applied behavior analysis what it is and what it isn’t strategies/aba what it is... · st. amant:...
TRANSCRIPT
St. Amant: Freeing the spirit, Fulfilling potential, Together
Applied Behavior AnalysisWhat it is and what it isn’t
August 22, 2008
Carole Marion, M.A. Carole Marion, M.A. C.PsychC.Psych Candidate Candidate ABA Consultant, St. AmantABA Consultant, St. Amant
St. Amant: Freeing the spirit, Fulfilling potential, Together
St. Amant: Freeing the spirit, Fulfilling potential, Together
ABA - Where does it come from?
• Began in 1938 (B.F Skinner)
• 1960s ABA with children with autism (Lovaas)
• Thousands of studies have been published demonstrating the effectiveness of Behavioral Principles with various populations.
St. Amant: Freeing the spirit, Fulfilling potential, Together
St. Amant: Freeing the spirit, Fulfilling potential, Together
ABA – What it is?• GENERAL
• OUR GOALS
• SOME PRINCIPLES AND PROCEDURES
• WHAT DO WE TEACH
St. Amant: Freeing the spirit, Fulfilling potential, Together
St. Amant: Freeing the spirit, Fulfilling potential, Together
ABA – What it is?• ABA is a discipline– devoted to the understanding and improvement of human behavior.
• ABA is a science – Procedures derived from the principles of behavior that are systematically applied to improve behavior
– Demonstrates experimentally that the procedures employed were responsible for the improvement in behavior.
St. Amant: Freeing the spirit, Fulfilling potential, Together
St. Amant: Freeing the spirit, Fulfilling potential, Together
• Recognized by the Surgeon General of the United States as the treatment of choice for children with autism.
• When early intensive intervention is based on ABA this leads to dramatic gains for these children.
ABA – What it is.
St. Amant: Freeing the spirit, Fulfilling potential, Together
St. Amant: Freeing the spirit, Fulfilling potential, Together
ABA – What are our Goals?• Promoting intensive early intervention, individuallydesigned to support each child’s needs – it’s not one size fits all.
• Promoting continued implementation of basic principles to further support learning at all ages.
• Learning to Learn from the natural environment
• Increasing independence in everyday life
• Achieve highest quality of life possible
St. Amant: Freeing the spirit, Fulfilling potential, Together
St. Amant: Freeing the spirit, Fulfilling potential, Together
ABA – What are our Goals?
St. Amant: Freeing the spirit, Fulfilling potential, Together
Achieving our
7 dimensions
Targeting the
most important
skill
Determines
what is
controlling the
behaviour
Measuring
observable
behaviour
Explain
outcome and
procedure
using basic
principles of
behaviour Generalization
to environment
and people
Well define
procedure so it
can be replicated
Significant
change, cost
effective, high
likelihood to
generalize and be
maintained
St. Amant: Freeing the spirit, Fulfilling potential, Together
Misconceptions of ABAMisconceptions of ABA
St. Amant: Freeing the spirit, Fulfilling potential, Together
Based on
punishment
Makes
children
robots
A
fad
Only for
preschoolers
Only for
autismIs only adult
directed
Miracle
cure
Too
intensive -
Boot camp
Can only be
done in
homes
Only helps
certain kids
A
curriculum
Doesn’t
teach social
skills
Only uses
DTT
Uses
bribery
Prevents working
with child (too much
data)
Only
teaches
some skills
All done at
a table
St. Amant: Freeing the spirit, Fulfilling potential, Together
SOME PRINCIPLES, PROCEDURES, AND
STRATEGIES
St. Amant: Freeing the spirit, Fulfilling potential, Together
If in a given situation, (antecedent) a person does something (behavior), gets something or something happens (consequence) and in future similar situations the person does that behavior AGAIN, positive reinforcement has occurred.
