Introduction to Apppp ylied Behavior Analysis · TodayToday s’s Goals Goals Discuss ABA in...

Introduction to Introduction to Introduction to Introduction to Applied Behavior Analysis:Applied Behavior Analysis:pp ypp y

A Presentation for Vista ParentsA Presentation for Vista Parents

The Vista SchoolThe Vista SchoolThe Vista SchoolThe Vista School

Today’s GoalsToday’s GoalsToday s GoalsToday s Goals

Discuss ABA in relation to effectiveDiscuss ABA in relation to effective treatment for ASDs

DefinitionDefinitionDefining characteristics

I d th i f f i t tIn-depth review of a few important principlesHighlight ABA as essential to Vista’s mission and success

OutlineOutlineOutlineOutlineABA

Myths and Misconceptions about ABAWhat is ABA?Why ABA?Wh t d ABA i ti t ?What does ABA investigate?

All Behavior is FunctionalManaging Consequences

Reinforcement V.E.R.M.I. PunishmentP i h t N ti R i f tPunishment vs. Negative Reinforcement

Top 10 Reasons Why ABA is ValuableVista’s Mission and Guiding PrinciplesConclusion

Chalk TalkChalk TalkChalk TalkChalk Talk

What do you know about Applied BehaviorWhat do you know about Applied Behavior Analysis? (ABA)

What do you expect to learn during this t ti ?presentation?





Top 10 Reasons Why ABAVista’s Mission and Guiding PrinciplesConclusion

SOME ABA MYTHS AND SOME ABA MYTHS AND MISPERCEPTIONSMISPERCEPTIONSMISPERCEPTIONSMISPERCEPTIONS

ABA only uses punishment techniques andABA only uses punishment techniques and aversive controls.ABA is only for animal trainers.yABA is dangerous because it can eventually lead to a population of children susceptible to p p pmind control.ABA is inhumane because it takes away from the individual's freedom of choice.

More MythsMore MythsMore Myths More Myths

ABA is only token reinforcement.ABA is only token reinforcement.ABA is M&M’s and Tootsie rolls.ABA is when you ignore all student misbehaviorABA is when you ignore all student misbehavior and only reward good behavior.ABA is equivalent to briberyABA is equivalent to bribery.ABA reinforcement programs undermine intrinsic motivation.ot at o

ABA is both a PHILOSOPHY and a ABA is both a PHILOSOPHY and a SCIENCESCIENCESCIENCESCIENCE

BehaviorismThe philosophy of the science of behavior

I th dIn other words….“what people do can be understood”

-Don BaerDon Baer

Applied Behavior Analysis

The technology (science) used for changing behavior

Applied Behavior AnalysisApplied Behavior Analysispp ypp ydefined…defined…

ScientificScientific approach to study behavior approach to study behavior Applied in aApplied in a systematicsystematic fashionfashionApplied in a Applied in a systematicsystematic fashionfashionInterested in Interested in socially significant socially significant behaviorsbehaviorsUses techniques derived fromUses techniques derived from basicbasic principlesprinciplesUses techniques derived from Uses techniques derived from basicbasic principlesprinciplesInterested in knowing that the Interested in knowing that the interventionintervention is is what improved the behaviorwhat improved the behaviorwhat improved the behaviorwhat improved the behavior

ABA in other words isABA in other words isABA in other words, isABA in other words, is

a blend of philosophy and science that believes in supporting people; improvingbelieves in supporting people; improving lives in ways that the individual finds meaningfulmeaningful…

National Standards ProjectNational Standards ProjectNational Standards ProjectNational Standards Project

National Standards Project seeks to:National Standards Project seeks to:Provide the strength of evidence supporting educational and behavioral treatments that target the core characteristics of these neurologicalthe core characteristics of these neurological disordersDescribe the age, diagnosis, and skills/ behaviors

ftargeted for improvement associated with treatment optionsIdentify the limitations of the current body of y yresearch on autism treatmentOffer recommendations for engaging in evidence-based practice for Autism Spectrum Disorderbased practice for Autism Spectrum Disorder

National Standards ReportNational Standards ReportNational Standards ReportNational Standards Report

National Standards Report is the mostNational Standards Report is the most comprehensive analysis available about treatments for children and adolescents with Autism Spectrum Disorder.

