wolf, & Risley, 1968)

Identified 7 dimensions of Applied Behavior Analysis (ABA) Applied, Behavioral, Analytic, Technological, Conceptually

Systematic, Effective, Generality If an intervention does not contain these 7 dimensions, it is

not considered to applied behavior analytic

It was quickly recognized that the overlap of the science of behavior analysis and the application of behavior analysis occurred within Applied Behavior Analysis and our practice and primary focus of helping a specific situation or helping people behave more successfully within those practices needs to be guided by the principles our science was founded on


The behavior analyst as a “scientist practitioner” (Hayes, Barlow, & Nelson-Gray, 1999) Consumer of evidenced based/empirically

based research Evaluators of their own programs and

interventions using empirical methodsResearchers who produce data from their

own settings and disseminating that work to the applied and scientific community


The Hippocratic Oath, “As to diseases, make a habit of two things, to help, or at least do no harm”

The evolution of ethical considerations and guidelines for behavior analysts began in the 1960’s with “behavior modification” work shops which manipulated the ideals and principles of our science

Behavior analysts soon developed a Code of Ethics and developed governing board (BACB) which certifies practicing behavior analysts

“…The guidelines of responsible conduct were developed to assist the behavior analyst in making the right choices on a daily basis” (Bailey and Burch, 2005)


“Behavior analysts have not been known to play nice in the sand box” (Youngbauer, 2011; Personal Communication)

There has somewhat been a negative learning history associated with behavior analysts as practitioners

Behavior analysts are willing to forge collaborative partnerships with other professionals, as long as these relationships do not lead us to breach our ethics and scientific principles that result in harming ourselves and those we support

Expect the behavior analyst to be skeptical, to want empirical evidence, and to make well calculated and thought out decisions


“…behavior of an organism is that portion of an organism’s interaction with it’s environment that is characterized by detectable displacement in space through time of some part of the organism and that results in a measureable change in at least one aspect of the environment.” (Johnston and Pennypacker, 1993)

Simply, behavior should be observable and measureable

Behavioral events are temporal


Antecedent Behavior Consequence

See the cookies eat the cookies being full of cookies because they are so yummy!

* Behavior that is reinforced, increases the likeliness of that behavior occurring again


MO Antecedent Behavior Consequence

Hungry for cookies see the cookies eat the cookies being full of cookies because they are so yummy!

** Here, the organism’s behavior is operating on a state of deprivation (hunger) or an Motivating Operation

REINFORCEMENT(increase)

PUNISHMENT(decrease)

POSITIVE(apply)

POSITIVE REINFORCEMENT

The application of a stimulus that will serve to increase the likelihood of future occurrences of the preceding behavior.

POSITIVE PUNISHMENTThe application of a stimulus that will serve to decrease the likelihood of future occurrences of the preceding behavior.

NEGATIVE(remove)

NEGATIVE REINFORCEMENT

The removal of an aversive stimulus that will serve to increase the likelihood of future occurrences of the preceding behavior.

NEGATIVE PUNISHMENTThe removal of a stimulus that will serve to decrease the likelihood of future occurrences of the preceding behavior.

Primary and Secondary Reinforcing StimuliThere are two varieties of reinforcing stimuli: primary

reinforcing and secondary reinforcing stimuli. Primary reinforcing stimuli (SR) are unconditioned,

that is they are events or rewards whose value we intrinsically realize: food, water, sex, warmth, etc.

The use of primary reinforcement has a few advantages Primary reinforcement is intrinsic; it does not have to be taught. Primary reinforcement will not extinguish, it will always remain

reinforcing. One will always desire food or water. Primary reinforcement has some disadvantages

Primary reinforcers are subject to satiation after a relatively short period of time.

Primary reinforcement is not especially representative of the natural environment.

Secondary reinforcing stimuli (Sr) are conditioned. These are initially neutral stimuli that, through their association with primary, or other secondary reinforcing stimuli, have become reinforcing. Social praise, tokensConditioned reinforcers are typically more convenient to

use than primary.Secondary reinforcement lessens the need for proximity to

a child. Secondary reinforcement can be used to broaden the

interests of the childUsing a token economy system can increase the length of

time between presentation of reinforcers, allowing for longer periods of instruction, with fewer interruptions, and a lessened likelihood of satiation

Ratio schedulesFixed ratio

Reinforcers given after a certain number of responses

Variable ratio Reinforcers given after approximate number of

responses

Interval schedulesFixed interval

Reinforcers given after a certain interval of timeVariable interval

Reinforcers given after an approximate range of time intervals (ex: after about every 3 minutes)

What is Punishment?The introduction or removal of a stimulus

that is delivered after a behavior that reduces the future frequency of the behavior

Function of the Behavior It is important to determine the function of

the inappropriate behaviorOnce the function of the inappropriate

behavior is determined, an appropriate replacement behavior can be taught

Type I punishment that requires physical contact should only be used under the most extreme instances on inappropriate behavior

Fair Pair Rule Any behavior that is reduced must be replaced

with an appropriate replacement behavior Always use the least to most intrusive

forms of punishment that are proven to be effective

Consistently prompt and reinforce alternative behaviors

Factors to keep in mind when implementing a punishment procedure Immediacy of punishment

