Slide 2 Welcome to the Intensive Behavioral Intervention
Professional Certification Course Instructor: Lindsay Olsen, MA,
BCBA Email: [email protected]@gmail.com 1 Slide
3 3 Part Certification Process Level 1: IBI Course Present for each
session, pass each standard quiz with minimum score of 80% and
participate in activities, assignments and group work Level 2:
State Exam Pass exam with minimum score of 80% Level 3: Student
Project Complete project with minimum score of 85% 2 Slide 4 IBI
STUDENT PROJECT 3 Slide 5 STANDARDS 1-4 Standard 1: Introduction to
Developmental Disabilities Standard 2: Professionalism and Ethics
Standard 3: Coordination of Family, School and Community Standard
4: Requirements for IBI 4 Slide 6 Group Activity Group
Introductions Research and present on disability Include: What it
is, symptoms, incidence, treatment, etiology, learning barriers
Designate 1 person as group presenter 5 Slide 7 QUIZ Quizzes 1-4 20
minutes to complete Send to: [email protected] 6 Slide 8
Standard 5: Foundations of Applied Behavior Analysis 1) Define
basic behavioral terms and concepts PWOP Chapter 2 and 9 2)
Differential reinforcement PWOP chapters 6,7,8 3) Writing
behavioral objectives 7 Slide 9 Standard 5 Explanations of Human
Behavior 8 DisorderGenetic Hereditary +/- of substances in the body
ENV influence Other factors Epilepsy some cases traced to single
gene Imbalance of neuro transmitters Exposure to lead and carbon
monoxide Infectious disease that affect blood supply Down
SyndromeExcess of genetic material (47 chromosomes) MRGenetic and
chromosomal abnormalities Metabolic disorders Toxic exposure and
malnutrition AutismSuspect 10-30 genesCompromised immune system
Body unable to process Exposure to neuro toxins **3 tier insult
Slide 10 9 Slide 11 Standard 5: Biological Explanations 10 Slide 12
Behavioral Explanation 1 11 Antecedent Stimuli/events that occur
just before behavior Behavior Observable response Consequence
Stimuli/events that happen after behavior The Behavioral
Explanation states that both adaptive and maladaptive behavior is
learned and that learning results as a consequence of behavior.
**Behavior that results in pleasing consequence more likely to be
repeated **Behavior that results in unpleasing consequence is less
likely to be repeated The Behavioral Theory makes three important
assumptions: 1)3 part behavioral sequence 2)Behaviors/responses are
result of antecedents 3)Changes to behaviors/responses can be done
by manipulation of A/C Slide 13 Behavioral Explanation 2 12
Antecedent Phone rings friend Behavior Push answer button and talk
Consequence Pleasant conversation Antecedent Phone rings unknown
800# Behavior Push ignore button Consequence Avoid unpleasant
conversation Slide 14 Behavioral Explanation 3 13 Antecedent
Teacher sitting across from you asking you questions Behavior
Answering questions Sitting and engaging Raising hand Consequence
Pleasant interaction, easy tasks Access to reinforcement Antecedent
Teacher sitting across from you Behavior Avoidance- laying on floor
Crying, tantrum Looking away Running away Consequence Unpleasant
interaction, difficult tasks Removal of reinforcement Slide 15
Behavioral Explanation 4 14 Antecedent Entering library for class
Behavior Engaging rules Reading Laughing Making choices Consequence
Access to reinforcement Antecedent Entering library for class
Behavior Tantrum Screaming Head banging Locking doors Consequence
Constant difficult demand Removal of reinforcement Slide 16
Behavior Change Process 15 Antecedent 2) What are precursor events
Behavior 1) What is the target behavior Consequence 3) What is the
pay-off Antecedent Teacher request to sit at desk Behavior High
pitched screaming (maladaptive) Consequence Removal of teacher and
demand -Placed in time out area Antecedent Therapist request to use
the restroom Behavior Enter bathroom and complete required tasks
(adaptive) Consequence Internal relief and comfort, praise, sucker,
high five Slide 17 Terms and Concepts What is and is not behavior?
16 Raise hand Put away pencil Read Thinking Fall on floor
Non-compliant Follow directions Off task Irritated Processing
Scream Head down on desk Calm body Frustrated Deep breath Slide 18
Terms and Concepts 17 CONSEQUENCE= Bad unpleasant bummer Hurtnot
good loss Dreadfulunlikable terrible Slide 19 Terms and Concepts 18
Behavior Behavior Positive Reinforcement Slide 20 The Science of
WANTING Primary AKA: Unconditioned R+ Becomes more valuable when
Evokes Behaviors that have resulted in. FoodDeprived of foodGetting
food in the past (grocery store, asking, ordering, foraging)
SleepDeprived of sleepSleeping in the past (laying down, getting
into bed, crying) Increase of Painful Stimulus You are in pain-
have a headacheRemoval of pain in the past (taking aspirin) Primary
AKA: Unconditioned R+ Becomes less valuable whenDecreases or stops
behaviors that have resulted in. FoodHave just consumed foodGetting
food in the past (grocery store, asking, ordering, foraging)
Sleep12 hours of sleepSleeping in the past (laying down, getting
into bed) Decrease of Painful Stimulus You are no longer in pain or
have no pain Removal of pain in the past (taking aspirin) Slide 21
How to Kill a Reinforcer 101 Do not attend to balance between
effort and reinforcer (quality/quantity) Do not select reinforcers
that compete with reinforcers maintaining problem behaviors Do not
attend to the principles of ABA (schedules of reinforcement,
errorless teaching, short ITIs, prompting, functional skills) 20
Slide 22 Types of Reinforcers Primary (Unconditioned) Basic Human
needs Food, water, air, sleep, reduce pain, temperature, activity
etc Sensory reinforcers: includes self stimulatory behaviors
Secondary (Conditioned) Generalized r+: Tokens, money, tickets,
poker chips Social reinforcers: Verbal praise, participation in
activities, attention, NV expressions Slide 23 Positive (+)
Reinforcement Antecedent situation BehaviorConsequencesFuture
Occurrence Jonny sitting alone at snack time (8 minutes) Throws
food on floor, squishes food, rubs on peers next to him Peer yells
and Therapist runs over and tells to stop, redirects to clean up
and sits next to him Jonny food throwing, squishing and rubbing on
peer increases Antecedent situation BehaviorConsequencesFuture
Occurrence Has not had attention for 8 minutes Engages in behavior
that has resulted in attention in past Attention from peer and Tx
(eye contact, physical proximity, verbal engagement) Behavior
increases Slide 24 Schedules of Reinforcement 2 categories of
schedules1) Continuous2) Intermittent Ratio (Number) 1) Fixed 2)
Variable Interval (time) 1) Fixed 2) Variable Slide 25 Fixed- Ratio
A worker receives a pay credit after assembling 15 pieces of
equipment A student receives a sticker on their chart after
completing 5 math problems A student receives a personal size pizza
after reading 3 books Slide 26 Variable -Ratio Hitting the jackpot
playing the slots. After a varying number of lever pulls (behavior)