The Findings include the identification of11 Established Treatments22 E i T22 Emerging Treatments5 Un-established Treatments

11 Established Treatments11 Established Treatments11 Established Treatments 11 Established Treatments 1. Antecedent Package2. Behavioral Package3. Comprehensive Behavioral Treatment for Young

Children4. Joint Attention Intervention5. Modeling6 Naturalistic Teaching Strategies6. Naturalistic Teaching Strategies7. Peer Training Package8. Pivotal Response Treatment9 S h d l9. Schedules10. Self- Management11. Story- based Intervention Packagey g

22 Emerging Treatments22 Emerging Treatments22 Emerging Treatments22 Emerging Treatments1. Augmentative and Alternative

Communication Device12.Music Therapy13 P di d I i lCommunication Device

2. Cognitive Behavioral Package

3. Developmental Relationship-

13.Peer-mediated Instructional Arrangement

14.Picture Exchange Communication Systemp p

based Treatment4. Exercise5. Exposure Package6 I it ti b d I t ti

y15.Reductive Package16.Scripting17.Sign Instruction

6. Imitation-based Interactions7. Initiation Training8. Language Training

(Production)

18.Social Communication Intervention

19.Social Skills Package20 Structured Teaching(Production)

9. Language Training (Production and Understanding)

10 M / T h Th

20.Structured Teaching21.Technology- based Treatment22.Theory of Mind Training

10. Massage/ Touch Therapy11. Multi- component Package

5 Un5 Un--Established TreatmentsEstablished Treatments5 Un5 Un Established TreatmentsEstablished Treatments1. Academic Interventions2. Auditory Integration Training3. Facilitated Communication4. Gluten- and Casein- Free Diets5. Sensory Integrative Package

Treatments derived from Treatments derived from th i i l f ABAth i i l f ABAthe principles of ABA are the principles of ABA are

the ONLY treatmentsthe ONLY treatmentsthe ONLY treatments the ONLY treatments proven effective in proven effective in pp

addressing the needs of addressing the needs of individuals with ASDs.individuals with ASDs.

What does ABA investigate?What does ABA investigate?What does ABA investigate?What does ABA investigate?Environment (or antecedent)Environment (or antecedent)

Internal or external factors that may cause or influence behavior

BehaviorWhat someone says or does

ConsequencesWhat happens after the behaviorPlanned and unplanned consequences

How does ABA investigate?How does ABA investigate?How does ABA investigate?How does ABA investigate?

By looking at the relationship between the environment, behavior and

consequences.

This relationship has 3 parts!

EnvironmentBehavior

ConsequenceConsequence

ABA studies the relationship betweenABA studies the relationship between _______________, _______________ andand ___________________________.

EnvironmentEnvironmentEnvironmentEnvironmentEnvironment factors called ANTECEDENTS precede behavior and set the occasion for its occurrence.Environment stimuli (antecedents) acquire theirEnvironment stimuli (antecedents) acquire their ability to control behavior ONLY because they have been paired with certain consequences in the pastthe past.Environmental stimuli (antecedents) are anything that a person can

SeeHearSmellT hTouchTaste

BehaviorBehaviorBehaviorBehavior

An individual’s observable interaction withAn individual s observable interaction with the environment

In other words, anything we say or do

ConsequenceConsequence

An environmental change that followsAn environmental change that follows behavior and alters the probability of that behaviorbehavior.Are defined by their effect on behavior.TTypes

Reinforcement Punishment

How does ABA work?How does ABA work?How does ABA work?How does ABA work?

