bihejvioralne strategije autizam
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Proactive Strategies for
Managing Challenging Behaviors of
Students with Autism Spectrum
Disorders
Presented byMae Barker, PhD, BCBA-D
Florida Autism Consultants &
Educational [email protected]
A Regional Workshop hosted by
PEPSA & CARD
Feb. 9, 2012
mailto:[email protected]:[email protected] -
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What is our goal for any student?
To demonstrate the necessary skills and
knowledge in order to be .
A contributing member of society
Integrated into the social milieu of everyday
life
As independent or self-sufficient as possible Happy and healthy
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What are behavior problems or
challenging behaviors?
Behaviors that interfere with the student
accomplishing this goal!
Behaviors that the student engages inthat
Disrupt the home or classroom
Place the student and/or others at risk
of injury
Impede his or her learning
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Is this a problem behavior that
warrants assessment?
Aggression
Spitting
Toe-Walking Biting finger nails
Calling people bad names
Not following directions
Whining
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Thinking about Behavior
Some key points to remember
Parents and teachers are responsible for teaching childrenhow to be good learners = PROACTIVE!
Following directions
Cooperating with others
Participating in instruction Using language skills to communicate effectively
The longer a behavior problem continues, the harder it is
to change
We should assess the students overallwell-being andhow it may relate to the students behavior (e.g., medical
needs, family situation, problems outside of school that
may factor into students behavior)
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Effectively Addressing Behavior
Problems Involves
Correctly identifying why a behavior is occurring
Functional Behavioral Assessment (FBA)
Systematically applying proactive techniques
To prevent problem behavior from occurring To increasing the likelihood that the student will
engage in desired behavior
Systematically applying management strategieswhen the student engages in problem behavior
Collecting data to judge the effectiveness ofusing the above strategies
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Looking at Behavior
Lets look at Sam
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Looking at Behavior
What did you see?
Sam was being aggressive.
Sam was spitting at his peers.
Sam was being mean to his friends.
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Thinking about BEHAVIOR
THE BEHAVIOR TRAP: Behavior involves more than just
what the student is doing!
Functional Behavioral Assessment (FBA)
AntecedentBehavior Consequences
Antecedent: What happens before the behavior?
Motivation: Events that contribute to the behavior-influence students motivation to engage in behavior(deprived of attention, illness, hungry, tired)
Behaviors: What is the student doing?
Consequences: What happens after the behavior? Whatare consequence(s) that could be strengthening the
behavior?
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Looking at Motivation
We dont just respond to things in our
environment. We respond when we have a
need to do so!
When looking at motivation, consider
The students preferences
The students current state of need (i.e.,
deprivation)
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Looking at Antecedents
What happened prior to the problem behavior?Was the student asked to do something?
Was the student alone?
Did someone approach the student?
Did something happen in the students environment
(e.g., fire drill, parent leave the classroom, item
removed, someone made comment to the student)
Was the student doing a preferred activity and then
required to stop?
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Looking at the Students
Behavior/Response
When looking at BEHAVIOR/RESPONSE:
1. Frequencyhow many times did the behavior occur?
2. Intensityseverity of behavior
3. Durationhow long did behavior occur?
4. Progression of behavior: Is there a build-up of thebehavior? (Ex: whiningscreamingfalling to the
ground)
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Looking at Consequences
What happened after the problem behavior?Common Maintaining Consequences: Does the student obtain preferred items or activities by
engaging in P.B.?
Does the student escape or avoid a task by engaging inP.B.?
Does the student obtain attention by engaging in P.B.?
Does the student obtain sensory stimulation (automaticreinforcement) by engaging in P.B.?
Did the behavior work for the child?
Could the consequence be a reinforcer? Reinforcers
are consequences that strengthen behavior.
Positive and Negative Reinforcers
R hi kA i
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RethinkAutism
Problem Behavior
Training Video Video provided courtesy of RethinkAutism
RethinkAutism is a web-based educational
program providing assessment, training,curriculum, and data tracking
For more information on the programs and
services offered through RethinkAutism, go towww.rethinkautism.com
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Motivation
What could
motivate your
child to
engage in thisresponse?
Antecedent
What seems to
trigger your
childs response?
What is happeningimmediately before
your childs
response?
Response
What do you
see your child
doing?
Consequence
What happens
after your childs
response?