money delivered (reinforcer) Scammers sending out emails requesting
for bank information so they can wire you money. After so many
responses (sending email) someone gives account information
(reinforcer). Door to door salesman. After so many responses
(knocking on doors) reinforcement occurs (someone buys item) Slide
27 Fixed- Interval Mail is delivered approximately 4:00 each day.
You could check the mailbox (response) all day but your response
will only be reinforced after 4:00 (passage of time) Picking up
your paycheck. Going to accounting and asking for check (response)
will only be reinforced after a fixed passage of time (every 2
weeks) Teachers setting a 2 minute interval timer and each correct
answer on a math worksheet after the passage of time results in
reinforcement Slide 28 Variable- Interval Jennys therapist assessed
Jennys on task behavior (writing, reading a page or calculating
problem) an average of every 6 minutes (4,5,6,7,8). If Jenny was on
task she would receive 1 point. Points can be redeemed for extra
recess time. Slide 29 Terms and Concepts- Consequence 28 Behavior
Behavior Positive Reinforcement A-B-C Positive Reinforcement A-B-C
Negative Reinforcement A-B-C Negative Reinforcement A-B-C Slide 30
Antecedent situation BehaviorConsequencesFuture Occurrence ESCAPE:
Aversive stimulus present Behavior that has removed stimulus in
past Removal of aversive stimulus Increase in behavior that
terminated stimulus AVOID: Condition where aversive stimulus could
occur Behaviors that have delayed in the past Avoid or delay
aversive stimulus Increase in behavior that terminated stimulus
ESCAPE: Baby crying in back seat while driving Give rice cookie
Baby stop cryingKeep rice cookies in car and give when fussy AVOID:
Carseat + Baby + caride = Give cookie Avoid cryingWhen need to ride
in car give cookie Slide 31 Antecedent situation
BehaviorConsequencesFuture Occurrence ESCAPE: Seat belt alarm in
car put on seat beltRemoval of alarmIncreases-Putting on seatbelt
when alarm sounds AVOID: Stimulus situation where alarm will sound
(getting in car) Put seat belt onAvoid alarm
soundingincreases-Putting on seat belt when first get in car
Therapist asking child to engage in activity Scream run away bite
scratch Removal of demand and possibly therapist (time out)
Increases- engages in behavior more frequently whenever similar
situation arises Slide 32 Terms and Concepts 31 Behavior Behavior
Positive Reinforcement Negative Reinforcement Punishment type I
(Positive punishment) Punishment type I (Positive punishment) Slide
33 Antecedent situation BehaviorConsequencesFuture Occurrence
Hungry and in candy store Eat lots of candy Stomach ache
(+)Decrease eating candy when hungry Skiing in -20 degree weather
Take off mittens frost bite (+)Decrease taking mittens off when
cold Sally has the ballGrab the ball from Sally Bite on arm
(+)Decrease in taking ball from Sally Closing the doorHand stays on
door Hurt finger (+)Decrease leaving hand on door Access to
lighterSet a fire1 hour hard labor (+) Decrease fire setting Adult
directionFollow direction Hug, smile high five (+) Decrease
following directions Slide 34 Terms and Concepts 33 Behavior
Behavior Positive Reinforcement Negative Reinforcement Punishment
type I (Punishment by contingent stimulation) Punishment type I
(Punishment by contingent stimulation) Punishment type II
(Punishment by contingent withdrawal) Time out, response cost
Punishment type II (Punishment by contingent withdrawal) Time out,
response cost Slide 35 Antecedent situation
BehaviorConsequencesFuture Occurrence SmokingDonate 1$ to disliked
organization (-) Decrease in smoking from 85/day to 5/day Call to
411$.20 charge to bill (-) Decrease in calls to 411 Interrupting
class lose 3 minutes of computer time (-) Decrease in interruptions
Recess playing on slide Kick peerSit on bench for 3 minutes- Time
out (-) Decrease in kicking peer on slide Slide 36 Response Cost
BehaviorResponse Cost Target behavior want to decreaseLose 1 minute
of preferred activity (15 minutes available each day) 35
BehaviorBonus Response Cost Target behavior want to decreaseLose 1
minute of bonus activity (15 minutes of extra activity available
each day) Slide 37 Terms and Concepts 36 Behavior Behavior Positive
Reinforcement Negative Reinforcement Punishment type I (Punishment
by contingent stimulation) Punishment type I (Punishment by
contingent stimulation) Punishment type II (Punishment by
contingent withdrawal) Punishment type II (Punishment by contingent
withdrawal) Recovery from Punishment Slide 38
BehaviorConsequenceEffect on Behavior BitingDad put in room Biting
Dad gone not put in room, mom engage in verbal corrections Going
through red light Red light camera installed- ticket Going through
red lightCamera removed- no ticket Stealing food from peersSarah
removes all food for 3 minutes and child to sit at different table,
alone Stealing food from peersJane gives verbal correction stop,
not yours 37 Slide 39 Terms and Concepts 38 Behavior Behavior
Positive Reinforcement Negative Reinforcement Punishment type I
(Punishment by contingent stimulation) Punishment type I
(Punishment by contingent stimulation) Punishment type II
(Punishment by contingent withdrawal) Punishment type II
(Punishment by contingent withdrawal) Recovery from Punishment
Extinction Slide 40 39 AntecedentBehaviorConsequenceEffect on
Behavior Mom on phoneScream and pull cord STOP! I am on the phone!