Determine functional relationshipsDetermine functional relationships between environment-behavior-consequenceconsequenceUses this information to arrange/re-arrange parts of the environment toarrange parts of the environment to strengthen or weaken behavioral repertoiresrepertoires

OutlineOutlineABA





Is ALL Behavior Functional?Is ALL Behavior Functional?Is ALL Behavior Functional?Is ALL Behavior Functional?

Can you name a behavior without aCan you name a behavior without a function?

Is ALL Behavior Functional?Is ALL Behavior Functional?Is ALL Behavior Functional?Is ALL Behavior Functional?

Can you name a behavior without aCan you name a behavior without a function?

No – but we may be able to name a b h i h th f ti i k !behavior where the function is unknown!

Function = Reinforcement. Only behavior that is reinforced is repeated…p

All Behavior is FunctionalAll Behavior is FunctionalBehaviors are “tools” people use to get their needs metneeds metRepeated actions satisfy a need – from the person’s point of viewperson s point of viewBehaviors often have more than one function and the function sometimes changes over timeand the function sometimes changes over time

Two Main Functions of BehaviorTwo Main Functions of BehaviorTwo Main Functions of BehaviorTwo Main Functions of Behavior

To Gain To Escape (or Avoid)To Gain• Attention (People or

specific interactions)

To Escape (or Avoid)• Attention (People or

specific interactions) p )

• Things, Activities or

p )that are unpleasant

• Things, Activities or gPlaces

gPlaces that are unpleasant

• Input from sensory experiences

• Input from unpleasant sensory experiences

3131

How do we find the function?How do we find the function?How do we find the function?How do we find the function?

First Step:First Step:Name and Describe the behavior

Use a single word or phrase consistentlyD ib ti ( ) f thDescribe an action (s) of the personUse consistent formulaPrioritize multiple behaviors

Name and Describe BehaviorName and Describe BehaviorName and Describe Behavior Name and Describe Behavior

A good description allows others (whoA good description allows others (who don’t know the individual) to recognize what is being described:what is being described:

H f f ll hit t ff ith hi fi t hHenry forcefully hits staff with his fist when they ask him to turn his radio off in his b dbedroom.

Which of the following are NOT Which of the following are NOT descriptions of behavior?descriptions of behavior?descriptions of behavior?descriptions of behavior?

a) He was frustratedb) He said he has nightmaresc) He ate a sandwichc) He ate a sandwichd) He is depressed) H l te) He slept

f) He has nightmares


Second Step:Second Step:Be a Behavioral Detective

ObserveA kAskRead, review, analyze


Third Step:Third Step:Form a Hypothesis

Make a guess of the function (likely cause)of behavior

The function of behavior isThe function of behavior isThe function of behavior is The function of behavior is

a) The “reason” why the person acts thea) The reason why the person acts the way they do

b) The purpose of the behaviorb) The purpose of the behaviorc) What the behavior produces for the

persond) The motivation for a person to act in a

certain waye) All of the above)

Which of the following is not a Which of the following is not a common function of behavior?common function of behavior?common function of behavior?common function of behavior?

a) Escape/avoidancea) Escape/avoidanceb) Sensory/automaticc) Angerc) Angerd) Access to tangiblese) Social attentione) Social attention

You have figured out the function…. Now what do you do?

Fourth Step: BUILD SKILLSFourth Step: BUILD SKILLS

E t bli hi /St th i SkillE t bli hi /St th i SkillEstablishing/Strengthening Skills Establishing/Strengthening Skills That the Person Can Use to Satisfy That the Person Can Use to Satisfy yy

Their Own NeedsTheir Own Needs

Teach new ways to satisfy personal needsT t “ d i bl ” lt ti tTarget “ desirable” alternatives to undesirable behavior

ADJUST ANTECEDENTS TO “SETADJUST ANTECEDENTS TO SET THE PERSON UP” TO SUCCEED

Change the reinforcing power of some consequencesReduce interfering conditions (symptom relief)C fChange the individual’s perception of their worldControl the form and frequency of known “t i ”“triggers”