Likely function
of the
behavior?
What do you
think yourchild achieves
by doing this
behavior?
Playingalone,
likes
attention
from kids
Playing alone,peers playing
nearby
Approachespeers, Makes
rasberry
sound
towardsthem, then
hits Max, and
then
scratches him
Max turnsaround and
yells at Sam
to stop it
Attentiono Access to
preferred
item/activity
o Removal of
task/demand/
work
o Enjoymentfrom the act
itself
(stimulation)
o Other???
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Functional Behavioral Assessment
Descriptive Assessment
Direct observation of behavior under naturallyoccurring conditions (as in previous example)
Hypotheses based on correlation betweenevents/environmental stimuli and target behavior
If we recorded several other similar episodes forSam, our hypothesis would likely be:
Sam engages in aggressive behavior towards hispeers for attention.
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Lets Continue to Practice Collecting
FBA DataUsing Descriptive Assessment
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Brady is a PreK student with Developmental Disabilities.He is learning to independently go potty. Throughout
the day, his teacher will tell him to go potty. As soon ashe is told this, he starts to scream and protest.Sometimes, he will also run away from the adult.When the teacher or aide escort him to the bathroom,
he often continues to protest and refuses to go to thebathroom (although he is capable of doing so). Theteacher and aide often respond to his outbursts bycontinuously telling him to go potty while remaining in
the bathroom with him. They do not allow him to leavethe bathroom until he eliminates, but this may take upto 20 minutes before he complies.
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Motivation
What could
motivate your
child to
engage in thisresponse?
Antecedent
What seems to
trigger your
childs response?
What is happeningimmediately before
your childs
response?
Response
What do you
see your child
doing?
Consequence
What happens
after your childs
response?
Likely function
of the
behavior?
What do you
think yourchild achieves
by doing this
behavior?
doesntlike to go
potty
Told to go tothe bathroom
by teacher
Screams,runs away
from teacher,
loudly
protests inbathroom,
goofs off in
bathroom
Teacher directshim to
bathroom,
repeatedly tells
him to go potty,
stays in
bathroom with
him until he is
done
Attention
o Access to
preferred
item/activity
o Avoids/Escapes
task/demand/
work
o Enjoymentfrom the act
itself
(stimulation)
o Other???
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So how do we change this behavior?
What do we want Brady to do?
Follow the direction to go to the bathroom calmly
on the first time
How do we achieve this goal?
Need to modify one or more of the four boxes!
dif i d h i
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Modifying Bradys Behavior
Motivation: Increased his motivation with
reward system
Antecedent: Teacher tells him, Brady, please
go to the bathroom and go potty, and then you
can earn a behavior buck!
Behavior: Brady cooperatively goes to the
bathroom
Consequence: Behavior-specific praise +Reward (Brady, that was great! You followed
my direction and went potty like a big boy! Here
is a behavior buck!
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Modifying Bradys Behavior
If he doesnt follow the direction, what
happens then?
No reward
Ignore whining
Try again later
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FBA Resources
Center for Effective Practice and
Collaboration: http://cecp.air.org/fba/
Autism Training Solutions:
www.autismtrainingsolutions.com
Functional Behavioral Assessment, Diagnosis,
and Treatment: A Complete System for
Education and Mental Health Settings by
Ennio Cipani and Keven Schock
http://cecp.air.org/fba/http://www.autismtrainingsolutions.com/http://www.autismtrainingsolutions.com/http://cecp.air.org/fba/ -
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Being Proactive:
Can we prevent challengingbehavior from occurring
in the first place?
