Technician and Tutor Training Slides-Original

Technician and Tutor Training
Applied Behavior Consultants, Inc. In-home and Educational Applied Behavior Analysis
Copy right 1998, Applied Behavior Consultants, Inc. 1
Day One
Introductions History of Applied Behavior Consultants Departments and functions Autism What is intensive intervention Basic behavior principles
Copy right 1998, Applied Behavior Consultants, Inc.
History of ABC, Inc.

Owners Behavior intervention for DD community Specializing in treatment of autism since 1990 School opened in 1994
ABCs goal for all children receiving intensive intervention:

Provide intensive ABA programming for approximately 2 years and then transition them back into their neighborhood schools (a less restrictive environment) by providing the necessary transition support services
ASD and School

Behavior consultant Teacher Assessments Assessments IEPs, lesson plans, IEPs, lesson plans, behavior plans behavior plans Progression and Progression and troubleshooting troubleshooting Hands-on training Hands-on training 3rd degree behavior plans
ASD and School

Lead Tutor Assists Behavior Consultant in training tutors Collects and summarizes data Organizes program materials Lead Technician Assists Teacher in the appropriate implementation of lessons Provides feedback to Technicians Organizes program materials
ASD and School

Tutor Preparation for lessons Implementation of lessons and behavior plans Recording data on lessons and behaviors Technician Preparation for lessons Implementation of lessons and behavior plans Recording data on lessons and behaviors
ASD and School

Senior Behavior Behavior Analyst for
Consultant

School
Consult with behavior consultants Troubleshoot and problem solve Reviews and approves all 3rd degree behavior plans
Consult with all teachers Troubleshoot and problem solve Develop 3rd degree behavior plans Train teacher and staff on 3rd degree plans
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Community Based Intervention Services (BIS)

Population Served: All developmentally disabled
individuals including Prader-Willi Syndrome, Mental Retardation, Downs Syndrome, Cerebral Palsy, Autism, and Attention Deficit Disorders
Behavior Specialists Conduct assessments and develop appropriate procedures for skills teaching and behavior management plans Write and update behavior intervention plans Provide hands-on training for all consumers Formal parent and care-provider training
What do you know about AUTISM?

Discuss some of the characteristics you have observed in working with children with AUTISM? What are some things you have heard or read about AUTISM?
AUTISM
Characteristics: Severe impairment in social development Deficits in Communication skills Presence of Stereotypical behaviors
11
Behaviorists View of Autism

Deficits
Communication

Excesses

Receptive expressive Eye contact Reading social cues Initiating interaction
Tantrum behaviors
Screaming/crying
Social

Aggression
Hitting/biting/throwing
Play

Independent Peer
Self Injurious Behaviors Self-stimulatory Behaviors Stereotypical behaviors

Self help Generalization
Perseveration Obsessive behaviors
12
Intensive Intervention Works

Break tasks down into manageable units of
behavior Teach each unit individually to mastery Chain learned units together to form more complex behaviors Address both the deficits and excesses to form a complete program for each child Each program is highly individualized
13
Whats the Difference?

Looking at teacher
Jumping up and
Tantrum
Aggressive Doesnt like school
down on floor Asking for candy more than once Screaming
Likes her teacher

Cant talk Off task
14
Behaviors Are:
Specific Observable Measurable
Remember- SOM behaviors are better than others!
15
A
Antecedents
Occur before or during Behavior(s) You are late for work You are late for wok
B
Behavior
You drive 75 mph You drive 75 mph
C
Consequences
Occur after the behavior You get speeding ticket Youre on time for work
NOW COME UP WITH YOUR OWN EXAMPLES!

16
Functional Analysis Model

A
Antecedents
B
Behaviors
C
Consequences
SET THE STAGE
KNOW YOUR TARGETS
Clear distractions Have reinforcers ready When to teach Where to teach Who will teach With what materials How
Increase Decrease Maintain
17
Task Analysis
Breaking complex chains of

behavior in to manageable steps Allows us to teach the skill same way each time Allows us to teach skill in logical sequence Prevents us from missing steps Allows us to identify specific areas of difficulty for the child
18
Writing Name on Board

STEPS 1. Walk to white board 2. Pick up pen M I I T I I W I I Th Fr
3. Take off cap

