UNDERSTANDING ABALearning to Implement a Home-Based ABA Program

INTRODUCTIONS

Chrissy McNair, Mom

INTRODUCTIONS

Melinda Henson, BCBA

SESSION OVERVIEW

Gain Understanding of ABA Outcomes, Theories, Principles, and Guidelines

Learn How to Assess Your Child’s Needs Understand How to Set Goals for Your

Child Learn Methods for Prompting,

Reinforcement, Generalization Learn the Importance of Data Collection

and Different Collection Methods

TODAY’S SESSION

PART ONE ABA Overview Types of ABA Programs

PART TWO Principles of ABA Diving into ABA Components

PART THREE Designing Your Own Home Program

http://www.nationalautismcenter.org/affiliates/reports.php

ABA FACTS & MYTHS

MYTH FACT ABA is an intervention. ABA is actually a theory

that encompasses many specific interventions based on principles of Behaviorism.

ABA FACTS & MYTHS

MYTH FACT ABA is specifically for

autism. ABA is used in a variety

of fields to help change behaviors.

Examples: gambling, smoking, weight loss, teaching new skills

ABA FACTS & MYTHS

MYTH FACT ABA is discrete trial

training. Discrete trial training is

one specific type of intervention that is based upon principles of ABA.

Examples of other interventions based in ABA: video modeling, incidental teaching, PRT, activity schedules

ABA FACTS & MYTHS

MYTH FACT ABA is based on

punishments. ABA focuses on the use

of reinforcement.

ABA FACTS & MYTHS

MYTH FACT Principles of ABA

promote simple, robotic skill development.

Principles of ABA can be used to teach complex behaviors that generalize across situations.

Examples: toileting, problem solving, dressing, social skills, language

ABA FACTS & MYTHS

MYTH FACT Principles of ABA are

used only to reduce negative behaviors.

Principles of ABA are used to teach new skills and reduce negative behaviors.

ABA IS….

Scientific approach for discovering environmental variables that

reliably influence socially significant behavior

(Cooper, Heron, & Heward, 2007)

ABA IS MORE THAN DTT

USING ABA AT HOME

Structured Programs-Supervisors, Staff, Parents as Managers or Teachers

Dinner Table ABA

NEED GOALS, PROTOCOLS & PROCEDURES, ANALYSIS

PART 2 ABA 101

REINFORCEMENT PROMPTING BEHAVIOR SHAPING DATA COLLECTION VERBAL BEHAVIOR GENERALIZING SKILLS

REINFORCEMENT

Reinforcement is KEY! Preference Assessment (daily or

weekly) Differential Reinforcement Continuous vs Intermittent Fading Reinforcement

REINFORCEMENT AND ASD

Many times, children with autism’s behaviors are not reinforced by naturally occurring consequences, or the naturally occurring reinforcement for negative behaviors outweigh those of positive behaviors

For this reason, we must sometimes use tangible items to reinforce specific behaviors

REINFORCEMENT

• Reinforcement is what makes the behavior more likely to occur in the future.

• Should immediately follow the behavior you want to strengthen.

• Tips for strong reinforcement:– Conduct a preference assessment to see what

your child/student enjoys– Vary reinforcement to prevent satiation– Provide higher levels of reinforcement for new

responses and lower levels for more firmly established behaviors

– Remember the definition of reinforcement!

THINGS THAT AFFECT REINFORCEMENT

• Deprivation: To keep toys, foods, and activities fun, save them for therapy or when you want to teach a difficult or new skill. Think: Absence makes the heart grow fonder….

• Immediacy: Deliver reinforcement within a ½ second or you run the risk of them thinking that you are reinforcing anything that happened within the delay.

• Size: Do not expect your student to work for an hour for a M ‘n’ M. The reinforcer should match the level of work that was done. Would you willingly work for a company that paid you less than you deserve?

• Contingency: The reinforcement should be contingent on a behavior you want to see more of.

