Utilizing Applied Behavior Analysis

An ABA School & Center for Children with Autism

Presented by Joshua Weinstein, President & Founder

Shema Kolainu- Hear Our VoicesMission Statement

To hear the voices of the children and families we serve as they strive to achieve their full potential for independence, productivity and inclusion in the community.

Shema Kolainu (SK) is dedicated to the education of children with autism spectrum disorders (ASD).

Our vision is to provide the best opportunity offered

anywhere for children with ASD to achieve recovery.

Shema Kolainu- Hear Our Voices

Shema Kolainu “Hear Our Voices” is a school and center for families with children with an autism spectrum disorder, and other related disabilities such as RETTS, OCD, ED and other physical disabilities.

Shema Kolainu is a private, non-profit, non-denominational, multi-cultural school, founded in 1998.

Shema Kolainu- Hear Our VoicesCenter-based Services Pre-School (3 to 5 years) - NYS approved School (5 to 11 years) - NYS approved

Related Services (center and home-based) Speech Therapy Occupational Therapy Physical Therapy Art Therapy Music Therapy Evaluation Services Parent training and support groups

Technological Devices tosupplement verbalbehavior program

Augmentative Communication Devices

Computer software and programs

SK presented AAC Research in ABA 2006. Research resulted in increase communication across all students. Research available on our website.

Home-Based Programs (part 1 EI)Early Intervention Program: Giving Toddlers A Strong Start The Early Intervention Program serves children

diagnosed with autism and developmental disabilities, age 0-3 at the time of referral.

This program is based on a strong parent-professional partnership. Individualized services focus on learning readiness;

language; play; family participation; daily routines relevant to eating, sleeping, and bathing; and other areas jointly identified by SK-HOV professionals and parents.

Home-Based Programs (part 2 EI)

Through EI, children with developmental delays and autism receive education, therapeutic, service coordination and evaluation in the five boroughs of New York City.

Programs are based on the child's Individualized Family Service Plan (IFSP) and are designed to involve the family in all aspects of the child's program. Intensive applied behavior analysis is the instructional method.

Home Based Programs (part 3 SEIT)Special Education Itinerant Teacher (SEIT)Program for Children ages 3-5

SEIT is an individualized program operating throughout the five boroughs of New York City that utilizes the child's natural environment for learning.

Certified special education teachers provide home and community-based, one-to-one individualized educational programming for preschool children, ages 3 to 5, with autism spectrum disorders and other developmental disabilities.

Home Based Programs (part 4 SEIT)

Home-based SEIT programming is often combined with the student's school, center-based or day program to encourage the generalization of skills. Some children with autism in SK-HOV's early intervention and preschool programs have made such dramatic progress that it is possible for them to attend their neighborhood nursery school with the assistance of a Special Education Itinerant Teacher. Least Restricted Environment (LRE) is provided using

these services for children who are able to be mainstreamed with support.

For students who can be mainstreamed, the SEIT provides behavioral interventions and support to the student at the nursery school while acting as a consultant to early childhood teachers.

RELATED COMMUNITY-BASED SERVICES/RES HAB

Shema Kolainu participates in OMRDD's Medicaid Service Coordination and Home Community-Based Services (HCBS) Waiver Program, providing Res Hab services through the waiver. A Service Coordinator is on-site to assist children and families.

Medicaid Waiver Services Care at Home – for the medically fragile Medicaid Service Coordination (MSC)- coordinating

the services that a child receives and ensuring it is effective and productive

Residential Habilitation Program (Res Hab) – assisting with adaptive daily living skills in the home of the child

Parent Training Program (part 1) Workshop Series

The workshop series is open the community free of charge. Lectures are presented every other month to address different topics that are related to ASD.

This year’s workshop include: Living with Autism Positive approaches for children with ASD The independent Learner Language acquisition

Open Door Policy Our classrooms are equipped with double sided

mirrors that allow for uninterrupted observations with sound. This equipment can be used for both parent and staff training

Parent Training Program (part 2)

Parent support Group Giving opportunities for parents to

share their experiences and knowledge while developing relationships.

Networking Community Resources Resource library at school Internet sites for parents

Staff Training Protocol (part 1)

ABA training manual-in the first two weeks of training the staff is given a manual that includes the basic literature, tactical decision list and decision protocol outline. This information is reviewed with a BCBA qualified personnel.

Observations are conducted using a detailed form called the Teacher Performance Rate and Accuracy (TPRA) form. These observation are analyzed and graphed by the supervisor and analyzed for mastery level criterion.

Public posting is an accepted behavioral tactic to ensure consistency of performance across time.

