WHY EVERYONE NEEDS A HOPPING

PENGUIN...

A guide to addressing behaviors and utilizing antecedents and consequences effectively!

WHO ARE WE?Amy Prince, MA-CCC, SLP, BCBAAmber Ladd, MA-CCC, SLP, BCBAThe TALK Team

CONTACT INFO

www.thetalkteam.com

admin@thetalkteam.com

ABA

ABA is the father of evidenced based practice.

All of the techniques we use for speech therapy are based in ABA

WHAT IS BEHAVIOR??

Share with us.....

What does it look like?

BEHAVIOR VS COMMUNICATION

Would you rather have a child who communicates behaviorally or does not communicate at all?

FOR YOUR TOOLKIT

http://communicationmatrix.org/

http://www.patinsproject.com/trainop_files/BethA1.pdf

TOPOGRAPHY

The topography of a behavior is what the behavior looks like objectively.

We use this term to help us avoid subjective terms and emotion

Operational definition

ACTIVITY

General... Specific...

TOPOGRAPHY EXAMPLE

General:

Alexis throws a tantrum.

Operational:

Alexis cries, throws her head back, and throws herself to the ground

WHY??

ATTENTION

What we see most often....

ANY kind of attention counts!

ESCAPE

ACCESS TO TANGIBLES

AUTOMATIC

WHAT DO YOU THINK THE FUNCTION IS???? •http://www.youtube.com/watch?v=0T2R8pTpcoo

LET'S PRACTICE

NOW WHAT??

Now that you have identified the behavior and the function.....

What do you do next?

THE A & C OF THE ABC'S

Antecendents

Consequences

This is how you CHANGE behavior!

IDENTIFICATION

Identify the current antecedents and consequences of the behavior that you want to change.

It is helpful to look at multiple environments, people, activities, etc.

PRECONCEIVED IDEAS

Be careful!!

YOU NOW HAVE A CHOICE TO MAKE...

You can teach a replacement behavior

OR

You can put the behavior on extinction and differentially reinforce other or alternative behaviors

REPLACEMENT BEHAVIOR

•A replacement behavior is a socially acceptable behavior that will meet the need expressed by the problem behavior.

•Your replacement behavior MUST satisfy the SAME function as well as or better than the behavior they are currently using!

DIFFERENTIAL REINFORCEMENT DRO

DRA

DRI

And our version...

•"Different reinforcers will have different values. Some are just okay and others are ‘to die for!’ It is critical to have a full range of reinforcers so that you can utilize differential reinforcement; that is, you want to provide extraordinary reinforcement for extraordinary behavior, and good reinforcement for good behavior and OK reinforcement for OK behavior." (" A Work in Progress: Behavior Management Strategies & A Curriculum for Intensive Behavioral Treatment of Autism ")

PLANNED IGNORING

•Planned Ignoring is the conscious decision not to respond to a behavior at the time it happens. It does not mean you like or approve of the behavior, it does not mean that the rules have changed. What it means is that YOU decide that you are doing something more important and you are not going to let someone who is doing something wrong take you away from what you should be doing. Remember to ignore the BEHAVIOR, not the student. While using planned ignoring, make sure to reinforce other acceptable behaviors and other students who are behaving appropriately.

EXTINCTION

"Extinction as a procedure occurs when reinforcement of a previously reinforced behaviour is discontinued; as a result, the

frequency of that behaviour decreases in the future."

- Cooper, Heron, & Heward (2007, p. 457)

EXTINCTION BURST

Extinction burst – The behavior may increase for a brief period of time when the procedure of extinction is first applied; the clinician should not “give in” to the extinction burst

The behavior may reappear at a later time, but research has shown that behaviors that have previously been extinguished will respond more quickly to subsequent applications of extinction.

CONSEQUENCES

AKA..... Reinforcement!!

ON REINFORCEMENT

The way positive reinforcement is carried out is more important than the amount. B. F. Skinner

WHAT IS A REINFORCER?

Anything

a person selects in a free choice situation can be used as a reinforcer.

WHY ARE YOU HERE??

LET'S PLAY

SHAPING

A gradual, behavior modification technique in which successive approximations to the desired behavior is rewarded.

SHAPING

So what is it really???

SHAPING

How we use it...

Teaching pointing

Teaching sounds

Teaching a head nod

Teaching "verb + noun"

Teaching sitting at the table

SHAPING

Break it down...

Task analysis

Smallest changes possible

PRINCIPLES OF R+

Set an easily achieved initial criterion for reinforcement

Deliver the reinforcer immediately following the behavior

Gradually increase response-to-reinforcement delay

Use contingent praise and attention

Never end a session without access to the reinforcer!

PRINCIPLES OF R+

Reinforcement may consist of giving or taking away

Your reinforcers are only as fun as you are

Use specific reinforcement

Repeat what worked for them

SCHEDULES

Fixed, variable, interval, ratio

How do you choose? Does it really matter?

THE LINE

Walking the line....

Your expectations have to be high enough to challenge your client but "doable" enough to maintain motivation.

Start just at or slightly under the level at which your clients is typically successful.

TOKEN ECONOMY

A token economy is a system of behavior modification based on the systematic reinforcement of target behavior. The reinforcers are symbols or "tokens" that can be exchanged for other reinforcers.

WWW.STARAUTISMPROGRAM.COM

OR MAKE YOUR OWN

FRONTLOADING

Don't google....

Urban Dictionary

Top Definition. front loading. the act of drinking before going to a bar where the prices are higher

LET'S PRACTICE

MICHAEL AND THE ORANGES

•http://www.youtube.com/watch?v=y9vj8KZI0go

•http://www.youtube.com/watch?v=KbjZxCVmrXs&feature=relmfu

PARAMETERS

Set clear parameters

PROMPTING

Our most important job is to make our clients successful at the most independent level possible!