4. Write n 5. Write a 6. Write m 7. Write e 8. Put cap back on pen 9. Put pen down
G
G G G Ph Ph Pph
G
G G G G Ph Pph
I
G G G G Pph Pph
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HOW TO TEACH
Have your Lesson Materials Ready
Follow the Lesson Format Know Your Target Follow the Prompt Hierarchy Know Your Error Correction Procedure
Take the data
20
Whole Task
Presenting the entire
STEPS 1. Walk to white board 2. Pick up pen 3. Take off cap 4. Write n 5. Write a 6. Write m 7. Write e 8. Put cap back on pen 9. Put pen down I = independent G = gestural M = model M I I G G G G Ph Ph Pph T I I G G G G G Ph Pph W I I I G G G G Pph Pph Th Fr
task in sequence
Examples: Getting dressed, morning classroom routine, toileting routine, mealtime routine Prompt
Hierarchy (least to most): gesture, model,

partial physical, physical, vocal
Error Correction: Backstep with an anticipatory prompt
pph = partial phys v = vocal P = positional Ph = physical
21
Partial Task
Presentation of a segment
of an entire activity Examples: Putting pants
Write e 1. Write e 2. Put cap back on pen 3. Put pen down
Th
Fr
on (part of dressing), sitting at table (part of mealtime), Zipping (part of putting on coat)
Prompt Hierarchy (least to most): Gesture,

positional, model, partial physical, physical, vocal
Error Correction:
I = independent G = gestural M = model Ph = physical
pph = partial phys v = vocal P = positional
Backstep with Anticipatory prompt

22
Discrete Trial Format

Teaching single unit
Sd: touch soap
behaviors
Examples: Teaching a single unit of the complex skill of washing hands Prompt Hierarchy: Varies
depending on lesson
Sd: touch towel

Sd: find bathroom
Sd: touch sink
Error Correction: MPSR =
Model, Prompt, Switch, Repeat
MORE TO COME ON THIS TOMORROW Stay tuned!

Incidental Teaching
Taking advantage of natural teaching
opportunities throughout the day
Examples: Student falls on playground and gets his hands dirty you instruct him to go and wash his hands Can be done in any of the previously mentioned teaching formats Error Correction: Depends on the teaching format used.
Shaping/Fading
Shaping reinforcing successive approximations toward a target behavior Fading the process of gradually withdrawing prompts
25
Forward Chaining
Forward Chaining:
STEPS 1. Walk to white board 2. Pick up pen 3. Take off cap 4. Write n 5. Write a 6. Write m 7. Write e 8. Put cap back on pen 9. Put pen down M I I G G G G Ph Ph Pph T I I G G G G G Ph Pp h W I I I G G G G Pp h Pp h
Teaching a task from beginning to end
T h
Fr
Teach the child step one of the
task and assist him through the rest of the skill. When the child is independent at the first step, teach him the first and second steps as a chain and assist him through the remaining steps, etc.
26
Backward Chaining
Backward Chaining: Teaching a skill from back to front
Assisting the child with all of the steps except for the last. When child is independent at last step, assist the child with all of the steps except the last two, etc.
STEPS
1. Walk to white board 2. Pick up pen 3. Take off cap 4. Write n 5. Write a 6. Write m 7. Writ e
M
Ph ph ph ph ph ph Ph
T
ph ph
pph pph pph Pph
W
Pp h Pp h
T h
Fr
G G G I I
8. Put cap back on pen

9. Put pen down
I
I
I
I
I
I
27
Powerful Reinforcement
o Reinforcement (SR+) is defined as anything
that increases the probability of a behavior occurring in the future. o Our behaviors are maintained by reinforcers(SR+): getting a paycheck for work, friends thank us for doing favors, people compliment your appearance. o If you dont have a reinforcer, you dont have a lesson!!!!!!!!!!
Positive Reinforcement
Positive Reinforcement:
Delivering a reinforcing stimulus after a behavior has occurred. The behavior will likely occur again in the future.
29
Negative Reinforcement
Negative
Reinforcement is
The removal of an aversive stimulus after a behavior has occurred. The behavior will likely occur again in the future.
Types of Reinforcers
Social Tangible Activity Token Edible
How do I know what the child likes?

Perform Reinforcer Inventories/Samplers Giving the child FREE ACCESS to a wide variety of reinforcers (should provide a choice of 6 or more items/activities). Give repeated access and take note of the items chosen two or more times. Perform reinforcer inventories periodically throughout the day or as you see response rate decrease.
32
Watch your trainers demonstrate a reinforcer sampling procedure

Now try it yourself
33
LMAD Lets Make a Deal!

