Why behavior happens and why it doesn t. An Introduction to: Applied Behavior Analysis. Joshua Plavnick, PhD, BCBA-D; plavnick@msu.

Why behavior happens and why it doesn t An Introduction to: Applied Behavior Analysis Joshua Plavnick, PhD, BCBA-D; plavnick@msu.edu 2/11/15

Agenda Overview of applied behavior analysis Focus on critical components Prompt fading & Finding reinforcers Modern Exemplars

About Me Assistant Professor and Director Graduate Program in Applied Behavior Analysis ASD Endorsement program at MSU Research Interests: Constructing learning environments for children with ASD Use of technology to support instruction of children with ASD Applied Background Training Director for program serving adjudicated adolescents Case Manager for young adults with developmental disabilities Classroom teacher for children with ASD ABA Home Program Consultant Other interesting stuff 3 daughters

ABA at Michigan State Graduate Certificate Program in Applied Behavior Analysis Accepting applications through 6/1/15 If you have or are working toward a Master s in Psychology, Education, or Behavior Analysis 6 course sequence 1000 hour practicum (supervised) Approved by the Behavior Analyst Certification Board

What is Applied Behavior Analysis Applied: Real life settings and socially relevant behaviors Behavior: Measurable, observable things that people do Analysis: Examination of variables that change behaviors Applied behavior analysis is a science of learning and teaching

Myths and Misconceptions ABA lacks empirical support ABA teaches kids to do things but not how or why ABA is for training animals, or only kids with ASD ABA uses food and toys to bribe kids to behave ABA teaches kids to be robots ABA is only for young children ABA occurs at a table with one adult and one child ABA is based on punishment ABA is for addressing problem behavior and not for teaching new skills

Applications of ABA Education Organizational Business Management Treating Addiction Treating Gambling Crime & Delinquency Health & Fitness Children with Autism Reducing Consumption Positive Behavior Support Rescue Animal Training

ABA is not only done at a table ABA is not only to address problem behavior ABA does not use toys (or food) to bribe children ABA is not based on punishment Dispelling Myths

Dispelling Myths ABA does teach kids when, how, and why

ABA is for everyone: not just for kids with ASD or animals Reinforcement can be delivered in many ways Dispelling more myths

Three term contingency Antecedent Behavior Consequence The above sequence is temporal. That is, the antecedent comes before behavior and consequence after behavior

Behaviors

Precision Behaviors must be observable and measurable Dead person test Operational definition Clear, complete, objective Discriminates what is and what is not an instance of the behavior

Nonexample: Gets upset

Why is gets upset a problem A. It is subjective B. It cannot be observed C. It does not have a clear beginning and end D. All of the above

A better classification crawls under table

Crawling under table The student gets on his hands and knees, moves under a table or desk, and stays in that location for a minimum of 3 seconds. Could add criteria for identifying one instance from another 5 seconds must separate one instance of crawling under the table from another instance of crawling under the table Could add a nonexample to help clarify It is not crawling under the table if the student moves under the table and comes out the other side without stopping at any time, as if the table is a bridge during a play sequence

Defining social behaviors: Asking a peer to play a game

Is the following definition acceptable? Moves to within 1-3 feet of peer, says peer s name and then asks would you like to play XXX with me? This action must be followed by the student engaging in the activity he or she asks the peer about.

Let s try one Write an operational definition for stacking blocks Did you use objective terms? Did you use action words that are observable? Did you provide any examples? Did you include nonexamples?

Just remember OBSERVABLE AND MEASURABLE!!!

Antecedents Environmental events that occur prior to a behavior.

There are lots of antecedents. Seeing a highly preferred toy A teacher presenting an instruction

Antecedents can be anything Some of these antecedents affect behavior We can call them triggers though the scientific name is discriminative stimuli. We need to identify and plan for these when intervening on behavior others are a mere coincidence They happen to be present before the behavior, but the presence or absence would not matter. Changing these would be a waste of time.

