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DIMENSIONS GRIDSSteve Ward, MA, BCBA
Whole Child Consulting, LLC
www.wholechildconsulting.com
http://www.facebook.com/wholechildconsulting
My student can’t/won’t _______, unless:
• -• -• -• -• -• -• -• -• -• -
“My student can’t/won’t ______,• …and we have to work on grade level and we have to
work for the 90 minute block and he can’t have any supports that the other students don’t have.”
If consequences are truly working• You don’t need to be such an antecedent magician, and
you probably shouldn’t be
• If escape extinction, wait outs, or punishment are truly working, schools should almost never need them by Halloween. *Some on-going reactive measures may be necessary as you continue to “raise your bar”, but it these should be of minimal duration and of decreasing intrusion.
Reading and group responding• My student is behind in reading and doesn’t attend well in
group
Your first dimensions grid (simple)
Easier Harder
1:1 or 1:2 Larger groups
Easy content (phonics, easy sight words, language)
Harder content (blending, rhyming, “silent e”)
You might develop 2 separate types of programming (prescribed dimensions are in bold)
Easier Harder
1:1 or 1:2 Larger group
Easy content (phonics, easy sight words, language)
Harder content (blending, rhyming, “silent e”)
Easier Harder
1:1 or 1:2 Larger group
Easy content (phonics, easy sight words, language)
Harder content (blending, rhyming, “silent e”)
Another simple example of split programmingEasier Harder
Match-to-sample Listener responding (e.g., “give me ____”
No travel required Travel required (walks 10 feet)
Easier Harder
Match-to-sample Listener responding (e.g., “give me ____”
No travel required Travel required (walks 10 feet)
A more complicated example (“Come here”)
Easier HarderShort distances Long distances
Can see potential reinforcer Cannot see potential reinforcer
Is engaged in activity of modest interest
Is engaged in high-interest activity
Reinforcement for each success Occasional reinforcement
Powerful reinforcer Weak reinforcer
What would you do next? I’d remove the contract.
Easier HarderShort distances Long distances
Can see potential reinforcer Cannot see potential reinforcer
Is engaged in activity of modest interest
Is engaged in high-interest activity
Reinforcement for each success Occasional reinforcement
Powerful reinforcer Weak reinforcer
Then, I’d probably start to thin the schedule of reinforcement
Easier HarderShort distances Long distances
Can see potential reinforcer Cannot see potential reinforcer
Is engaged in activity of modest interest
Is engaged in high-interest activity
Reinforcement for each success Occasional reinforcement
Powerful reinforcer Weak reinforcer
Speaking with sufficient volume
Easier Harder
With an echoic prompt Without an echoic prompt
With recent prompts and/or reinforcement
Without recent prompts and/or reinforcement
With easy material (confident) With harder material (less confident)
With familiar people With less familiar people
With one person With a group of people
In a mand context Speaking for uninteresting reasons
In case you’re not familiar
Meet Alex-at intake, in April, 2015, Alex:
-was 9 and had received ABA programming for 6 yrs.
-loved drawing, painting, blocks, and especially Legos. He was extremely rigid and controlling with these activities.
-was capable of manding “help” and manding attention, but did each infrequently
-was usually cooperative with Heidi, as long as she taught the way he liked
-DEMANDED confirmation of accuracy
-was intolerant of corrections
Dimensions Grid for correction tolerance
Easier Harder
Task completed with at least 90% accuracy
A lot of errors made
Thick reinforcement for tolerance of corrections
Little/no reinforcement for tolerance of corrections
Efficient progress following correction
Full correction procedure (inefficient for student)
Calm, positive teacher attitude Disappointed, frustrated, or cold teacher attitude
Do you remember the first slides (i.e., “My student can’t/won’t _____ unless…”)?
• Dimensions Grids are also relevant to the other end of training (i.e., mastery).
• So, having seen Alex’s first video and first Dimensions Grid for tolerating corrections, would you say our job is done? Has he mastered tolerance of corrections?
Dimensions Grid for correction tolerance (Bold for Phase 2)
Easier Harder
Task completed with at least 90% accuracy
A lot of errors made
Thick reinforcement for tolerance of corrections
Little/no reinforcement for tolerance of corrections
Efficient progress following correction
Full correction procedure
Calm, positive teacher attitude Disappointed, frustrated, or cold teacher attitude
Dimensions Grid for correction tolerance (Bold for Phase 3)
Easier Harder
Task completed with at least 90% accuracy
A lot of errors made
Thick reinforcement for tolerance of corrections
Little/no reinforcement for tolerance of corrections
Efficient progress following correction Full correction procedure (less efficient)
Calm, positive teacher attitude Disappointed, frustrated, or cold teacher attitude
Credit Heidi
Aggressive Behavior Episodes
24-Apr May June July August September0
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100
150
200
250
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frequency
duration (minutes)
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Calendar months
What would you like to target?Easier Harder
