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Understanding ABA in the Public School Setting
Anissa Moore, Anissa Moore Educational/Behavioral Consulting
6/10/16
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Understanding Applied Behavior Analysis in the Public School Setting
Anissa Moore, M.Ed, BCBA Educational / Behavioral Consultant Board Certi<ied Behavior Analyst
TCASE July 2016
First things <irst……
1. A li'le about me
2. Turn your name badges over
3. Think about what you already know (or don’t know) about
Applied Behavior Analysis (ABA)
4. Use the sBcky notes by your chairs to write quesBons and
bring to the front
What is ABA? The Basics
…the design, implementaBon, and evaluaBon of environmental modificaBons to produce socially significant improvement in human behavior. ABA includes the use of direct observaBon, measurement, and funcBonal analysis of the relaBons between environment and behavior. ABA uses antecedent sBmuli and consequences, based on the findings of descripBve and funcBonal analysis, to produce pracBcal change.
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What I want you to focus on:
…the design, implementaBon, and evaluaBon of environmental modifica/ons to produce socially significant improvement in human behavior. ABA includes the use of direct observaBon, measurement, and funcBonal analysis of the rela/ons between environment and behavior. ABA uses antecedent sBmuli and consequences, based on the findings of descripBve and funcBonal analysis, to produce prac/cal change.
Some Key Aspects of ABA • ObservaBon of current behavior for topography (what the behavior looks like), frequency, antecedents and consequences
• Breaking down desired skills into steps
• Teaching the steps through repeated presentaBon of discrete trials
• Data on performance is tracked to show changes over Bme
From our fearless leader:
“The issue is no longer whether ABA will be used, but rather, how much.”
From “Ten Tips for Dealing with Students with Au6sm” Presented by JIM WALSH
Correct! ABA is peer-‐reviewed, research-‐based, and is a methodology with mulBple court cases supporBng its use
So, HOW MUCH??????????
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From our ABA fearless leader: This is reassuring when you look at the QUALITY of a student’s program
ABA in a nutshell:
Antecedent Behavior Consequence(good or bad)
Applied Behavior Analysis
ABA
Antecedent Behavior Consequence(good or bad)
Applied Behavior Analysis
Academic
Functional/ Vocational
Communication Maladaptive
Social
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Principles of ABA can include: • Teacher/staff observaBons and anecdotal records of antecedents, student behaviors, and consequences (A-‐B-‐C data) and their effecBveness
• FuncBonal Behavior Assessments (FBA) • Assessment of student performance to establish baseline and measurable objecBves (IEP)
• Reinforcement principles to shape and change behavior (on BIP)
• CommunicaBon trials through repeBBon and reinforcement (PECS)
Common Myths on ABA:
• ABA is strictly a home-‐based intervenBon • ABA is always characterized by one-‐to-‐one instrucBon (a.k.a. “ABA is all DTT”)
• ABA cannot be applied in socially integrated school se_ngs / general ed.
• ABA uses aversive techniques • ABA is only effecBve if my kid gets “40 hours a week” Taken from “Early Interven6on for Young Children with Au6sm: Con6nuum-‐Based Behavioral Models” by Anderson and Romanczyk, JASH 1999.
What is DTT then?
• Discrete Trial Training, or teaching • breaking behaviors into the smallest funcBonal units
• separated by antecedents (ex. a verbal sBmulus or prompt) and consequences (ex. rewards and/or praise, obtaining desired item)
• can be used to train social, expressive, recepBve or cogniBve skills
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Things to Teach in DTT: • Motor imitaBon (“Do This”) • Compliance training (“Sit here”) • Schedule/visual introducBon • RecepBve language (“Give me…”) • Expressive language (“What color?”) • VocaBonal pracBce (“Put in”, “sort this”) • Response to yes/no quesBons • TacBng / labeling (“What is this?”) • IdenBficaBon by feature, funcBon, class (“Give me the one that is an animal” or “Show me something you can write with”)
• Intraverbals (“Old MacDonald had a farm….”)
Video –Noah
ABA in a Gen Ed Pre-‐K / PPCD CoTeach Classroom
Do these words sound familiar? • Baseline data • Antecedent manipulaBon • PosiBve reinforcement • ExBncBon • PrompBng • Shaping • Chaining • Prompt fading • Generalize • DifferenBal reinforcement
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When we look at student’s behavior:
• Look at what the student is currently able to do (baseline) and how he/she is performing
• Specify what you want the student to learn, based on IEP goals/objecBves
• Look at moBvaBng factors for the student, whether they are posiBvely reinforced or negaBvely reinforced
• Choose high reinforcers before starBng intervenBons/teaching trials
• Collect DATA…..collect data…..collect data
After collecting data….. • Look for pa'erns (is there a Bme of day, certain person, acBvity, etc. that’s creaBng behavior?)
• Set a target goal / objecBve (specific!!)
• Plan the intervenBon (will you change the A or the C, or both?)
• Take intervenBon data to see what’s working
What does this sound like? PLAAFP…..FBA……BIP draf…..