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Proactive Strategies
Require the educational professional to
1. Know what he/she wants the student to do at alltimes!
In other words, you must know what behaviors wouldbe most appropriate for the student to perform acrossplaces, people, and situations
2. Structure the environment in a way to promotethese behaviors
3. Teach appropriate student behavior (as onewould think about teaching academic skills)
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Proactive Approaches to
Modifying Student Behavior
Involve using one or more of these approaches:
Antecedent Interventions Providing explicit direction and clear expectations
Motivating the student to engage in desired behaviors Restructuring the environment
Using Visual Supports (e.g., First/then, schedules, tokenstrips)
Using the Premack Principle
Using Vicarious Reinforcement
Consequence Interventions Reinforcing the student for engaging in desired behaviors
Changing consequences for problem behavior
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Eight Skills Every Teacher Should Have
(Glenn Latham, 1997)
http://www.behavioralinstitute.org/FreeDown
loads/TIPS/8%20skills%20every%20teacher%2
0should%20have.pdf
http://www.behavioralinstitute.org/FreeDownloads/TIPS/8%20skills%20every%20teacher%20should%20have.pdfhttp://www.behavioralinstitute.org/FreeDownloads/TIPS/8%20skills%20every%20teacher%20should%20have.pdfhttp://www.behavioralinstitute.org/FreeDownloads/TIPS/8%20skills%20every%20teacher%20should%20have.pdfhttp://www.behavioralinstitute.org/FreeDownloads/TIPS/8%20skills%20every%20teacher%20should%20have.pdfhttp://www.behavioralinstitute.org/FreeDownloads/TIPS/8%20skills%20every%20teacher%20should%20have.pdfhttp://www.behavioralinstitute.org/FreeDownloads/TIPS/8%20skills%20every%20teacher%20should%20have.pdf -
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Eight Skills Every Teacher Should Have
(Glenn Latham, 1997)
1. The ability to teach expectations.
2. The ability to get and keep students on task.
3. The ability to maintain a high rate of positiveteacher-to-pupil interactions.
4. The ability to respond noncoercively toinappropriate behavior that is inconsequential.
5. The ability to maintain a high rate of risk-free
student response opportunities.6. The ability to serve problem-behavior studentsin the classroom.
7. The ability to avoid being trapped.
8. The ability to manage behavior scientifically.
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The ability to teach expectations
(Latham, 1997)
Expectations should be
1. Taught situationally
2. Taught formally using role-play, modeling, and
practice
3. Kept to a small number (max of 4 or 5)
4. Stated in an instructive (rather than prohibitive
manner)
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Teaching Expectations
CHAMPS Approach
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Great Resource
http://www.browardprevention.org/resources
/prevention-curriculum-infusion/champs/
Video examples of using CHAMPS across the grade
levels
http://www.browardprevention.org/resources/prevention-curriculum-infusion/champs/http://www.browardprevention.org/resources/prevention-curriculum-infusion/champs/http://www.browardprevention.org/resources/prevention-curriculum-infusion/champs/http://www.browardprevention.org/resources/prevention-curriculum-infusion/champs/http://www.browardprevention.org/resources/prevention-curriculum-infusion/champs/http://www.browardprevention.org/resources/prevention-curriculum-infusion/champs/http://www.browardprevention.org/resources/prevention-curriculum-infusion/champs/http://www.browardprevention.org/resources/prevention-curriculum-infusion/champs/ -
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Teaching Expectations
The Skillstreaming Curriculum
Skillstreamingemploys a four-part training
approachmodeling, role-playing,
performance feedback, and generalizationto
teach essential prosocial skills to children andadolescents.
http://www.skillstreaming.com/
The ability to get and keep students
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The ability to get and keep students
on task.
Have learning materials and reinforcers ready
Infuse learning activities with fun-ness and
show excitement in the material
Quickly engage the students in the learning
activity
When the student is not involved in teacher-led
activity, direct student to perform independent
work or leisure activities
Activity schedules are often helpful to promote
independent engagement
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The ability to get and keep
students on task. (continue)
Active supervision (Colvin, 1996) and
Proximity Control
Moving around the classroom
Frequently interacting with students
Delivering instructional cues
Giving feedback
Delivering reinforcement Effectively utilize paraprofessional support
Coaching
Zoning plan
Classroom Zoning PlanErins Classroom
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2/6/2012 39
Erin s Classroom
Time/ Activity Erin Maria Pam Comments/ Contingency
7:30-8:15
Teacher Arrival
Getting materials ready
for the days activities
Check on schedules /
food
Check on schedules /
food
8:15-8:30
Arrival/
Bathrooming
Remains in room, getting
folders ready, helping
students put away
lunches, assisting with
bathrooming
Pick up T
Pick up A
Pick up T
Assists with bathrooming
and putting things away
Picking up A can rotate between
Pam and Maria
8:30-8:45
Choice Time
Assisting A with choice
time
Assisting A with choice
time
Accompanies T to
kindergarten
B is at Ms. Coverts
Maria or Erin may switch w/ A and
other person can help prepare
activities
8:45-9:00Inclusion
Classes
Remain in class; getmaterials ready for
snackPECS, food, etc.
