Welcome to the Intensive Behavioral Intervention Professional
Certification Course Instructor: Lindsay Olsen, MA, BCBA Email:
[email protected]@gmail.com 1
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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
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IBI STUDENT PROJECT 3
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STANDARDS 1-3 Standard 1: Introduction to Developmental
Disabilities Standard 2: Professionalism and Ethics Standard 3:
Coordination of Family, School and Community 4
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Group Activity Create group name Research and present on
disability Include: symptoms, incidence, treatment, etiology,
learning barriers Designate 1 person as group presenter 5
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QUIZ Quizzes 1-3 20 minutes to complete 6
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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
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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
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Areas of Brain Affected by Autism 9
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Standard 5: Biological Explanations 10
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Behavioral Explanation 1 11 Antecedent Stimuli/events that
occur just before behavior Behavior Observable response Consequence
Stimuli/events that happen after behavior
Behavioral Explanation 3 13 Antecedent Teacher sitting across
from you Behavior Answer question Consequence Pleasant interaction,
easy tasks Access to reinforcement Antecedent Teacher sitting
across from you Behavior Hitting Running arguing Consequence
Unpleasant interaction, difficult tasks Removal of
reinforcement
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Behavioral Explanation 4 14 Antecedent Entering library for
class BehaviorConsequence Access to reinforcement Antecedent
Entering library for class BehaviorConsequence Constant difficult
demand Removal of reinforcement
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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 Consequence Placed in time out area
Antecedent Teacher request to sit at desk Behavior Sit at desk
Consequence Listen to music
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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
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Terms and Concepts 17 CONSEQUENCE= Bad unpleasant bummer
Hurtnot good loss Dreadfulunlikable terrible
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Terms and Concepts 18 Behavior Behavior Positive
Reinforcement
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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
StimulusYou are in pain- have a headache Removal of pain in the
past (taking aspirin)
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Science of WANTING Primary AKA: Unconditioned R+ Becomes less
valuable when Decreases 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 asprin)
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Types of Reinforcers Primary (Unconditioned) Basic Human needs
Food, water, air, sleep, reduce pain, temperature, 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
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Positive (+) Reinforcement Antecedent situation
BehaviorConsequencesFuture Occurrence Jonny sitting alone playing
with worksheet (20+ min) Throws book on floor and yells *$!!@
Teacher turn to Jonny dont say that word! pick up your book and
lets get working. Jonny begins cursing more Antecedent situation
BehaviorConsequencesFuture Occurrence Has not had attention for 20
minutes Engages in behavior that has resulted in attention in past
Attention from teacher (eye contact, physical proximity, verbal
engagement) Behavior increases
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Schedules of Reinforcement 2 categories of schedules1)
Continuous2) Intermittent Ratio (Number) 1) Fixed 2) Variable
Interval (time) 1) Fixed 2) Variable
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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
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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)
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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
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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.
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Terms and Concepts 28 Behavior Behavior Positive Reinforcement
Negative Reinforcement
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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
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Antecedent situation BehaviorConsequencesFuture Occurrence
ESCAPE: Seat belt alarm in car put on seat beltRemoval of
alarmPutting on seatbelt when alarm sounds AVOID: Stimulus
situation where alarm will sound (getting in car) Put seat belt
onAvoid alarm sounding Putting on seat belt when first get in car
Group activity: 1. review examples of Negative reinforcement in
PWOP (page 27) 2.Come up with 1 everyday example of negative
reinforcement
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Terms and Concepts 31 Behavior Behavior Positive Reinforcement
Negative Reinforcement Punishment type I (Positive punishment)
Punishment type I (Positive punishment)
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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
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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) Punishment type II (Punishment by contingent
withdrawal)
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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
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Response Cost BehaviorResponse Cost Talking out in class
without raising hand first Lose 1 minute of free time (15 minutes
available each day) 35 BehaviorBonus Response Cost Talking out in
class without raising hand first Lose 1 minute of bonus free time
(15 minutes of extra free time each day)
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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
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BehaviorConsequenceEffect on Behavior CursingMom put hot sauce
in mouth CursingNo hot sauce in mouth- mom gone Going through red
lightRed light camera installed- ticket Going through red
lightCamera removed- no ticket 37
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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
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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
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
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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
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Differential Reinforcement
AntecedentBehavior1ReinforcementBehavior 2Extinction 43 Mom on
phone Scream Attention from mom Color in coloring book No attention
from mom
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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
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DR group activity 45 Instruction With 1:1 aide Sign break R+:
removal work Access to preferred activity Throw scratching Ext:
continue with task Instruction with 1:1 aide Throw scratching
Removal work
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DR Practice (1) Lacee is a non-vocal 6 year old with autism.
She has approximately 5 signs which include milk, cereal, candy and
ball. During her 1:1 instruction with her tutor she will engage in
a few tasks and then will start throwing materials and scratching
her aide. Her aid cleans up the work items and throws her hands up
saying she is not paid enough for this. Work time is then over.