LEVELS OF REINFORCERS

Edibles

Tangible

Activities

Social Approval

Praise

Exchangeable

Primary Reinforcers

Secondary Reinforcers

Generalized Reinforcers

PRIMARY REINFORCERS

• Primary reinforcers automatically fill some biological human need without learning

• Examples:– Food (edibles), Water, Oxygen, Warmth

• Advantages/Disadvantages of Edible Reinforcement:– Being fed is an basic need to survive & can be highly

effective– Avoid if secondary or generalized reinforcers are

equally effective– Check for food allergies and choking hazards– Avoid giving too much food before meal times– May not be effective if child is not hungry

SECONDARY REINFORCERS

• Secondary reinforcers acquire their value through learning (through association with primary reinforcement)

• Examples:– Tangibles, Activities, Social Approval, Praise

• Advantages/Disadvantages of Secondary Reinforcers:– Disadvantages of edible reinforcement is avoided– More choices available– Social approval & praise is always available and

reflects more natural/real-world reinforcement– Tangibles/activities may not be reinforcing every time

they are presented

GENERALIZED REINFORCERS

• Generalized reinforcers have been paired with a variety of previously established reinforcers

• Exchangeable Reinforcers/Token Systems:– Tokens are earned that can be exchanged later for access

to reinforcement (e.g. money, stickers, points)– Token is given immediately following behavior, but actual

reinforcing activity or item is given after a certain number of tokens are received.

• Advantages/Disadvantages of Generalized Reinforcers– Tokens themselves are not initially reinforcing– Student must be able to delay reinforcement/understand

that tokens add up to larger reinforcer

SCHEDULES OF REINFORCEMENT

• A schedule of reinforcement determines how often the behavior should be reinforced

• Continuous Reinforcement: – Reinforcing the desired behavior every time it

occurs.– Used to teach and strengthen behavior.– Examples: Vending machine, ATM

• Intermittent Reinforcement: – Reinforcing the desired behavior some of the time

it is observed.– Used to maintain behavior.– Time-based or response-based

INTERMITTENT REINFORCEMENT

• Advantages of Intermittent Reinforcement– More resistant to extinction– Results in relatively high rates of responding– More closely approximates natural

reinforcement conditions– Less reinforcement from the outside allows for

intrinsic motivations to begin to maintain behavior as competency increases

– Less likely to create satiation– More cost effective

AUTOMATIC REINFORCEMENT

• Automatic reinforcement occurs when behaviors have an immediate affect on their environment which in turn reinforce the behavior.– Visual, Auditory, Gustatory, Olfactory, Tactile

• These can be tough to compete with because they do not require social interaction – but we can figure out how to control some of them and present the child with these experiences during social interactions and exchanges.

HOW TO USE REINFORCEMENT

• Better reinforcement for better responding– Provide higher quality reinforcement for:

• Unprompted responses• Faster responses• Better articulated responses• Proper tone is used• Correct response required a less intrusive prompt

• No problem behavior occurring

WHAT ABOUT PRAISE?

• Early learners may not work for praise– ALWAYS pair praise with back-up reinforcers– Eventually praise will become valuable– Gradually thin the use of back-up reinforcers

• Advanced learners– Might work well for praise most of the time– Continue to sprinkle in back-up reinforcers

VARIETY, NOVELTY, & CHOICE

• Including a variety of reinforcers helps decrease the chance of satiation

• Novelty is often exciting to students– New things– Not knowing what is going to happen

• When choice is given, the chances increase that the preferred item is really preferred at that time

HOW OFTEN SHOULD I REINFORCE?

• Each target behavior will be reinforced EVERY TIME until child/student shows that s/he can perform this behavior in a variety of environments without mistakes!

• Generally, prompted behaviors should result in praise, while independent responses should result in praise + tangible, edible, etc…

• Continuous Reinforcement: – Reinforcing the desired behavior every time it is

observed– Used to teach and strengthen behavior

TIPS FOR REINFORCEMENT

• Give choices• Always keep a box of reinforcers next to

you when working for quick access• Have a reinforcer in hand to immediately

give to him• Give child/student multiple reinforcers

from which to to choose• Place reinforcers in a “surprise grab

bag” so child is surprised each time• Vary the reinforcement to avoid satiation

PROMPTING

3-STEP PROMPTING

Compliance Building

1. Tell2. Show 3. Do

Must be consistent with follow-through and be willing to implement step 3 if needed

