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Evidence Based Instruction for Students with ASD and Other Developmental Disabilities Applied Behavior Analysis and Direct Instruction Penny Williams, M.Ed., BCBA pennywilliams12@gmail.com Slide 2 Slide 3 Why is school so challenging for students with ASD? Groups Sometimes inconsistent Classrooms Fast moving Always Changing Environments Social Verbal Activities Slide 4 Classroom Challenges Insistence on sameness/difficulty with changes in routines Difficulty learning in large groups Poor organization skills Poor writing skills Poor concentration Vocab usually good, comprehension poor Slide 5 Classroom Challenges Inability to make friends Difficulty with reciprocal language Low frustration tolerance Poor coping strategies Emotional vulnerability Problem solving abilities tend to be poor Slide 6 Adjust Environment To: Make communication easier Meet a need Add a preference Remove some distracters Slide 7 ABA (Applied Behavior Analysis) Systematic instruction using principles (i.e. reinforcement) Breaks complex tasks into small discrete tasks Gives systematic, repeated practice of skills across people/places Uses data to make instructional decisions Individualized Slide 8 Teaching Tools Instruction Reinforcement Token Systems Visual Supports Slide 9 What is it that motivates a student to try when something is hard? What is the schedule of reinforcementor how often do they need to be motivated? How to keep it as natural as possible. Fading and Delaying Reinforcement It begins and ends with motivation Slide 10 10 What is Reinforcement? Something that immediately follows a behavior and increases the likelihood that that behavior will happen again. Slide 11 A reinforcer is a stimulus that increases likelihood of behavior occurring again, and is presented AFTER behavior occurs A bribe does not guarantee the increase of behavior and is presented DURING a behavior or as a carrot 11 Reinforcement is not a bribe! Slide 12 Reinforcers are individual Use natural reinforcers whenever you can Choosing Reinforcers Slide 13 Slide 14 Schedules of Reinforcement Goal: Natural Less available over time Thick to Thin Slide 15 Variable Interval Variable amount of time (i.e. after an average of 3 minutes) Fixed interval Set amount of time (i.e. after a minute) Variable ratio Variable amount of responses (i.e. after an average of 3 correct responses) Fixed ratio Set amount of responses (i.e. after each correct response ) Schedules of Reinforcement Slide 16 More structure during instructional time Information about what is expected The first step toward understanding more remote contingencies Some control over instructional session Motivational Systems Give Students: Slide 17 Slide 18 Slide 19 Nick earns a trip to the computer room if he earns six periods of great work. Great work means using nice words and following his teachers directions. A period of great work is for 5 minutes. If Nick doesnt have great work for a period, he can try again. Time:______ Time for computer:_________ Slide 20 Period/ Class Circle all that apply Comments Science Assignment A-Okay Behavior Concern Test Participated in group work Math Assignment A-Okay Behavior Concern Test Attended to instruction English Assignment A-Okay Behavior Concern Test Raised voice volume during group work Reward? Did I earn my reward time? I need 2+ A-Okays 10 min computer Lunch Assignment A-Okay Behavior Concern Test PE Assignment A-Okay Behavior Concern Test Slide 21 5 5 Slide 22 Slide 23 Slide 24 Teaching Tools Instruction Reinforcement Token Systems Visual Supports Slide 25 Something that occurs before a response and increases the likelihood of a correct response Prompting before a response minimizes errors PromptingWhat is it? Slide 26 VerbalPictorial Environmental PhysicalGesturalModel Types of Prompts Slide 27 1 Use the least amount necessary to ensure a correct response 2 A prompt is only a good prompt if it results in a childs correct response 3 Prompts must be faded systematically 4 Any prompt that is added must be faded Guidelines for using Prompts Slide 28 Discrete Trial Training One form of teaching using principles of ABA Repeated practice at discrete responses Systematic procedures to shape correct responses Emphasis on 1:1 teaching Slide 29 A Discrete Trial (Teaching Loop) Instruction or Discrimitive Stimulus (SD) Students Response Consequence Prompt if necessary Inter-trial Interval A ntecedent B ehavior C onsequence Slide 30 30 Discrete Trial: The Instruction Keep instruction concise. Give when student is attending. Doesnt have to be verbal. Text as prompt Be sure and give the student time to respond (at least 5 seconds) Make sure that if you give a direction, that you are there to follow through. Instruction Childs Response Consequence Prompt if necessary Inter-trial Interval Slide 31 31 Discrete Trial: The Prompt What is it? Something the teacher does that increases the likelihood of correct responding. Auditory Prompt Mixed Prompt Mixed Prompt (Model, gestural & physical) Prompting happens BEFORE the childs response Allows you to get responses that you can reinforce. Instruction Childs Response Consequence Prompt if necessary Inter-trial Interval Slide 32 32 Discrete Trial: The Childs Response Four possibilities: Independent Correct Prompted Correct Error No Response Feature, function, class DTT Labeling Gestures DTT Instruction Childs Response Consequence Prompt if necessary Inter-trial Interval Slide 33 33 Discrete Trial: The Consequence What is it? Clear feedback to the student about his response. Correct response= reinforcement Incorrect response=feedback that response was incorrect. For the teaching loop to work, the child always needs a clear consequence for his response. Instruction Childs Response Consequence Prompt if necessary Inter-trial Interval Slide 34 Teaching Tools Instruction Reinforcement Token Systems Visual Supports Slide 35 Verbal info A strategy that really works. Slide 36 Change in activities or new activities When events will happen When it is time to move to next activity Provide the following info: Establish concept of being finished Set expectations Decrease surprises- reduce anxiety Establish routines Help: Schedules may.. Slide 37 How was my day? Great Okay Will work on it (2 points) (1 point) (no points) Followed directions Completed Work Kept it together Total Points:____________ Slide 38 First Then Scheduler Slide 39 Slide 40 Visual Schedule Planner Slide 41 Slide 42 Slide 43 Slide 44 Slide 45