Interactive Convention 2014 Learning Labs Applied Behavior Analysis and Public Education Lauren Lanier, Abigail Fannin & Jennifer Schkade CollaborativeAutism Resources & Education (CARE)
Collaborative Autism Resources & Education, LLC info@educatorscare.com 877.712.2735 www.educatorscare.com ABA in Public Education Pre- Questionnaire Learning Lab TCASE 2014 Interactive Conference 1. What is applied behavior analysis (ABA)? 2. What populations can be served using ABA procedures? 3. What problems do you foresee/experience implementing ABA procedures in a classroom, campus, and/or district? 4. What are some current ways you are using positive reinforcement in your classroom, campus, and/or district?
Collaborative Autism Resources & Education, LLC info@educatorscare.com 877.712.2735 www.educatorscare.com ABA in Public Education Post Questionnaire Learning Lab TCASE 2014 Interactive Conference 1. What is applied behavior analysis (ABA)? 2. What populations can be served using ABA procedures? 3. Do you feel more confident about using ABA for your classroom, campus, and/or district after this presentation? YES NO 4. What interventions/topics would you like to know more about? Comments
If they can t learn the way we teach, we teach the way they learn - O. Ivar Lovaas PLEASE TAKE THIS TIME TO FILL OUT THE QUESTIONNAIRE AT YOUR SEAT. Applied Behavior Analysis and Public Education Lauren L. Lanier, M. Ed, BCBA Abigail G. Fannin, M. Ed., BCBA Jennifer L. Schkade, M. Ed., BCBA What is Applied Behavior Analysis (ABA)? The science in which tactics derived from the principles of behavior are applied systematically to improve socially significant behavior and experimentation is used to identify the variables responsible for behavior change. (Cooper, Heron & Heward, 2007) 1
Why does he keep doing that?!? Behavior is motivated by 4 possible functions. ü Attention ü Escape / Avoidance ü Access to a tangible / activity ü Automatic / Self-stimulatory Later: The Three Term Contingency! ABA MYTHS IN PUBLIC EDUCATION Myth #1: ABA is Exclusively for Autism ü We must not mistake ABA as a therapy for autism, rather it is a science. ü It is the science of behavior change across all organisms that exhibit behavior. ü As Dillenburger & Keenan (2009) wrote, a wide range of techniques have been based on applied behavior analysis that has been used to help people with many behaviors and diagnoses.. 2
Myth #2: ABA is Only for 1:1 Instruction It has been shown that the most effective environment for conducting behavioral research is the natural environment (e.g., the classroom). Project Follow Through, the largest and most expensive federally funded experiment ever, was conducted from 1968-1977 (Heward, 2000). Nine approaches to teaching academic skills were examined, and the only two models to show encouraging results were the behaviorally based ones: Direct Instruction and behavior analysis (Gersten, Carnine, & White, 1984). Myth 3: Public Misconception of ABA Terminology In 1978, Turkat & Feuerstein examined articles in the New York Times and found that, time and again, behavior modification was equated incorrectly with such procedures as psychosurgery, brainwashing, drugs, sensory deprivation, and even torture (p. 194). ABA Terminology Explained Reinforcement is defined as an environmental change contingent on a behavior that increases the future frequency of that behavior (Cooper, Heron, & Heward, 2007). Positive Reinforcement Negative Reinforcement As a concept, punishment is defined as an environmental change contingent on a behavior that decreases the future frequency of that behavior (Cooper, Heron, & Heward, 2007). Positive Punishment Negative Punishment 3