ADJUST CONSEQUENCES TO “SETADJUST CONSEQUENCES TO SET THE PERSON UP” TO SUCCEED

Maximize reinforcement for desirable behaviorMinimize reinforcement for undesirable behaviorMinimize reinforcement for undesirable behaviorTeach that new ways to satisfy personal needs will be the most successful waysy

Managing ConsequencesManaging ConsequencesManaging ConsequencesManaging Consequences

Thinking about what ABA investigatesThinking about what ABA investigates….EnvironmentBehaviorBehavior Consequences

Lets talk more about

CONSEQUENCESCONSEQUENCES

Managing ConsequencesManaging ConsequencesManaging ConsequencesManaging Consequences

TWO basic categoriesTWO basic categories

C th tConsequences that establish/strengthen behavior

Consequences that weaken behaviorConsequences that weaken behavior

Establishing or Strengthening Establishing or Strengthening B h iB h i R i fR i fBehavior Behavior –– Reinforcement Reinforcement

Consequences that increase the frequency of behavior q q yoccurring under similar conditions in the futureExamples:

You are more likely to say hello to someone if they return your greeting.You are more likely to cook your partner’s favorite meal if they say how good it is and get excited when eating it.

Generally What is reinforcement?Generally What is reinforcement?Generally, What is reinforcement?Generally, What is reinforcement?

Reinforcers are generally things that people g y g p phave high preferences for

We deliver reinforcers following student’s responses, and this causes their responses to increaseincrease.

This is how we teach—we reinforce behavior toThis is how we teach—we reinforce behavior to increase it.

Reinforcement & ReinforcersReinforcement & ReinforcersReinforcement & ReinforcersReinforcement & Reinforcers

Individual – do you like black jelly beans???Individual do you like black jelly beans???

ChangeRelated to motivationRelated to motivationFollows rules

MotivationMotivationWe use motivation to help us get more bang for our buck out of the selected reinforcementfor our buck out of the selected reinforcement

Motivation ChangesMotivation Changes

Motivation affects our behavior and theMotivation affects our behavior and the potency of our available reinforcers

Reinforcement & ReinforcersReinforcement & ReinforcersReinforcement & ReinforcersReinforcement & Reinforcers

The ‘rules’ can be remembered usingThe rules ….can be remembered using the following acronym:

V.E.R.M.I.

V.E.R.M.I.V.E.R.M.I.

ValueEffortRate

MagnitudeMagnitudeImmediacy

VV E R M IE R M IVV.E.R.M.I.E.R.M.I

VALUEVALUE

Value of the reinforcer should be high

Deprivation Satiation

VV EE R M IR M IVV..EE.R.M.I.R.M.I

EFFORTEFFORT

The effort a student has to put forth should be equal to the reinforcement

Is what is asked of me worth what is available if I do it?available if I do it?

VV EE RR M IM IV.V.E.E.RR.M.I.M.I

RATERATE

The rate of reinforcement should perpetuate and maintain high levels of accurate responding.Continuous vs. IntermittentGeneralization is key!

VV E RE R MM IIVV.E.R..E.R.MM.I.I

MAGNITUDEMAGNITUDEStaff must ensure that the reinforcement isn’t too big or too smallbig or too small.We want the individual to learn that better responses = better/more reinforcementresponses = better/more reinforcementCaution - if the magnitude/amount is too big, satiation is likely to occursatiation is likely to occur.

VV E R ME R M IIVV.E.R.M..E.R.M.II

IMMEDIACYIMMEDIACYDelivery of Reinforcement should be within ½ a second!second!This ensures that the individual knows what they are being reinforced forare being reinforced for.