(R+) Mom on phoneScream and pull cord Continue to talk ignore
behavior AntecedentBehaviorConsequenceEffect on Behavior Math
worksheetAsk for helpReceives help (R+) Math worksheetAsk for
helpyou can do it no help AntecedentBehaviorConsequenceEffect on
Behavior Snack timeSign crackerGet cracker (R+) Snack timeSign
crackerno cracker Slide 41 Maintaining R+: Attention Verbal
interaction Physical interaction People looking Exaggerated facial
expression 40 Slide 42 Antecedent Situation BehaviorConsequence Nap
time mother lays child down in bed CryingMother goes in and lays
with child and verbally soothes (R+) Nap time mother lays child
down in bed CryingTerminate consequence- parent does not go in room
41 Scream + throw+ cry= mom Crying = no mom Slide 43 Antecedent
potty Pull-up Teacher leading you to bathroom Scream Runaway Head
bang Claw Alligator roll Removal of aversive stimulus- allow to
stay in pull up 42 Antecedent potty Pull-up Teacher leading you to
bathroom Scream Runaway Head bang Alligator roll Physical
assistance to bathroom and team up to change TB + Claw, spit, bite,
vomit Slide 44 Differential Reinforcement
AntecedentBehavior1ReinforcementBehavior 2Extinction 43 Mom on
phone Scream Attention from mom Color in coloring book No attention
from mom Slide 45 Differential Reinforcement Independent work time
No attention Throw book on floor Attention from teacher Complete
problem in book No attention from teacher 44 Independent work time
No attention Complete problem in book Attention from teacher Throw
book on floor Ignore/no attention Slide 46 DR group activity- fill
in chart 45 A:B1:R+/-:B2:Ext: ABC Slide 47 DR Practice (1) Lacee is
a non-vocal 6 year old with autism. She has 4 signs which include
milk, cereal, candy and ball. During 1:1 instruction with her tutor
she will engage in a few tasks and then will start throwing
materials and scratching her aide. Her aide quickly cleans up the
work items and throws her hands up saying she is not paid enough
for this. Work time is then. Lacees scratching and throwing
behavior increases and begins to occur each time 1:1 instruction
begins with her aide. 46 Slide 48 47 Differential R+ Strategy What
is it?Variation of Schedule DROReinforcement provided when learner
does not engage in a target behavior. Pay learner off for doing any
OTHER behaviors except the target behavior 1)DRO Reset 2)DRO fixed
Interval 3)DRO Increasing Interval 4)DRO Progressive DRLUsed to
decrease high rate behaviors to a more manageable rate by providing
reinforcement for lower rates of responding 1)DRL-IRT 2)DRL- Below
criterion DRAChoosing a behavior that is topographically different
from target behavior and providing reinforcement for the alternate
behavior 1)DR Incompatible behaviors 2)DR Competing behaviors Slide
49 DRO 48 A Behavior1- absence of target R+:Behavior2 Extinction
Less value r+ AntecedentBehaviorConsequence Slide 50 3 Factors for
DR Success! Select and define the target behavior List and
prioritize! Determine the right time interval observation time (60)
= IRT (12) # of responses (5) IRT(12) = DRO interval (6) 2(2)
Identifying and selecting reinforcers What maintains problem
behavior can we use it? What reinforcers will compete with
reinforcers maintaining problem behavior 49 Slide 51 DRO Reset
Timer is RESET each time target behavior occurs R+ delivered at end
of each interval (as determined by IRT) target behavior is absent
When target behavior occurs no R+ delivered (extinction procedure
applied) and interval RESET PWOP example page 72 (figure 6.1) 50
Slide 52 DRO Reset Schedule (2) Kalee engages in self talk where
she will yell out movie phrases or words very loudly and then laugh
hysterically. This behavior is contributing to Kalees isolation in
that her family doesnt like to take her in public and the school
wont allow her to be in the general education classroom because it
is so disruptive. You observe Kalee for 60 minutes during centers
time. During your observation she engages in self talk 20 times.
When she engages in self-talk the therapist redirects her back to
the task and asks her to be quiet and must repeat this several
times before Kalee attends to her therapist. During 15 of the self
talk episodes, the therapist is cleaning up and prepping stations
and does not provide a consequence for the behavior. During your
observation she is being asked to engage in puzzles, tracing
letters, sorting beads, and counting activities. You also note that
when given free choice, Kalee chooses activities such as self talk,
singing, listening to music, humming, placing toys that vibrate to
her ears, and snapping her fingers by her ears or clapping loudly.
51 Slide 53 DRO Fixed-Interval Interval schedule is fixed and R+
delivered at end of interval during which the response does not
occur Must go for the entire interval with no occurrence of
behavior to receive R+ If target behavior occurs, no R+ delivered
at end of the interval and student gets another chance at next
interval PWOP page 73-74 figure 6.3 52 Slide 54 DRO FI Schedule (3)
Amy frequently engages in removing her clothes. She takes off her
shoes, pants and shirt while at school or in the community with her
family. She has identified sensory needs as identified by an
Occupational therapist and Sensory Integration Specialist. Amy has
to keep her clothes on for longer periods of time on in order to be
in environments outside of her home. You observe Amy in her home
for 3 hours during which she removes her clothing 3 times. During
your observation, Amy is engaged in activities of her choice such
as computer, self stimulatory play with a fan and rocking back and
forth while humming. Amys family states she removes clothes when
she is alone, when engaged in preferred and un-preferred activities
and even in her sleep. 53 Slide 55 DRO Increasing Interval Way of
thinning or fading R+ As student can refrain from engaging in TB
over several intervals, slowly increase the interval size Must
increase reinforcer quality or quantity as intervals increase PWOP
74 figure 6.4 54 Slide 56 DRO Increasing Interval Schedule (4) Jack
was doing really well on his DRO FI- 30min schedule. He currently
has 5 30 minute intervals in a row where he has refrained from
spitting. Each 30 minutes Jack refrains from spitting he gets to
play 1 round of angry birds. The amount of time spent accessing his
reinforcer is starting to interfere with routines in the day
because activities are stopped every 30 minutes to deliver the
reinforcer. 55 Slide 57 DRO Progressive Useful for learners who
need frequent feedback regarding performance to maintain a level of
responding Used for low rate behaviors Allows for shorter
intervals, frequent feedback and increasing amounts of R+ Interval
size remains the same but as student refrains from TB for more
consecutive intervals the R+ gets bigger and better Requires use of
reinforcers that can be given in increasing units (tokens, minutes
on activity, beverage, etc) Transition from FI to DROP schedules
PWOP 74 figure 6.5 Free access rule!!! 56 Slide 58 DRO Progressive
Schedule (5) Mike has Aspergers and is working on gaining more
appropriate social skills. Mikes IBI provider has been using a
token system with Mike that has been very effective in modifying
various behaviors. Mikes IBI provider wants to use a token system
where Mike can earn points when he refrains from kissing and
hugging strangers. He wants to reward Mike for going longer periods
of time without engaging in this behavior. He wants a system his
family can easily use as well when Mike is not with him. Mike can
trade points earned for activities and items that he does not
otherwise get access to. Create a DROP schedule for Mike using a 1
hour interval. 57 Slide 59 58 Differential R+ Strategy What is
it?Variation of Schedule DROReinforcement provided when learner
does not engage in a target behavior. Pay learner off for doing any
OTHER behaviors except the target behavior 1)DRO Reset 2)DRO fixed
Interval 3)DRO Increasing Interval 4)DRO Progressive DRLUsed to
decrease high rate behaviors to a more manageable rate by providing
reinforcement for lower rates of responding 1)DRL-IRT 2)DRL- Below
criterion DRAChoosing a behavior that is topographically different
from target behavior and providing reinforcement for the alternate
behavior 1)DR Incompatible behaviors 2)DR Competing behaviors Slide
60 DRL-IRT Example Target behavior: Asking for help IRT= 10 minutes
59 Working on assignment Ask for help @10 min Extinction No help
delivered, restart interval Slide 61 DRL-IRT(6) Charlie is a
non-verbal 8 year old boy who used to scream and bite his aide
whenever she asked him to sit and do work. His previous IBI
provider did some analysis and discovered when he engaged in this
behavior the task was removed and he was placed in time out. His
behavior of screaming and biting increased over time. She was able
to teach Charlie a replacement behavior of asking for a break which
resulted in removal of the task for a period of time. She also made
his work time less difficult and made sure Charlie had lots of
reinforcers available. If Charlie does engage in the problem target
behavior, he is redirected back to his assignment and the task
remains in place. The problem now is Charlie asks for a break all
the time and it is difficult to teach Charlie any new skills.
