Practical Applications of Applied Behavior Analysis. Prepared by Sheri Kingsdorf, MA, BCBA, CABAS TI, TII, MT

Transcription

1 Practical Applications of Applied Behavior Analysis Prepared by Sheri Kingsdorf, MA, BCBA, CABAS TI, TII, MT

2 Why apply ABA? Yes, ABA is commonly used in dealing with children with a diagnose of autism to address behaviors such as: Escape/avoidance Inappropriate attention seeking Self stimulatory behaviors Self injurious behaviors Noncompliance But don t we see some of these behaviors in typical children too? Yes! A great thing about ABA is that it is NOT ability or setting specific! 2

3 Why apply ABA? Because it is about Increasing positive behaviors Decreasing negative behaviors Using positive practices Doesn t that sound applicable across the board? Yes! So we are going to look at practical applications of ABA, useful in dealing with behaviors across ability levels and settings. 3

4 But first a quick ABA review! Do you remember The seven dimensions of ABA?? Applied Behavioral Conceptual (Conceptually Systematic) Analytic Technological Effective Generality Having these pieces in place for interventions, makes these interventions truly ABA! 4

5 Quick ABA review! We will review what the dimensions mean again in a minute.. But first, look at the Playing ABA Detective sheet, quickly read and analyze it (put on your ABA detective hats), and see if you can determine if the intervention in it meets the truly ABA criteria. Remember that you are looking for those seven dimensions to be in place. 5

6 Quick ABA review! Applied = Think applying interventions to the right behaviors. What makes the behaviors right? Behavioral = Behavior, behavior, behavior making sure that it is something measurable! What is and is not behavior? 6

7 Quick ABA review! Conceptual = Think based on the concepts of ABA Concepts = principles here any guesses on these?? Analytic = Think being able to occur the occurrences/non-occurrences of behavior. How do we show this control? 7

8 Quick ABA review! Technological = Think clearly written step-by-step directions that others can follow to put the procedure in place. Effective =Think it works! Generality = Think generalization.. Not only does it work, but it works in different settings, with different behaviors, with other people, over time, etc So it REALLY works! 8

9 Quick ABA review! OKAY, now that we have reviewed the seven dimensions, let s revisit that intervention. Look for the seven dimensions now, and outline them on your sheet. Did that brief review make you a better ABA detective?? 9

10 Quick ABA review! What makes the intervention (if it is??).. Applied Behavioral Conceptual (Conceptually Systematic) Analytic Technological Effective Generality How can it be made better if it needs to be? 10

11 Quick ABA review! Remember, ABA Offers us a way to solve problems that is: oaccountable opublic odoable oempowering ooptimistic 11

12 Okay, so now that we ve reviewed a bit On to some newer stuff! So you want to know how to actually apply this ABA Well ABA has the possibility to be applicable to most situations. The principles and tactics allow for tons of practical applications. Principles? Tactics?...What are those?? 12

13 Principles of ABA So what is a principle??? Principles o Describe how behavior works o Lawful relationship between behavior and an immediate consequence, and an increased or decreased frequency of the behavior in the future under similar conditions o Does this sound like something you may have heard before?? 13

14 Principles of ABA Principles = Think.. A broader set of concepts that are used as the ground work for ABA To name a few: Reinforcement Punishment Extinction 14

15 Principles to Tactics From the principles grow TACTICS The principles are used to develop research based tactics that become the actual interventions we use to change socially significant behaviors. To name a few: Behavior contracts Token economies Group contingencies more to come on these later! 15

16 Principles to Tactics Okay so the real difference We can use the principle of positive reinforcement to change a behavior, but it really needs to be developed into an actual intervention, applied systematically, and detailed adequately, to change behavior sufficiently. Principle description: Just saying We are going to address Sam s eloping behavior with positive reinforcement, does not tell us much. We have to make a lot of inferences here. Tactic description: But saying We are going to address Sam s eloping behavior by using a token economy and delivering a token to him (as reinforcement) every time he stays in the classroom for 5 consecutive minutes etc tells us a lot more about the intervention in place. 16