OutlineOutlineABA



Reinforcement (positive and negative)V.E.R.M.I. Punishment

T 10 R Wh ABATop 10 Reasons Why ABAVista’s Mission and Guiding PrinciplesConclusion

Managing Consequences Managing Consequences ––Weakening RepertoiresWeakening Repertoires

PunishmentPunishmentNot a dirty word (ONLY means to weaken behavior)behavior)Does not mean corporal punishmentUnderstanding the principle is KEYUnderstanding the principle is KEYHappens all the time

Ever receive a speeding ticket?Ever receive a speeding ticket?

Weakening RepertoiresWeakening Repertoires--Punishment Punishment

A consequence that decreases the frequency ofA consequence that decreases the frequency of behavior occurring under similar conditions in the future.Not retribution or vengeanceExamples: p

You are less likely to say hello to someone, if they do not return your greeting. You are less likely to cook your partner dinner if they suggest how you could have made it better.

OutlineOutlineABA





Positive and Negative Positive and Negative ReinforcementReinforcement

Positive reinforcement – presentation ofPositive reinforcement presentation of an item/object/activity following a behavior that increases the likelihood of that behavior occurring again.

Negative reinforcement – termination of an item/object/activity following a behavior j y gthat increases the likelihood of that behavior occurring again.

Negative Reinforcement Negative Reinforcement P i hP i hvs. Punishmentvs. Punishment

Negative Reinforcement increasesNegative Reinforcement increases behavior

Punishment decreases behavior

Positive, Negative Reinforcement or Positive, Negative Reinforcement or P i h t ????P i h t ????Punishment ????Punishment ????

Th l ffThe alarm goes off

We HIT the snooze button…

We sleep more.

Principles described:Principles described:Principles described:Principles described:

Positive ReinforcementNegative ReinforcementNegative Reinforcement


A baby’s cry is heardA baby s cry is heard…

W t f d/ h /h ld th B bWe get up – feed/change/hold the Baby…

The baby stops crying!

Principles described:Principles described:Principles described:Principles described:

Negative Reinforcement


You’re late to workYou re late to work…

Y dYou speed.

You get caught, pay a fine.

Principle described:Principle described:

Punishment

OutlineOutlineABA




Top 10 Reasons Why ABA is Valuable Vista’s Mission and Guiding PrinciplesConclusion

OutlineOutlineABA





VISTAVISTAVISTAVISTA• Founded in 2002, The Vista School is a collaborative

effort of dedicated parents, educators, and mental health professionals

– Exists to bring evidenced based autism education to Central Pennsylvania

– Serve students who need intensive support in a more specialized environment

– Effectively delivers intensive educational services within a behavior analytic framework

VistaVistaVistaVista

Missions 40 000 ftMissions 40,000 ft

G idi P i i l 20 000 ftGuiding Principles 20,000 ft

Framework (Tools/Techniques) Runway


MissionsMissions 40 000 ft40 000 ftMissionsMissions 40,000 ft40,000 ft

Guiding PrinciplesGuiding Principles 20,000 ft20,000 ft

Framework Framework (Tools/Techniques)(Tools/Techniques) RunwayRunway

VISTA’S MISSIONS (GENERAL)VISTA’S MISSIONS (GENERAL)VISTA’S MISSIONS (GENERAL)VISTA’S MISSIONS (GENERAL)Provide a community resource thatProvide a community resource that encourages parent and professional training advocacy for student’s with ASDtraining, advocacy for student s with ASD and AS; promotes empirically-validated treatments trains professionals to servetreatments, trains professionals to serve the ASD/AS population, as well as provide opportunities for research and professionalopportunities for research and professional development with the field of ABA and AutismAutism.

VISTA’S MISSIONS (SCHOOL)VISTA’S MISSIONS (SCHOOL)VISTA S MISSIONS (SCHOOL)VISTA S MISSIONS (SCHOOL)Educate students across a varietyEducate students across a variety identified goals and curricula that are developed to teach effective repertoires;developed to teach effective repertoires; allowing students to communicate effectively access a variety ofeffectively, access a variety of environments as well as teach functionally equivalent skills for inappropriate orequivalent skills for inappropriate or maladaptive behavior.

