presentation on applied behavior analysis and autism in kyrgyzstan
DESCRIPTION
Training on autism in Kyrgyzstan by William Edwards, Director of the Clemson University Youth Learning Institute Center for Behavior Analysis. Bishkek and Osh, 8-12 October 2013. Organized by Kelechek HP and partners Hand in Hand in Bishkek and Smile.kg in Osh, funded by ACCELS.TRANSCRIPT
Clemson University Center for Behavior Analysis, 2013
Applied Behavior Analysis & Autism
William H. Edwards, MS, BCBADirector of Applied Behavior Analysis
Services
Clemson University Center for Behavior Analysis, 2013
Therapy & Science
• What is Applied Behavior Analysis (ABA)?– A systematic way to view behavior as a subject
matter– A means of developing a treatment methodology
for people with Autism– A mechanism for understanding how people learn.
Clemson University Center for Behavior Analysis, 2013
Autism & ABA
• ABA Programs Address:– Language and Communication– Self-help/Daily Living Skills– Social Skills– Play Skills– Academic/Pre-Academic Skills– Problem Behavior
Clemson University Center for Behavior Analysis, 2013
A-B-C
• Antecedent
• Behavior
• Consequence
Clemson University Center for Behavior Analysis, 2013
Functions of Behavior
• Haven’t you ever wondered why they do what they do?– Attention– Escape– Tangible Removal– Self-stimulation
Clemson University Center for Behavior Analysis, 2013
Teaching Principles
• The learner is never wrong• Parents know their child the best• A good teacher is able to observe their own
behavior• Repetition matters (practice makes perfect)• Flexibility, Consistency, and Adaptability is the key
to success• Patience truly is a virtue• Functional Language use is imperative
Clemson University Center for Behavior Analysis, 2013
Teaching Practices
• Motivation is key• Good assessments yield good programs• On-going evaluation is critical to the success of
the program• Arrange the environment to bring about
behavior change
Clemson University Center for Behavior Analysis, 2013
Teaching Practices (cont.)
• Reinforcement• Extinction• Punishment• Intermittent (Variable) Reinforcement• DISC (Deprivation, Immediacy, Size, and
Contingent)
Clemson University Center for Behavior Analysis, 2013
Teaching Practices (cont.)
• Incidental Teaching• Discrete Trial Teaching• Activity Schedules• PECS• Verbal Behavior• Prompts
Clemson University Center for Behavior Analysis, 2013
Prompts
• Prompt Types– Physical– Gestural – Visual– Positional
• Prompt Delivery– Errorless Learning– Correction Based Learning
Clemson University Center for Behavior Analysis, 2013
Incidental Teaching
• Capitalizing on Opportunities• Arranging Opportunities• Shaping• Chaining
Clemson University Center for Behavior Analysis, 2013
The Role of the Parent
• To provide for basic needs• To provide a safe and nurturing home
environment• To support educational efforts• To promote language development
Clemson University Center for Behavior Analysis, 2013
Functional Communication and Incidental Teaching
• Arranging opportunities• Prompting and Prompt fading• Delivering reinforcers• Consistency is Key
Clemson University Center for Behavior Analysis, 2013
Functional Language/Verbal Behavior
• What is Verbal Behavior?-The vocal, written, and gestural performances of a speaker, writer, or communicator. (Pierce & Epling, 1995)
• What are the forms of Verbal Behavior?-Mands (Requests)-Tacts (Labels)-Intraverbals (Free Association)-Echoics (Vocal Imitation)-Textual (Written)-Receptive Language (Instruction/Request Following)-Mimetic Behavior (Motor Imitation)
Clemson University Center for Behavior Analysis, 2013
Functional Language/Verbal Behavior
• Manding
-Requesting an item because you want the item.
e.g. Asking for a sucker because you want a sucker
Clemson University Center for Behavior Analysis, 2013
Functional Language/Verbal Behavior (cont.)
• Tacting
-Naming objects, actions, or events because you see them.
e.g. Saying “sucker” because you see a sucker.
Clemson University Center for Behavior Analysis, 2013
Functional Language/Verbal Behavior (cont.)
• Intraverbals
- Answering questions or having conversations when your words are controlled by other words.
e.g. Saying “sucker” when someone else asks, “What is your favorite candy?”
Clemson University Center for Behavior Analysis, 2013
Functional Language/Verbal Behavior (cont.)
• Echoics
- Repeating what is said when heard.
e.g. Saying “Sucker” when someone else says, “Sucker”
Clemson University Center for Behavior Analysis, 2013
Functional Language/Verbal Behavior (cont.)
• Textual
- Reading textual stimuli.
e.g. Saying “Sucker” because you see the written word sucker.
Clemson University Center for Behavior Analysis, 2013
Functional Language/Verbal Behavior (cont.)
• Receptive Language
- Following the instructions given by or the mands of others.
e.g. Touching a picture of a sucker because someone says, “Touch the sucker.”
Clemson University Center for Behavior Analysis, 2013
Functional Language/Verbal Behavior (cont.)
• Mimetic
- Copying the motor movements of others.
e.g. Signing “sucker” because someone else signs sucker.
Clemson University Center for Behavior Analysis, 2013
Play Skills
• Types– Independent– Parallel– Interactive
• Forms– With toys– Imaginative/Pretend– Recreational
Clemson University Center for Behavior Analysis, 2013
Social Skills
• Greetings
• Reciprocity
• Turn Taking
• Conversation
• Following Peer Instructions
• Observational Learning
Clemson University Center for Behavior Analysis, 2013
Self-help/Daily-living Skills
• Independence
• Eating
• Dressing
• Leisure Activities
• Grooming
Clemson University Center for Behavior Analysis, 2013
Motor Skills
• Gross Motor
– E.g. Jumping, running, clapping, rolling, etc.
• Fine Motor
– E.g. Clasping hands, writing, finger puppets, opening wrappers, etc.
• Oral Motor
– E.g. Blowing bubbles, chewing gum, tongue movement, etc.
Clemson University Center for Behavior Analysis, 2013
Pre-academic/Academic
• Pre-academic
– Skills that prepare a child to learn academic skills
– E.g. coloring, sitting in a chair, completing puzzles,
etc.
Clemson University Center for Behavior Analysis, 2013
Pre-academic/Academic (cont.)
• Academic
– Educational objectives typically taught in schools
– E.g. Hand-writing, number identification, letter
identification, math facts, reading, etc.
Clemson University Center for Behavior Analysis, 2013
Don’t Give Up, Rome Was Not Built In a Day
• Tantrums are not the end of the world• Your job is to care for and teach the child, they
will not always be happy• Giving in damages growth• Keep in mind the long term goals and not only
your immediate needs
Clemson University Center for Behavior Analysis, 2013
Some Practical Tips
• Be consistent• When you give choices allow choices• If you’re not prepared to follow through with
an instruction, just don’t give it• Give instructions one time/Ask questions one
time• Instructions and questions don’t teach
language, consequences do