17 Principles one last look (not really)! Quick review of the big players that will be hiding behind many of our interventions discussed later: Positive reinforcement Negative reinforcement Extinction 17

18 Positive Reinforcement The facts Used to increase behavior So we need to have a focus on the replacement behavior here Involves the addition of something to change the behavior What is added here is known as the reinforcer Example: Amanda is asked by the teacher to get her book and start reading. Amanda gets her book and starts reading. Amanda s teacher says great work Amanda! In the future, under similar conditions, Amanda continues to get her book and read when asked to do so by her teacher. What was added? What will increase? 18

19 Negative Reinforcement The facts Used to increase behavior (don t be fooled) So we need to have a focus on the replacement behavior here Involves the removal of something to change the behavior Example: Amanda is given 10 worksheets and told by her teacher to complete them all. Amanda asks the teacher nicely Can I please only complete six worksheets? The teacher agrees and removes four of the worksheets. In the future, under similar conditions, Amanda continues to ask nicely to have frustrating task demands reduced. What was removed? What will increase? 19

20 Extinction The facts.. Used to decrease behavior Involves no longer delivering reinforcement for a behavior that was being met with reinforcement in the past Example: When Amanda was given a worksheet in class, she screamed and crawled under her desk. Amanda would continue to scream and remain under her desk until her teacher removed the worksheet and left her alone. When an extinction procedure was put in place Amanda s behavior was no longer met with the removal of the worksheets. When she screamed and crawled under the table to try and escape the worksheet the teacher simply continued to present the task ( yes, under the table!), prompting its completion. What was no longer reinforced? What will decrease? 20

21 Okay so moving on.. Looking at practical applications of principles and tactics.using ABA effectively! 21

22 Being Contingent Well being contingent may not sound exactly like a technical ABA procedure, but it is SUPER important! So what does it mean? Think about the word contingency here.. 22

23 Being Contingent Looking at it in practical terms: Scenario: In your daycare class Johnny has brought in toys from his home over the last three days. The daycare s rule is that outside toys are not allowed. On day one, when Johnny brought in the toy from home, you told him the rule. On day two, when Johnny brought in a toy again, you told him that if he brings in a toy from home tomorrow then you will have to take it away. On day three, Johnny brought in a toy from home again. You did not take it away, but instead gave him the warning again. What do you predict will happen next here? Why? What may be some long terms issues here? 23

24 Being Contingent Do you ever see scenarios like the one previously described? How can you reduce the occurrence of such scenarios? How can you prompt yourself to be contingent? How can you prompt your staff to be contingent? How can you prompt parents to be contingent? You may need reinforcement systems in place for those working on being contingent with their own behavior! 24

25 Being Contingent So being contingent Starts with setting rules that are defined behaviorally so rules that are easily measured without ambiguity. Think of them as your values written in behavioral terms. These rules are then taught by you contingently reinforcing the following of the rules. 25

26 Being Contingent Let s have one more look at being contingent, as an intervention for parents or staff: Parent target: Nathan s parents will present directions once to him, then immediately praise him for following the direction, or correct him if he did not follow the direction. Staff member target: Sally (the target staff member) will present directions once to the children, then immediately praise the children that followed the direction and correct the children that did not follow the direction. If these were real goals we would have criteria measures here too, i.e., 90% of the time, for five consecutive days, etc.. 26

27 Being Contingent So remember, being contingent means Having clearly defined rules, goals, or expectations, then following through with them, WITHOUT wavering! Take a moment to write down one rule in your setting in behavioral (observable) terms and how you can be contingent with its application. 27

28 Using Approvals Effectively So what are approvals?? Think.positive comments, phrases that show you approve of that person s behavior! The approvals should ideally match your rules. Let s look at some phrases on the next slide to determine if they fall into the categories of approval, disapproval, or neither. 28

29 How do these phrases measure up? I love how you are following directions. Stop doing that. Use your hands nicely please. Excellent work putting your things away. Great sharing. Sit in your chair. Nice work staying in circle. You are not supposed to be standing up. Wonderful work staying in line. 29