ABA uses Punishment?!?! As Horner (2002) acknowledges, punishment is a natural and ongoing part of life (p. 465). Teachers, parents, friends, and society in general employ punishing strategies in the form of reprimands, red marks on papers, parking tickets, spankings, and social jibes (Horner, 2002). ABA & PBS ABA Applied science of human behavior grounded in principles of learning Systematic approach to assessment, intervention, and evaluation of behavior both within & outside of natural settings PBS Application of basic behavior principles grounded in ABA Additional focus on contextual fit, prevention, person-centered values, and stakeholder input in natural settings only Focus is to decrease problem behavior, increase prosocial behavior Additional focus on comprehensive lifestyle change/ quality of life Anderson & Freeman (2000), Baer, Wolf, & Risley (1968, 1987), Carr et al. (2002), Horner et al. (1990), Sulzer- Azaroff & Mayer (1991) ABA In Public Education In 2004, the Individuals with Disabilities Education Improvement Act (IDEA, 2004) was passed that mandates that public education use behavioral methods to handle classroom behaviors (P.L. 108-446). ü Functional Behavior Assessment ü Positive Behavior Supports ü Classroom and Student Management ü Behavioral Interventions ü Prevention of Behavioral Problems (Bloh & Axelrod, 2008) 4
ABA in Public Education ü Greenberg (2007) applied teacher-training packages to teachers using ABA. In this study, costs were lowered after exposure to the treatment package occurred showing that the relative cost of implementing an ABA program will decrease over time. ü These projections could be comparable to retaining a student that might otherwise be sent to an alternative campus for undesirable behavior. ü Alternative placements are paid for out of school district funding and alleviating the need for this expenditure has the potential to save more money than the cost of training teachers in simple behavioral methods to prevent those undesirable behaviors from occurring. Classroom-friendly ABA Procedures ü Discrete Trial Teaching ü Differential Reinforcement ü Extinction ü Token Economies ü Response Cost ü Group Contingencies and more Discrete Trial Teaching (DTT) ü DTT is a series of teaching attempts with each attempt called a discrete trial or sometimes just a trial. ü Example ü Teacher presents a field of three shapes and says, Jane, find a circle. ü Jane finds the circle. ü Teacher says, Way to go Jane!! That is a circle! The force is with you!! (Jane is a Star Wars fan.) ü Always take into consideration the specific student s interests. 5
Differential Reinforcement & Extinction ü Differential Reinforcement is the implementation of reinforcing the appropriate response (or behavior you wish to increase) at a higher intensity than all other responses. ü Extinction is commonly paired with differential reinforcement and is the discontinuing of a reinforcement of a previously reinforced behavior. ü Differential reinforcement can employ group contingencies in which a consequence is contingent on the behavior of one or all members of a group (Cooper, Heron, & Heward, 2007). Token Economies ü Token economies are very valuable tools in classroom or school-wide settings. ü Three major components: ü (a) a specified list of target behaviors; ü (b) tokens or points that participants receive for emitting the target behaviors; and ü (c) a menu of back-up reinforcers that participants obtain by exchanging tokens they have earned (Cooper et al., 2007, p. 560). ü Token economies have been proven effective in small and large groups. The strength of the back-up reinforcers chosen is paramount to the success of the system. Response Cost ü The removal of an item contingent upon the occurrence of a specific problem behavior or failure to meet predetermined criteria. ü No empty threats! If you say you are going to take an item when a behavior occurs (or doesn t), be prepared to follow through. ü Consider behavior contracts 6
Group Contingencies ü A contingency in which reinforcement for all members of a group is dependent on the behavior of (a) a person within the group, (b) a select group of members within the larger group, or (c) each member of the group meeting a performance criterion. ü Choral Responding ü Group Token Economies ü Group Response Cost Additional Classroom Interventions ü Pivotal Response Training ü Direct Instruction ü Verbal Behavior ü Shaping ü Chaining ü Task Analysis Data Collection ü Antecedent, Behavior, Consequence (ABC) ü Frequency ü Duration Useful tools for easy data collection can be found! 7