Go to inclusion with A ;Structure choice time
when return to class
after he is finished
Accompany T to inclusion
9:00-9:15
Snack
Trainerprovider of
foodperson students
communicate with
Facilitate / prompt PECS Facilitate / prompt PECS
9:15-9:30
IndependentWork / Snack
Trainer for PECS Facilitate / prompt PECS Assist A with bathroom;
transition him toIndependent Work;
assist in independent
work
9:30-9:45
Circle (all)
Running circle; facilitate
M and B
Facilitate T Facilitate A
9:45-9:30
Circle (class)
Choice Time(Andrew)
Running circle; facilitate
M and B
Facilitate T Structure As choice
time; target play skills in
structured play area?
The ability to maintain a high rate
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The ability to maintain a high rate
of positive teacher-to-pupil
interactions. Start the day off by acknowledging a good
behavior that your student does
Respond to good behavior by frequentlydelivering positive reinforcers
Praise + Individualized, Established Reinforcers
Avoid the bad habit of I only respond to youwhen you are misbehaving
Avoid coercive means of controlling student
behavior (Do this, or else. )
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Homework Assignment
1. Videotape yourself during an instructional
period
2. Watch the video and count how many times
you reinforce student behavior
3. Next, set a goal for yourself to increase this #
by at least 3! Repeat steps 1 and 2 and also
look at the difference in your studentsbehavior.
The ability to manage behavior
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The ability to manage behavior
scientifically.
Looking at the function of behavior
Employing empirically-based strategies
One size fits all does not really fit all
Avoid employing a one size fits all approach to
behavior
Dont jump off the bridge just because others
are doing it
In other words avoid mindlessly copying how
others may respond to behavior or set up
classwide behavior systems
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Parent Management Training
Developed by Dr. AlanKazdin with the Yale Parent
Center and Child Conduct
ClinicBased on the field of
Applied Behavior Analysis
Research-supported
approach
Website:
http://www.yale.edu/yalepar
entingcenter/training.html
Identifying the
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Identifying the
Positive Opposite
Identify the problem behaviorwhat is it thatyou see or hear your child do that isproblematic?
Ex: Yelling No! and refusing to completehomework when directed
Identify the Positive Opposite: What is thepositive behavior that youd rather your childdo? = EXPECTATION
Ex: Calmly follow the direction to completehomework when asked the first time
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Prompting the Positive Opposite
Prompt = your direction to the student toengage in the positive opposite
A GOOD PROMPT:
Specific
Statement (not a question)
Given in close proximity to the child
Calmly stated Delivered immediately before you want the
behavior to occur
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Example Prompts
Put your homework in the red basket please.
Chew with your mouth closed please.
Wait in line with your hands by your side
please.
Sit down at the table and complete your
writing worksheet please.
U i Vi l S t t P t th
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Using Visual Supports to Prompt the
Student to Engage in Desired
Behaviors Schedules
Posting of Expectations
Modeling
Live modeling
Peer modeling
Video modeling
Ipad Applications
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Benefits of Schedules
Promotes independence and purposeful self-
direction
Can be used to motivate students to perform
certain activities
Premack PrincipleFirst, Then ordering of
pictures
Can be helpful for keeping staff on track too
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Schedules
How to Teach a Student to Follow a Schedule www.rethinkautism.com
Visual Schedules Module:
http://cdd.unm.edu/swan/autism_course/module
s/environ/visualschedule/index.htm
Recommended Book:
Activity Schedules for Children With Autism:Teaching Independent Behavior by McClannahan
& Krantz (1999)
R thi kA ti Vid T hi
http://www.rethinkautism.com/http://cdd.unm.edu/swan/autism_course/modules/environ/visualschedule/index.htmhttp://cdd.unm.edu/swan/autism_course/modules/environ/visualschedule/index.htmhttp://cdd.unm.edu/swan/autism_course/modules/environ/visualschedule/index.htmhttp://cdd.unm.edu/swan/autism_course/modules/environ/visualschedule/index.htmhttp://www.rethinkautism.com/ -
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RethinkAutism VideoTeaching a
student to follow a visual schedule
Video provided courtesy of RethinkAutism
RethinkAutism is a web-based educational
program providing assessment, training,