30 Using Approvals Effectively Approvals can be powerful! Remember how positive reinforcement can change behavior. A simple approval statement provided contingently can strengthen desired behaviors. Simple, but important! 30

31 Using Approvals Effectively Some approval rules: Be specific with your approvals, include information about that task at hand Deliver the approval immediately after the desired behavior occurs Remember to use an approving tone of voice too especially for little ones Give approvals frequently, especially for newer desired behaviors Don t be afraid to give an approval for a desired behavior that occurred in close proximity to an undesired behavior (focus on the positive!) 31

32 Using Approvals Effectively Take a minute to think about the environments that you work in: Make a quick list of specific approval statements that you could easily use to change the behaviors of the children, staff, or even parents. Let s hear a few of these 32

33 Ignoring Techniques So when good behaviors happen we approve, approve, approve!.and when the bad behaviors happen we ignore, ignore, ignore! Sometimes this can be easier said then done, but it is something that has to be perfected. 33

34 Ignoring Techniques Some ignoring rules: No words No eye contact Turn your back to the behavior Set a time limit for yourself, in terms of how long (after the behavior ceases) before you provide attention again This should be very short Only if you must a discreet response block can be used Don t give in to the possible spike in behavior, keep ignoring Occupy yourself with something/someone else 34

35 Ignoring Techniques We are all faced with behaviors that we almost immediately want to reprimand or correct but often this is more harmful than helpful! Make a brief list of some behaviors that occur in your setting that you will try to ignore rather than reprimand or correct. 35

36 Shaping and Successive Approximations Techniques Techniques that work in an errorless learning fashion to increase appropriate behaviors that are not yet present (in repertoire). Think about the ultimate behavior that you want to establish what to you want the child, class, or staff member to do Think about how big or complex this behavior is Break it down Think about reinforcing the broken down pieces while you work towards that ultimate goal 36

37 Shaping and Successive Approximations Okay, so looking at it more practically.. Behavior you want to increase: Throwing away garbage after snack. Child s current behavior: This child has limited motor skills and awareness of his environment. While eating snack he inadvertently pushes garbage on the ground, making a mess around his area to be cleaned up by others. You have tried giving him explicit directions of what to do, prompting him, and modeling the behavior for him, but he struggles to complete even portions of the task. 37

38 Shaping and Successive Approximations Okay, so looking at it more practically.. Breaking down the behavior: 1. Reaching to pick up the garbage from the ground 2. Picking up the garbage from the ground 3. Standing up with the garbage in his hands 4. Walking with the garbage towards the garbage can 5. Approaching the garbage can with the garbage 6. Putting the garbage in the garbage can 38

39 Shaping and Successive Approximations Okay, so looking at it more practically.. You determine that you are going to work on only reinforcing the behavior of reaching to pick up the garbage from the ground (number one from the previous list) You reinforce with specific verbal praise, tokens, and high fives This means that you are not concerned with the whole behavior, but only this small piece or successive approximation After you get successful independent responding at this small level, you begin to shape the behavior by moving on to target picking up the garbage from the ground (number two from the previous list) This procedure continues until this new behavior has been completely shaped and is occurring independently 39

40 Shaping and Successive Approximations So could you see this working? In what situations? With what children? For what behaviors? How could it be applied to a group? Now take this time to outline an example on your paper. Remember to break the target behavior down. We will discuss your examples together in a moment. 40

41 Vicarious Reinforcement What is vicarious reinforcement? It is about receiving reinforcement (remember this is the adding of something that increases a behavior) by watching another person come into contact with the consequence of a behavior. Think of it as.. Reinforcing the good behavior of the person to the right of you, to change the behavior of the person to the left of you. A great way to give extra reminders for behaviors, without providing attention for negative behaviors. 41

42 Vicarious Reinforcement Some practical examples.. Johnny and Matthew are sitting next to each other. Johnny is standing up, while he should be sitting down. Matthew is following directions and sitting down. You say to Matthew (loudly enough so Johnny also hears) Matthew I love how nicely you are sitting in your seat, aren t you a superstar, you can have a sticker! As a result of Johnny hearing your comment to Matthew, Johnny immediately sits in his seat. He wants your praise, and a sticker too! 42