EFFECT of Reinforcement:Behavior increases
POSITIVE REINFORCEMENT
St. Amant: Freeing the spirit, Fulfilling potential, Together
St. Amant: Freeing the spirit, Fulfilling potential, Together
There are different types
Social (claps, praise, smiles, attention)
Physical (tickling, high fives, piggy back rides, pats on the back, dancing)
Tangible (food, drink, toys, tokens, videos)
Interactive (games, songs)
POSITIVE REINFORCEMENT
St. Amant: Freeing the spirit, Fulfilling potential, Together
St. Amant: Freeing the spirit, Fulfilling potential, Together
PROMPTING
• HELP is provided when a child is beginning to learn a skill
St. Amant: Freeing the spirit, Fulfilling potential, Together
HELPING = PROMPTING
St. Amant: Freeing the spirit, Fulfilling potential, Together
FADINGPrompting is important
Fading these prompts are equally important
Fading can occur by:
St. Amant: Freeing the spirit, Fulfilling potential, Together
St. Amant: Freeing the spirit, Fulfilling potential, Together
FADINGPrompting is important
Fading these prompts are equally important
Fading can occur by:
Time
St. Amant: Freeing the spirit, Fulfilling potential, Together
St. Amant: Freeing the spirit, Fulfilling potential, Together
FADINGPrompting is important
Fading these prompts are equally important
Fading can occur by:
Time
Amount (type)
St. Amant: Freeing the spirit, Fulfilling potential, Together
All Some None
St. Amant: Freeing the spirit, Fulfilling potential, Together
CHAININGSome skills requires several steps to be
accomplished (e.g., dressing, toileting, getting ready in the morning,
following a recipe)
1. Look at each skill2. Order them3. Teach them (separately or all at once)
There are various types of chains
St. Amant: Freeing the spirit, Fulfilling potential, Together
St. Amant: Freeing the spirit, Fulfilling potential, Together
CHAINING
FORWARD CHAINTeach one step at a time, beginning with the first)
BACKWARD CHAINTeach one step a a time beginning with the last
TOTAL TASK CHAINTeach all the steps at once
St. Amant: Freeing the spirit, Fulfilling potential, Together
St. Amant: Freeing the spirit, Fulfilling potential, Together
Discrete –Trials -TeachingINSTRUCTION
• Lots of repetition in rapid succession
• DTT IS NOT ABA • ONLY USED IF NEEDED
St. Amant: Freeing the spirit, Fulfilling potential, Together
BEHAVIOUR
CONSEQUENCE
St. Amant: Freeing the spirit, Fulfilling potential, Together
Incidental Teaching
• Every Moment is a teaching opportunity!!!
• In the natural environment approach, a learning trial only starts when the child initiates it,
(for example approaching materials or reinforcers)
• It is slower – Less trials– but works very well for some children and is often used in ABA programs
St. Amant: Freeing the spirit, Fulfilling potential, Together
St. Amant: Freeing the spirit, Fulfilling potential, Together
PRETTY MUCH ANYTHING CAN BE TAUGHT
HERE ARE SOME EXAMPLES OF WHAT WE CAN TEACH
St. Amant: Freeing the spirit, Fulfilling potential, Together
St. Amant: Freeing the spirit, Fulfilling potential, Together
COMPLIANCE
Responding
to their name Following
instructions
Responding
to reinforcers
Waiting
Reducing
challenging
behaviours
St. Amant: Freeing the spirit, Fulfilling potential, Together
COMMUNITY
Tolerating
being on a
bus
Going to the
store/movies
Tolerating
hair cuts
Going to the
storeBirthday
Parties
Doctors/
Dentists
St. Amant: Freeing the spirit, Fulfilling potential, Together
ACADEMICS/LANGUAGE
Reading –
letters,
words,
sentences
Writing –
tracing,
copying,
printing
Receptive/
Expressive
language Requests
Math –
sequences,
counting,
numbers,
adding
St. Amant: Freeing the spirit, Fulfilling potential, Together
PLAY AND LEISURE
Independent
indoor leisure
Sports
Peer
play
Songs
Toy Play
Outdoor
play
St. Amant: Freeing the spirit, Fulfilling potential, Together
OTHER SKILLS
Chores
Eating
toileting
DressingGross /
Fine Motor
Social
St. Amant: Freeing the spirit, Fulfilling potential, Together
COMPREHENSIVE TEXTS
� Baer, D.M., Wolf, M.M., & Risley, T.R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1, 91-97.
� Cooper, J.O., Heron, T.E. & Heward, W.L. (1987) Applied Behavior Analysis. Upper Saddle River, NJ: Prentice-Hall Inc.
� Lovaas, O.I. (2003). Teaching individuals with developmental delays: Basic intervention
� Maurice, C. (1993). Let me hear your voice. New York: Fawcett Columbine.
� Maurice, C. (Ed.) (1996) Behavioral intervention for young children with autism. Texas: PRO-ED, Inc.
� Maurice, C., Green, G., & Foxx, R.M. (2001). Making a difference: Behavioral intervention for autism. Austin, TX: PRO-ED.
St. Amant: Freeing the spirit, Fulfilling potential, Together
WEBSITES
www.MABA.ca
www.abainternational.org
www.bacb.com
www.stamant.mb.ca (A video of our preschool program now available)
www.mfeat.ca
St. Amant: Freeing the spirit, Fulfilling potential, Together
CAROLE MARION
M.A., C.Psych Candiate
ABA Consultant and Interim Clinical Coordinator of the School Age Program