According to R. Douglas Greer (1992), the school environment must be specifically designed to maintain and improve upon the applications of the science of behavior in order to be successful in its implementation. References ü Bloh, C., & Axelrod, S. (2008). IDEIA and the means to change behavior should be enough: Growing support for using applied behavior analysis in the classroom. Journal of Early and Intensive Behavior Intervention, 5(2), 52-56. ü Cooper, J.O., Heron, T.E., & Heward, W.L. (2007). Positive Reinforcement. In Davis, A.C. (Eds.), Applied Behavior Analysis Second Edition (pp.256-290). Location: Pearson Education, Inc. ü Dillenburger, K. & Keenan, M. (2009). None of the As in ABA stand for autism: Dispelling the myths. Journal of Intellectual & Developmental Disability, 34(2), 193-195. ü Medway, F. (1979). Casual attributions for school-related problems: Teachers perceptions and teacher feedback. Journal of Educational Psychology, 71, 809-819. ü Gersten, R., Carnine, D., & White, W.A.T. (1984). The pursuit of clarity: direct instruction and behavior analysis. In. W. L. Heward, T. E. Heron, D. S. Hill & J. Trap-Porter (Eds.). Focus on behavior analysis in education (38-57). Columbus: Merrill. ü Greer, R. D. (1992). L Enfant terrible meets the educational crisis. Journal of Applied Behavior Analysis, 25, 65-69. ü Individuals with Disabilities Education Improvement Act, H.R. 1350, 108th Congress (2004). ü Turkat, I. D., & Feuerstein, M. (1978). Behavior modification and the public misconception. American Psychologist, February, 194. ü Horner, R. H. (2002). On the status of knowledge for using punishment: A commentary. Journal of Applied Behavior Analysis, 35(4), 465-467. ü Greenberg, J. H. & Martinez, R. C. (2008). Starting off on the right foot: One year of behavior analysis in practice and relative cost. International Journal of Behavioral Consultation and Therapy, 4(2), 212-226. Contributing Authors ü Cheryl Fielding, Ph.D. University of Texas Pan American ü John Lowdermilk, Ph.D. University of Texas Pan American ü Chad A. Rose, Ph.D. University of Missouri Colombia ü Cynthia G. Simpson, Ph.D. Houston Baptist University Fielding, C., Lowdermilk, J., et. al. (2013). Applied Behavior Analysis: Current Myths in Public Education. Journal of the American Academy of Special Education Professionals (JAASEP), Spring/Summer 2013: 83-97. 8
THANK YOU FOR ATTENDING! ***Please fill out the back of your questionnaire and return to a presenter before leaving.*** For additional information on CARE services, please contact: Toni Ventrella Program Manager Email: info@educatorscare.com Phone: 1-877-71CARELLC (1-877-712-2735) Web: www.educatorscare.com 9
If they can t learn the way we teach, we teach the way they learn - O. Ivar Lovaas PLEASE TAKE THIS TIME TO FILL OUT THE QUESTIONNAIRE AT YOUR SEAT. Applied Behavior Analysis and Public Education Lauren L. Lanier, M. Ed, BCBA Abigail G. Fannin, M. Ed., BCBA Jennifer L. Schkade, M. Ed., BCBA What is Applied Behavior Analysis (ABA)? The science in which tactics derived from the principles of behavior are applied systematically to improve socially significant behavior and experimentation is used to identify the variables responsible for behavior change. (Cooper, Heron & Heward, 2007) 1
Why does he keep doing that?!? Behavior is motivated by 4 possible functions. ü Attention ü Escape / Avoidance ü Access to a tangible / activity ü Automatic / Self-stimulatory Later: The Three Term Contingency! ABA MYTHS IN PUBLIC EDUCATION Myth #1: ABA is Exclusively for Autism ü We must not mistake ABA as a therapy for autism, rather it is a science. ü It is the science of behavior change across all organisms that exhibit behavior. ü As Dillenburger & Keenan (2009) wrote, a wide range of techniques have been based on applied behavior analysis that has been used to help people with many behaviors and diagnoses.. 2