curriculum, and data tracking
For more information on the programs and
services offered through RethinkAutism, go to
www.rethinkautism.com
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Examples of Video Models
A poor example:
http://www.youtube.com/watch?v=Qjg3a3Tq
hKg
Good examples:
http://www.youtube.com/watch?v=qjlSA-u8KUI
C P bl ti Mi li ti
http://www.youtube.com/watch?v=Qjg3a3TqhKghttp://www.youtube.com/watch?v=Qjg3a3TqhKghttp://www.youtube.com/watch?v=qjlSA-u8KUIhttp://www.youtube.com/watch?v=qjlSA-u8KUIhttp://www.youtube.com/watch?v=qjlSA-u8KUIhttp://www.youtube.com/watch?v=qjlSA-u8KUIhttp://www.youtube.com/watch?v=Qjg3a3TqhKghttp://www.youtube.com/watch?v=Qjg3a3TqhKg -
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Common Problematic Misapplications
of Visual Supports
Inconsistency of use
Lack of organization
Failure to teach the student how to follow the
visual support
Teachers/educational professionals fail to
follow the visual supports or honor the
portrayed arrangement
Lack of specificity in visual supports
Using Choice to Motivate Your
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Using Choice to Motivate Your
Students to Perform
Giving the student a choice specific to tasks or
work activities
Activities
Materials
Location
Utensil or output device
Who the student wants to work with
Giving the student choice of reinforcers
Picture menu
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Show me the money!
All behavior is functional!
We all need to be motivated to engage in
behaviors that are mundane, challenging, or
difficult.
Some people need more extrinsic motivation
than others
Some people are motivated by socialconsequences while others are not or not so
much
Motivating the Student to
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Motivating the Student to
Engage in Desired Behaviors
State task/direction using First/Then statement
Use a Token Economy
Make the activity fun Pair yourself with sources of reinforcement =
become a conditioned reinforcer
Use vicarious reinforcement
Establish a history of reinforcement with the
student
Positive Reinforcement
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Positive Reinforcement
Why use positive reinforcement?
Positive reinforcement = the delivery of a
consequence following a behavior that increases
the likelihood that that behavior will occur again!
Types of Positive Reinforces:
Attention: Behavior-specific praise
Tangible: Preferred items, toys, materials
Activities: Access to preferred activities
Tokens: Tokens can be traded in for established
reinforcers (think of your paycheck!)
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Identifying Reinforcers
Determine students preferences identify
potential reinforcers that could be used to
strengthen desired skills
Observe student: What does he/she play
with? Look at? Grab for? Ask for?
Ask the parent or the child See Reinforcer Survey handout
Structured choice assessment
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Audience Exercise
See Reinforcer Survey in your handouts
Reinforcer Assessment for Individuals with Severe
Disabilities (RAISD)
Fisher, W. W., Piazza, C. C., Bowman, L. G., & Amari, A.(1996). Integrating caregiver report with a systematic
choice assessment to enhance reinforcer identification.
American Journal on Mental Retardation, 101, 1525.
H t U
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How to Use
Positive Reinforcement?
Immediately after the desired behavior occurs,
Praise: Enthusiastic and behavior-specific
Reward: For teaching new behaviors, it is importantto regularly reinforce behaviors with praise and
access to a reward.
Access to preferred item/activity
Earn Token (Ex: Behavior Buck.)
As the child more readily engages in the desired
behavior, you will fade out use of reinforcement.
Token Economy
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Token Economy
Reinforcement program for increasing student
engagement in desired behaviors (e.g.,
completing work, following directions, sitting in
seat for circle time)
We give tokens following students engagement
in desired behaviors
Tokens could be stickers, check marks, pennies, etc.
Tokens are like paychecks!
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Tokens are like paychecks!
Tokens are reinforcing to earn because you
can trade them in for things that you really
want such as food, clothes, trip out to the
movies, etc. If your paycheck did not result in access to such
reinforcers, then you would not work to earn it!
Same concept in place when we use tokens as
consequences for student behavior.
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Step 1: Pinpoint target behaviors
What are behaviors that you will reinforce withtokens?
Academic?
Social?
Communication?
Good learner behaviors?