VISTA’S MISSIONS (SCHOOL)VISTA’S MISSIONS (SCHOOL)VISTA S MISSIONS (SCHOOL)VISTA S MISSIONS (SCHOOL)Effectively transitioning students to lesserEffectively transitioning students to lesser intensive and specialized environments as soon as beneficial for the studentsoon as beneficial for the student.


MissionsMissions 40 000 ft40 000 ftMissionsMissions 40,000 ft40,000 ft

Guiding PrinciplesGuiding Principles 20,000 ft20,000 ft

Framework Framework (Tools/Techniques)(Tools/Techniques) RunwayRunway

GUIDING PRINCIPLESGUIDING PRINCIPLESGUIDING PRINCIPLESGUIDING PRINCIPLESLearning is a change in behavior based on experience; g g p ;experience consists of prevailing conditions (antecedents and consequences), learning histories and motivational variablesvariables. Each student’s behavior is his/her own standard, control and measure for the efficacy of interventions.Adherence to and systematic use of scientific principles related learning and behavior change.Th i f l l ti d l i fThe on-going careful selection and analysis of curriculum, intervention strategies, instructional strategies.g

GUIDING PRINCIPLESGUIDING PRINCIPLESGUIDING PRINCIPLES GUIDING PRINCIPLES Data-based decision making procedures across student g plearning, staff training and staff evaluation.Use of scientifically validated procedures or procedures th t b d i tifi ll lid t d i i lthat are based on scientifically validated principles. Strives to reflect zeitgeist of each discipline (use of consultants).consultants).Instructional programming is dynamic; the IEP/Tx Plan are working guides; data-driven decisions ensure that t t t h t i t itreatment changes occur as necessary to maintain student learning and progress.Education does not just take place in the classroom, itEducation does not just take place in the classroom, it occurs at home in the community.

GUIDING PRINCIPLESGUIDING PRINCIPLESGUIDING PRINCIPLESGUIDING PRINCIPLESThe use of a system-wide effective teamingThe use of a system wide effective teaming between both educational and behavioral health agencies in order to create a unified team for each student composed of both educational and behavioral health members that can work

ll b ti l f t d tcollaboratively for every student.Parents are valued as equal members of multi-disciplinary teamdisciplinary team.Behavior is developmental.B h i hBehavior changes.


Missions 40 000 ftMissions 40,000 ft

G idi P i i l 20 000 ftGuiding Principles 20,000 ft

Framework (Tools/Techniques) Runway

OPERATIONAL FRAMEWORKOPERATIONAL FRAMEWORKOPERATIONAL FRAMEWORKOPERATIONAL FRAMEWORKUse principles of ABA in analysis ofUse principles of ABA in analysis of supplemental contingencies, teaching interactions and implementation ininteractions and implementation in experimental functional analysesPrecision TeachingPrecision TeachingCompetent Learner ModelCommunity Based Instruction opportunities Augmentative communication systemsg yDirect Instruction Curricula

OPERATIONAL FRAMEWORKOPERATIONAL FRAMEWORKOPERATIONAL FRAMEWORKOPERATIONAL FRAMEWORKImprove Activities of Daily LivingImprove Activities of Daily Living OT/SLP Therapy Services: intensive and integrated with other MDT membersintegrated with other MDT membersExtension of services into the home Use of outside consultants to ‘raise the bar’

OutlineOutlineABA





Vista’s MantraVista’s MantraVista s MantraVista s Mantra

At Vista we are:At Vista we are:

E i i L i E i t tEngineering Learning Environments to produce Motivated Learners on the Path to Li i I d d t d F lfilli LiLiving Independent and Fulfilling Lives.

Chalk Talk Follow UpChalk Talk Follow UpChalk Talk Follow UpChalk Talk Follow Up

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Introduction to Apppp ylied Behavior Analysis · TodayToday s’s Goals Goals Discuss ABA in...

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