During a 1-hour observation, Charlie asks for a break 20 times 60
Slide 62 DRL- Below Criterion Target behavior: knocking materials
off table Criteria for R+= 3 times or less/ hour 61 Table swipe
occurs 3,2,1 or 0 times in an hour (R+) Table swipe occurs 4 or
more times in an hour Extinction No R+ delivered Slide 63 DRL-
Below Criterion (7) Ava engages in finger play that occurs so
frequently it is beginning to cause damage to her joints. She will
twist and pop her fingers and her family is worried about the
continued damage she is doing. It is reported she does it most when
in the community with her family or therapist. You observe Ava at
the store with her parents for 30 minutes. During your observation
she engages in finger play a total of 30 times. You do not see any
patterns that suggest this behavior is maintained by attention,
escape from task or to obtain anything from her parents. You
suspect the behavior is resulting in internal consequences for Ava,
possibly sensory related or to reduce anxiety. You also observe
that she enjoys being piggy backed by her dad or riding on the
front of the cart. 62 Slide 64 63 Differential R+ Strategy What is
it?Variation of Schedule DROReinforcement provided when learner
does not engage in a target behavior. Pay learner off for doing any
OTHER behaviors except the target behavior 1)DRO Reset 2)DRO fixed
Interval 3)DRO Increasing Interval 4)DRO Progressive DRLUsed to
decrease high rate behaviors to a more manageable rate by providing
reinforcement for lower rates of responding 1)DRL-IRT 2)DRL- Below
criterion ALT-R (DRA, DRI) Choosing a behavior that is
topographically different from target behavior and providing
reinforcement for the alternate behavior Slide 65 DR of Alternate
and Incompatible Behaviors (ALT-R) Alternate Incompatible 64
Difficult task Ask for break (R-) Break delivered- task removed
tantrum Extinction No break delivered typing (R+) music Hand
flapping Extinction No R+ delivered Slide 66 DRA/DRI (8) Joe almost
exclusively engages in playing, twirling, twisting and pulling on
his hair or anyone elses hair who happens to be nearby. It is
determined through analysis that this behavior serves as a
stimulation behavior and the aspects that Joe likes are the
repetitive motion and the input from the hair on his fingers. Since
he will do it to others as much as on himself, it is not thought
that the feeling on his head has a reinforcing component. This
behavior is preventing Joe and his family from accessing typical
environments and is keeping Joe isolated from his peers and
community. If his parents or anyone tries to remove the hair or
stop him he grabs it hard in an effort to keep the hair which
causes pain to the other person and makes people scared of Joe. 65
Slide 67 Behavioral Objectives: The Big Picture PROBLEM Liz is
unable to communicate her wants and needs in an appropriate manner.
Liz uses tantrum behavior to let others know when she needs
something. GOAL Liz will learn functional communication skills to
appropriately communicate her wants and needs so she can be
understood by others OBJECTIVE When given a choice between two food
items, Liz will point to the item she wants without screaming or
grabbing the item at 100% success for 4 out of 5 trials 66 Slide 68
Operational Definition: Is it a public or private event
BehaviorOperational Definition Understands PointsExtends pointer
finger to touch item or if item is out of reach extends pointer
finger in direction of item WhispersUses a volume of voice that is
lower than common conversational volume and is audible for a
distance no greater than 2 feet away. Feels 67 Slide 69 Complete
the following activities: 1) Components of a Behavioral Objective
2) Writing Behavioral Objectives Worksheet 3) Write Objectives from
Sample 68 Slide 70 QUIZ Standard 5 quiz 15 minutes to complete 69
Slide 71 STANDARD 6 Material needed for this standard: 70 Slide 72
Standard 6: Positive Behavioral Support Therapeutic Plan Decrease
Problem Behaviors Increase Adaptive Skills
IndividualizedComprehensive Use of PROVEN effective approaches
Functional Assessment 71 Slide 73 Information Gathered from FA
Operational Definition Problem Behaviors What is maintaining the
behavior? What is the pay off? Consequences Conditions under which
behavior will AND will not occur AntecedentsSetting Events 72
Establishing operations OR motivating operations Slide 74
Maintaining Consequences AntecedentBehaviorConsequence 73
Antecedent Hand flapping (SS) Internal stimulation feels good
AntecedentScream External: People leave me alone Slide 75 Triggers
for Behavior 74 AntecedentBehaviorConsequence Request to sit down
for reading group Run away scream fall to floor Sit in break are to
calm (task removal/delay) write name on paper. (Difficult task)
Scream & throw pencil Head down (difficult task removed) Slide
76 Identifying Antecedent Events 75 Playing word mash on computer
Smiling, answering questions, humming Continuation of activity
(visual and auditory stimuli) Eating snack with 2 peers Eating food
rocking in chair laughing Satisfying hunger, oral stimulation
Recess time hanging on bars upside down Laughing, hanging on bar
Proprioceptive input, visual input, Slide 77 Setting Events: the 4
th contingency 76 AntecedentBehaviorConsequence EO- setting event
AntecedentBehaviorConsequence Slide 78 77 Waitress Asking for food
Food delivered/eat Have not eaten for 5 hours Waitress Asking for
food Food/ eating No waitress Asking for food No food delivered
Slide 79 Setting Events: Altering Reinforcer Value Setting
eventIncrease/Decrease effectiveness of .. Effect on behavior
Hunger- food deprivation Food as reinforcer behavior that results
in getting food No hunger- satiation Food as reinforcer behavior
that results in getting food Headache- painful stimulation Aspirin
as a reinforcer Behavior that results in getting aspirin No
headache- no painful stimulation Aspirin as a reinforcer Behavior
that results in getting aspirin 78 Slide 80 Classroom Examples of
SE 79 EO- setting event AntecedentBehaviorConsequence Child did not
sleep well Typically easy teacher demand Any behavior to remove
demand Removal of demand is WANTED reinforcer Sensory system under-
stimulated Nylon body sock Put sock on body Sensory stimulation
Sensory system over- stimulated Nylon sock Scream and throw self on
floor Remove/avoid Sensory stimulation Slide 81 1) When asked about
her medical history, Avas mother reports that Ava often experiences
urinary tract infections. Because Ava is non-verbal she can not
verbalize when she is in pain or feeling discomfort. Ava is
currently working on potty training as a goal. Ava will hold her
urine for so long OR will not empty her bladder completely when she
urinates which can cause bladder infections. Fill in the 4 part
behavioral sequence from the scenario given: It was snack time and
Ava was shown her visual schedule. He teacher pointed to the toilet
picture indicating it was time to go potty and wash her hands
before snack. Ava ran around the room screaming, arching her body
and flopping to the floor. 80 What is the EO- setting event? What
Antecedent event evoked behavior? What is the behavior? What is
valuable as a reinforcer? Slide 82 2) During the functional
assessment interview, Rajs mom indicated that her son is sometimes
very sensitive to sound. He will cover his ears and mom is not sure
why until shortly after when she hears a siren or other loud noise
approaching. Fill in the 4 part behavioral sequence from the
scenario given: Rajs family uses a pressure cooker to cook rice in
their kitchen. It is always left out on the stove even when not in
use. When it is time to go outside to play you must go through the
kitchen to get to the back door. You say to Raj lets go outside as
you point to the back door. He screams and runs away from you into
the basement. 81 What is the EO- setting event? What Antecedent
event evoked behavior? What is the behavior? What is valuable as a
reinforcer? Slide 83 Steps to Conducting a Functional Assessment
STEPHow to Collect Information 1.Define the target behaviors and
pattern of occurrence Review of daily schedule and routine 2.
