autism and behavior training jane veverka, m.ed., bcba
TRANSCRIPT
Autism and Behavior Autism and Behavior TrainingTraining
Jane Veverka, M.Ed., BCBA
Introduction to AutismIntroduction to Autism
Autism FactsAutism Facts• 1 in 110 children diagnosed with autism
• Four times more likely to occur in boys than in girls
• ASDs can sometimes be detected at 18 months or younger
• By age 2, a diagnosis by an experienced professional can be considered very reliable
• - Recent studies have estimated that the lifetime cost to care for an individual with an ASD is $3.2 million http://www.cdc.gov/ncbddd/autism/
facts.html
What Causes Autism?What Causes Autism?• Definite causes are unknown
• Genetic risk factors
• Children who have a sibling or parent with an ASD are at a higher risk of also having an ASD.
• Comorbid with other medical conditions: seizure disorder, chromosomal disorders, autoimmune disorders, etc.
• Once common belief that poor parenting practices (refrigerator mothers) cause ASDs is not true.
What is Autism?What is Autism?• Neurological disorder that involves 3 domains:
* Language delay/impairments
* Impairments in social skills
* Repetitive, restricted, stereotyped behaviors
• Begins at birth or within first three years of life
• Spectrum disorder
What are the What are the Treatments?Treatments?
• Individualized: everyone is affected differently
• 2009 National Standards Report (over 700 research studies) to determine the most effective treatments.
• 11 established treatments, most of which include behavioral methodology
• 20+ emerging treatments
• Symptoms are treated, not disorder
Introduction to Introduction to Behavioral Behavioral
InterventionIntervention
Applied Behavior Applied Behavior AnalysisAnalysis
Multi-method strategy that consists of:
1. Observing behavior
2. Identifying target behavior
3. Identifying possible causes for behavior
4. Selection of behavior treatments
5. Implementation of treatments and treatment evaluations
- Goal: to decrease undesirable behavior while increasing desirable behavior
AppliedApplied
• Important to change
• Socially relevant
• Age appropriate
• Prerequisites met
BehaviorBehavior• Anything a person does that can be described in
observable and measurable terms
Not observable or Not observable or measurablemeasurable
Observable and Observable and measurablemeasurable
TantrumTantrum Dropping to the floor and Dropping to the floor and crying crying
HappinessHappiness Smiling, laughingSmiling, laughing
AggressionAggression Hitting, kicking, biting Hitting, kicking, biting therapist or peertherapist or peer
AnalysisAnalysis-Observation and measurement of behavior to determine function -Development of behavior change procedure -Analysis of the effects of behavior change procedures
The ABCs of ABAThe ABCs of ABA
-Antecedent: events that precede an act -Behavior: anything a person does -Consequence: events that follow the behavior, the results of a behavior
The ABCs of ABAThe ABCs of ABAAntecedentAntecedent BehaviorBehavior ConsequenceConsequence
See crackerSee cracker Say "cracker"Say "cracker" Get crackerGet cracker
ThirstyThirsty Say "juice"Say "juice" Get juice Get juice
See ironSee iron Touch ironTouch iron Get burnedGet burned
Peer takes toyPeer takes toy Hit peerHit peer Peer gives toy Peer gives toy back back
Reinforcement Reinforcement The Basis of Behavioral The Basis of Behavioral
InterventionIntervention
ReinforcementReinforcement
-Used to increase desired behaviors -Reinforcer is anything that increases a behavior -Increases the future probability of the behavior
ReinforcementReinforcement-Two types: -Primary reinforcement = biological -Secondary reinforcement becomes reinforcing through pairing
ReinforcementReinforcement- Four Categories:
-Social
-Edible
-Tangible
-Activities
*Generalized Reinforcers (token economy)
Rules of Rules of ReinforcementReinforcement
Rule Number 1: Catch the student being good!
Rules of Rules of ReinforcementReinforcement
Rule Number 2: Vary your reinforcement
Rules of Rules of ReinforcementReinforcement
Rule Number 3: Reinforcement must be contingent on behavior
Rules of Rules of ReinforcementReinforcement
Rule Number 4: Reinforcement must be delivered immediately after the desired
behavior
Rules of Rules of ReinforcementReinforcement
Rule Number 5: The size or amount of reinforcement must be appropriate
* The Matching Law
Rules of Rules of ReinforcementReinforcement
Rule Number 6: The reinforcement must be motivating for the student (satiation,
deprivation)
Rules of Rules of ReinforcementReinforcement
Rule Number 7: The value of a reinforcer depends on competing reinforcers that are
available for other behaviors.
Negative Negative ReinforcementReinforcement
- Increase in behavior by removing something from the environment
PunishmentPunishment- Decreases behavior
- Type I: Something is added to the environment to decrease behavior
- Type II: Something is taken away from the environment
- Temporary fix
- Last resort!!
ExtinctionExtinction-To extinguish or decrease undesirable behaviors -Reinforcement is no longer delivered after the behavior -Extinction burst: The behavior may get worse before it gets better.
* vending machine example
Differential Differential Reinforcement Reinforcement
-Commonly used with extinction -Goal is to increase one behavior while decreasing another
The Difference The Difference Between Between
Reinforcement and Reinforcement and Bribery Bribery
- Reinforcement is proactive. - Reinforcement is initially presented before a behavior occurs.