Teacher asks a question Peer drops a book Watch Child answers what you question are doing

Prompts and Prompt Fading

Purpose of Prompt Sometimes, antecedent stimuli that should occasion a response don t We therefore need to teach the student what to do in those situations Prompts are any added guidance that we provide to make the behavior more likely Once the behavior occurs and contacts reinforcement, we can gradually remove the prompt so that the response follows the key antecedent

Major Big Idea If the behavior does not contact reinforcement, you cannot begin removing the prompt This causes prompt dependence

A quick joke What do you call a prompt that isn t faded? Facilitated communication

Instructional Considerations Types of Prompts Physical Verbal Written Gestural Verbal and Gestural are harder to fade Fading Programs Most to least Least to most Stick with one type of prompt (e.g., physical) and fade along that dimension

Most to Least Fading Example Immediate physical guidance at hand Immediate physical guidance at forearm Immediate physical guidance at shoulder/elbow Wait 2-s, physical guidance at shoulder or elbow Wait 5-s, physical guidance at shoulder or elbow Independent Non Example Immediate physical guidance at hand Immediate physical guidance at forearm Immediate physical guidance at shoulder/elbow Immediate gesture Wait 2-s, gesture Wait 5-s, gesture

Graduated Guidance Example

Least to Most Fading If student has vocal speech Teacher attention wait 3-5 seconds for a target response after student initiates interaction before prompting Teacher asks for a response ( what do you want?, I don t understand ) Provides a verbal cue if no response to teacher attention Full model of target response If student is non or minimally vocal Student requests an item by walking to it, grabbing for it, etc Teacher holds item-wait 3-5 seconds for a response Teacher gives expectant look Provide a less intrusive physical prompt if no response Provide a full physical prompt if no response

Selecting a fading program Most to least: new skills, structured teaching, minimal errors Least to most: acquired skill in new environment, natural environment training, assessing

Within Stimulus Prompt K e y

Stimulus Fading K e y K e y K e y

Prompt Fading Activity

Consequences Environmental events that occur after a behavior

Similar to antecedents»some consequences influence behavior» Others don t, no matter how hard we look

Example Video https://www.youtube.com/watch?v=ja96fba- WHk

Consequences that influence behavior Some are called reinforcers. A reinforcer always follows a behavior and increases the future probability of the behavior occurring under similar conditions! Others are called punishers. A punisher always follows a behavior and decreases the future probability of the behavior occurring under similar conditions

There are two types of each Reinforcers Punishers Positive punishment: The presentation of an aversive stimulus that decreases the future probability of the response Positive reinforcement: The presentation of a stimulus that increases the future likelihood of the behavior (typically a preferred stimulus, like chocolate ) Negative reinforcement: The removal of an aversive stimulus that increases the future likelihood of the behavior (think: hitting the snooze button) Negative punishment: The removal of a preferred stimulus that decreases the future probability of the response (taking away computer time)

Let s go over it one more time Behavior Increases Stimulus Presented Stimulus Removed Positive Reinforcement Negative Reinforcement Positive Punishment Negative Punishment Behavior Decreases

Positive Reinforcement Stimulus presented, behavior increases Many, many, many stimuli can function as reinforcers Smiles, high fives, pats on back, acknowledgment, gratitude, time and attention can all become very potent reinforcers I don t get to tell you what your reinforcers are Many children with ASD have some unique reinforcers Reinforcers change, often from moment to moment

A few more things you need to know about reinforcement You can reinforce every instance of behavior Continuous reinforcement: good for teaching new skills Or reinforce some instances Intermittent reinforcement: good for maintaining skills You can also withhold reinforcement Extinction: behavior stops, but this procedure can produce an extinction burst

Considerations for Applying Reinforcement CONTINGENT: Deliver the reinforcer after the target behavior (and only after the target behavior!) IMMEDIATE: Reinforce immediately after the desired behavior. INDIVIDUALIZED: Ensure that the reinforcer is a preferred item (i.e., pair with behavior specific praise CLEAR: Tell the child specifically what is being reinforced. ENTHUSIATIC: Change in the tone or volume of voice (in contrast to any instruction or prompt).

Activity: Use reinforcement to shape behavior

Selecting Potential Reinforcers Preference assessments provide a systematic data-based way to evaluate potential reinforcers for an individual.

Why conduct preference assessments? Because kids will love you!

Why Conduct Preference Assessments? Identifying student preferences is a critical step to teaching new skills Reinforcers are needed for behavior change Preferences can change over time Although PA take time up front, they can decrease time and effort required to change a behavior in the long run

Ways to Identify Potential Reinforcers Interviews Preference inventories/surveys Observations

Types of Preference Assessments Single item presentation Paired item choice presentation Multiple item presentation Free choice

Single Item Presentation 1. Place an item in front of the student 2. If the student approaches within 5s, allow the student 30s with the item (or let them consume). Mark a + on the data sheet. 3. If the student does not approach within 5s, prompt him/her to engage with the item and present it again. 4. If the student does not respond, present the next item. 5. Continue until each item has been presented 5 times. (Items approached 80% of the time are considered preferred)

Single Item Presentation http://mand.framewelder.com/page/?templat e=conducting_assessment

