applied behavior analysismedia-ns.mghcpd.org.s3.amazonaws.com/epilepsy2017/2017... ·...

Applied Behavior Analysis

Mark Mautone, M.A.Coordinator Hoboken ABA Program

What is ABA?

Applied behavior analysis (ABA) The process of systematically applying interventions based upon the principles of learning theory to improve socially significant behaviors to a meaningful degree, and to demonstrate that the interventions employed are responsible for the improvement in behavior

Cooper, J. O., et al. (1987). Applied Behavior Analysis. Merrill-Prentice-Hall: Columbus, OH.

Seven Dimensions of ABAApplied: Applied interventions deal with problems of demonstrated social

importance.

Behavioral: Applied interventions deal with measurable behavior (or

reports if they can be validated).

Analytic: Applied interventions require an objective demonstration that the

procedures caused the effect.

Technological: Applied interventions are described well enough that they

can be implemented by anyone with training and resources.

Conceptual Systems: Applied interventions arise from a specific and

identifiable theoretical base rather than being a set of packages or tricks.

Effective: Applied interventions produce strong, socially important effects.

Generality: Applied interventions are designed from the outset to operate

in new environments and continue after the formal treatments have ended.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.

Myth’s

Myth: ABA = Discrete trial training

Myth: Not related service

Myth: ABA is only used as a treatment for autism

What, Why and How

What:

Measurable goals and outcomes

Why:Clear and logical reasons as to why we intervene using ABA

How:

Clear methods and procedures as interventions

A-B-C’s

Antecedents:What are the events which tend to immediately precede or “trigger” the behavior?

Consequences:What happens immediately after the behavior?What is maintaining this behavior, what is making it effective and functional for the child?

Behavior: Any movement that living organisms do that is measurable, and can not be done by non-living objects


Reinforcement

Reinforcement: Presentation or removal of a stimulus that increases the frequency, duration, and/or intensity of a behavior.

Positive reinforcement: Presentation of a stimulus that increases the frequency, duration, and/or intensity of a behavior.

Negative reinforcement: Removal of a stimulus that increases the frequency, duration, and/or intensity of a behavior.


Punishment

Punishment: Presentation or removal of a stimulus that decreases the frequency, duration, and/or intensity of a behavior.

Positive punishment: Presentation of a stimulus that decreases the frequency, duration, and/or intensity of a behavior.

Negative punishment: Removal of a stimulus that decreases the frequency, duration, and/or intensity of a behavior.


Extinction

Extinction: • Do not allow access to reinforcer/maintaining consequence when

problem behavior occurs

• Extinction eliminates a behavior


Discrete Trial Training (DTT):One-to-one teaching method and involves intensive learning of specific behaviors that are repetitively taught.

Incidental Teaching: Focus on teaching skills in settings where your child will naturally use them.

Verbal Behavior:Intensive one-to-one instruction similar to discrete trial training but is designed to motivate a child to learn language by developing a connection between a word and its meaning.

https://www.autismspeaks.org/docs/sciencedocs/atn/atn_air-p_applied_behavior_analysis.pdf

Methods of Instruction

Pivotal Response Training :• Intervention that relies on naturally occurring teaching

opportunities and consequences.

• Focus of PRT is to increase motivation by adding components such as turn-taking, reinforcing attempts, and child-choice.

Natural Language Paradigm (NLP):• Learning can be helped by deliberate arrangement of the

environment in order to increase opportunities to use language.

• NLP emphasizes the child’s initiative.


Methods of Instruction

Most-To-Least:A high level of support when teaching a new skill and then systematically fading down to lower level prompts as the student masters the skill.

• Full Physical Assistance

• Partial Physical

• Modeling

• Gesture

• Verbal

• Independent


Prompting

Least-to-Most:prompting is used after the student learns the skill and is working towards mastery and independent use.

• Independent

• Verbal

• Gesturing

• Modeling

• Partial Physical

• Full Physical Assistance


Prompting

Pathway to High Quality Education• Education for All Handicapped Children Act 1975 (later reauthorized as the IDEA)

• Rowley 1982, request for a sign-language interpreter was denied.