Establish a contract with the student
by setting the deal
You will know what the child wants based on: a) reinforcer inventory b) child request Always follow a request with receipt of the item/activity. NEVER FOLLOW A REQUEST WITH A DEMAND. As child is engaging in the reinforcer, set the deal and start the lesson.
Setting a Deal
Give child access to reinforcer As child is consuming, set up
lesson materials Get token system set up (when applicable) Visually mediate the reinforcer (place a picture of the reinforcer on token chart) Begin lesson immediately Once the lesson has started, the student can change the reinforcer, however the deal starts over!
Always Follow These Principles

Appropriateness: The reinforcer should be chosen by the child. Size of the reinforcer should match the magnitude of the task. Satiation v.s. Deprivation. Immediacy: Deliver the reinforcer within 0 3 seconds of the behavior. Contingency: Require the child to perform the task you have specified BEFORE delivering the reinforcer. However, you can give FREE REINFORCEMENT!!!! Consistency: Reward behaviors on a consistent basis or they will fall out of the childs repertoire.
36
Natural v.s. Arbitrary Reinforcers

Natural reinforcers are those that would naturally follow the behavior if the child were not in a training situation.
Examples: Going outside after putting shoes on, eating a meal after washing hands, going to recess after lessons
Arbitrary Reinforcers are those that do not naturally follow the behavior
Examples: Giving a cookie after touching the red block
Take your Powerful Reinforcement QUIZ

GOOD LUCK
38
Behavior Problems
Sit Better!
Remember This?
A
Antecedents
B
Behaviors
C
Consequences
Where When With Whom Under what demand Other: Environmental conditions Health status Events that occurred at home
Specific Observable Measurable
Use the least restrictive consequences Must be consistent!
WHAT IS THIS MODEL CALLED?_____________________

40
Is That a Behavior Problem?

Behavior Problems meet one or more of these
criteria
Interferes with previously learned skills (child is not exhibiting skills because of the behavior problem) Disrupts/endangers self, others, property, environment Interferes with the childs ability to learn new skills
41
Operationally Define the following:

Aggression Tantrum Noncompliance Bad manners at lunch Disrespectful of others ________________ ________________ ________________ ________________
________________
42
Form v.s. Function

FORM
Form refers to the topography of the behavior (what it looks like) You are giving the form of the behavior when you operationally define it
FUNCTION
Function refers to the purpose of the behavior (what the child is getting out of it) You are determining function when you perform a functional analysis
43
The Main Functions of Behavior

Gain access to reinforcement Escape or avoid a situation or stimulus Elicited (controlled mainly by antecedents) Automatic reinforcement (eat chocolate because you like the taste)
Measuring Behavior
90 80 70 60 50 40 30 20 10 0 April May June July hitting spitting running
We measure behavior so that we can gather more information about the form of the behavior and look for patterns It is important to collect data so that we can determine whether or not our plans are effective
45
Types of Data
Frequency
How many times the behavior occurs
Intensity
How bad or intense is the behavior
Duration
How long does the behavior last
46
Practice Taking your ABCs

Watch this video and record all of the antecedents, behaviors, consequences
47
What do we know about the function of that childs behavior?

What are the common antecedents? What are the consequences for the behavior (s)? What is the child getting out of the behavior? How can the antecedents be rearranged to prevent the behavior in the future?
THE BEHAVIORAL CYCLE

Antecedent behaviors Or escalation pattern: 1. 2. 3. 4. 5. Sever Behaviors (SIB, Aggression, Property destruction)
ANTECEDENTS If intervention occurs here injury is very likely! 2 people always! Post Crisis Depression
NEXT ANTECEDENT
Environmental antecedents: 1. 2. 3. 4.
Intervention should occur here Prevention of Crisis 1. Heavy SR+ for alternative or incompatible behavior RE-ESCALATION 2. Calming down period is likely here
Teaching of alternative or incompatible behaviors MUST occur here! Begin heavy SR+ schedule
49
Three Degrees of Behavior

ABC, Inc has classified behaviors into three degrees Sometimes behaviors are classified as first or second degree and do not show a descending trend, and are moved to a third degree plan
50
First Degree Behavior Plan

Used initially to reduce the majority of behavior excesses Combination of planned ignoring and redirection are typically used Data is collected, graphed and monitored No formal plan written
Second Degree Behavior Plan

Implemented when first degree plan is not effective Data is taken, graphed and monitored ABC narratives are taken Plan is written
52
Third Degree Behavior Plans

Developed to eliminate serious behaviors which endanger the child or others. ABC narratives and other data taken and graphed Complete behavior plan is developed and approved by Director of Schools.
DAY TWO
Hands on practice in classroom (8:45 11:30 Lunch 11:30 12:15 Discrete Trials Training Hands on practice in training room implementing DTT
54
Your Hands-On Assignment

Read four Task Analyses in the

classroom. Observe a tech implementing a TA and record the data yourself Perform three reinforcer sampling procedures Observe Whole and Partial task presentation and give a brief narrative description of what was being taught Observe four different discrete trial lessons and list what was being taught Take ABC narrative (functional analysis) data on a behavior
55
What in the heck is a discrete trial?

