1 applied behavior analysis for educational settings christopher ewing, ms behavior intervention...
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Applied Behavior Analysis for Educational Settings
Christopher Ewing, MS
Behavior Intervention Consultant
Arkansas Department of Education
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Training Overview
• Stages of Learning• Errorless Learning
– Prompting and Prompt Fading• Discrete Trial Training• Precision Teaching & Fluency Training• Verbal Behavior• Incidental Teaching• Chaining• Shaping
• www.acc.k12.ar.us/BEHAVIOR
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Stages of Learning
• Acquisition
• Mastery/Fluency
• Generalization
• Maintenance
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Errorless Learning
• A procedure that reduces the chance of incorrect responses
• Makes use of prompts and prompt fading to reduce incorrect responses
• Reduces potential of learning incorrect responses
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Prompts
• Prompts increase the effectiveness of teaching by decreasing the likelihood of incorrect responses.
• Types of Prompts– Physical Prompts– Visual Prompts– Verbal Prompts
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Physical Prompts
• Physically guiding the student
• Hand-over-hand
• Use the least force needed to ensure correct response
• Never physically force the child’s movement
• Effective for teaching motor skills
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Visual Prompts
• Visual cues to ensure correct response
• 4 types of visual prompts– Gestural– Picture– Model– Positional
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Verbal Prompts
• Verbal instructions
• Words or phrases
• Can include sign language
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Prompt FadingGeneral Guidelines
• Determine how the prompt will be faded before you start fading.
• Must be done in an orderly manner.• Begin fading when correct responding
averages 80% correct.• Delay prompt• 2-3 consecutive incorrect responses return to
the last prompt level that the student was successful
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Prompt FadingPhysical Prompts
• Reduce the force of grip
• Light touch
• Shadowing or change position of prompt
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Prompt FadingVisual Prompts
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Prompt FadingVisual Prompts
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Prompt FadingVisual Prompts
cat dogcar
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Prompt FadingVisual Prompts
catdog car
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Prompt FadingVisual Prompts
cat dog car
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Prompt FadingVisual Prompts
catdogcar
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Prompt FadingVisual Prompts
cat dogcar
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Prompt FadingGestural Prompts
Trainer
Student
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Prompt FadingGestural Prompts
Trainer
Student
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Prompt FadingGestural Prompts
Trainer
Student
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Prompt FadingGestural Prompts
Trainer
Student
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Prompt FadingPositional Prompts
Trainer
Student
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Prompt FadingPositional Prompts
Trainer
Student
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Prompt FadingPositional Prompts
Trainer
Student
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Prompt FadingPositional Prompts
Trainer
Student
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Selection-Based Imitation
• Used to teach receptive language• Sequence of Implementation
– Linear configuration• Ensure attending
– Field expansion• Strengthen scanning and increase field size
– Linear configuration/different positions• Solidify scanning and prevent positional responding
– Two steps• Increase flexible scanning and increase attention
– Transfer to receptive labeling• “Do this.” is changed the label of the item• Gestural prompt is gradually faded• Response comes under control of verbal label of item
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Selection-Based ImitationLinear Configuration
Trainer “Do this.”
Student
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Selection-Based ImitationField Expansion
Trainer “Do this.”
Student
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Selection-Based ImitationLinear Configuration/Different Positions
Trainer “Do this.”
Student
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Selection-Based ImitationLinear Configuration/Different Positions
Field Expansion
Trainer “Do this.”
Student
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Selection-Based ImitationNon-Linear Configuration
Trainer “Do this.”