PROMPTING

Have a "tool box" of prompts to draw from

Ours: modeling (full, partial, segmented) verbal prompting (ask questions, cloze phrasing, hints) tactile prompting (various locations: face, legs, arms) visual (pictures, written, pacing boards, positional) Nonverbal body language (pointing, head shake/nod, eye gaze)

PROMPTING

Choose different prompts based on the activity, client, state of mind, goal, etc.

Include prompting levels in your goals

It is ok to have a clients who will always need some sort of prompt

PROMPTING

It is extremely important to reduce prompting as quickly as possible.

If you over prompt you are robbing an individual of the change to be as independent as possible.

THE ENVIRONMENT

Prepare yourself:

Set yourself up for success! clothing, hair, jewlery

Confidence and creativity

THE ENVIRONEMENT

Set EXTREMELY clear parameters!

Visual=

chairs

time timers

toy arrangement

schedules

placement

containers

materials

SETTING EVENTS

Remember that there are factors that occur outside of your therapy space that may drastically alter the childs performance in your session.

Be prepared to change everything!

WHAT ARE YOUR EXPECTATIONS? Tell them!

Social stories

Speech rules

KID WALKS IN THE DOOR

First things first....

BECOME FRIENDS!! and

Observe....

WHAT'S NEXT...

Where do we go??

We do therapy.. In the "speech room" At the table In a cube chair On the floor Walking around In the gym Outside In the classroom

OUR RULES

Pick salient reinforcers and use them in MANY different ways!

Reinforcers can change!!

Establishing Operations

Motivating operations

Abolishing operations

OUR RULES

Giving children choices helps them feel like they have some power and control over what they do. It’s a step in growing up. Everything isn’t planned for them. Making good choices is a skill that children will use for the rest of their lives. The key to giving children choices is to first decide what choices you will allow them to make.

A key rule to remember is to give only choices that you can agree to. Offer choices only when the child will truly be allowed to choose.

THE PREMACK PRINCIPLE

Premack's principle

The relativity theory of reinforcement, states that more probable behaviors will reinforce less probable behaviors

First...Then...

BEHAVIORAL MOMENTUM

The use of a series of high-probability requests to increase compliance with lower-probability requests (Ray, Skinner & Watson, 1999).

OUR RULES

Establishing instructional control

The goal of compliance is to make sure that the reinforcer is accessed

You have to WIN...every time! (And by you winning, they win)

Follow through

Compliance training

OUR RULES

Pick your battles wisely!

One hard thing at a time

OUR RULES

How are you going to make sure that you get a response??

There is a HUGE motivation component

Blocking vs. taking away

Always have a non-verbal backup

Being physical

OUR RULES

MLU + 1 or 2*

Talk like a caveman*

Essential words

Everything you say should have a purpose!

OUR RULES

Make sure you know what the correct response is...

When you ask a question ("What did you have for breakfast?")

What language structure you are looking for

OUR RULES

Variety is the spice of life...or in our case the spice of progress..

Use a variety of SD's

What is a SD?

DISCRIMINATIVE STIMULUS

Discriminative stimulus or SD:

A stimulus that controls the probability of a response. Because responses have been reinforced in the presence of the discriminative stimulus (first definition), and not in its absence, they tend to occur more often when the SD is present than when it is absent.

OUR RULES

Avoid

"Say" "okay?" "Can you __?" "Will you ___?" "Please"

OUR RULES

Pacing..

Be ready as soon as his butt hits the chair

Downtime is the enemy

3 trials per minute

Mix up goals

Use every material to hit multiple goals

OUR RULES

Practice correctly more than you practice incorrectly

If you have to model or prompt a response, immediately ask the question again to look for retention

OUR RULES

FUNCTIONAL Goals!

Take effective data that truly demonstrates a child's progress

Our data system

I'VE LOST HIM...WHAT NOW?? Tickling

Present a new reinforcer

Change of location

Shake arms/body play

Put a small toy/ball in their shirt

Play anticipation games ("I'm going to get you")

Ignore and play with a toy

"Bye-bye"

Back off... see what happens

Cleaning up

TEACHING NEGATION

We know you want all "yes" kids BUT....

STARTING FROM NOTHING

"We can't make you talk but we can make you knock!"

Signs (more, bye/all done)

Quick access to reinforcement!!

Lots of choices

Teaching communicative intent

ITS ALL COMMUNICATION

Pointing

Signing

Gestures

Sounds

Words

Pictures

MOVING ON

Gradually expect sounds

Any sound counts!!

Shape into approximations of the correct words

Spontaneous one word requests!

BECOMING VERBAL

Functional two word requests

Verb + noun

Variations that make sense

Examples

INCREASING VERBAL ABILITIES Determine what your end goal is

Break it down into functional steps

Gradually expect a higher level of function

Use different prompts to help get you there

USING THE KK BOX FOR ASKING QUESTIONS "What's that?"

"What's in the bag?"

"Can I verb + noun?"

"Where is ___?"

Reciprocal questions

Gaining needed information

WHO WANTS TO ASK A ??

WHAT ELSE CAN WE TEACH?? Joint attention

Visual attending

USE ANY AND ALL APPROPRIATE TOOLS We add cards, games and any necessary other tools to this program

You NEVER have to stick with a single program or approach

Be willing to change all of your ideas any time something isn't working

Try ANYTHING!!

THE GOOD STUFF...

REAL LIFE

PROGRAMS WE LOVE

Social Stories

The Incredible 5 Point Scale

Think Social

Picture supports/ PECS