Transcript Applied Behavior Analysis for Educational Settings

Applied Behavior Analysis for
Educational Settings
Christopher Ewing, MS
Behavior Intervention Consultant
Arkansas Department of Education
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Training Overview
• Stages of Learning
• Errorless Learning
– Prompting and Prompt Fading
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Discrete Trial Training
Precision Teaching & Fluency Training
Verbal Behavior
Incidental Teaching
Chaining
Shaping
• www.acc.k12.ar.us/BEHAVIOR
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Stages of Learning
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Acquisition
Mastery/Fluency
Generalization
Maintenance
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Errorless Learning
• A procedure that reduces the chance of
incorrect responses
• Makes use of prompts and prompt
fading to reduce incorrect responses
• Reduces potential of learning incorrect
responses
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Prompts
• Prompts increase the effectiveness of
teaching by decreasing the likelihood of
incorrect responses.
• Types of Prompts
– Physical Prompts
– Visual Prompts
– Verbal Prompts
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Physical Prompts
• Physically guiding the student
• Hand-over-hand
• Use the least force needed to ensure
correct response
• Never physically force the child’s
movement
• Effective for teaching motor skills
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Visual Prompts
• Visual cues to ensure correct response
• 4 types of visual prompts
– Gestural
– Picture
– Model
– Positional
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Verbal Prompts
• Verbal instructions
• Words or phrases
• Can include sign language
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Prompt Fading
General Guidelines
• Determine how the prompt will be faded
before you start fading.
• Must be done in an orderly manner.
• Begin fading when correct responding
averages 80% correct.
• Delay prompt
• 2-3 consecutive incorrect responses return to
the last prompt level that the student was
successful
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Prompt Fading
Physical Prompts
• Reduce the force of grip
• Light touch
• Shadowing or change position of
prompt
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Prompt Fading
Visual Prompts
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Prompt Fading
Visual Prompts
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Prompt Fading
Visual Prompts
car
cat
dog
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Prompt Fading
Visual Prompts
dog
car
cat
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Prompt Fading
Visual Prompts
cat
dog
car
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Prompt Fading
Visual Prompts
car
dog
cat
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Prompt Fading
Visual Prompts
car
cat
dog
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Prompt Fading
Gestural Prompts
Trainer
Student
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Prompt Fading
Gestural Prompts
Trainer
Student
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Prompt Fading
Gestural Prompts
Trainer
Student
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Prompt Fading
Gestural Prompts
Trainer
Student
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Prompt Fading
Positional Prompts
Trainer
Student
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Prompt Fading
Positional Prompts
Trainer
Student
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Prompt Fading
Positional Prompts
Trainer
Student
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Prompt Fading
Positional Prompts
Trainer
Student
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Selection-Based Imitation
• Used to teach receptive language
• Sequence of Implementation
– Linear configuration
• Ensure attending
– Field expansion
• Strengthen scanning and increase field size
– Linear configuration/different positions
• Solidify scanning and prevent positional responding
– Two steps
• Increase flexible scanning and increase attention
– Transfer to receptive labeling
• “Do this.” is changed the label of the item
• Gestural prompt is gradually faded
• Response comes under control of verbal label of item
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Selection-Based Imitation
Linear Configuration
Trainer “Do this.”
Student
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Selection-Based Imitation
Field Expansion
Trainer “Do this.”
Student
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Selection-Based Imitation
Linear Configuration/Different Positions
Trainer “Do this.”
Student
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Selection-Based Imitation
Linear Configuration/Different Positions
Field Expansion
Trainer “Do this.”
Student
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Selection-Based Imitation
Non-Linear Configuration
Trainer “Do this.”