Develop a hypothesis about the target behavior Conduct interview
Direct observation 3. Validate your hypothesis Functional Analysis:
can you turn TB on and off? 82 Slide 84 PBS plan Results of
assessment and analysis Alter patterns of behavior by manipulating
A+C Based on principles of ABA Make problem behaviors irrelevant
and ineffective Contextual fit 83 Slide 85 Contents of Quality
Behavior Support Plan Address ALL problem behaviors Implemented
across multiple settings Use multiple methods of Intervention Use
Functional Assessment as foundation 84 Slide 86 Positive Behavior
Support Prevent/A Changing antecedent conditions that lead to
behavior Teach/B Teaching replacement skills Respond/C Manipulating
consequences to Increase or decrease behaviors 85 Slide 87
Antecedent Interventions PREVENT Redesign Environment Offer Choices
Non- Contingent Attention Behavioral Momentum Positive rapport 86
Slide 88 Teaching New Skills TEACH Functional Skills Skills that
Produce same consequence Skills that are Effective and Efficient
Skills that are easy to perform 87 Slide 89 Manipulating
Consequences RESPOND Designed from FBA Manipulation of Consequences
Produces quality reinforcers Individualized 88 Slide 90 Standard 7:
Skill Acquisition Discrimination learning Barriers to learning
Behavioral Approach to teaching Instructional Procedures Selection
of target skills 89 Slide 91 Discrimination Learning 90 Stimulus
(Become antecedent/Sd and S-deltas) Stimulus (Become consequences
that affect behavior) MomNeeds met Stranger Needs not meet Slide 92
Features which must be attended to in order to make discrimination
SHOE: Shoelaces, shape, tongue, foot opening, heel shape, toe shape
MOM: Body size facial features, eye color, voice, smell Relevant
Features which should be ignored and do not contribute to making
discrimination SHOE: color, size, location MOM: 2 arms, 2 legs,
clothing Irrelevant 91 Slide 93 92 Stimulus event (Sd) Correct
Response IncorrectNatural Correction Reinforcement Punishment
Extinction Inadvertent R+ Prompt Slide 94 93 Add pops up: you won
$100 Correct Click on add Incorrect Natural Correction- Computer
blocks Receive 100$virus Warning/ secure site Slide 95 94 Sitter
calls and cancels for the week Correct ask your mother in law
Incorrect Natural Correction- She declines verbal praise, cooks
dinner, does dishes Criticizes how you do things, makes a mess,
asks for food Ask my mom Slide 96 95 Something happens (stimulus
event) Something happens Not sure what to do- random response
Something happens Who cares Not sure what that was ???Prompt???
Slide 97 96 Fire alarm 1) Correct 1)Go out door 2)Play with trains
2) incorrect False alarm -shuts off Safe from fire praise Social
approval Cough eyes burn but not sure why Prompt???? Slide 98
Behavioral Approach to Cognition Antecedent Stimulus event Response
97 Red lightApply brake what is 8x8?64 Bladder full- internal
signal Void in toilet Slide 99 Discrimination Training Antecedent
Stimulus: Event that occurs in environment. Gives us clues about
what response to emit 98 Friendly ProfessorSmile and wave Pompous
ProfessorLook down walk other directionLibrary with friend Whisper/
nonverbal communication Car with friendTalk loudly, laughBarTell
offensive jokeChurchTell clean joke Slide 100 Discrimination
Training 99 Antecedent situation/Stimulus event 1 Behavior A
Extinction Reinforcement Antecedent situation/Stimulus event 2
Slide 101 Discrimination Training Example 100 Sd: Light on Neck
Stretching No Food delivered Food Delivered S delta: Light off
Slide 102 Discrimination Training Example 101 Sd Door with Exit
sign Open the door In another classroom- not outside Outside on way
home S Door with Room #443 sign Slide 103 Discrimination Training
Example 102 Sd Mom Bang on table No response No attention
Attention: honey stop dont do that! S Dad Slide 104 Discrimination
Training Example 103 Sd Purple square undress Clothes remain on
Clothes off- naked S No purple square Slide 105 Discrimination
Training Activity 104 Sd Start group 3 Behavior Extinction
Reinforcement S Slide 106 Group Presentations activity#15 105 Sd
Behavior extinction Reinforcement S Slide 107 Simple Discrimination
Response 1 Reinforcement Response 2 No Reinforcement 106 Sd Simple
Discrimination Stopping behavior R+ Movement No R+ Stop Simple
Discrimination Sitting R+ standing No R+ sit down Slide 108 Simple
Discrimination Response 1 Reinforcement Response 2 No Reinforcement
107 Conditional Discrimination Response 1 Reinforcement Stimulus A
Response 2 No R+ Sd S Slide 109 Examples of Conditional
Discriminations Sd R1: touches R+ Verbal: find baby S-delta R2:
touches No R+ 108 3 stimuli to attend to: 1.Verbal direction find
baby 2.Picture of baby 3.Picture of shoe Slide 110 Sd R1: touches
R+ Verbal: find shoe S-delta R2: touches No R+ 109 3 stimuli to
attend to: 1.Verbal direction find shoe 2.Picture of baby 3.Picture
of shoe Slide 111 Barriers to Learning 1)Attention Stimulus over
selectivity Focus on irrelevant features 2)Motivation Unmotivated
by natural reinforcers Deficits in internal motivation 110 Slide
112 Basic Instructional Unit Antecedent Stimulus material Teacher
request Environmental stimulus Behavior Learner response
Consequence Outcome Natural or artificial R+ Correction procedure
111 Antecedent Home page/ Sign in page for you tube Behavior Chance
responding: click on incorrect link Guided: click on correct link
Consequence wrong page, lost, cant get to video Get to video
complete assignment on time Slide 113 112 Slide 114 You are ready
to teach when. 113 Learner Cooperation Is learner approaching you?