Immediate vs delayedSchedule of Punishment

Continuous vs intermittent Intensity of punishment

The more intense the punishing stimulus is, the greater its effect on reducing the behavior

Reinforcing an suitable alternative behavior Reinforcing a replacement behavior will also

decrease instances of the target behavior

Punishment can be considered unethical Informed consent from the client or the

parent/guardian is necessary before administering a punishment procedure

Less intrusive or aversive interventions must be shown to be ineffective

Making sure the punishment procedure has no detrimental effect on the safety or well being of the child

Data collection to determine punishment’s effectiveness

Proper training for implementation and written behavior plan

“…behavior of an organism is that portion of an organism’s interaction with it’s environment that is characterized by detectable displacement in space through time of some part of the organism and that results in a measureable change in at least one aspect of the environment.” (Johnston and Pennypacker, 1993)

Simply, behavior should be observable and measureable

Behavioral events are temporal


“Our “independent variables” - the causes of behavior – are the external conditions of which behavior is a function” (Skinner, 1953) Here “independent variables” is in reference to antecedent

conditions and reinforcement/punishment procedures

Today, the functional analysis is a scientific methodology which controls and manipulates environmental variables to assess and identify behavior functions (Iwata et al, 1992)

Four functions of behavior (S.E.A.T.) S: Sensory or Behavior Maintained by Automatic

Reinforcement E: Escape/Avoidance (Sr-) A: Attention (Sr+) T: Tangible (Sr+)

Primarily used for problem/maladaptive behaviorAutism Across the Life Span 2012 29

The behavior analyst is gathering empirical evidence for each behavior

Conducts a descriptive analysis (Antecedents, Behaviors, and Consequences)

Uses indirect measuresFunctional Analysis Screening Tool (FAST)Questions About Behavior Function (QABF)

The behavior analyst analyzes all data, then determines the function

*The functions of both desired and undesired behavior should be analyzed


Often times behaviors are barriers to the acquisition or maintenance of desired behaviors

We observe this fact in many of our behavior intervention programs in the home and school settings

Once we assess the behavioral barriers, we can then develop an intervention to “reduce” those barriers


CPCInterventionist

We record data on the Bx to find out if these are working or not…

Although each individual is different, the following characteristics are viewed as important in the diagnosis of autism: Communication (Verbal & Non-Verbal)

Echolalia-repetitions of words or phrases previously heard. Pronoun reversal-Children refer to themselves as "he," "she," or "you," or by their own

proper names. Social Interaction

Lack of Joint attention is the process by which one alerts another to a stimulus via nonverbal means, such as gazing or pointing

Poor eye contact Doesn’t respond to social cues

Repetitive behaviors or interests Stereotypy is repetitive movement, such as hand flapping, making sounds, head rolling,

or body rocking. Compulsive behavior is intended and appears to follow rules, such as arranging objects

in stacks or lines. Sameness is resistance to change; for example, insisting that the furniture not be

moved or refusing to be interrupted. Ritualistic behavior involves an unvarying pattern of daily activities, such as an

unchanging menu or a dressing ritual. Restricted behavior is limited in focus, interest, or activity, such as preoccupation with

a single television program, toy, or game. Self-injury includes movements that injure or can injure the person, such as eye poking,

skin picking, hand biting, and head banging.


The focus is to examine functions (causes) of behavior to offer function based interventions (Kazemi, 2008).

If the undesired behavior is maintained by attention (Sr+), then we need to use attention to increase desired behavior and reduce undesired behaviors

The intervention may be as simple as providing attention while the child is engaged in appropriate or desired behavior

Catching them being good!!!


Every behavior reduction program should include the following protocols:Reactive StrategiesProactive Strategies (Antecedent

Interventions)Means to teaching alternative/replacement

behaviors Every behavior reduction protocol should have

signed consent to prior to implementation Every behavior reduction protocol should use and

exhaust all differential reinforcement procedures before utilizing aversives or punishment procedures


In reference to the behavioral characteristics of children with ASD, what are the behavioral deficits or non-existent behaviors and what can we do to improve those circumstances

Assessment includes direct observation and interaction with individual Indirect methods – questionnaires

Often times simple to complex behaviors are behaviors are targeted

Programs should be purposeful, functional, and reflect a scaffolding of skills without leaving gaps

Interventions should meet the 7 dimensions of ABA


Whether it is DTT, PRT, NET, VBA, or XYZ, the intervention should meet the 7 dimensions of ABA and utilize the principles of applied behavior analysis

Programs should utilize reinforcement procedures to increase skills

Those who implement skill acquisition need to remember that 50% of our technology is reinforcement, the other 50% is punishment. Hence, if we are not reinforcing behaviors, we are punishing them…


The behavior analysts role is to assess, develop, train, monitor, record, analyze, and report on your child’s programsThe behavior analyst makes data based

decisionsThe behavior analyst monitors the

treatment fidelityThe behavior analyst will use research to

develop intervention programsThe behavior analyst will tell, show, do, and

coach interventionists/parents through implementing interventions


Toileting Food Selectivity Sustainable Societies School Attendance Group Contingencies Community Integration Inclusive Practices Staff Training


jeremy wilson, ma, bcba jorge castillo, ms autism across the life span 2012 1

Documents

life span

verbal behavior

behavior of organisms

probabilities of behavior

environmentoperant behavior

net autism

principles of operant

human behaviorseminal