46
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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
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DRO 48 A Any other behaviors R+: listen music, swing, blankets
Stripping Extinction= keeps clothes on ? Sensory needs Stripping
clothes R+: automatic sensory need
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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
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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 and
interval RESET PWOP example page 72 (figure 6.1) 50
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DRO Reset Schedule (2) Kalee engages in TV talk that involves
loud vocalization of movie lines and some inappropriate phrases
from TV shows. During initial observation (baseline) Kalee engaged
in TV talk 20 times during a 60 minute observation during writing
class. When Kalee would engage in TV talk her aid would ask her to
be quiet and direct her back to her assignment. Kalee would then
continue TV talk and draw on her paper. Kalee loves drawing, art,
listening to music, watching movies and playing solitaire. 51
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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
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DRO FI Schedule (3) Amy frequently engages in stripping
behaviors. She takes off her shoes, pants and shirt while at
school. She has identified sensory needs and is receiving treatment
from an Occupational Therapist throughout the school day but she
still strips. Amy has to keep her clothes on in order to be in
school. You observe Amy for 3 hours during which she stripped 3
times. When you observed Amy during her free time she also wrapped
herself up in blankets, listened to music, read books and cocooned
herself in the nylon bungee swing. 53
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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
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DRO Increasing Interval Schedule (4) Jack was doing really well
on his DRO FI- 30min schedule. He currently has ten 30 minute
intervals in a row where he has refrained from spitting. Each 30
minutes Jack refrains from spitting he gets to play 2 rounds of
angry birds. The amount of time spent accessing his reinforcer is
starting to interfere with the school day and making it hard for
his teachers to keep up with, plus he has almost mastered all the
levels. 55
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DRO Progressive Another schedule to thin and fade R+ Interval
size remains the same but as student refrains from TB for more
consecutive intervals the R+ gets bigger and better PWOP 74 figure
6.5 Free access rule!!! 56
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DRO Progressive Schedule (5) Mike was really getting good at
controlling wetting his pants. Mike was on a FI-1hr schedule. For
each hour he was dry he was allowed to play on the computer for 5
minutes. Mike had been doing this for half the school year and was
on the computer most of the day. His teachers knew he could stay
dry for the day but they didnt want to just pull all his
reinforcement for fear of his urinating returning. 57
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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
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DRL-IRT Example Target behavior: Asking for help IRT= 10
minutes 59 Working on assignment Ask for help @10 min Extinction No
help delivered
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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
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. During a 1-hour observation, Charlie asks for a break
20 times 60
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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
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DRL- Below Criterion (7) Avas teacher complains about Ava being
out of her seat too often. She is integrated in her math class for
15 minutes per day. During observation Ava was out of her seat 10
times during the math class. Ava will jump out of her seat and
orbit around her desk a few times then sit back down.. 62
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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
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DR of Alternate and Incompatible Behaviors (ALT-R) Alternate
Incompatible 64 Difficult task Ask for break(R+) Break delivered
tantrum Extinction No break delivered typing (R+) music Hand
flapping Extinction No R+ delivered
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DRA/DRI (8) Joe almost exclusively engages in verbal self
stimulation by producing a constant string of the eeeee sound. You
have determined that Joe most likely does this for automatic
sensory reinforcement. You think he likes the sound and maybe the
feeling in his throat. Create an example of an alternate behavior
and an incompatible behavior for the listed target behavior.
65
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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
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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
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Complete the following activities: 1) Components of a
Behavioral Objective 2) Writing Behavioral Objectives Worksheet 3)
Write Objectives from Sample 68
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QUIZ Standard 5 quiz 15 minutes to complete 69
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STANDARD 6 Material needed for this standard: 70
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Standard 6: Positive Behavioral Support Therapeutic Plan
Decrease Problem Behaviors Increase Adaptive Skills
IndividualizedComprehensive Use of PROVEN effective approaches
Functional Assessment 71
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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
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Maintaining Consequences AntecedentBehaviorConsequence 73
Antecedent Hand flapping (SS) Internal stimulation feels good
AntecedentScream External: People leave me alone
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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)
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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,
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
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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
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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
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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 tell 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?
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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. 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?
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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
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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
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Positive Behavior Support Prevent Changing antecedent
conditions that lead to behavior Teach Teaching replacement skills
Respond Manipulating consequences to Increase or decrease behaviors
85
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
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Standard 7: Skill Acquisition Discrimination learning Barriers
to learning Behavioral Approach to teaching Instructional
Procedures Selection of target skills 89
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Discrimination Learning 90 Stimulus (Become antecedent/Sd and
S-deltas) Stimulus (Become consequences that affect behavior)
MomNeeds met Stranger Needs not meet
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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
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 Husband suggestion
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95 Something happens (stimulus event) Something happens Not
sure what to do- random response Something happens Who cares Not
sure what that was ???Prompt???
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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
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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
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Discrimination Training 99 Antecedent situation/Stimulus event
1 Behavior A Extinction Reinforcement Antecedent situation/Stimulus
event 2
Slide 101
Discrimination Training Example 100 Light on Neck Stretching No
Food delivered Food Delivered 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 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
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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
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Basic Instructional Unit Antecedent Stimulus material Teacher
request Environmental stimulus Behavior Learner response
Consequence Outcome Natural or artificial R+ Correction procedure
111
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 Too late Dont 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: reduce time delay from Sd to
prompt TRIAL 1 (0 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 HtTCwA book page 20 select horizontal
dots. Sd: find horizontal Prompts: prepositional prompt Gesture
prompt Errorless teaching (removal of distracter) Sd: find
horizontal Prompts: Fade in and highlight relevant features (size
and position of dots in systematic way) 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: play with friends Prompts: pointing to
friends, physical guidance to friends, indirect/direct verbal what
are your friends doing/go with friends. Sd: Play with friends.
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
125
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
Example 1)Match picture of item to item- identical 1.Chip 2.
ball 3. string 4. milk 5. blanket 6.Fan 7. bread 8. juice 9.
Play-dough 10. water 11. Meat 12. rice 13. cracker 14. noodle 15.
candy 16. Swing 17. cookie 2) Match picture of item to picture-
identical 3) Match picture of item to representational (categorize)
4) Match representational picture to item 5) Shrink picture to 2x2
and receptively select when shown item/verbal 5) 2x2 picture
identification given verbal 130
Slide 132
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) 131