Are you paired with good outcomes? Are they willing to learn from
you? Competing Reinforcers Identified what purpose behaviors serve?
What consequences does individual want? Do you have reinforcers
that will keep value of escape low? PreventionsIdentified what
antecedents trigger desired and undesired behavior? Are you
incorporating these into teaching model? Functional SkillsWhat are
you teaching? Are the skills functional? What next?Do you know
where skills are going? Where is plan going for this person? Whats
the big picture Slide 115 Building on the instructional unit
Discrete Trial Sd response Consequence Prompt (faded) 114 Slide 116
Student Project: Activity #7 2 part Video demonstration of skills.
Segment 1: Behavior reduction- demonstration of PBS for problem
behavior. Prevent Teach Respond Segment 2: Skill building-
demonstration of discrete trial teaching 115 Slide 117 Problems
with PROMPTs 116 Too early Prompt dependency Too lateDont know how
to fade out Forget use of DR Slide 118 Order of Prompts Full
physical assistance Partial physical assistance Gesture/model
Prepositional Verbal 117 Slide 119 2 ways to Fade a Prompt TIME:
increase time delay from Sd to prompt TRIAL 1 (0-1 sec) Sd..Prompt
response TRIAL 2 (2 sec) Sd.Prompt response TRIAL 3 (4 sec)
Sd..Prompt response TYPE: reduce intensity or prompt or move to
next level of assistance Trial 1: FP Sd.prompt response Trial 2: PP
Sd.prompt response Trial 3: M Sd.prompt response 118 Slide 120 2
ways to transfer prompt to Sd Anything you do or add to help person
respond Examples: Help person perform, model, point, move, verbal,
raise eyebrows 1) Extra Prompt Using already present stimulus and
exaggerating or defining in some way Examples: Pivotal response
training (PTR), make features bigger or more pronounced,
distinctive feature 2) Within Stimulus Prompt 119 Slide 121 Extra
Vs Within Stimulus Prompts Example skillExtra PromptWithin Stimulus
Prompt Teaching site words, reading, letters Sd: written word
Prompts: Verbal, mimetic, gesture (sign or other visual support)
Sd: written word Prompts: Fade in and highlight letter formation,
word shaped like label Study: Teaching child to branch out from
repetitive play to experience and play with various centers in
school. Wanted child to play in dramatic play area- kitchen Sd: go
play Prompts: point to kitchen center, physically guide to kitchen
center, go play at kitchen center. Sd: go play Prompt: Distributed
several articles child liked such as flashing toys, mirrors, etc,
to lure child to go to the center. Study: Teaching child to engage
in same activity that peers are engaging in instead of withdraw and
repetitive self- stimulatory behaviors. Using a sensory table Sd:
enter into play with peers Prompts: pointing to friends, physical
guidance to friends, indirect/direct verbal what are your friends
doing/go with friends. Sd: enter into play with peers Prompts:
Place squares around table for peers to stand on, one left empty
for child. Empty square signals to child the correct response. Fade
out square by making smaller and smaller until gone 120 Slide 122
Instructional Procedure #2: SHAPING Procedure to teach NEW behavior
or strengthen a WEAK one What is the SKILL and how can you break it
down into smaller attainable parts? Focus is on reinforcing
successive approximations of behavior Uses differential R+ 121
Slide 123 Origins of Shaping Behavior is behavior- animals, people
all organisms 122 AntecedentBehaviorConsequence Criticize findings
1)Left hand moves 2)Raise off table 3)Raised in air 4)Raised at
tilt 5)Raised and lowered in consecutive motions 6)Chopping air
with left hand Skinner turn toward and nod Slide 124 Shaping
examples 123 AntecedentBehaviorConsequence Tv flickers 1)Flick it
2)Flick harder 3)Hit with palm 4)Hit with fist 5)Beat tv tv back on
Exercise time 1)Walk 10 minutes 2)Walk 20 minutes 3)Walk/jog 20
minutes 4)Jog 10 minutes 5)Jog 20 minutes 6)Jog/run 30 minutes
7)Run 30 minutes Endorphin increase, lose weight, clothes fit Time
for bed 1.Dimmer on 10 2.Dimmer on 8 3.Dimmer on 6 4.Dimmer on 4
5.Dimmer on 2 6.Dimmer on 1 7.Dimmer on 0 Verbal praise, extra
story, added R+ next morning Slide 125 Misuse of Shaping 124
AntecedentBehaviorConsequence Child hungry Dinner cooking 1)Whine
2)Whine and cry 3)Whine cry and scream 4)Whine cry scream and hit
5)Fall to floor and tantrum Cookie Slide 126 Group Presentations:
Shaping AntecedentBehaviorConsequence light off/ no light Close
light Jump to light Scratch at light Turn on light clicker/ food
125 Directions: 1)Select a target skill (single behavior) 2)Break
down into successive approximations 3)Outline differential
reinforcement procedure Slide 127 Instructional Procedure #3:
Chaining Teaching a series of behaviors in a specific order Linking
together a series of already mastered responses Completion of a
step serves as cue for next step Requires a task analysis 126 Slide
128 ForwardBackwardGlobal 1.Finished eating/dirty dish 2.Take all
dishes to sink 3.Plug drain 4.Turn on warm water and fill to line
5.2 squirts of soap 6.Place dishes in sink 7.Wipe food from dish
with sponge 8.Place dish in dishwasher (repeat 7- 8 till dishes
gone) 9.Open soap drawer 10.Take out detergent 11.Open detergent
12.Fill dispenser with soap 13.Close drawer 14.Close dishwasher
15.Push start button 15. Finished eating/dirty dish 14. Take all
dishes to sink 13. Plug drain 12. Turn on warm water and fill to
line 11. 2 squirts of soap 10. Place dishes in sink 9. Wipe food
from dish with sponge 8. Place dish in dishwasher (repeat 8-9 till
dishes gone) 7. Open soap drawer 6. Take out detergent 5. Open
detergent 4. Fill dispenser with soap 3. Close drawer 2. Close
dishwasher 1. Push start button 4. Finished eating/dirty dish 5.