Student
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Prompt Fading
Verbal Prompts
• Shorten the instruction
• Shorten the word
– Give beginning sounds
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Discrete Trial Training
• A structured way of teaching
• Each trial has a clear beginning and
ending
• Trials are distinct and succinct
• A trial is one set of instructions
Instruction
Response
Consequence
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Discrete Trial Training
Components
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Presentation of Materials
Instructions
Prompting
Delivery of Consequences
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Discrete Trial Training
Presenting the Materials
• Materials are ready and organized
• Unnecessary items are removed from
area
• Materials and reinforcers are accessible
to trainer
• Items must be randomized each trial
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Discrete Trial Training
Randomization of Items
Trainer
Student
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Discrete Trial Training
Randomization of Items
Trainer
Student
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Discrete Trial Training
Randomization of Items
Trainer
Student
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Discrete Trial Training
5 Components of Effective Instructions
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Clear and easily identifiable
Appropriate for the task
Consistent for new tasks
Uninterrupted
Gain student’s attention
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Delivering Consequences
Correct Responses
• Initially reinforce all correct responses
• Once prompts are faded, use praise
only to signal correct prompted
responses
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Delivering Consequences
Incorrect Responses
• Do not use “No, no” prompt
• Remove materials
• If prompt has been faded, do not prompt
after first incorrect response
• Present materials and instruction
• Reinstate last successful prompt after 2
incorrect responses
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Discrete Trial Training
Practice
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Precision Teaching
• A fluency based set of methods and
practice procedures which adjust
curricula for each student to maximize
learning
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Precision Teaching
Examples of Success
• Students at Malcom X College made 2 grade level
gains in 16 hours of instruction (Johnson & Layng
1994)
• Sacajawea Elementary students gained 20-40
percentage points within 3 yrs. on standard
achievement tests (Beck & Clement 1991)
• Morningside Academy offers 2 money back guarantee
for program
• Students will progress 2 grade levels each year
• Time on task will increase from 1-3 min. to 20 or more minutes
(Johnson & Layng 1994)
• Have not refunded any monies to date
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Precision Teaching
Key Features
• The learner knows best
• Uses frequency for measurement
• Daily charting on the Standard
Celeration Chart
• Focused instruction and practice on
directly observable behavior
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Precision Teaching
Benefits
• Frequency of response is the basic unit
of measurement
• Free operant responding
• Emphasizes teaching sequentially
• Instructional decisions are data based
• Multiple instructional techniques can be
utilized
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Precision Teaching
5 Steps
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Select a Task
Set an Aim
Count and Teach
Develop a Learning Picture
Decide What to Do
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Precision Teaching
Select a Task
• Countable
– The movement must be observable and measurable
• Counting Period
– Consistent
– At least 8-10 movements
• Correct/Incorrect Pair
– Define correct and incorrect movements
– Count both correct and incorrect movements for each counting
period
• Learning Channel
– Input and Output
– Multiple learning channel sets for each skill
• Hard-To-Do
– Goal is to teach a new skill
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Precision Teaching
Learning Channels
See
Say
Reach
Match
INPUT
Touch
Think
OUTPUT
Write
Touch
Press
Mark
Sign
Point
Hear
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Precision Teaching
Learning Channels
Sample Learning Channel Sets
See/Write
Think/Do
Think/Write
See/Match
See/Say
Hear/Write
Hear/Sign
SeeHear/Touch
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Precision Teaching
Set an Aim
• Strategy 1
– Use component skill frequencies
• 1.5 to 2.0 times greater than composite skill
• Ex. Writes 120-160 digits/minute
– Aim for multiplication facts = 80/mintue
• Strategy 2
– Ratio between teacher and student
Adult Skill Rate = Student Skill Rate
Adult Tool Rate
Student Tool Rate
80 = X = 40/minute
100 50
– Ratio between fluent student and student
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Precision Teaching
Aims
Movement
Learning
Channel Set
Math
See/Write
Spelling
Hear/Write
Handwriting
See/Write
Reading
See/Say
Frequency
60-90
Digits/Minute
15-25
Words/Minute
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Letter/Minute
90-140
Words/Minute
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Precision Teaching
Fluency for Children with Autism
Hear
See
Do
Say
Write
Touch
35-50
40-60
70-90*
40-60**
35-40
35-50
55-70
40-60**
80-100*
30-35
*Syllables per minute
**Digits/letters per minute
Frabizio/Moors Consulting
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Precision Teaching
Count and Teach
• Count correct and incorrect movements
• Teach
– Materials
– Prompting
– Consequences for correct and incorrect
movements
– Practice
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Precision Teaching
Develop a Learning Picture
• Daily charting
• Draw expected celeration line (minimum
celeration line)
• 3 consecutive days below line change
teaching strategy
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Precision Teaching
Decide What to Do
• Slice Back
– A smaller movement of the original movement
– Error rate is higher than correct rate
• Step Back
– A movement that is easier than the original movement
– Error rate is higher than correct rate
• Change the Counting Period
– When endurance is an issue
– Duration should equal real life
• Change the Aim
– Set a temporary aim lower than the final aim
– Gradually increase the aim as each temporary aim is met
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Precision Teaching
Standard Celeration Chart
• Standard charting conventions
• Multiply/Divide
– Advantages of multiply/divide
• 1 response/1000 minutes
• 1000 responses/minute
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1000
500
Cycle 6
100
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Cycle 5
Count Per Minute
10
5
Cycle 4
1
0.5
Cycle 3
0.1
0.05
Cycle 2
0.01
0.005
Cycle 1
0.001
0
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Successive Calendar Days (by weeks)
Name of Behaver:
Movement Cycle:
133
140
SCC
Calculating the Record Floor
• Record Floor equals 1/Number of Minutes
1
Record Floor =
Number of Minutes
– 1 Minute Timing = 1
– 5 Minute Timing = 1/5 = 0.2
– 10 Second = 6
– 60/10 = 0.17
– 1/0.17 = 6
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1000
500
10-Second
Record Floor
30-Second
Record Floor
1-Minute
Record Floor
5-Minute
Record Floor
10-Minute
Record Floor
100
50
Count Per Minute
10
5
1
0.5
0.1
0.05
0.01
0.005
0.001
0
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Successive Calendar Days (by weeks)
Name of Behaver:
Movement Cycle:
133
140
SCC
Minimum Celeration Line
• Draw aim star
• Complete three days of baseline
• Draw start mark
– Draw mark at day two at the median frequency for
the three days
• Draw line
• If frequency falls below minimum celeration
line for 3 consecutive days, change
programming or set new aim with new
minimum celeration line.
