JAMES K. FBA TRAININGBy: Ryan T. Burke MAT. TLBA-Kentucky

DISCLAIMER (CONT.) It shall be agreed upon that no further costs will be

incurred by Logan County Schools for behavioral intervention for Mr. James K. regarding implementation of this current function assessment and that all staff will assume responsibility for getting behavior analyst accurate and timely data to review and train again as needed at a cost to the behavior analyst for time and travel.

Termination Criteria will be met when it is determined in this meeting that James meets a measurable criteria agreed upon by all interested parties of which then they will be written, along with all copies of data made available to all legal parties as requested in writing within 5 business days of receipt.

BEHAVIORS WE SEEK TO CHANGE Elopement

Defined as running out of classroom, gym and school based on the closest door available.

Physical Aggression Defined as Running up behind peers or staff

and hitting or pushing them down. Property Destruction

Defined as throwing objects, knocking objects to floor (e.g., “clearing” that able; throws activity items)

DISCLAIMER This program is designed exclusively for James to be a

more productive and successful student in school. It can be used at home at parental discretion, however this is a separate case.

In accordance with BACB Guideline 4.04 As behavior analyst we must obtain the client or client surrogates approval in writing of the behavior intervention procedures before implementing them.

If any modifications to the program are made from this point forward, the behavior analyst will explain the reasons for the modifications to the client or client surrogate and obtain written consent to implement the modifications.

DIRECT ACCESS ABC’S What is the antecedent?

For James, the functions of his behavior are access and escape.

What is the Behavior? James will hit peers, throw classrooms

items, destroy assignments. What is the Consequence of James’

Behavior? James GETS POSITIVELY REINFORCED!!!!!!!

FUNCTIONS OF JAMES’ BEHAVIORS

DIRECT ACCESS DIRECT ESCAPE

Direct access behavior is defined as: Access to positive

reinforcement produced directly through the problem behavior or a chain of behaviors.

E.G. When James pushes peers he will get one on one attention and physical affection in the form of a hug.

Defined as any behavior that afford escape (or avoidance) that will directly terminate ( or completely avoid) an aversive event.

E.G. James will push peers to get staff attention thereby escaping the current task.

Staff reinforces James’ behavior often with hugs, or stern vocal influx.

DIRECT ACCESS ABC’S (CONT.)ANTECEDENTS

James will act in an incompatible manner behaviorally when he is in environments that have little control to them.

He is given freedom to move as he pleases.

He is given non-preferred activities Difficult task demands Is corrected at all during his work Hunger/ Thirst

SUGGESTIONS FOR CHANGE James needs a program built around:

visual schedules Response cards Prompting procedures to mand for items James

wants. Overcorrection procedures Differential reinforcement of alternative

behavior (DRA)

DIRECT ACCESS ABC’S (CONT.)CONSEQUENCES

If James runs out of a classroom, then his function was to escape the environment. James will often get the attention of staff by chasing him, giving him water, or one on one time where he will be given physical affection.

These are all things that are POSITIVELY REINFORCING TO JAMES…

JAMES’ BEHAVIORAL CHANGE It begs to be asked then……… WHAT

ARE THESE INTERVENTIONs and HOW DO WE USE THEM? Visual Schedules based on Premack

Contingencies Response cards Prompting procedures to mand for items James

wants. DRA

VISUAL SCHEDULE

VISUAL SCHEDULE (CONT.) To best use the schedule

for James would tie in with a Premack Principle

The Premack principle in its simplest form for James would be as follows: James first you will do

(chosen activity) then you will get (chosen reinforce)

ONLY TWO ITEMS ON THE BOARD AT ANY TIME!!!

VISUAL SCHEDULE (CONT.) Have an assigned card for: Each task Each reinforcer James likes. Start out with two high-p ( high

probability requests) followed by a low-p ( low probability request.

VISUAL SCHEDULE (CONT.) I have observed a visual schedule in

the classroom. James is shown it only before a task once. James does not have it with him at all

times. James does not get periodic reminders of

what he is supposed to be doing now and what is to come.