BEHAVIOR SHAPING Reinforcing even a slight approximation to

the desired behavior After that behavior is being replicated, only

reinforce a closer approximation

Advantages Used to teach new behaviors It is a positive procedure Can be combined with other procedures (fading,

chaining, etc.) Disadvantages

Time consuming Progress is not always linear Implementer needs some skill

COLLECTING DATA

Must have all variables definedMust be consistent across all collectorsConsider what variables you want to

track

WAYS TO ANALYZE DATA

What do the scores tell you? Visual interpretation better in graph vs.

table form

VERBAL BEHAVIOR

GENERALIZING SKILLS

Across Environments Across People When to Generalize? Building a Maintenance Schedule

PROGRAMMING FOR GENERALIZATION

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Generalization occurs when behaviors learned under one set of circumstances occur:• At other times• In other places• With other people• For different stimuli

PROGRAMMING FOR GENERALIZATION

• Natural maintaining conditions• Practice the skill in naturally occurring situations and

make sure it maintains during natural contingencies (antecedents & consequences)

• Train sufficient exemplars• Teach the behavior to occur in the presence of many

examples of stimuli that include the critical stimulus features

• Train loosely• Prevent stimulus overselectivity by teaching in various

settings, with various stimuli, in various forms

PROGRAMMING FOR GENERALIZATION

• Program common stimuli• Include as many of the physical and

social elements that exist in the “real life” setting into the practice setting

• Mediate generalization• Teach self-instruction techniques

FLUENCY

Fluency is performing a behavior smoothly, rapidly, correctly, and with ease.

• Taught with repetition• Target speed & accuracy• Remember to include fluency in your

goal as appropriate• Fluent skills maintain better across

time

Maintenance is the ability to continue the behavior after intervention has ended.

What contributes to poor maintenance? Ending reinforcement too soon Reinforcement of unwanted

behaviors Punishing the behavior

MAINTENANCE

INTERSPERSING MAINTENANCE

When conducting trials, it is best to intersperse maintenance trials.

Alternate acquisition (learning) trials with learned concepts to: Build momentum Increase success & reinforcement Increase practice of learned skills Maintain skills over time

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• Minimize unwanted behaviors during initial learning (errorless teaching)

• Be sure the behavior is fluent before ending intervention

• Teach self-management strategies• Self-recording• Self-reinforcement• Asking for reinforcement

PROGRAMMING FOR MAINTENANCE

PROGRAMMING FOR MAINTENANCE

Fade reinforcement slowly and transfer to natural contingencies

• Fade antecedents from structured to natural

• Adjust schedule, quality, & quantity of reinforcement

• Increase criteria for reinforcement• Set up peer supports for reinforcement

PART THREEBUILDING YOUR OWN HOME PROGRAM

Set Goals

Child’s NeedsFamily’s NeedsSibling’s Needs

Language/ Behavioral/ ….or Both

START SMALL

Determine Motivators—Reinforcement

Immediate Reinforcement (toys, tickles, etc)

Longer Term Reinforcement (trips out in community)

Reserve these reinforcement objects ONLY for instruction time!

DEVELOP PROGRAMS FOR WEEK

Choose 4-6 Areas to Focus On Motor Imitation Following Directions Tacting Behavioral Skill Social Etc

WRITE PROCEDURES & PROTOCOLS

Make definitions as specific as possible Write exactly what instructor needs to

do Define desired response from child Define Mastery

DEVELOP DATA SHEET FOR EACH PROGRAM

Consider amount of learning opportunities needed to achieve mastery and fluency Establish and follow steps to mastery!

Develop own sheets Download Copy from manual

DATA SHEET

Target: Target: Target:

Delay: Delay: Delay:

FP PP I E FP PP I E FP PP I E

Data FP = Full prompt Delay 0 = 0-s

PP= Partial prompt 2 = 2-s

I = Independent 4 = 4-s

E = Error N = No prompt

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FIRST RESPONSE DATA SHEET

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CURRICULUM GUIDES

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ASSESSMENTS & CURRICULUM GUIDES

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Verbal Behavior – Milestones Assessment and Placement Programhttp://www.avbpress.com/vbmapp-set.html

Assessment of Basic Language and Learning Skillshttp://www.behavioranalysts.com/shop/home.php