Staff Training Protocol (part 2)

Ongoing training is provided through: Staff Meetings

Weekly workshops Rapid Data presentation Personalized System of Instruction (PSI) and

Principles of behavior for teaching programs. Classroom meetings

Tactical decisions Student performance Quality Assurance (QA) meetings

PSI- Personalized System of Instruction

Modules (Keller, 1968, Greer, 2002)

Verbal behavior about the Science- vocabulary of the science of verbal behavior (positive reinforcement)

Contingency-Shaped Behavior- Operant behavior shaped directly by consequences (providing positive reinforcement)

Verbally-Mediated Behavior- behavior that is mediated or controlled by verbal behavior rather then contingencies (explaining positive reinforcement)

Teacher Assistant Rank

Verbal Behavior

about the Science 

Contingency-Shaped Behavior

Verbally-Mediated Behavior

 Reads Maurice, Green, Luce (1996) Behavioral Interventions For Young Children With Autism. Ch 5: Selecting Teaching ProgramsReads Van Houten, R. “ How to Use Prompts To Initiate Behavior”

Attends workshop on

prompting hierarchies

5 TPRA observations with no teacher errors across 5 STO’s that you scripted Presents 350 LU daily for 10 consecutive school days

Script 10 different student programs, minimum of 1 per domain with your supervisor/lead teacherPresent 5 “bad” graphs at staff meetings tacting key points with 90% accuracy for each presentationCompletes all corresponding quizzes to mastery. Use questions in readings.

Classroom Teacher RankMODULE : VERBAL BEHAVIOR

Partington, J. & Sundberg, M. (1998). Teaching language to children with autism or other developmental disabilities. Pleasant Hill, CA: Behavior Analysts, Inc.Ch. 1-5

DEMONSTRATION- Identify a student, administer a baseline assessment of skills using the ABLLS, identify target behaviors to be taught, script out all selected programs, document data collection, criteria, and ratio of instructional trials to criterion.

BCBA Signature:______________________ Date Completed: ________

Read “Teaching operations for verbal behavior” Teaching procedures for mands/tacts Ch. 1 Basic sequence. (Greer, 2001)Quiz to Criterion (90%)

DEMONSTRATION- Implement direct mand training procedures outlined in Greer across 3 students- 5 new forms taught to criterion in the 1:1 setting for each student.

Measurement- 3 consecutive TPRA observations per student without error Measurement- mand training sessions conducted 3x per week per student, graphed and

reviewed by supervising behavior analyst. BCBA Signature:______________________ Date Completed: _________

TPRA- Teacher Performance Rate/Accuracy

Components of a TPRA (Ingham & Greer, 1992)

The Learn Unit (Albers & Greer, 1991) (discrete trial – Lovaas)

Mands and Reinforcement schedules –(Mands are requests made for reinforcement. Reinforcement schedules indicate the frequency to access those reinforcers)

Rate of delivery –how quickly the teacher delivers instruction

Collateral Praise –a general reinforcement for the classroom

Immediate feedback

TPRA Form

Teacher Performance Rate and Accuracy ObservationObserver: _____________ Student: ________________ Reinforcers:

____________Teacher: _____________ Program: _______________ Mand Level:

____________Date: ________________ STO: __________________ RF. Sch: ________________

 

LU # Ant. Beh. Con. LU Mand Con. LU Soc. I Soc. G Comments

Target Behavior Collateral Behaviors

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This graph shows an ascending trend of accurate teacher delivered instruction over time.

Collateral Behaviors What behaviors are recorded

Social praise to the student in the 1:1 setting Social praise to others students in the classroom

Some of the ResearchJones, K. M. Drew, H. A. & Weber, N. L. (2000). Noncontingent peer attention as treatment for disruptive classroom behavior.. Journal of Applied Behavior Analysis,. 33, 343-346. Craft, M. A. Alber, S. R. & Heward, W. L. (1998). Teaching elementary students with developmental disabilities to recruit teacher attention in a general education classroom: Effects on teacher praise and academic productivity.Paige M. McKerchar & Rachel H. Thompson (2004). A descriptive analysis of potential reinforcement contingencies in the preschool classroom.. Journal of Applied Behavior Analysis,. 37, 431-444.

Collateral Behavior

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Count Per Minute ContingentConsequation to the Student in 1:1

Count Per Minute ContingentConsequation to Other Students in theclassroom

This graph shows an ascending trend of collateral reinforcement over time delivered by the teacher to her student and all the other students in the class.

Supervision Model

SKHOV strives for professionalism in its highest form

Our model includes a multilayered supervision team that is well qualified and experienced.

Every child’s Portfolio is reviewed daily during the one and a half hour time interval that is set for portfolio planning and review.

Weekly portfolio review is done by a supervisor who is BCBA qualified.

A monthly review is completed by the educational director of all portfolios.

The ABLLS assessment is completed every three months to ensure progress.