43 Token Programs What is a token economy? A behavior change system that involves three big components: Behaviors that are met with reinforcement Tokens or points that are given for the occurrence of these behaviors A menu of back-up reinforcers that the tokens or points can be exchanged for 43

44 Token Programs Token economies are great because They allow for a reinforcement system to be constantly in place that can be used in conjunction with all of the other ABA pieces we have been looking at! They can be introduced for children at almost all levels. They can be simple or more complicated, juvenile or mature. They not only allow for behavior change, but can also teach mathematics basics! They are great for strengthening behaviors that are already happening, but maybe not regularly enough. 44

45 Token Programs Setting up a token economy: Select tokens Stickers, pennies, checkmarks, marbles, etc.. Identify target behaviors/rules What has to be done to get a token Select menu of back-up reinforcers Tokens are exchanged for computer time, a small prize, outside play, etc.. Establish ratio exchange Example: A small prize costs = 10 tokens Specify when/how tokens will be dispensed and exchanged Exchanged at the end of each day or week, etc.. 45

46 Token Programs Select tokens Washers, checkers, coupons, poker chips, tally marks, holes punched in cards, etc Remember the tokens should be: Safe Difficult to counterfeit or bootleg Durable Accessible Cheap Not a desirable object 46

47 Token Programs Examples of tokens 47

48 Token Programs Identify target behaviors and rules Select measurable/observable behaviors Give me some examples of each here (think about the rules from earlier) Start with a small number of behaviors Ensure learners possess prerequisite skills What do you think is needed here? It is okay to individualize rules don t have to be the same for everybody 48

49 Token Programs Target behaviors/rules and token amounts 49

50 Token Programs Select a menu of back-up reinforcers Use naturally-occurring activities when possible Outside play, free play, computer time, etc Privileges Tangibles and edibles can be used as well Small toys, cookies, etc 50

51 Token Programs Reinforcer menu example 51

52 Token Programs Assigning prices to the back-up reinforcers 52

53 Token Programs Establish a ratio of exchange Initial ratio should be small After that, adjust ratio to keep the system going Procedure for dispensing tokens May need storage containers for tokens to be kept in Procedure for exchange Usually a store of some sort Initially, have store open frequently Many opportunities to exchange during the day Over time, this can be thinned Only an opportunity to exchange at the end of the week 53

54 Token Programs Remember! Avoid battles Be matter of fact when children don t earn tokens; don t nag Stay neutral; avoid confrontation about tokens Response cost included? What is response cost? Most do include response cost The system should be well established before response cost is added in Children need to be aware of behaviors resulting in response cost/procedures Make the cost fit the severity of behavior Do not have the child in the negative Because what happens then? 54

55 Token Programs Putting it in place! Initial training Describe the procedure to the children Model the procedure for token delivery Model the procedure for token exchange Ongoing training Booster sessions may be needed occasionally Management issues Teach children how/where to store tokens (secure location) Discourage hoarding and encourage saving in some children Chronic rule breakers deserve special consideration Additional interventions may be needed here.. 55

56 Token Programs Application Individual: Each child in need of a token economy has his or her own token board The child s individual behavior results in the delivery of a token Public posting of individual totals can still be involved Example: Great work staying in circle Sam, here is a token (a sticker placed on Sam s token chart). 56

57 Token Programs Token strip with tokens operating for one child (placed on child s desk). 57

58 Token Programs Public posting of individual token totals 58

59 Token Programs Individual token economy chart, for the class (publicly posted, tokens awarded here). 59

60 Token Programs Publicly displayed token economy system operating for individual children, but publicly posted. 60

61 Token Programs Application.. Group: The whole group has one large token board One child s individual behavior can result in the group earning a token The group s collective behavior can result in the group earning a token The group shares in the access of the reward (decides together on the exchange for the back-up reinforcer; i.e., class pizza party; extra recess, etc..) Examples: Excellent work following directions Sam, the class gets a token because of your hard work (a star is placed on the class s token chart that is hanging on the board). Excellent walking in line everyone, here is a star for the token chart (a star is placed on the class s token chart that is hanging on the board). 61