Define these in specific, clear, and observable terms. Ensures that staff will deliver tokens following the right
behavior
Helps student understand the behavioral expectation
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Step 2: Build the Token Economy
Select tokens Safe to use
Easy to dispense
Easy to replace
Commonly used tokens: pennies, stamps, smily face orother positive visuals (with velcro)
Create the token strip Use materials that can be reused or easy to reproduce
Laminated materials, velcro
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Building the Token Economy
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g y
Build the REINFORCER banktokens will be exchanged for thesereinforcers in the bank
Special privileges: computer time, trip to library, playing games
Preferred items: toys, snack items, stickers
Free time/Break
Bank of reinforcers for which tokens can be exchanged
Need to make sure the bank is in a secure spot that studentscannot easily access!
May need separate accounts (containers) for individualstudents
Reinforcer Menusvery helpful Student can select from options presented on reinforcer menu
Consists of pictures of items and activities that student canwork for
Building the Token Economy
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u d g t e o e co o y
Setting token value: What earns a token???
What does the student have to do in order to earn atoken?
Examples:
After each problem completed, the student will earn a
token. When the student answers 3 questions in circle time, he
will receive a token.
When the student stands in line for transition from class to
lunch without instances of problem behavior, he will earn atoken.
When the student follows teacher directions, he will earn atoken.
Keep in mind
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Keep in mind
When teaching new skills, tokens should be delivered
continuously (1 behavior = 1 token). As the student becomes proficient, tokens can be
delivered less often (example: 4 behaviors = 1 token)
The payoff needs to match the behavioral
expectation. Are tokens being delivered often
enough?
Write on the token strip the rules for earning tokens.
This is essential for successful use of the tokeneconomy by staff.
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Building the Token Economy
When will tokens be exchanged? For younger students and students who are
being exposed to token systems for the first
time, completed strips should be immediatelyexchanged for reinforcers.
Later on, you can designate times when
completed token strips can be exchanged forreinforcers from the bank.
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Implementing the Token Economy
1. Explain the program to the student What does the student have to do to earn a token?
Write it down or use a visual to illustrate thisexpectation?
2. Deliver tokens with behavior-specific praise May need to start with 1-5 boxes on strip at first to teach
student the concept of earning tokens for back-upreinforcers
As students behavior improves and learns program, canincrease expectationsincrease number of boxes onstrip = student must earn more tokens prior to cashingin.
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Frequently Asked Questions
I am using a token economy, and it isntworking. What is wrong?
Are you using the token economy consistently?
Are you giving the student tokens often enough? Are you allowing the student to cash in token
strips for items/activities that are truly
reinforcing?
Is the student always working for the same thing?
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Frequently Asked Questions
When should I use the token economy?
It depends
You can use the token economy across the entire
day or during specific times of the day when thestudent needs to increase specific behaviors.
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Frequently Asked Questions
Should I tell the childs parent that I am usinga token economy at school?
Yes! This may be helpful for the parent to use at
home. Make sure you tell the parent how to use the
system at home.
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Frequently Asked Questions
Can the student give himself the tokens?
Yes, over time, the student will learn when he is
engaging in the desired behavior and can be
taught to deliver his own tokens. This is referredto self-management. You will still want to check
up on the student and make sure that he is doing
this correctly.
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Token Economy Resources
http://www.usu.edu/teachall/text/behavior/LRBIpdfs/Token.pdf - Great How-To handout
http://www.abaresources.com/free2.htm:
Free token economy materials
http://www.polyxo.com/visualsupport/tokene
conomies.html- more info on using token
economies for students with ASD
Functional Communication Training:
http://www.usu.edu/teachall/text/behavior/LRBIpdfs/Token.pdfhttp://www.usu.edu/teachall/text/behavior/LRBIpdfs/Token.pdfhttp://www.abaresources.com/free2.htmhttp://www.abaresources.com/free2.htmhttp://www.polyxo.com/visualsupport/tokeneconomies.htmlhttp://www.polyxo.com/visualsupport/tokeneconomies.htmlhttp://www.polyxo.com/visualsupport/tokeneconomies.htmlhttp://www.polyxo.com/visualsupport/tokeneconomies.htmlhttp://www.abaresources.com/free2.htmhttp://www.abaresources.com/free2.htmhttp://www.usu.edu/teachall/text/behavior/LRBIpdfs/Token.pdfhttp://www.usu.edu/teachall/text/behavior/LRBIpdfs/Token.pdf -
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Functional Communication Training:
Teaching replacement behaviorsTreatment involves:1. Identifying the communicative function of a problem
behaviorExample: To obtain preferred items, student grabs them from
others
2. Select an appropriate communicative response for thestudent
Example: To obtain preferred items, student will say the name ofthe item and wait until the item is handed to him.