Single Item Presentation Advantages Quick and easy Disadvantages Not as reliable

Paired Item Assessment 1. Identify 6 potential reinforcers 2. Place two items in front of the student 3. Tell the student to pick one and allow 5-10 s for student to choose 4. Allow student to interact with or consume item for 5-10 s 5. Continue presenting sets of reinforcers until all choices have been paired with one another

Paired Item Assessment

Paired Item Assessment Advantages Can rank order reinforcers Disadvantages Can be time consuming

Multiple Item Assessment 1. Lay out 5 preferred items in front of student 2. If student picks an item within 5 s, then allow student 30 s to interact with item. Record a 1 on the data sheet next to the chosen item. 3. Remove item chosen. Take the item from the left and place it on the right. Re-center the remaining items. 4. Repeat this process until only one item remains or no item is selected during the 5 s. 5. Complete the entire process three times.

Multiple Item Assessment

Multiple Item Assessment Advantages Faster than paired item assessment Rank order of preferences Disadvantages Can be time consuming There are a lot of items to manipulate

Practice Multi-item, if time

Free Choice Assessment Watching what the student chooses to interact with when they can play with anything Arrange the environment so preferred items are available Record how long the student interacts with each item

Free Choice Assessment

Free Choice Assessment Advantages More natural Easy Disadvantages Do not necessarily get a rank order of preferences Data collection can be difficult

Big Ideas The better the reinforcers, the more likely you will see positive changes in behavior Preferences can change over time Students will enjoy preference assessments AND you are collecting valuable data at the same time!

Video Modeling to Teach Initial Speech Many children with ASD have deficits in spoken language that limit ability to make simple requests Provide request training by prompting response Children with autism tend to demonstrate dependence on verbal prompts Video modeling offers a method for teaching requests that alters the temporal sequencing of the prompt Contrive Motivation Prompt Request Reinforce Prompt Contrive Motivation Request Reinforce

Early Video-based Instructional Program Training conducted in therapy space where each student received 1:1 instruction within a small partitioned space Items used during request training selected from paired stimulus preference assessment Videos shown on ipad Clips depict a young girl (4 or 5 years old) ask for a preferred item or activity

Target Behaviors Requests Acquired Defined as the participant emitting an independent request for three consecutive contrived trials Requests Mastered Defined as the participant emitting an independent request on the first trial of the day for three consecutive days Request pairs: matched based on preference and ease of pronunciation then assigned to each condition

Example of Mand Pairings Participant Trish Paula Marcus Corey Traditional Mand Targets House Crayon Cards Pony Top Barn Wand Crayon Track Ball Rice Plane ( pane ) Video-based Mand Targets Shoes Paper Box Dora Ball Sand Book Tower Plane Top Car Book

Procedural Comparison Traditional Mand Training Video-based Mand Training Contrive trial prompt response- reinforce Prompt contrive trial response reinforce

Number of requests acquired/mastered Individual Results Acquired Mastered 16 TMT VMT 16 TMT VMT 14 14 12 12 10 10 8 8 6 6 4 4 2 2 0 Corey Trish Marcus Paula 0 Corey Trish Marcus Paula

Cumulative requests acquired/mastered Group Results Acquired Mastered 50 50 45 40 35 Videobased 45 40 35 30 25 20 15 10 5 0 Traditional training 1 3 5 7 9 11 13 15 17 Weeks 30 25 20 15 10 5 0 1 3 5 7 9 11 13 15 17 Weeks

Results summarized Overall, participants acquired and mastered more requests during video-based training than during traditional training Greater differentiation for requests mastered than acquired More complex requests (e.g., asking for information) were much easier to teach with video Video might increase student attending to the model

Video-Based Group Instruction Leveraging the power of video modeling

Method 4 Teenagers with ASD (2 male, 2 female) Home schooled Self-contained Special Education Classrooms Very low language and IQ scores Severe social skills deficits at pretest Met 2x/week for 75 minutes Multiple probe across behaviors design Met all quality indicators for single-case research designs (Kratochwill et al., 2011)

Components of VGI 1. Introduce and practice rules 2. Identify preferences 3. Direct skill instruction (video modeling) 4. Natural skill instruction (game or activity) 5. Break 6. Direct skill instruction 7. Finish with fun event (snack, computer, dance party)

Target Behavior Complex Initiations Inviting to join Asking to join Social Awareness Ask about others Definition Approaches peer Obtains peer attention Requests peer to join in a specific activity Approaches peers involved in activity Obtains peer attention Requests to join activity with peers Obtains peer s attention Asks a question about interest of peer Offer assistance Vocalize offer to help Engage in behavior similar to social partner Reciprocity Maintain conversation (1) Respond to social partner and (2) Ask follow-up question or make open ended comment