HOW DO WE DO IT? For A-B-C Forms all we are going to need

is: Time of Behavior

A (Antecedent) What happen before the behavior? B (Behavior) What was the behavior? C (Consequence) What did James get as a result of

the behavior? Again WHAT IS THE REINFORCING VALUE

THAT WOULD CAUSE JAMES TO BEHAVE LIKE HE DID???

HOW DO WE KNOW VISUAL SCHEDULES ARE WORKING? (CONT.)

Two key concepts here to remember: All behavior is a result of reinforcement

history. Unless differentiated behaviors are

used with extinction procedures in a multiple schedule of behavioral change we will never replace the bad with the good.

HOW DO WE KNOW VISUAL SCHEDULES ARE WORKING?

A-B-C TRACKING SHEET LATENCY TRACKING SHEET

WHO FILLS THIS IN? ANY STAFF that is with James when an

aberrant behavior occurs. The TLBA (Temporary Licensed

Behavior Analyst; Mr. Ryan Burke) will provide the forms.

Let us try a few exercises now with the sheets you will be handed.

A-B-C CHARTABC Chart Form Date: _____________________ Student: James K.

MO Activity Antecedent Behavior Consequence Function

Hypothesized MO in eff ect (AO or EO)

What activity was going on when the behavior occurred

What happened right bef ore the behavior that may have triggered the behavior

What the behavior looked like

What happened af ter the behavior, or as a result of the behavior

What is the hypothesized f unction? (SMPR, SMNR, ANR, APR)

MO was peer interaction and play

Pt. playing relay game where teacher would give out commands “Ready, Set, Go”

Pt. was standing on wall with his peers looking at teacher and then looking over at 1-on-1 aide.

Pt. would engage in running activity, but did not keep pace with his peers and continually looked over his shoulder

Pt. successfully ran two laps

SMNR

MO did not want to engage in activity

Pt. playing relay game where teacher would give out commands “Ready, Set, Go”

Pt. was participating in running activity, but was not keeping pace with his peers. Pt. was looking around at staff.

Pt. ran directly from activity to closest door in an attempt to exit environment.

Pt. was chased after. Staff gave physical assist in form of getting on one knee and in a hugging motion verbally corrected child. Child was then given water bottle.

SMNR

MO did not want to engage in activity

Pt. was in between activities of running and kicking foam balls

Pt. was walking around alone looking at staff

Pt. ran directly for closest peer and pushed peer down to ground

Pt. was given verbal re-direct from staff. Staff offered physical prompt in form of hug telling Pt. “It is not nice to push, James.”

SMNR

A-B-C TIME Antecedent

What was the scene like before James acted out?

Given math assignment. James was told to complete it

independently in 20 minutes with help as needed.

SEE ANY PROBLEMS YET!!!!

SCENARIO 1 James is in class and todays lesson is math. James

typically likes math, but today they are going to do worksheets independently for 20 minutes alone. James is given his paper an pencil and told to start with assistance as needed if he raises his hand. Shortly into the assignment James starts tearing at his paper, throws the pencil and gets out of his chair. The teacher tells ask James “What is the matter?” James being non-verbal runs out of the classroom. James gets followed by his one on one worker and they walk around the halls. James eventually comes back and the class has moved on to reading.

A-B-C- TIME (CONT.) Consequence

James runs out of class James does not return until math is over

Does anyone disagree with the function of James’ behavior was?

A-B-C TIME (CONT.) Behavior

James tears at paper. James gets out of chair. James runs out of class.

HOW DO WE FIX THIS? Using something Behavior Analyst

called a multi-scheduled DRA with Extinction.

A-B-C- TIME ( CONT.)

A-B-C’S FUNCTION OF EACH

A-Antecedent Given math assignment Told to complete it in 20

minutes B-Behavior

James tears at paper James runs out of class

C-Consequence James gets to not

complete assignment

A-James experiences anxiety, and is unable to ask how to get help. May not understand assignment, must find a way to escape

B- James causes disruption eventually eloping from classroom setting.