Student
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Prompt FadingVerbal Prompts
• Shorten the instruction
• Shorten the word– Give beginning sounds
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Discrete Trial Training
• A structured way of teaching
• Each trial has a clear beginning and ending
• Trials are distinct and succinct
• A trial is one set of instructions
Instruction Response Consequence
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Discrete Trial TrainingComponents
• Presentation of Materials
• Instructions
• Prompting
• Delivery of Consequences
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Discrete Trial TrainingPresenting the Materials
• Materials are ready and organized
• Unnecessary items are removed from area
• Materials and reinforcers are accessible to trainer
• Items must be randomized each trial
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Discrete Trial TrainingRandomization of Items
Trainer
Student
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Discrete Trial TrainingRandomization of Items
Trainer
Student
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Discrete Trial TrainingRandomization of Items
Trainer
Student
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Discrete Trial Training5 Components of Effective Instructions
• Clear and easily identifiable
• Appropriate for the task
• Consistent for new tasks
• Uninterrupted
• Gain student’s attention
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Delivering ConsequencesCorrect Responses
• Initially reinforce all correct responses
• Once prompts are faded, use praise only to signal correct prompted responses
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Delivering ConsequencesIncorrect Responses
• Do not use “No, no” prompt
• Remove materials
• If prompt has been faded, do not prompt after first incorrect response
• Present materials and instruction
• Reinstate last successful prompt after 2 incorrect responses
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Discrete Trial Training
Practice
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Precision Teaching
• A fluency based set of methods and practice procedures which adjust curricula for each student to maximize learning
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Precision TeachingExamples of Success
• Students at Malcom X College made 2 grade level gains in 16 hours of instruction (Johnson & Layng 1994)
• Sacajawea Elementary students gained 20-40 percentage points within 3 yrs. on standard achievement tests (Beck & Clement 1991)
• Morningside Academy offers 2 money back guarantee for program• Students will progress 2 grade levels each year• Time on task will increase from 1-3 min. to 20 or more minutes
(Johnson & Layng 1994)• Have not refunded any monies to date
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Precision TeachingKey Features
• The learner knows best
• Uses frequency for measurement
• Daily charting on the Standard Celeration Chart
• Focused instruction and practice on directly observable behavior
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Precision TeachingBenefits
• Frequency of response is the basic unit of measurement
• Free operant responding
• Emphasizes teaching sequentially
• Instructional decisions are data based
• Multiple instructional techniques can be utilized
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Precision Teaching5 Steps
• Select a Task
• Set an Aim
• Count and Teach
• Develop a Learning Picture
• Decide What to Do
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Precision TeachingSelect a Task
• Countable– The movement must be observable and measurable
• Counting Period– Consistent– At least 8-10 movements
• Correct/Incorrect Pair– Define correct and incorrect movements– Count both correct and incorrect movements for each counting
period• Learning Channel
– Input and Output– Multiple learning channel sets for each skill
• Hard-To-Do– Goal is to teach a new skill
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Precision TeachingLearning Channels
INPUT
See Hear Touch Think
OUTPUT
Say Write Touch Sign
Reach Press Mark Point
Match
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Precision TeachingLearning Channels
Sample Learning Channel Sets
See/Write See/Say
Think/Do Hear/Write
Think/Write Hear/Sign
See/Match SeeHear/Touch
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Precision TeachingSet an Aim
• Strategy 1– Use component skill frequencies
• 1.5 to 2.0 times greater than composite skill• Ex. Writes 120-160 digits/minute
– Aim for multiplication facts = 80/mintue
• Strategy 2– Ratio between teacher and student
Adult Skill Rate = Student Skill RateAdult Tool Rate Student Tool Rate
80 = X = 40/minute 100 50
– Ratio between fluent student and student
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Precision TeachingAims
90-140 Words/Minute
See/SayReading
125 Letter/Minute
See/WriteHandwriting
15-25 Words/Minute
Hear/WriteSpelling
60-90 Digits/Minute
See/WriteMath
FrequencyLearning
Channel SetMovement
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Precision TeachingFluency for Children with Autism
30-3540-60**55-70
80-100*35-50See
35-4040-60**40-60
70-90*35-50Hear
TouchWriteSayDo
*Syllables per minute
**Digits/letters per minute
Frabizio/Moors Consulting
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Precision TeachingCount and Teach
• Count correct and incorrect movements
• Teach– Materials – Prompting– Consequences for correct and incorrect
movements– Practice
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Precision TeachingDevelop a Learning Picture
• Daily charting
• Draw expected celeration line (minimum celeration line)
• 3 consecutive days below line change teaching strategy
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Precision TeachingDecide What to Do
• Slice Back– A smaller movement of the original movement– Error rate is higher than correct rate
• Step Back– A movement that is easier than the original movement– Error rate is higher than correct rate
• Change the Counting Period– When endurance is an issue– Duration should equal real life
• Change the Aim– Set a temporary aim lower than the final aim– Gradually increase the aim as each temporary aim is met
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Precision TeachingStandard Celeration Chart
• Standard charting conventions
• Multiply/Divide– Advantages of multiply/divide
• 1 response/1000 minutes
• 1000 responses/minute
500
50
5
0.5
0.05
0.005
0.001
0.01
0.1
1
10
100
1000
0 7 14 21 28 35 42 49 56 63 70 77 84 91 98 105 112 119 126 133 140
Successive Calendar Days (by weeks)
Co
un
t P
er M
inu
te
Name of Behaver: Movement Cycle:
Cycle 1
Cycle 4
Cycle 5
Cycle 6
Cycle 3
Cycle 2
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• Record Floor equals 1/Number of Minutes
– 1 Minute Timing = 1– 5 Minute Timing = 1/5 = 0.2– 10 Second = 6
– 60/10 = 0.17– 1/0.17 = 6
SCCCalculating the Record Floor
1Number of Minutes
Record Floor =
0.005
0.05
0.5
5
50
500
0.001
0.01
0.1
1
10
100
1000
0 7 14 21 28 35 42 49 56 63 70 77 84 91 98 105 112 119 126 133 140
Successive Calendar Days (by weeks)
Co
un
t P
er M
inu
te
Name of Behaver: Movement Cycle:
10-SecondRecord Floor
30-SecondRecord Floor
1-MinuteRecord Floor
5-MinuteRecord Floor
10-MinuteRecord Floor
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SCCMinimum Celeration Line
• Draw aim star• Complete three days of baseline• Draw start mark
– Draw mark at day two at the median frequency for the three days
• Draw line• If frequency falls below minimum celeration
line for 3 consecutive days, change programming or set new aim with new minimum celeration line.