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SCC
Charting Data
• Count the number of correct and
incorrect responses per given timing
• A pass or skip is counted as an
incorrect
• Self corrected responses are counted
as a correct and an incorrect response
• Draw the record floor
• Chart data
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SCC
Charting Data
PRACTICE
1-minute timing
5 correct and 3 incorrect
10 correct and 1 incorrect
15 correct and 0 incorrect
18 correct and 0 incorrect
25 correct and 1 incorrect
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5 Correct
3 Incorrect
1-Minute Record Floor
20 Per Minute
5
3
SCC
Charting Data
PRACTICE
30-second timing
5 correct and 3 incorrect
10 correct and 1 incorrect
15 correct and 0 incorrect
18 correct and 0 incorrect
25 correct and 1 incorrect
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Record Floor = 1/0.5 = 2
Record Floor = 1/time in minutes
x
3 Per Minute
5 Per Minute
x
3 Per Minute
5 Per Minute
3 Per Minute
30 Second Record Floor
1 Minute Record Floor
5 Minute Record Floor
SCC
Drawing Celeration Lines
Quarter Intersect Method
1. Divide the frequencies into four equal
sections.
2. Find the median frequency for each half.
3. Mark where the median frequencies for
each half crosses the 1st and 3rd quarter
intersect lines.
4. Draw a line connecting the marks on the 1st
and 3rd intersect lines.
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Step 3. Mark where the median
frequencies for each half crosses the 1 st
and 3rd quarter intersection lines.
1000
500
Step 4. Draw a line connecting
the marks on the 1st and 3rd
quarter intersect lines.
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Count Per Minute
10
Step 2. Find the median frequency
for each half.
5
1
2
1
0.5
3
4
0.1
Step 1. Divide the frequencies into four
equal sections.
0.05
0.01
0.005
0.001
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Successive Calendar Days (by weeks)
Name of Behaver:
Movement Cycle:
133
140
SCC
Celeration Values
• Draw celeration line
• Mark where celeration line crosses a
Sunday line
• Draw a dashed line from Sunday mark
to the next Sunday mark
• Measure celeration using rate finder
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Draw Celeration Line
10-Second Record Floor
1000
500
Intervention
1-Minute Record Floor
A
100
x1.57
Intervention
50
x1.57
A
Count Per Minute
10
V
5
/2.52
1
V
0.5
/2.52
0.1
0.05
0.01
0.005
0.001
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Successive Calendar Days (by weeks)
Name of Behaver: John Doe
Movement Cycle: See-Say Letters
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Precision Teaching
Sample SCC
See/Write Addition
Think/Write Name
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Fluency
The fluid combination of speed and
accuracy that characterizes competency,
mastery, and expert performance (Binder,
1988).
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Fluency Training
Benefits
• REAPS
– Retention
– Endurance
– Application
– Performance Standards
– Stability Over Time
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Mean Averages for Retention
Checks Participant 1
% Correct
Duration
(Seconds)
Accuracy-Only
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13
Fluency
Training
98
7
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Mean Averages for Retention
Checks Participant 2
% Correct
Duration
(Seconds)
Accuracy-Only
76
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Fluency
Training
100
10
98
Fluency Training
Big 6+6
• Big 6
Reach
Point
Grasp
Release
Touch
Place
Squeeze
Tap
Shake
Twist
• Big 6+6
Pull
Push
• Fluency Aims
– In isolation 200-300 movements/minute
– As a compound 100-120 movements/minute
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Verbal Behavior
• Topographic Response
– Spoken
– Sign
• Selection Response
– PECS
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Verbal Behavior
• Mand
– A request for a reinforcer
• Tact
– Verbal response to non-verbal stimulus
• RFFC
– Receptive by Function, Feature, and Class
– Classification
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Incidental Teaching
• Promotes generalization
• Teaching in the natural environment
• Must be programmed
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Chaining
• Backward Chaining
• Forward Chaining
• Whole Task Chaining
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Shaping
• Successive approximation towards a
terminal behavior.
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