C-James successfully negatively reinforced himself by removing the aversive nature of the assignment through running out of class and was not held accountable for completion of same. James has learned that running out of class will permit him to avoid future assignments he does not like.

WHAT IS A MULTI SCHEDULE DRA WITH EXTINCTION?

DIFFERENTIAL REINFORCEMENT OF ALTERNATIVE BEHAVIOR (DRA) EXTINCTION

To effectively use a DRA we need to keep this in mind:

A DRA is a control condition where the potential reinforcer is presented contingent on occurrences of a desirable alternative to the target behavior.

We want James to stay in his seat and complete his assignments.

We set a target time where James will get reinforced for every block of that time he complies with staying in his chair on task.

Extinction can be defined as the discoinuing of reinforcement of a previously reinforced behaviors (i.e., responses no longer produce reinforcement); the primary effect is a decrease in the frequency of the behavior until it reaches a prereinforced level or ultimately ceases to occur.

Simplistically, what was allowed behavior before that was reinforcing for James we will now ignore

RESPONSE BREAK CARDS A series of cards given

to James where if he feels the need to escape a task he will be prompted to give a card and reinforced with the break of a preset amount of time by staff.

As with the other behaviors this should go on the A-B-C form.

PROMPTING PROCEDURES James will be given

verbal prompt such as the following:

“James, its time for (insert subject). (Have visual

schedule ready with activity on it.)

Then prompt James by saying: “Show me (insert subject).

James will point to chosen subject.

Immediately reinforce James for making a choice!!!

If it’s the right choice praise with a chosen reinforcer.

If wrong answer, prompt James again to make the correct choice.

Should James not make the choice in two successive try, prompt James to see if he would like to use a break card.

DIFFERENTIAL REINFORCEMENT OF ALTERNATIVE BEHAVIOR (DRA)

A procedure for decreasing problem behavior in which reinforcement is delivered for a behavior that serves as a desirable alternative to the behavior targeted for reduction and withheld following instance of the problem behavior and withheld following instances of the problem behavior.Example: Reinforcing competition of academic worksheets items when the behavior targeted is reduced.

DIFFERENTIAL REINFORCEMENT OF ALTERNATIVE BEHAVIOR (DRA) (CONT.) In its simplest form we are going to learn

what James really likes to do often and ask him to do these preferred tasks before we introduce one that may be less desirable with the hopes James will complete this task based on prior reinforcement. (Task Analysis)

Example: James loves to play I-Pod last time he was observed. Here is how a high-p sequence for James would look if we wanted him to complete a math worksheet.

DIFFERENTIAL REINFORCEMENT OF ALTERNATIVE BEHAVIOR (DRA) (CONT.) Teacher: “James we got math homework to do, but I want

to play a game on I-Pad.” James goes over to teacher. Teacher: “Thank for coming over James, Gimme 5 (positive

physical interaction; reinforcement) James: Slaps teacher five. (positive reinforcement) Teacher: “All right James take out your math homework.” James takes out homework places on desk. Teacher: “ Way to go James you properly placed the math

homework on your desk. Here is the IPad to play. "positive reinforcement)

James plays I-Pad

DIFFERENTIAL REINFORCEMENT OF ALTERNATIVE BEHAVIOR (DRA) (CONT.)

Over time James will learn to associate complying with teacher request with positive reinforcement.

After we get James to place his homework on the table for instance, we may want to make James place homework on desk and do problem one then reinforce with IPad.

Then place on desk and two problems etc. Overtime James will increase on task behavior

for the reinforcer being given

SO WHAT DOES ESCAPE BEHAVIOR LOOK LIKE?

https://www.youtube.com/watch?v=juugR_DFXA0

https://www.youtube.com/watch?v=pNYkS-2hDMw

QUESTIONS???