62 Token Programs Group token economy Tokens earned throughout the day Class works together to exchange for reinforcers accessed by everyone 62

63 Applying Token Programs Work on brainstorming how you could apply a token economy in your setting Group or individual? On the provided paper outline using a token economy in your setting Remember to include: What will be used as tokens When tokens will be delivered (time based, action based, or both) Rules for getting tokens What tokens will be exchanged for (cost of back-up reinforcers) How often will exchange be allowed to occur Will public posting be involved Will response cost be used 63

64 Group Contingencies What it is?? A common consequence is contingent on the behavior of One child in the class, Part of the class (i.e., a group of 5 children), or Everyone in the class This can be integrated well into the token economy (as briefly mentioned), but it DOES NOT have to be used with a token system. 64

65 Group Contingencies Why use it? Can be a time saver Can be more practical Capitalizes on peer influence and peer monitoring (can also be potentially harmful) How would this come into play? 65

66 Group Contingencies Putting these contingencies in place.. Independent group contingency A contingency is presented to all children in the class, but reinforcement is only delivered to those children who meet the goal outlined in the contingency Often combined with contracts (we will look at this later) or token systems Example: Each child has his/her own token board, you present the goal (group contingency) to the whole class of Everyone who cleans up after snack gets a token. Five of the seven children clean up after snack and receive tokens. 66

67 Group Contingencies Putting these contingencies in place.. Dependent group contingency, AKA Hero Procedure The reinforcer for the class is dependent on the performance of one child or small group of children Example: You tell the whole class that if Amanda finishes her assignment in the next five minutes then everyone gets to go play outside for the remaining 10 minutes. 67

68 Group Contingencies Putting these contingencies in place.. Interdependent group contingency All of the children in a class must meet the goal of the contingency before any child earns reinforcement Total group meets criterion Example: You tell the whole class that if they all finish the assignment in the next five minutes then everyone gets to go play outside for the remaining 10 minutes. 68

69 Group Contingencies Putting these contingencies in place.. Choose a powerful reinforcer Determine the behavior to change and collateral (other) behaviors that might be affected Set appropriate goal Combine with other procedures Select the most appropriate group contingency 69

70 Behavior Contracts Is a DOCUMENT that specifies a contingent or conditional relationship between the child behaving a certain way and access to something desired. Contingent relationship: Clean your room today = 20 minutes of free time on the computer. Involves reinforcement and rules. Also known as a contingency contract. 70

71 Behavior Contracts Behavior contracts are great because They work to develop self management and self monitoring skills in the child developing these pieces. They can target a behavior that does need a dramatic change, but that CAN be done by the child (or contractee). 71

72 Behavior Contracts 72

73 Behavior Contracts Has three major parts: Task description Reward description Task record 73

74 Behavior Contracts Task description: Who is the person who will perform the task and access the reward What is the task that the person must perform When the task will be completed How well the task needs to be performed (criteria) Example: Ben will clean up his area after snack time by throwing away all of this garbage, wiping his seat and table area clean, and putting away his lunchbox, for five consecutive days. 74

75 Behavior Contracts 75

76 Behavior Contracts Reward description: What the reward is Clear description How much access to the reward will be allowed Outline the parameters When and where (if applicable) the reward will be accessed Example: On the day that the contract goal is achieved, before going home, Ben will be allowed to play on the computer in the classroom for 20 minutes. 76

77 Behavior Contracts 77

78 Behavior Contracts Remember the reward.. Needs to be big enough for the task specified Often behavior contracts extend over longer periods of time (one week versus one day), although they do not have to, so remember to make the reward worth the effort. Control for bootleg reward access Be sure that access to the reward is not freely available; try to make the reward access only available for this contingency 78