ABA and DTT in public schools are… • ARD commi'ee discussions • Based on the child’s IEP and BIP
• Classroom-‐based (not clinical model)
• More effecBve when taught in student’s current educaBonal environment
• More effecBve when carried over by parents in home se_ng
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ABA and DTT are NOT: • Taking the place of other teaching strategies • An “auBsm thing” • The only methodology used with children • Supposed to take up too much Bme and isolate • Supposed to be taught in one environment • A “solo” effort; be'er if all staff can teach
What most parents want:
• The best for their child • Measurable and specific objecBves based on data
• ConBnuous updates on how their child is doing; communicaBon from school staff
• Individualized instrucBon • GeneralizaBon of skills • Support from teachers
• The best for their students • Training in wriBng measurable objecBves and data collecBon
• ConBnuous updates on how their student was at home
• InstrucBon that is “do-‐able” and effecBve
• GeneralizaBon of skills • Support from parents
What most educators want:
Ah, yes, I remember it well…. The Supreme Court in the famous special educaBon Rowley case (1982) determined that under the IDEA, a school district is required to provide a program that (1) meets the child's unique needs (2) provides the student with some educaBonal benefit and (3) is appropriate. (The Supreme Court Rowley case also emphasized the importance of the school to comply with the procedural requirements of the IDEA.)
h'p://www.aboutauBsmlaw.com/full_arBcle.html
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ABA cases to be aware of: • Zachary Deal v. Hamilton County Department of Educa6on (Tenn., 2004) Failure to provide FAPE through current AU program
• Bucks County Department of Mental Health v. De Mora (Penn., 2002) parent was awarded a parBal reimbursement
for home ABA program • School Board of Henrico County VA v. RT (VA, 2006) TEACCH vs. ABA; IEP did not provide educaBonal benefit; lack of student progress
h'p://www.wrightslaw.com/info/auBsm.index.htm
So where should we start? Dum, duh-‐dum dum DUM….
DATA!
Q and A Bme!
How can I use and infuse more?
District • Look at your baseline • Do a programs review / survey
• Elements of ABA currently used? • Teacher training? • Pre-‐exisBng thoughts? Then determine 1) what other trainings are needed and 2) how to apply more ABA techniques based on INDIVIDUAL student needs, IEP goals, etc. Can also be added to general techniques in naturalisBc teaching environment / incidental teaching for all students
Student
• Look at his/her baseline • What programs and methodologies are in place for the student to receive FAPE?
• Is the student making progress in his/her LRE?
• What ABA supports could enhance current methodologies (i.e. make them work beVer??)
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Some additional ideas: • Provide training in ABA and DTT for teachers, paraeducators, SLPs, etc.
• Have staff review their students’ FBAs and BIPs to see progress and effecBveness
• Train staff in data collecBon and A-‐B-‐C observaBon; review current data collecBon procedures
• Look at staff-‐to-‐student raBos and consider possibility of addiBonal staff as i6nerate, then fade (especially for those tough 1:1 demands)
• DTT support meeBngs for staff/updates
On a positive note • Applied Behavior Analysis principles may already exist in your programs (again, consider a quick program/teacher survey)
• IEP methodologies are sBll a commi'ee decision • Many court cases support school districts’ use of methodologies chosen to provide an AU student with FAPE, but everything s/ll goes back to research-‐based
• CommunicaBon with staff & related services, parent collaboraBon, and DATA will save you
Check these out!! • h'p://www.asatonline.org/resources/recommendaBons.htm
• h'p://www.aboutauBsmlaw.com/full_arBcle.html • h'p://www.wrightslaw.com/info/auBsm.index.htm • h'p://www.naBonalauBsmcenter.org/ -‐ go here to sign up and download the updated 2015 NaBonal AuBsm Center’s pdf of the NaBonal Standards Report of exisBng research and peer-‐reviewed findings, treatments (effecBve and harmful), and a separate “Educator’s Guide” can be downloaded (a nice liVle 164-‐pg document of light reading!)
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Additional ABA-‐related cases • Florence Co. Sch Dist Four v. Shannon Carter, 510 U.S. 7, (1993). (from US Supreme Court)
• Amanda C. v. Clark Co Sch. Dist. & Nevada Dept. of Ed, (9th Cir. 2001) (US Court of Appeals)
• G. v. Fort Bragg Dependent Schools (4th Cir. 2003) (US Court of Appeals)
• L.B. and J.B. ex rel. K.B. v. Nebo UT School District (10th Cir. 2004) (US Court of Appeals)
• School Bd of Henrico County VA v. Z.P (4th Cir. 2005) (US Court of Appeals)
• Stefan Jaynes v. Newport News Public Schools (E.D. VA 2000) (US District Court)
• Mr. X v. NY (S.D. NY 1997) Excellent case to review which includes a very in-‐depth discussion of au6sm spectrum disorders, Lovaas methodology, ABA therapy and TEACCH methodology…an oldie but a goodie!
hVp://www.wrightslaw.com/caselaw.htm
Additional References • Odom, S. L., Brown, W. H., Frey, T., Karasu, N., Smith-‐Canter, L. L., & Strain, P. S. (2003). Evidence-‐based pracBces for young children with auBsm: ContribuBons from single-‐subject design research. Focus on Au/sm and Other Developmental Disabili/es, 18, 166-‐175.
• Maurice, C. Green, G., & Luce, S. C. (Eds.). Behavioral treatment of au/s/c children: A manual for parents and professionals. (pp. 45-‐67). AusBn, TX: Pro-‐Ed.
• Charlop-‐Christy, M., Carpenter, M., Le, L., LeBlanc, L., & Keller, K. (2002). Using the Picture Exchange CommunicaBon System (PECS) with children with auBsm: Assessment of PECS acquisiBon, speech, social-‐communicaBve behavior, and problem behavior. Journal of Applied Behavior Analysis, 35, 213-‐231.
• Bondy, A. & Frost, L. (2001). The Picture Exchange CommunicaBon System. Behavior Modifica/on, 25, 725-‐744.
For additional questions regarding this training or future support:
Anissa Moore, M.Ed. BCBA (210) 823-‐4780 cell (210) 523-‐8730 fax [email protected] h'p://anissamooreconsulBng.com/ Like my page on Facebook for educator Bps and videos! Anissa Moore Educa/onal Consul/ng