3. Teach the student by prompting and reinforcing the
appropriate communicative response and not reinforcingthe problem behavior (Differential Reinforcement).
Example: When students says, Toy, he is handed a toy. When hegrabs for toy, his grab is blocked and he doesnt receive thetoy.
Selecting Interventions
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Selecting Interventions
for Behavior Reduction
Cooper, Heron, and Heward (2007).
Applied Behavior Analysis, 2
nd
Edition. Upper Saddle River, NJ:Pearson Education.
Example Intervention Options for Behavior
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Example Intervention Options for Behavior
with Escape Function
Intervention Antecedent Behavior Consequence
Teach a new
behavior
When student is
required to perform a
undesirable task
He will say, May
I take a break
now?*
The teacher will allow
student to take a break
from task =Negative
Reinforcement
Change the
reinforcement
contingency
When student is
required to perform a
undesirable task
And he engages
in problem
behavior
He will be required to
continue working on
the task and the time-
out intervention will be
discontinued =
Differentialreinforcement
*Must take into account students communicative ability when specifying
replacement communicative response to be taught and reinforced.
Cooper, Heron, and Heward (2007). Applied Behavior Analysis, 2nd Edition. Upper
Saddle River, NJ: Pearson Education.
Example Intervention Options for Behaviori h T ibl F i
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with Tangible Function
Intervention Antecedent Behavior Consequence
Teach a new
behavior
When students
access to preferred
materials is
restricted
He will say, Can
I have that back,
please?*
And the teacher will
provide access to the
preferred materials
Change the
reinforcementcontingency
When students
access to preferredmaterials is
restricted
And he engages
in problembehavior
He will be redirected to
engage in the desiredcommunicative
responsewhen the
student engages in
this response, he will
be given the preferred
materials (differential
reinforcement)
*Must take into account students communicative ability when specifying
replacement communicative response to be taught and reinforced.
Cooper, Heron, and Heward (2007). Applied Behavior Analysis, 2nd Edition. Upper
Saddle River, NJ: Pearson Education.
Example Intervention Options for Behaviorwith Sensory (Automatically Reinforced) Function
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with Sensory (Automatically Reinforced) Function
Intervention Antecedent Behavior Consequence
Teach a newbehavior
When student ismotivated to engage
in behavior for
sensory stimulation
He will bedirected to
functional
activities that
provide this form
of stimulation
The student will beallowed to engage in
this activity
Decrease
motivation to
engage in
behavior
(noncontingent
reinforcement)
Student is directed
on a schedule (based
on FBA data) to
perform sensory
activities
Student
engages in
sensory
activities for
specified time
Student obtains
sensory stimulation
(decreasing desire to
engage in instances of
future behavior)
Note: If the behavior compromises the safety of the individual or others (e.g., eye
poking), it may be appropriate to use also use an extinction or punishment procedure
to reduce the behavior. However, this should be done under the guidance of a
Board Certified Behavior Analyst (BCBA).
Cooper, Heron, and Heward (2007). Applied Behavior Analysis, 2nd Edition. Upper
Saddle River, NJ: Pearson Education.
Example Intervention Options for Behavior
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p p
with Attention Function
Intervention Antecedent Behavior Consequence
Teach a new
behavior
When adult or peer
attention is diverted
from student
He will say the
persons name
The adult or peer will
provide attention
Teach a new
behavior
When adult or peer
attention is divertedfrom student
He will earn tokens
duringindependent work
time on a variable
schedule (#)
reinforcement
And the teachers will
provide him with 1:1 timeafter his token strip is full.
Change the
antecedent
During indep work
times, adults willprovide attention to
Brian every 5 minutes
To increase the
probability thatBrian will work
independently
Which will increase adult
opportunities to praiseand attend to appropriate
behavior
Cooper, Heron, and Heward (2007). Applied Behavior Analysis, 2nd Edition. Upper
Saddle River, NJ: Pearson Education.
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