• The Supreme Court determined that under the IDEA, a school district is required to provide a program that (1) meets the child's unique needs (2) provides the student with some educational benefit and (3) is appropriate.

• Individuals with Disabilities Education Act (IDEA), children that qualify for special education are guaranteed a Free Appropriate Public Education (FAPE)

• Endrew F. v. Douglas County School District (2017), the court unanimously concluded that a school district must provide every child, regardless of disability, an opportunity to grow.

Meeting Student Needs

• Most families cannot afford to hire their own specialists.

• Parents seek public school special education programs for these services.

• Some schools often lack the specialists

• Public schools employ few board-certified behavior analysts and most special education teachers have little training in autism or ABA.

Importance of Community

• Public or private school, he or she should not be isolated from the larger community. They should stay connected to their neighborhoods.

• Allows them to interact with other children and families.

• Important to forming relationships with the community at-large that will support them as they grow into adults.

• Lessons tailored to the individual child’s needs.

• Nearly all of these students need to work on language development.

Administration

• Superintendent

• Principal/Asst. Principal

• Director of Special Services

• Coordinator

• Child Study Team

Teachers

• Experience in teaching projected class/grade level

• ABA experience (previous ABA teaching position, BCBA,BcABA, M.ABA, coursework)– Data collection

– Content knowledge

– Differentiated instruction

– Prompting

– Schedules of Reinforcement

– Task Analysis

– Behavior Identification

– Map curriculum (contentskills based)

– Parent relationships

– Train staff and parents

Paraprofessionals

• Highly Qualified

• ABA experience

• Para Praxis, BA, MA

• Experience working with children

• Compassionate

• Motivated

• Teacher Trained

Educational Environments, LRE

• ABA Self-Contained (1:1)

• ABA Self-Contained (1:1, group)

• Self-Contained

• Inclusion Class

• General Education Class

NJDOE Standards

NJDOE Birth-to-Three Standards

5 Domains

• Social Emotional Development

• Approaches to Learning

• Language Development and Communication

• Cognitive Development

• Physical and Motor Development

Preschool Teaching and Learning Standards

• Social/Emotional Development • Visual & Performing Arts • Health, Safety, and Physical Education • English Language Arts• Approaches to Learning • Mathematics • Science• Social Studies, Family, and Life Skills • World Languages• Technology

NJDOE Standards

NJDOE Standards

NJ Teaching Learning Standards• 21st Century Life and Careers• Comprehensive Health and Physical Education• English Language Arts• Mathematics• Science• Social Studies• Technology• Visual and Performing Arts• World Languages

Determine Goals and Objectives

IEP• ACE Assessment (3)• VB-Mapp• ABLLS• Parent input

Curriculum

• Tools of the Mind• Reading Wonders• Singapore Math• Touch Math• Project Lead The Way (PLTW)• Life Skills Program• Autism Curriculum Encyclopedia (ACE)• Peer Mentoring

Data Collection

Collect data that is reliable and accurate to show current learning ability.

Analyze the relationship between behaviors and the environment.

Data Collection

• Challenging Behavior

• Academics

• Social Skills

• Self-Care Skills

Data Collection

• A-B-C

• Frequency

• Duration (min)

• Latency (min)

• % Interval

• % Opportunity

Basic Teaching Components

• Visual Schedules

• Social Stories

• Video Modeling

• Task Analysis

• Schedules of Reinforcement

• Prompting

Technology

• iPads

• Chrome Books

• SMART Boards

• Web-based Reading/Math Programs

• Low Technology

Related Services/Supports

• Speech Therapy

• Occupational Therapy

• Physical Therapy

• Assistive Technology

Family Engagement

• Individual Parent Training

• Group Parent Training

• SEPAC

• PTO

• Community

Q & A

Mark [email protected]

applied behavior analysismedia-ns.mghcpd.org.s3.amazonaws.com/epilepsy2017/2017... ·...

Documents