PAAL Training

Transcript PAAL Training

Kaori G. Nepo, M.Ed.,BCBA

Training Objective

Learn Basic ABA terms and understand how to apply ABA procedures. • • • • • • • Reinforcement/ Punishment Extinction Motivating Operation Shaping Chaining Prompting Data collection 2

pplied

ehavior

nalysis

“ABA is the science in which tactics deprived from the principles of behavior are applied to improve socially significant behavior and experimentation is used to identify the variables responsible for the improvement in behavior.” (Cooper, Heron, & Howard, 1987) 3

Why ABA?

 It is way of life 

“IT WORKS!!!!!”

 Evidence Based  Measureable  Observable  Data driven decision making  Repeatable 4

History

Watson: (Psychology as the Behaviorist Views It, 1913) S-R Behaviorism Skinner: (The Behavior of Organism, 1938) Respondent Conditioning Operant Conditioning Radical Behaviorism-include private events 5

Respondent Conditioning

 US NS UR  US + NS UR 6

Respondent Conditioning

 US CS UR CR  CS CS NS CR CR 7

Operant Conditioning

 Arrangement of resulting stimuli/ consequences to change future occurrences of voluntary behavior  Three-term contingency  Four-term contingency  Reinforcement  Punishment  Extinction 8

Three-Term Contingency

A(S D ) – B(R) – C(S R+ /S R /S P+ /S P ) Antecedent

: a stimulus which occurs before a behavior

Behavior/ Response

: movement or action by an individual

Consequences

: a stimulus which is produced by a behavior 9

Four-Term Contingency

MO A-B-C

Motivating Operation (MO):

the environmental changes that alter the reinforcing value of stimulus (and the frequency of a behavior) 

EO: Establishing Operation



AO: Abolishing Operation

Stimulus Control



Contingent Relationship between antecedent stimulus an a response

(behavior): The presence of antecedent stimulus alter the behavior in frequency, duration, latency, or intensity 

S D

(Discriminative Stimulus): in the presence a behavior will be reinforced 

S ∆

: in the presence a behavior will not be reinforced 11

Responses/Behaviors

 Function-Based (obtain/escape/avoid)  the purpose of the behavior/ effect on the environment  Topography-Based  the shape or form of the behavior 12

Target Behaviors

 Assessment (interview/ check list/ standardized test/ observation/ ecological assessment )  To increase or to decrease  Operational Definition  Objective: observable and measurable  Clarity: unfamiliar observers can identify  Completeness: clear boundaries, time frame 13

Reinforcement

Future likelihood of behavior increases by  Positive Reinforcement: the contingent presentation of a stimulus (S R+ ), immediately following a response (R)  Negative Reinforcement: the contingent removal of an aversive stimulus (S R ) immediately following a response (R) 14

Reinforcers

S R  Primary/ Unconditioned (food, water, sleep, oxygen, warmth, sexual stimulation)  Secondary/ Conditioned (edible, tangible, sensory, activity oriented, social, generalized) 15

Schedule of Reinforcement

 CRF: Continuous Reinforcement (FR1)  INT: Intermittent Schedule of Reinforcement  FR: Fixed Ratio Schedule  VR: Variable Ratio Schedule  FI: Fixed Interval Schedule  VI: Variable Interval Schedule  Compound Schedule (c.f. concurrent, multiple, chained, mixed, tandem, alternative) 16

Stimulus Preference Assessment



Ask

 Target Person (open-ended, choice, rank-ordering)  significant others  pretask choice 

Free Operant

 contrived observation (predetermined set)  naturalistic observation 

Trial Based

 Single Stimuli  Paired Stimuli  Multiple Stimuli 18

Reinforcer Assessment



Concurrent Schedule:

two or more reinforcers for two or more behaviors 

Multiple Schedule:

two or more schedule of reinforcement for a behavior 

Progressive Ratio Schedule:

requirement for reinforcement will increase over time 19

Use Reinforcers Effectively

 Timing  Consistency  Amount  Quality  Variety (EO)  Novelty  Concurrent Schedule  Generalization 20

Punishment

Future likelihood of behavior will decrease by  Positive Punishment: the contingent presentation of an aversive stimulus (S P+ ) immediately following a response (R)  Negative Punishment: the contingent removal of a stimulus (S P )immediately following a response (R) 21

Punisher

S P  Primary/ Unconditioned (pain, odors, tastes, physical restraint, loss of bodily support, extreme muscular effort)  Secondary/ Conditioned ( reprimands, response blocking, contingent exercise, overcorrection-restitutional/positive practice) 22

Extinction

The frequency of the previously reinforced behavior decreases or ceases by discontinuing reinforcement  Positive reinforcement  escape extinction  sensory extinction 

Extinction Burst



Spontaneous Recovery

Sessions 24

Behavior Reduction Procedure

Differential Reinforcement  DRI:  DRA:  DRO (FI-DRO, VI-DRO, FM-DRO, VM DRO)  DRL (full-session DRL, interval DRL, spaced-responding DRL) 25

Data Collection



Direct Measurement

 Permanent Products (written sample) 

Direct Observational Recording

 Event Recording  Duration Recording  Latency Recording  Inter Response Time (IRT)  Interval Recording (whole or partial)  Momentary Time Sampling 26

Data Collection

 Summary  Frequency/ Rate/ Percentage/ Fluency  Graphing (independent variable/dependent variable)  Interobserver Agreement (IOA)  Analysis (base line/treatment, variability, trend ascending/descending, level, internal/external validity) 27

Data Collection

 ..\My Pictures\7-23-2008\data collection1.mpg

 ..\My Pictures\7-23-2008\data collection2.mpg

 ..\My Pictures\7-23-2008\Interval Recording video.mpg

Graphs

Locate Item

# of prompts 10 9 8 2 1 4 3 7 6 5 0 0 1 Baseline 2 3 4 5 6 7 distance from student (ft) Bluethooth 25 20 15 10 5 8 9

Session

10 11 12 13 14 15 16 17 0 29

Shaping

 Differential reinforcement of successive approximation to the terminal behavior  Topography  Frequency  Latency  Duration  Magnitude 30

Prompting

Supplementary S to increase likelihood of correct responses

Response Prompts

 Pictorial/Textual  Verbal (full or partial)  Modeling 

Physical guidance (Full or Partial)

Prompting

Stimulus Pro

mpts

 Movement cues/ Gestrual  Position cues  Redundancy cues  color  size  shape 32

Examples

 Pictorial/ Textual  Verbal  Gestural  Modeling  Physical Guidance  ..\My Pictures\7-23 2008\20080722111134.mpg

Prompt Fading

: Gradual Removal of prompts  Most to Least  Least to Most  Decreasing Assistance  Graduated Guidance: fade physical prompts  Time Delay  Increasing Assistance 34

Behavior Chain

: a particular sequence of responses within a complex skill in which completion of a response serves as a conditioned reinforcer as well as a discriminative stimulus for the next response in the chain. S 1 R 1 S 2 R 2 S 3 R 3 S 4 R 4 S R 35

Task Analysis

: breaking down a complex task into simple and smaller units  Example:  TA for brushing teeth 36

Brushing Teeth

 hygiene\08071604.mpg

Teaching Behavior Chains

 Total-Task Chaining/ Total-Task Presentation  Forward Chaining  Backward Chaining:  Backward Chaining with Leap Ahead 38

Developing Objectives

Objectives include…  Conditions: antecedents (given directions or situation)  Student  Behavior: observable, measurable /quantifiable  Criterion: accuracy, frequency, duration, latency Let’s Develop Objectives for ….