Summary of SK ABA approach

ABLLS-R (Assessment of Basic Language and Learning Skills Revised) James Partington

Research and Evidence Based Practices Individualized Instruction Group and Peer Instruction PSI – Personalized System of Instruction Related Services – Speech, OT, PT, Art and Music Parent Training Staff Training and Module System TPRA- Teacher Performance Rate/Accuracy Collateral Behaviors (Reinforcement for other

behaviors) Supervision Model

Autism Awareness and Graduation Day

SK Visitors Provides Autism awareness of our program

iCARE4autismInternational Center for Autism Research

& Education

iCARE4autismInternational Center for Autism Research

& Education

Founded with the goal of discovering a cure for autism,

iCARE seeks to build a consensus surrounding the issues and best practices in

autism research and diagnosis.

iCARE4autismInternational Center for Autism Research &

Education

Through RESEARCH, EDUCATION, AWARENESS, and FUNDING, iCARE4autism works in partnership with similar institutions globally to discover the etiology of autism, and to search for the biologic and environmental causes of autism spectrum disorders (ASD).

iCARE4autism International Autism Conference - Jerusalem

iCARE4autism International Autism Conference - Jerusalem

Autism Spectrum Disorders (ASD)

Across the Life Span

What Does Medical and Educational Research Tell

Us?

Save the date!February 17,18,19,

2010The Autism Epidemic

The gathering place for furthering autism

research & education

What is the 2010 Autism Conference? What is the 2010 Autism Conference?

A 3-day international conference in Jerusalem, Israel.Over 3,000 in attendance, including researchers, educators, parents, trade show vendors, and sponsors.A gathering place for leading international autism researchers and educators to work in collaboration.A meeting place for leading medical researchers and practitioners.Leading behaviorists and educators meet to converse about the latest autism education.The one place where parents can gain a complete overview of both the latest medical research and educational practices.A unique opportunity for sponsors and vendors to reach this valuable audience in a very brand-friendly environment.

TopicsTopics

Autism across the lifespan: toddler, school-age, adult

Medical research in new neurobiology, genetics, and psychopharmacology

Education research in socialization, communication, challenging behavior, and other related areas.

Techniques covered: ABA & alternative treatments

Autism across the lifespan: toddler, school-age, adult

Medical research in new neurobiology, genetics, and psychopharmacology

Education research in socialization, communication, challenging behavior, and other related areas.

Techniques covered: ABA & alternative treatments

Speakers & PresentersSpeakers & Presenters

Over 30 countries represented Medical and scientific researchers,

Principal investigators Professors Board Certified Behavior Analysts Pediatricians, Neurologists,

Psychologists, Psychiatrists, Nurse Practitioners

Educational researchers Parent Advocates

Over 30 countries represented Medical and scientific researchers,

Principal investigators Professors Board Certified Behavior Analysts Pediatricians, Neurologists,

Psychologists, Psychiatrists, Nurse Practitioners

Educational researchers Parent Advocates

LocationLocation

Israel Convention Center (ICC)Israel Convention Center (ICC)

•Ussishkin Auditorium: is Israel's largest auditorium. With 3,104 comfortable seats •Over 25 other halls with capacity ranging from 2,000 to 180 seats

Dates & TopicsDates & Topics

Wednesday, Feb. 17 at ICC Opening Ceremony

Featuring a Keynote address by President of Israel, Mayor of Jerusalem, and other major world leaders

Medical Research and Practice Presentations Thursday, Feb. 18 at ICC

Educational Research and Practice Presentations Friday, Feb. 19 (1/2 day) at ICC

Children and family activities International Autism Awareness Week

Wednesday, Feb. 17 at ICC Opening Ceremony

Featuring a Keynote address by President of Israel, Mayor of Jerusalem, and other major world leaders

Medical Research and Practice Presentations Thursday, Feb. 18 at ICC

Educational Research and Practice Presentations Friday, Feb. 19 (1/2 day) at ICC

Children and family activities International Autism Awareness Week

February 17-19: Autism Awareness WeekFebruary 17-19: Autism Awareness Week

Tradeshow and Exhibitions will includeTradeshow and Exhibitions will include

Technological Pharmaceutical Educational Therapeutic Publication

Examples of booth exhibitors: Adaptive Communication Devices Adaptive Equipment Software and computer programs for children with autism Therapeutic Services Special Toys for Children Holistic Therapy Exhibits

Technological Pharmaceutical Educational Therapeutic Publication

Examples of booth exhibitors: Adaptive Communication Devices Adaptive Equipment Software and computer programs for children with autism Therapeutic Services Special Toys for Children Holistic Therapy Exhibits

Thank you for your attention!

Questions?Email to jweinstein@skhov.org

Additional resourceswww.icare4autism.orgwww.shemakolainu.orgwww.abainternational.org