Understanding Understanding BehaviorBehavior
FunctionFunction-Every behavior has a function -Function must be determined to appropriately replace behavior -ABC data can often show patterns in behavior -Four basic functions: attention, escape, tangible, automatic -Rule out possible physiological causes
What is the Function?What is the Function?AntecedentAntecedent BehaviorBehavior ConsequenceConsequence
Teacher is talking Teacher is talking to another teacherto another teacher
Student comes up Student comes up to teacher and to teacher and
bitesbites
Teacher says Teacher says "don't do that!""don't do that!"
Student is playing Student is playing with peerwith peer Student bites peerStudent bites peer
Teacher comes Teacher comes over and over and
reprimands reprimands studentstudent
Student is playing Student is playing at recessat recess Student bites peerStudent bites peer A teacher gasps A teacher gasps
"oh my!""oh my!"
What is the Function?What is the Function?AntecedentAntecedent BehaviorBehavior ConsequenceConsequence
Student is asked to Student is asked to come sit down for come sit down for
calendar.calendar.
Student bites Student bites teacherteacher
Teacher sends Teacher sends student to hallway student to hallway
for time outfor time out
Student is doing a Student is doing a worksheetworksheet
Student bites Student bites teacherteacher
Teacher replaces Teacher replaces the worksheet with the worksheet with
an easier onean easier one
Student is told to Student is told to get a pencil out for get a pencil out for
mathmathStudent bites peerStudent bites peer
Teacher puts Teacher puts student on time student on time
outout
What is the Function?What is the Function?AntecedentAntecedent BehaviorBehavior ConsequenceConsequence
Teacher is reading Teacher is reading a story to the classa story to the class
Student comes Student comes over and bites over and bites
teacherteacher
Student is Student is reprimanded but reprimanded but
then given a then given a snack. snack.
Student is playing Student is playing with peerwith peer Student bites peer Student bites peer Peer gives student Peer gives student
the ballthe ball
Class is eating Class is eating snack.snack.
Student finishes Student finishes snack and bites snack and bites
teacherteacher
Student is given Student is given book to look atbook to look at
What is the Function?What is the Function?AntecedentAntecedent BehaviorBehavior ConsequenceConsequence
Student is playing Student is playing in the sandboxin the sandbox
Student bites his Student bites his own handsown hands
Student continues Student continues to play to play
Class sitting at Class sitting at snacksnack
Student bites his Student bites his juice cupjuice cup
Teacher says, Teacher says, "don't do that!""don't do that!"
Teacher calls Teacher calls student over for student over for calendar time calendar time
Student bites his Student bites his shirt but compliesshirt but complies Teacher ignoresTeacher ignores
Choosing an Choosing an InterventionIntervention
- After function is determined, an appropriate intervention can be put in place - Two types of approaches: proactive and reactive
Proactive ApproachProactive Approach
- Manipulating antecedent events (the environment) to make behavior less likely to occur.
Proactive ApproachProactive Approach -For attention seeking behaviors: -Catch the student being good! -Provide reinforcement for desirable behavior
Proactive ApproachProactive Approach-For escape behaviors: -Make tasks more fun to decrease motivation to escape -Teach appropriate language to ask for a break -Schedule in regular breaks -First/Then chart or picture schedule
Proactive ApproachProactive Approach
-For behavior that functions to access tangibles: -Provide access to tangible reinforcement for desirable behaviors -Use a first/then chart
Proactive ApproachProactive Approach-For behaviors that serve a self-stimulatory function: -Make sure the student is constantly engaged in activities -Sensory diet
Reactive ApproachReactive Approach
-For attention seeking behaviors: -Provide NO attention -Turn away -Neutral expression -Monotone voice -Replace with appropriate language if possible
Reactive ApproachReactive Approach-For escape behaviors: -Behavioral momentum -Never allow a student to “get out of it” by exhibiting behavior
Reactive ApproachReactive Approach-For behaviors that function as access to tangibles: -Do NOT provide tangible items after the inappropriate behavior -Use behavioral momentum -Replace with appropriate language
Reactive ApproachReactive Approach
-For behaviors that serve a self-stimulatory function: -Replace the behavior with something more appropriate -Redirect to a different, appropriate activity
Tips for Working Tips for Working Through BehaviorThrough Behavior
Behavior cannot be expected to simply stop. It needs to be replaced.
Replacement Replacement BehaviorsBehaviors
Replace...Replace... With...With...
Throwing a bookThrowing a book Turning the pages or Turning the pages or throwing a ballthrowing a ball
Repetitive languageRepetitive language Appropriate conversation Appropriate conversation initiationinitiation
Biting siblingBiting sibling Biting chew tube or Biting chew tube or asking for a snackasking for a snack
Yelling for attentionYelling for attention ????
Tips for Working Tips for Working Through BehaviorThrough Behavior
Do not reprimand the student. Tell them what to do instead.
Tips for Working Tips for Working Through BehaviorThrough Behavior
Remember the importance of a proactive approach. Catch the student being good!
SimulationsSimulations
What does it feel like to have an Autism Spectrum Disorder?
