application of applied behavioral analysis (aba) › palms-awss3...mar 15, 2018 · • applied...
Post on 09-Jun-2020
0 Views
Preview:
TRANSCRIPT
> www.dpw.state.pa.us > www.dhs.pa.gov
Application of Applied Behavioral Analysis (ABA)
Amy Alford, M.Ed., BCBA
Clinical Consultant
Bureau of Autism Services
March 15, 2018
> www.dpw.state.pa.us > www.dhs.pa.gov
• Applied Behavioral Analysis (ABA) involves several
principles for teaching skills to all individuals, not just for
those diagnosed with Autism. This training will put a
new spin on the principles of ABA to show how it is
applicable to everyday things we do from a practical
perspective. Using these techniques can then be
generalized to the supports we provide to individuals in our programs.
Intent of Today’s Training
> www.dpw.state.pa.us > www.dhs.pa.gov
> www.dpw.state.pa.us > www.dhs.pa.gov
• Please note: The sound of the video will NOT be heard through the phone line.
• If you are able to switch to Computer Audio, you should be able to hear and watch it.
If you are in this mode but cannot hear, check the volume and see if anything additional (e.g. an extra headset) is plugged into your computer
• If watching this training via recording, the video may not play. However, you can watch it by copying the link to your respective browser
VIDEO- https://youtu.be/Ijd7-riwOdQ
> www.dpw.state.pa.us > www.dhs.pa.gov
• Animal Training
• Organizational Behavior Management
• Classrooms/Schools/Education
• Parenting
• Marketing
• Business and Industry
• Autism Spectrum Disorder
• ADHD
• Behavioral Medicine and Health Related Behaviors
ABA wears many hats
• Mental Health Disorders (Such as oppositional defiant disorder, depression, etc.)
• Environment/Sustainable Societies
• Gerontology
• Forensics
• Gambling
• Sports/ Sports Psychology
• Rehabilitation
• Physical Health
• Self-Management
Psych Central Professional. 2016
> www.dpw.state.pa.us > www.dhs.pa.gov
For today, I want to focus on 2 areas where almost everyone can relate to on a personal
level
● Parenting ● Self-Management
> www.dpw.state.pa.us > www.dhs.pa.gov
PARENTING
> www.dpw.state.pa.us > www.dhs.pa.gov
Define the Behavior
> www.dpw.state.pa.us > www.dhs.pa.gov
Set Goals
Develop and Implement Strategies
Develop and Implement Strategies (at home)
Develop and Implement Strategies (At home), cont…
Develop and Implement Strategies (community)
Develop and Implement Strategies (community)
Collect Data
Day 1 Day 2 Day 3
7:45- all on floor 8:24- dribble in potty, most on floor 8:43- in potty, on her own 9:01- in potty, on her own 9:38- in potty, on her own 11:24- in potty, on her own 11:52- in potty, on her own 12:45-3:30- Nap- pull-up wet 5:05- in potty, on her own 5:45- in potty, on her own 6:00- in potty, on her own 6:15- in potty, on her own 6:30- in potty, on her own 8:00- in potty, on her own 9:00- in potty, on her own
6:30- woke up, diaper wet, small poop in diaper 8:43- in potty, on her own 9:00- put shorts on 9:30- accident in shorts 10:15- in potty, needed help pulling down shorts 10:30- in potty, needed help pulling down shorts 11-11:30ish- showed poop face, sat her on potty with video, no poop 11:33- in potty, needed help pulling down shorts 12:00- Nap on couch 1:30- woke up, peed through shorts 1:35- in potty, needed help pulling down shorts. Then asked to go back to bed. Put dry shorts on and pad on bed 3:20- woke up dry, put on potty but didn’t go 3:55- in potty, needed help pulling down shorts 5:10- in potty, pulled own pants down, little pee on ground 6:30- in potty, needed help pulling down shorts 8:10- in potty, some help pulling down pants 8:40- in potty, some help pulling down pants 9:20- in potty, some help pulling down pants, put in pull up for bed
6:45, woke up, pull-up very wet, tried potty but didn’t go 8:05- accident in pants being silly -successful and dry car ride to dunkin 8:45- in potty, on her own 9:55- in potty, on her own 10:55- in potty, on her own 11:35- accident in underwear on kitchen floor 12:10- in potty, on her own 12:20- went again in potty, needed some help with pulling down pull-up, then Nap 3:40- woke up. Pull-up wet 4:00- pooped on the potty! 4:30- in potty, on her own 6:10- in potty, some help pull down pants 7:30- in potty, on her own 9:15- in potty, some help
Evaluate Change
0%
5%
10%
15%
20%
25%
30%
35%
Day 1 Day 2 Day 3
Independently or with help?
independently n/a with help
0%
5%
10%
15%
20%
25%
30%
35%
Day 1 Day 2 Day 3
Successfully in Potty?
no yes
Evaluate Change
0
1
2
3
4
5
6
Success across time
no yes
0
0.5
1
1.5
2
2.5
3
3.5
Independent or with help across time
independently n/a with help
> www.dpw.state.pa.us > www.dhs.pa.gov
• Don’t let these first few days fool you…
• Here’s what we encountered:
Babysitter needed her in pull-ups or thicker training underwear, which wasn’t what I wanted
Got an ear infection 2 weeks in and then a UTI from the antibiotic, so she regressed a little
Forgot the travel potty on a few occasions
Decided to not even attempt night-time potty training
Became too focused on m&ms, stickers, and lollipops, so faded those rather quickly
Took awhile to leave the house for long periods of time
Full Disclosure…
> www.dpw.state.pa.us > www.dhs.pa.gov
Maintenance
> www.dpw.state.pa.us > www.dhs.pa.gov
SELF-MANAGEMENT
> www.dpw.state.pa.us > www.dhs.pa.gov
Define the Behavior
> www.dpw.state.pa.us > www.dhs.pa.gov
• Realistic
• Individualized
Set Goals
> www.dpw.state.pa.us > www.dhs.pa.gov
Develop and Implement Strategies
> www.dpw.state.pa.us > www.dhs.pa.gov
• Keep it simple
• Use technology, if appropriate
• May change overtime
Collect Data
> www.dpw.state.pa.us > www.dhs.pa.gov
Evaluate Change
> www.dpw.state.pa.us > www.dhs.pa.gov
• Goal- second nature, becomes part of your established routine
• Change it up, step it up
Maintenance
Characteristics of ABA
Applied: The behavior involved is significant to participant
Conceptually Systematic:
Procedures, outcomes are described in terms of
basic principles of behavior
Generality: The changes generalize to new environments
and participants
Behavioral: The behavior is the
target of modification in itself
Effective: The change is
significant to the participant,
efficient, and probable to be
generalized and maintained
Technological: Procedures are completely
and precisely described, which can be replicated
Baer, Wolf, and Risley (1968)
Analytic: Identified the functional
relations between behavior and the
environmental variables
Adapted from ddteaching.com
> www.dpw.state.pa.us > www.dhs.pa.gov
• Everything a person or living thing does is behavior
• A behavior ≠ challenging, problematic, negative
• Most behaviors are learned
• Learning is often systematic (think- school) but also natural (think- social, home)
• Good instruction = good outcomes
• Poor/unplanned instruction = poor outcomes
• Poor outcomes may take a long time to reverse
A few final thoughts
top related