Myth #2: ABA is Only for 1:1 Instruction It has been shown that the most effective environment for conducting behavioral research is the natural environment (e.g., the classroom). Project Follow Through, the largest and most expensive federally funded experiment ever, was conducted from 1968-1977 (Heward, 2000). Nine approaches to teaching academic skills were examined, and the only two models to show encouraging results were the behaviorally based ones: Direct Instruction and behavior analysis (Gersten, Carnine, & White, 1984). Myth 3: Public Misconception of ABA Terminology In 1978, Turkat & Feuerstein examined articles in the New York Times and found that, time and again, behavior modification was equated incorrectly with such procedures as psychosurgery, brainwashing, drugs, sensory deprivation, and even torture (p. 194). ABA Terminology Explained Reinforcement is defined as an environmental change contingent on a behavior that increases the future frequency of that behavior (Cooper, Heron, & Heward, 2007). Positive Reinforcement Negative Reinforcement As a concept, punishment is defined as an environmental change contingent on a behavior that decreases the future frequency of that behavior (Cooper, Heron, & Heward, 2007). Positive Punishment Negative Punishment 3
ABA uses Punishment?!?! As Horner (2002) acknowledges, punishment is a natural and ongoing part of life (p. 465). Teachers, parents, friends, and society in general employ punishing strategies in the form of reprimands, red marks on papers, parking tickets, spankings, and social jibes (Horner, 2002). ABA & PBS ABA Applied science of human behavior grounded in principles of learning Systematic approach to assessment, intervention, and evaluation of behavior both within & outside of natural settings PBS Application of basic behavior principles grounded in ABA Additional focus on contextual fit, prevention, person-centered values, and stakeholder input in natural settings only Focus is to decrease problem behavior, increase prosocial behavior Additional focus on comprehensive lifestyle change/ quality of life Anderson & Freeman (2000), Baer, Wolf, & Risley (1968, 1987), Carr et al. (2002), Horner et al. (1990), Sulzer- Azaroff & Mayer (1991) ABA In Public Education In 2004, the Individuals with Disabilities Education Improvement Act (IDEA, 2004) was passed that mandates that public education use behavioral methods to handle classroom behaviors (P.L. 108-446). ü Functional Behavior Assessment ü Positive Behavior Supports ü Classroom and Student Management ü Behavioral Interventions ü Prevention of Behavioral Problems (Bloh & Axelrod, 2008) 4
ABA in Public Education ü Greenberg (2007) applied teacher-training packages to teachers using ABA. In this study, costs were lowered after exposure to the treatment package occurred showing that the relative cost of implementing an ABA program will decrease over time. ü These projections could be comparable to retaining a student that might otherwise be sent to an alternative campus for undesirable behavior. ü Alternative placements are paid for out of school district funding and alleviating the need for this expenditure has the potential to save more money than the cost of training teachers in simple behavioral methods to prevent those undesirable behaviors from occurring. Classroom-friendly ABA Procedures ü Discrete Trial Teaching ü Differential Reinforcement ü Extinction ü Token Economies ü Response Cost ü Group Contingencies and more Discrete Trial Teaching (DTT) ü DTT is a series of teaching attempts with each attempt called a discrete trial or sometimes just a trial. ü Example ü Teacher presents a field of three shapes and says, Jane, find a circle. ü Jane finds the circle. ü Teacher says, Way to go Jane!! That is a circle! The force is with you!! (Jane is a Star Wars fan.) ü Always take into consideration the specific student s interests. 5