Take all dishes to sink 9. Plug drain 10. Turn on warm water and
fill to line 2. 2 squirts of soap 6. Place dishes in sink 8. Wipe
food from dish with sponge 7. Place dish in dishwasher (repeat 7-8
till dishes gone) 11. Open soap drawer 12. Take out detergent 13.
Open detergent 1.Fill dispenser with soap 14. Close drawer 15.
Close dishwasher 3. Push start button 127 Slide 129 Group Activity
1. Perform a task analysis 2. Indentify Sd, behavior Consequence 3.
Prompts you will use and fading procedure 4. Forward, Backward or
global 128 Slide 130 Instructional Procedure #4: Errorless Learning
Keep value of reinforcer high and value of escape/avoidance low
Keep learner successful and teaching/learning an improving set of
conditions Systematically sequence discriminations in an easy to
difficult method 129 Slide 131 EL method: Errorless Sequencing
Teach maximally different discriminations first then fade to more
difficult 130 Level of difficultyDiscrimination EasyMilk triangle
MediumMilk soup difficultMilk juice Slide 132 131 Type of
Discrimination AvoidEL method Auditory stimuliStimuli that Sound
alike head - hand Nose - toes Put away - throw away Head - tummy
nose - elbow Put away - give me Proximity and Movement Close
together discrimination Nose - mouth Sign eat - sign drink hit to
get attention- tap to get attention Stand up - Jump Point - touch
Nose - ankle Sign eat- sign cookie Hit- vocal sound Stand up- clap
Point- go get Visual stimuliStimuli that look alike Pen - pencil
Tennely - Talon Circle - oval Pen- eraser Tennely- Mom Circle -
triangle Slide 133 Group Activity Choose one discrimination task
that a member of the group is currently working on with a student
Order steps to teach the discrimination in an easy to hard sequence
Present to class (designate 1 person to speak and 1 person to write
out steps on public white board) 132 Slide 134 Instructional
Procedure #5: Intermixing trials Intermixing Trials 1) Keep child
motivated and responding 1) Intermix easy and hard tasks 2)
Intermix response categories 2) Expand discrimination learning set
1) Using systematic stimulus rotation 133 Slide 135 Behavioral
momentum OR High-P Request E(r+) EE(r+) EHE (r+) EHHEE (r+) = Value
of reinforcer Value of escape 134 Not using Behavioral momentum
sequence HH (error/correction) HH (error/correction)= Value of
reinforcer Value of escape Slide 136 Intermix response categories
135 VVVVVVVVVVVVVVVVVVVVVVVVRRMMVVVVVVVVVVVV
VVLMIMR.LVMMIVVLLMVR..VVLVMIIMVVVR... Response CategoryExample
Responses Receptive (listener)Following a direction, identifying a
spoken object/word, Expressive/verbal (speaker)Labeling, answering
questions MotorGross or fine motor movements Imitation
(echoic)Doing what another person is doing RequestingStating a
want/need independent of being asked Slide 137 Example of
intermixing Objective : When given a math concept such as counting
out a specified number, Jack will count out that number of items
from a larger set with 100% success for 4 out of 5 session. T1:
(receptive/motor) jump and hit hanging ball 5 times T2:
(expressive) what number is this? T3: (receptive) write the number
12? T4: (imitation) do this .number sign on fingers T5: (receptive)
give me 12 T6: (expressive/IV) 1,2,3,,5,6,7 T7: (motor/receptive)
jump on ball 12 times 136 Slide 138 Intermixing example ProcessWhat
this looks like Step 1. Teach new skill in isolationX= identify
water XXX Step 2. Intermix new skill with easy/mastered skills a=
imitation skill xxAxxA Step 3. Intermix new skills with multiple
easy/mastered skills b= Tact/Label Xxaxxabxxabaxxbxabxxaxxab Step
4. Fully Intermix new skill with entire set of mastered/easy skills
c= textual/ reading xabxxcbxabxxcbaxaxxbcxaxxcbxc 137 Slide 139
Repeated Vs Distributed Repeated *Therapist lead
*Contrived/Structured teaching situation *Allows for controlled
process Typical examples: learning to write, math worksheets,
learning musical instrument Distributed *Incidental teaching
*Environment dictates practice *Natural opportunities Examples:
coat/shoes on to go outside, requesting for fork to eat 138 Slide
140 Repeated Practice 139 Slide 141 Selecting Therapy Targets
Foundational and functional skills Discrepancy analysis Review
behavior path what is the ultimate desired skill(s) how do we get
there? VB-MAPP, ABLLS, Maurice and Green Interventions for Children
with Autism, Work in Progress Ron Leaf 140 Slide 142 Group
activity: S7_definition activity.17 Standard 7 quiz 141 Slide 143
Standard 8: Data Collection Gather information Conduct Functional
Behavior Assessment Create PBS based on results of FBA Create team
to Implement and support PBS Data collection and analysis 142 Slide
144 4 Reasons Measurement Necessary 1. Establish current level of
performance 2. Monitor progress 3. Guide instructional decisions 4.
Communicates progress to team 143 Slide 145 144 Slide 146
1)LearnerWHO collecting data on 2) ConditionWHEN collecting data 3)
BehaviorWHAT collecting data on 4) CriteriaHOW well will they
perform 145 Example 1: When given a difficult task such as zipping
coat, reading sight words, or cleaning up materials, Jessica will
request for adult assistance by saying the persons name and asking
for assistance using phrases such as Can you help me/ I need help/
help me please with 100% success for 2 out of 3 consecutive days.
Slide 147 146 Slide 148 Choosing a Data Collection Method Provides
Greatest amount of Information Accurately reflects purpose of
instruction Easily and efficiently collected Is meaningful when
interpreting performance 147 Slide 149 4 Types of Data Collection
Methods Type of recording System Type of information obtained Types
of recording system Ways to Perform 1. Event BasedCount of discrete
behaviors that have clear beginning an clear end. 1)Live count
2)Permanent product 1)Occurrence 2)Duration 3)Latency 2. Time Based
3. Levels of Assistance 4. Task- Analytic 148 Slide 150 Event Based
Recording Episode countStart/Stop timeTotal Duration 19:04-9:1410
min 29:42-10:0220 min 310:22-242 min 410:46-504 min Total: 4
episodesTotal duration: 36 min 149 Slide 151 4 Types of Data
Collection Methods Type of recording System Type of information
obtained Types of recording system Ways to Perform 1. Event
BasedCount of discrete behaviors that have clear beginning an clear
end. 1)Live count 2)Permanent product 1)Occurrence 2)Duration
3)Latency 2. Time Based Time based/interval recording. Observing
behaviors for specified length of time and recording occurrence of
behaviors 1)Whole interval 2) partial interval 3)momentary 3.