Invite to Play: Baseline

Direct Skill Instruction 1. Instruct to attend 2. Show video model 3. Chance to imitate 4. Differential consequence 5. Repeat Sequence Behavioral Domains (1) Complex Initiations, (2) Social Awareness, (3) Social Reciprocity

Offer Help: Baseline

By the end

Maintain Conversation: Baseline

Instructional Trials Interesting Video Modeling Finding Participant 1 Participant 2 Participant 3 10 8 6 4 2 20 15 10 5 16 12 8 4 0 0 0 1 2 3 1 2 3 1 2 3 Skill sets Skills Skills The time it took to teach skills decreased with each set of skills we targeted In other words, the students learned to learn from a video model

Headsprout Early Reading Computer assisted instruction: children with ASD demonstrate a tendency to attend better to computers Consistent and predictable learning routines: children perform better when routines are predictable Limits vocal responding: children can engage in learning routines associated with early reading with no spoken language requirement

Why Headsprout Early Reading for College of Education Students with Moderate to Severe ASD? A Strong Evidence-Base in Research for Improving Reading Performance Phonological Awareness, Phonics, Vocabulary, Fluency, and Comprehension Built on Principles of Direct Instruction and ABA that Have an Evidence-Base for students with ASD Conspicuous positive reinforcement Active responding/high pacing Mastery learning---repetition and review Error correction procedures Shaping accuracy through successive approximations Provides levels of individualization, including scaffolding gradations to students responses to increase or decrease difficulty level that are difficult or impossible in group instruction Takes advantage of students general interest in technology Access to phonology and phonics, even when students are non-verbal

Headsprout and ASD Difficulties for kids with ASD Receptive language Expressive language Stimulus overselectivity Restricted patterns of behavior Attending How Addressed by HER Consistent presentation of instructional formats requiring consistent responses Vocal response not needed for success in program (touch or point response only) Initial highlighting of correct answer, error correction with highlighting both faded over time Consistent presentation of instructional formats requiring consistent responses Dynamic program with high interest stimuli and quick instructional pacing

Headsprout Early Reading (HER) Curriculum Components College of Education Placement Test Headsprout Early Reading: Lessons 1-80 Headsprout Stories Emerging Reader To 2.5 Grade 30 hours Episode Progress Chart Fluency Assessments and Charts Benchmark Assessments 92

Thoughtful Instructional Design Headsprout Stories: 5 Types of Reading Connected College Text Fiction, of Education Non-Fiction, Expository, Poems Headsprout Reader (Benchmark Books-12) Independent Instructional Future reading level Progress Monitoring (RTI) Read With Me (Duet Passages) Adult text and learner text Allows for hearing good readers read Text at or just outside instructional zone NOTICE: 5 KEY AREAS OF READING Headsprout Stories Episode Stories Stories that have been read online; fluency practice by rereading known text Companion Readers Novel text with new words, but should be able to decode with newly learned skills Chapter Stories Phonics and Phonemic Awareness Practice and Generalization to Connected Text Scaffolded Vocabulary hearing good readers use new words Fluency practice through repeated reading; hearing good readers Reading comprehension of increasingly more complex texts Longest stories of all Multiple chapters Builds reading stamina More complex plot 93

Pre-intervention video

College of Education Intervention Procedure: Behavioral Supports 1. How do you get tokens? Yes, look at the ipad and stay in Headsprout 3. Okay, let s read! Headsprout Early Reading (HER) On Surface Pro 2 2. Preference Menu What are you working for? Okay, let s put that on your board You need two tokens Token Board Vibrating Timer 4. Good job! Put a token on 5. Good job! ipad for 2 minutes Data Recording Sheets Tangible, Behavioral and Activities, Social, Edible

Early Training

Post-intervention video

Persistence

Method If student does not successfully interact with correct responding after specific number of sessions begin manual prompting for answer* *different from previous study where training occurred outside Headsprout

Children begin learning from program

Proficiency Increases

College of Education Outcomes: Engagement & Interaction Reduction in Problem Behavior 102

Results: Correct Interactions per Minute Students could initially interact with program Once content became slightly challenging, correct interactions went to zero for two participants A third persisted, but was extremely variable in performance As content becomes more difficult, all demonstrate an increasing trend in CIPM

Results: Episodes Completed Most importantly, participants with no physical motor impairment who completed sessions everyday, progressed in the program Hunter Completed the entire program and is now working on Headsprout Reading Comprehension Teachers and parents report increase in language used and understood Can be seen walking around school with a Headsprout Early Reader under his arm He earns them as reinforcers for completing other work

plavnick@msu.edu