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SCCCharting Data
• Count the number of correct and incorrect responses per given timing
• A pass or skip is counted as an incorrect
• Self corrected responses are counted as a correct and an incorrect response
• Draw the record floor• Chart data
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SCCCharting Data
PRACTICE
1-minute timing
5 correct and 3 incorrect
10 correct and 1 incorrect
15 correct and 0 incorrect
18 correct and 0 incorrect
25 correct and 1 incorrect
1-Minute Record Floor
3 Incorrect
5 Correct
20 Per Minute
3
5
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SCCCharting Data
PRACTICE
30-second timing
5 correct and 3 incorrect
10 correct and 1 incorrect
15 correct and 0 incorrect
18 correct and 0 incorrect
25 correct and 1 incorrect
Record Floor = 1/time in minutes
Record Floor = 1/0.5 = 2
3 Per Minutex
5 Per Minute
x
3 Per Minute
3 Per Minute
5 Per Minute
1 Minute Record Floor
5 Minute Record Floor
30 Second Record Floor
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SCCDrawing Celeration Lines
Quarter Intersect Method1. Divide the frequencies into four equal sections.2. Find the median frequency for each half.3. Mark where the median frequencies for each half crosses the 1st and 3rd quarter intersect lines.4. Draw a line connecting the marks on the 1st and 3rd intersect lines.
500
50
5
0.5
0.05
0.005
0.001
0.01
0.1
1
10
100
1000
0 7 14 21 28 35 42 49 56 63 70 77 84 91 98 105 112 119 126 133 140
Successive Calendar Days (by weeks)
Co
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er M
inu
te
Name of Behaver: Movement Cycle:
1 32 4
Step 1. Divide the frequencies into four equal sections.
Step 2. Find the median frequency for each half.
Step 3. Mark where the median
frequencies for each half crosses the 1st
and 3rd quarter intersection lines.Step 4. Draw a line connectingthe marks on the 1st and 3rdquarter intersect lines.
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SCCCeleration Values
• Draw celeration line
• Mark where celeration line crosses a Sunday line
• Draw a dashed line from Sunday mark to the next Sunday mark
• Measure celeration using rate finder
Draw Celeration Line
Intervention
Intervention
A
A
V
V
0.005
0.05
0.5
5
50
500
0.001
0.01
0.1
1
10
100
1000
0 7 14 21 28 35 42 49 56 63 70 77 84 91 98 105 112 119 126 133 140
Successive Calendar Days (by weeks)
Co
un
t P
er M
inu
te
Name of Behaver: J ohn Doe Movement Cycle: See-Say Letters
x1.57
/2.52
1-Minute Record Floor
x1.57
/2.52
10-Second Record Floor
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Precision Teaching
Sample SCC
See/Write Addition
Think/Write Name
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Fluency
The fluid combination of speed and accuracy that characterizes competency, mastery, and expert performance (Binder, 1988).
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Fluency TrainingBenefits
• REAPS– Retention– Endurance– Application– Performance Standards– Stability Over Time
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Mean Averages for Retention Checks Participant 1
798Fluency Training
1386Accuracy-Only
Duration
(Seconds)% Correct
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Mean Averages for Retention Checks Participant 2
10100Fluency Training
1176Accuracy-Only
Duration
(Seconds)% Correct
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Fluency TrainingBig 6+6
• Big 6Reach Grasp TouchPoint Release Place
• Big 6+6Pull Squeeze ShakePush Tap Twist
• Fluency Aims– In isolation 200-300 movements/minute– As a compound 100-120 movements/minute
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Verbal Behavior
• Topographic Response– Spoken– Sign
• Selection Response– PECS
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Verbal Behavior
• Mand– A request for a reinforcer
• Tact– Verbal response to non-verbal stimulus
• RFFC– Receptive by Function, Feature, and Class– Classification
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Incidental Teaching
• Promotes generalization
• Teaching in the natural environment
• Must be programmed
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Chaining
• Backward Chaining
• Forward Chaining
• Whole Task Chaining
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Shaping
• Successive approximation towards a terminal behavior.