Differential Reinforcement & Extinction ü Differential Reinforcement is the implementation of reinforcing the appropriate response (or behavior you wish to increase) at a higher intensity than all other responses. ü Extinction is commonly paired with differential reinforcement and is the discontinuing of a reinforcement of a previously reinforced behavior. ü Differential reinforcement can employ group contingencies in which a consequence is contingent on the behavior of one or all members of a group (Cooper, Heron, & Heward, 2007). Token Economies ü Token economies are very valuable tools in classroom or school-wide settings. ü Three major components: ü (a) a specified list of target behaviors; ü (b) tokens or points that participants receive for emitting the target behaviors; and ü (c) a menu of back-up reinforcers that participants obtain by exchanging tokens they have earned (Cooper et al., 2007, p. 560). ü Token economies have been proven effective in small and large groups. The strength of the back-up reinforcers chosen is paramount to the success of the system. Response Cost ü The removal of an item contingent upon the occurrence of a specific problem behavior or failure to meet predetermined criteria. ü No empty threats! If you say you are going to take an item when a behavior occurs (or doesn t), be prepared to follow through. ü Consider behavior contracts 6
Group Contingencies ü A contingency in which reinforcement for all members of a group is dependent on the behavior of (a) a person within the group, (b) a select group of members within the larger group, or (c) each member of the group meeting a performance criterion. ü Choral Responding ü Group Token Economies ü Group Response Cost Additional Classroom Interventions ü Pivotal Response Training ü Direct Instruction ü Verbal Behavior ü Shaping ü Chaining ü Task Analysis Data Collection ü Antecedent, Behavior, Consequence (ABC) ü Frequency ü Duration Useful tools for easy data collection can be found! 7
According to R. Douglas Greer (1992), the school environment must be specifically designed to maintain and improve upon the applications of the science of behavior in order to be successful in its implementation. References ü Bloh, C., & Axelrod, S. (2008). IDEIA and the means to change behavior should be enough: Growing support for using applied behavior analysis in the classroom. Journal of Early and Intensive Behavior Intervention, 5(2), 52-56. ü Cooper, J.O., Heron, T.E., & Heward, W.L. (2007). Positive Reinforcement. In Davis, A.C. (Eds.), Applied Behavior Analysis Second Edition (pp.256-290). Location: Pearson Education, Inc. ü Dillenburger, K. & Keenan, M. (2009). None of the As in ABA stand for autism: Dispelling the myths. Journal of Intellectual & Developmental Disability, 34(2), 193-195. ü Medway, F. (1979). Casual attributions for school-related problems: Teachers perceptions and teacher feedback. Journal of Educational Psychology, 71, 809-819. ü Gersten, R., Carnine, D., & White, W.A.T. (1984). The pursuit of clarity: direct instruction and behavior analysis. In. W. L. Heward, T. E. Heron, D. S. Hill & J. Trap-Porter (Eds.). Focus on behavior analysis in education (38-57). Columbus: Merrill. ü Greer, R. D. (1992). L Enfant terrible meets the educational crisis. Journal of Applied Behavior Analysis, 25, 65-69. ü Individuals with Disabilities Education Improvement Act, H.R. 1350, 108th Congress (2004). ü Turkat, I. D., & Feuerstein, M. (1978). Behavior modification and the public misconception. American Psychologist, February, 194. ü Horner, R. H. (2002). On the status of knowledge for using punishment: A commentary. Journal of Applied Behavior Analysis, 35(4), 465-467. ü Greenberg, J. H. & Martinez, R. C. (2008). Starting off on the right foot: One year of behavior analysis in practice and relative cost. International Journal of Behavioral Consultation and Therapy, 4(2), 212-226. Contributing Authors ü Cheryl Fielding, Ph.D. University of Texas Pan American ü John Lowdermilk, Ph.D. University of Texas Pan American ü Chad A. Rose, Ph.D. University of Missouri Colombia ü Cynthia G. Simpson, Ph.D. Houston Baptist University Fielding, C., Lowdermilk, J., et. al. (2013). Applied Behavior Analysis: Current Myths in Public Education. Journal of the American Academy of Special Education Professionals (JAASEP), Spring/Summer 2013: 83-97. 8
THANK YOU FOR ATTENDING! ***Please fill out the back of your questionnaire and return to a presenter before leaving.*** For additional information on CARE services, please contact: Toni Ventrella Program Manager Email: info@educatorscare.com Phone: 1-877-71CARELLC (1-877-712-2735) Web: www.educatorscare.com 9