Applied Behavior Analysis focuses on understanding the behavior

Applied Behavior Analysis focuses on understanding the behavior and the relationship to environmental conditions.

ABA … • Is a specific methodology • Can be used for behavior, what causes the behaviors and how to make them increase/decrease • Can be used to teach any skill (social, communication, behaviors, academics and/or vocational)

• Terminology. ABA Involves Hypothesis Discovering why the behavior is happening • Task Analysis Breaking a skill into smaller parts Taught in a highly structured and hierarchical manner • Prompting Provides prompting and prompt fading, as necessary • Reinforcement What the child will work for • Documentation Provides prompting and prompt fading, as necessary (do be discussed later)

Example of Task Analysis - Hand Washing Steps: 1. Turns on hot water. 2. Turns on cold water. 3. Gets both hands wet. 4. Gets soap. 5. Rubs soap between hands. 6. Puts soap down. 7. Rubs front of hands together. 8. Rubs back of right hand back of left hand. 9. Places hands under water. 10. Rubs front of hands together. 11. Rubs back of right hand back of left hand. 12. Turns off hot water. 13. Turns off cold water.

Prompts should be… • As weak as possible. • Faded as quickly as possible. • Related to the stimulus.

Types of Prompts… • • Physical prompts Gestural prompts Model prompts Verbal prompts

Reinforcement • Primary reinforcers: Air, water, food -necessary for survival • Secondary reinforcers: Tangible-trinket, books, toys, etc. Edibles-candy, chips, cookies, etc. Activities-video, computer, games, etc. Social-verbal praise, smiles, thumbs up, tickles, hugs, high fives, pat on back

Reinforcement should… • Be reinforcing • Be based on criteria for performance • Pair primary reinforcers with social reinforcers • Be continuously assessed for effectiveness

Intervention Begins with Assessment Initially focus on identifying: Targets for intervention Antecedents Consequences

Targets for Intervention • Choose no more than 2 -3 behaviors to observe and chart • Things to consider in identifying behavior is in need of change: *Is the behavior harmful to child or others? * Does the behavior interfere with the ability to learn? * Does the behavior interfere with the ability to function in the community?

Function of Behavior • Once ID target, determine motivation • Categorize as: Antecedents Consequences • Sample ABC sheet

Charting the ABC’s of Targeted Behavior Antecedents: • Note what happened right before the behavior • Attend to the: Setting/activity and time of day Task properties People present Potential distracters Behaviors: • Note the specific behavior each time it occurs • Record behaviors appropriate to the operational definition Consequences:

Essential Components of Intervention • Antecedent Control • Behavior Modification • Skills Acquisition

Antecedent Management Control • Physical structure * Clear location of activities (group, individual teaching, independence) *Clear location of break area *Minimize potential distracters (lighting, noise, proximity) • Schedules *Clearly presented *Easily manipulated * Used consistently *All main transitions clearly represented • Teaching strategies/materials *Tasks answer the questions of What, How much, What to do when finished/What’s next *Visual cues-token system, behavior cues of when to wait, number opportunities for taking break *Items prepared *Mixture of independence and new skills *Variety of presentation/challenge *Prompts sequenced and used only as needed *Work/reward progression clear *Provide breaks if needed

Behavior Modification Strategies • Differential reinforcement • Visual strategies • Positive attention • Ignoring • Guided compliance-tell, show, do

Guided Compliance-important points • • Provide opportunity for independence Specific instruction Ignore inappropriate behavior Continue with task Consistent follow through Specific praise for appropriate behavior Full model Full physical

Skills Acquisition Strategies • • • Challenge to student’s potential Provide visuals Functional communication Calming strategies (e. g. safe place) Self monitoring Increasing independence/fading prompts

Data Collection Allows You To… • Learn what your student knows. • Documentation of student’s progress • Support why you are teaching a specific skill/task.

Documentation… • Will reflect number of trials attempted. • Will reflect the percent of a task analysis completed. • Will reflect the IEP goals and objectives.

Analyze the data to… • Document a student’s progress. • Identify learning patterns. • Use the information to develop additional instructional plans and changes.