79 Behavior Contracts Task record: Provides a record of the task completion(s) Establishes a basis for measurement Removes subjectivity Allows the contract to be reviewed regularly Example: On Ben s contract there would be a place to mark each day if Ben cleaned up his area after snack or not. 79

80 Behavior Contracts 80

81 Behavior Contracts So a review of the basic system: A contract is put together as a collaboration between the contractor (i.e., teacher) and contractee (i.e., child). Goals are set together to be met as behavior increases and/or behavior decreases over a set period of time. The contract is signed by both parties. The behavior progress is continually tracked by both parties. It may be a good idea to put the contract in an easily viewable place, i.e., taped to the child s desk, on the wall, etc.. At the end of the time period, or when the goal has been met, the reward is accessed or not accessed, and the outcome of the contract is discussed. 81

82 Behavior Contracts Behavior contracts can be used for: Children that have a basic understanding of their behavior for tasks/behaviors in the classroom, and where the reward is accessed in the school or home setting. Children that have a basic understanding of their behavior for tasks/behaviors in the home setting, and where the reward is accessed in the school or home setting. Contract can be between the teacher and the child for this behavior, or the teacher, the child, and the parent. Staff members that need behavior change procedures in place. Parents that need behavior change procedures in place. Self contracts. 82

83 Behavior Contracts Remember to.. Keep it positive! Focus the goals on the occurrence of positive behaviors, rather than the absence of negative ones. Always be in charge of the contingency! Make sure you control the access to the opportunity to respond. So you can always create another opportunity for an additional snack time/time to clean up garbage, etc.. 83

84 Behavior Contracts Let s discuss behavior contracts a little more, what can they be used for? Can we think of others that might benefit from the use of a behavior contract? What behavior might be applicable? 84

85 Applying Behavior Contracts Thinking about your current settings and children or staff members that are having some difficulty and may benefit from the use of a behavior contract. Using the paper provided outline the parts of a behavior contact. Remember to include all the necessary pieces! 85

86 More practical applications of these procedures! What should be done? When Thomas wants a drink he generally screams at the classroom aide until she gives in and hands him a drink. 86

87 More practical applications of these procedures! What should be done? The children in the class are generally compliant but sometimes struggle with following the rules of being quiet during activity transitions and cleaning up the toys after playtime. 87

88 More practical applications of these procedures! What should be done? Alex struggles with telling his teacher how he feels and will sometimes shut down. He is able to discuss his behavior with the teacher. 88

89 More practical applications of these procedures! What should be done? Sometimes Kelly forgets to put away her books after class wide quiet reading time. She appears to only need a reminder to complete the task, but Kelly also likes attention from adults. You want to be careful not to nag her, as this still provides attention for a negative behavior. 89

90 More practical applications of these procedures! What should be done? Paul really needs to learn how to hang up his coat when he arrives. He has never completed this task independently and really struggles with manipulating the tab on the coat. 90

91 More practical applications of these procedures! What should be done? You have rules in place in the classroom but you often forget to adhere to them. Additionally the children are not regularly reminded of the rules. 91

92 Resources Print free token economy materials to get started: A helpful document on using token economies: pdfs/token.pdf Print free behavior contract materials to get started: a/behaviorcontrac.htm 92

93 References Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis. Upper Saddle River, NJ: Pearson. Danforth, S., & Boyle., J. R. (2007). Cases in behavior management. Upper Saddle River, NJ: Pearson. Greer, R. D. (2002). Designing teaching strategies: An applied behavior analysis systems approach. New York: Academic Press. Greer, R. D., & Dorow, L. G. (1976). Specializing education behaviorally. Dubuque, Iowa: Kendal/Hunt Publishing. Greer, R.D., & Ross, D. E. (2008). Verbal behavior analysis. Boston, MA: Pearson. Hawkins, E., Kingsdorf, S., Charnock, J., Szabo, M., Middleton, E., Phillips, J., & Gautreaux, G. (in press). Using behaviour contracts to improve behaviour in home and at school. British Journal of Special Education. Kazdin, A. E. (1973). The effect of vicarious reinforcement on attentive behavior in the classroom. Journal of Applied Behavior Analysis, 6,