Levels of Assistance 4. Task- Analytic 150 Slide 152 Time Based
Recording System 151 Whole interval: 30 min observation, 1 minute
intervals Partial Interval: 30 min observation, 1 minute intervals
Momentary: 30 minute observation, time sample every 5 min
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2727 2828 2929 3030 NYYNYY Slide 153 4 Types of Data Collection
Methods Type of recording System Type of information obtained Types
of recording system Ways to Perform 1. Event Based1)Live count
2)Permanent product 1)Occurrence 2)Duration 3)Latency 2. Time
Based1)Whole interval 2) partial interval 3)momentary 3. Levels of
Assistance Records occurrence of behavior and level of assistance
(prompt) required to complete 4. Task- Analytic 152 Slide 154
Levels of Assistance Recording Trial: request Break (sign)
123456789 Prompt FP+ PP-FP+PP+M+ I-M+ 153 Reasons to use this
method of recording: 1.Ensures systematic fading of prompts 2.Can
analyze if student has been at level of prompt too long (avoid
prompt dependency) 3.Tells you at what prompt student is performing
successfully so you can ensure errorless learning (minimize errors)
Slide 155 4 Types of Data Collection Methods Type of recording
System Type of information obtained Types of recording system Ways
to Perform 1. Event Based1)Live count 2)Permanent product
1)Occurrence 2)Duration 3)Latency 2. Time Based1)Whole interval
2)partial interval 3)momentary 3. Levels of Assistance 4. Task-
Analytic Record correct/incorrect responding to steps in a
chain/task 154 Slide 156 Task Analytic Recording StepsLevel of
assistance/ Performance Trial 1Trial 2Trial 3Trial 4Trial 5Trial 6
1.AFP +PP+ M-M+ 2. UI+ 3. DI+ 4. RPP+ M-M+ 5. EI+ 6. YI+ 155 Slide
157 More types of Data Collection Methods TypeType of Information
ObtainedUse when 5. Scatter-plot Data Reflects occurrence and non-
occurrence of persons behavior across a number of environmental
variables Consistent schedule and can not identify consistent,
predictable pattern of A-C relations 6. AnecdotalDescriptive
information about learner and environmental variables Need to back
up other sources of data or relay additional information 7. Trail
by TrialIndicates learner performance (correct, incorrect or
correct with prompt) for each trial Performing discrete trial 156
Slide 158 Summarizing Data: 1) Frequency Data Set without Standard
Time Base Data Set with Standard Time Base Episodes of head banging
per sessionEpisodes of Head Banging per 4 hour session S1 (4hrs) =
39 S2 (2 hrs) =15 S3 (6 hrs)= 57 S4 (1 hr)= 3 S5 (5 hrs)= 22 S5 (2
hrs)= 5 S1 = 39 S2 =32 S3= 30 S4 =25 S5 =22 S5 =24 157 In order to
accurately compare frequency data you MUST have a standard time
base Slide 159 Summarizing Data Summary Type When to use
itVariations/ how to report data Procedure 1) Frequency Events When
concerned about number of times behavior occurs 1)Count 2)Rate
3)Percentage Rate= response time %= response time 158 Practice 1):
Jonny hits his aide 12 times during a 60 minute observation. Report
this data set as count, rate and percentage. Which way BEST
represents data set Count= Rate= Percentage= Slide 160 Summarizing
Data Summary Type When to use itVariations/ how to report data
Procedure 2) PercentageTo describe accuracy of performance or
portion of time a behavior occurs 1)Correct responses 2)Proportion
of time % correct= Correct response # of opportunities % time=
minutes engaged in TB total # of minutes 159 Practice 2): Erika was
able to identify 20 of her visual choice board cards correctly out
of 48 presented to her. Practice 3): During her 20 minute computer
class, Erika was on task (defined as copying text, typing, reading
directions, eyes on computer, hands on mouse or keyboard) for a
total of 12 minutes. Slide 161 Summarizing Data Summary Type When
to use itVariations/ how to report data Procedure 3) RateDetermine
frequency of behavior in relation to time. Can also reflect
accuracy, speed or fluency of behavior Useful when # of
opportunities to perform skill vary across sessions or time varies
across session Rate= # of responses total time 160 Practice 4): Jon
threw his book 15 times during a 30 minute math class= Practice 5)
Jose stacked 15 trays in 5 minutes in job training class= Practice
6) Beth took 25 bites of food in 2 minutes= Slide 162 Summarizing
Data Summary Type When to use itVariations/ how to report data
Procedure 4) DurationTo measure how long a student engages in a
behavior within a limited time period 1)Total duration 2)
Percentage of time Total duration= duration of TB/within specified
observation time % of time= duration of TB X 100 length of
observation 161 Practice 7): During a 30 minute observation you are
collecting data on how long Daniel spends engaging in self
stimulatory behaviors that include: rocking and finger play
typically done in conjunction. At the end of your 30 minute
observation you stopwatch total is 22 minutes Total duration= % of
time= Slide 163 Summarizing Data Summary Type When to use
itVariations/ how to report data Procedure 5) LatencyTo assess
duration of each occurrence of response and time between responses.
1)Clearly define TB 2)Start stop watch when TB begins and stop when
TB ends 3)Record total duration of that occurrence then reset stop
watch 162 Practice 8): Summarize the following information: Target
Behavior: on-task during job training (defined as stacking trays,
putting left over milk in fridge, wiping tables, throwing away
trash). During 30 minute observation.Fill in total duration per
incident and time between responses, what would your objective be
based on your analysis of data? StartStopTotal duration/ incident
latency 1) 0:005:00 2) 8:0010:00 3) 15:0020:00 4) 23:0026:00 5)
28:0030:00 Slide 164 163 Slide 165 1) SELF STUDY: review part F in
manual regarding how to analyze data and plan for interventions.
Know instructional decisions and example graphs 2) Standard 8 Quiz
to me Wed by 8:00pm 3) Complete and email How to Teach Children
with Autism and Other Severe disabilities:12-16 (Complete
activities)17-30 (Complete activities) number each question in
order they occur and submit in email or word document 4) Once
receive standard 8 quiz score respond to me how many bonus points
you will use and for which quiz. I will then submit final P/F to
ITC 164