A discrete trial consists of three terms:
Sd=Discriminative stimulus - tells the child what you want him/her to do. Should be given in an instructional tone of voice. It is a clear, simple instruction. P=Prompt anything other than the Sd that increases the likelihood of a correct response. R=Response give the child approximately 5 7 seconds to respond before closing trial C= Consequence provide a reinforcer if response is correct. Give an instructional no if response was incorrect. Tone of voice when reinforcing should be different than when child is incorrect
The Three Term Contingency Model

A
Antecedents
B
Behaviors
C
Consequences
THIS IS A _______________________________ model
Sd
Discriminative Stimulus
R
Response
Sr+
Reinforcer NO
THIS IS A _______________________________ model

57
Non-Vocal Imitation (NVI)

Goal: Teach the child to imitate gross and fine motor movements (singular and chained) Sd: Modeling the movement(s) R: Child imitates the behavior
58
Receptive Object Labeling (ROL)

GOAL: teach the child to identify objects that are named Sd: touch ____ or simply the name of the object R: child touches the named item
Matching (leads to categorization)

GOAL: student is able to recognize that stimuli go together (both identical and nonidentical stimuli) because they have similar properties Sd: match R: child matches stimuli appropriately
60
Instruction Following
GOAL: child is able to follow one and two step directions (requires discrimination skills) Sd: the instruction (less than five words in early phases of training) stand up clap R: Child follows instruction
61
Expressive Object Labeling (EOL)

GOAL: child names the object (vocally, by sign or PECS) when he/she sees the object Sd: sight of the object (sometimes also a vocal Sd: what do you see? or what is it? R: child names the object
Vocal Imitation (VI)

GOAL: increase childs ability to repeat sounds, words and phrases that he/she hears Sd: say ____ or simply the sound/word to be imitated R: child repeats what he/she heard (eventually work on volume, intonation and pitch)
Manding
GOAL: child communicates his/her wants and needs appropriately (via sign, PECS or vocal) Sd: EOs (the desire for an item, activity, or action to be performed) R: the child initiates the request
64
Beginning Discrete Trials Training

TERMS TO KNOW
Target (T): the newest item to be introduced in a lesson Prompt (p): assisting the child in giving the correct response Distracter (d): a mastered item within a response class Interrupter (i): anything that presents a time delay and interrupts the schedule of reinforcement
65
The Trial Phases

o Mass Trials: Repetitious presentation of the same Sd with a o o o
o o
single stimuli present. Used ONLY when students are not successful at Expanded Trials Expanded Trials: Systematic presentation of the Target while gradually increasing the number of distracter trials Randomization: Random presentation of the Target with distracters Discrimination Trials: Random presentation of mastered Sds within a response class. Used when there are 6 or more mastered Sds in the response class. Random Trials: Random presentation of mastered Sds across response classes. Bridging Concepts: Presentation of mastered Sds from various response classes in a FUNCTIONAL activity. Sds are presented more naturally and reinforcement is primarily social.
Introducing the first item in a response class:

Example for ROL:
Begin in an ET0
This means that you are going to systematically present the target, but have no distracters to use. You will introduce the first two Sds for the response class in this format
Both items are on the table. Repeat trials of the first item while gradually decreasing prompts. Switch placement of the first item once you have completely faded your prompts
T1
Repeat trials of the second item the same way you introduced the first.
Be sure that the child can identify both items regardless of the placement
T2
67
T Copy right 1998, Applied Behavior T

Consultants, Inc.
68
Randomization of the first two items:

Now that the child can identify the items regardless of placement independently:
Present the items in random order while randomly switching the placement of each item
The purpose of this step is to ensure that the child is able to identify the items based on their properties and not their placement or patterns in the Sds.
SR+
T2
T2
T1
T1 BehaviorT1 Copy right T2 1998, Applied Consultants, Inc.
T2
T1
69
Introducing the third item

You are ready to introduce the third item in the response class: You will do this in an expanded trials 2 (ET2).
TARGET
The target response plus two distracters (the first two items taught are now your distracters)
distracter
distracter
ET2
Introduce the Target with two distracters present. Begin with a prompt and fade as soon as possible Once the child is independent at the Target, follow the Target trial with one distracter. Now return to the Target. If the Child gets the Target correct after the distracter, give the primary reinforcer. SR+
71
ET2 Continued
Now that the child can do the Target after one distracter, try two Present the Target and follow with two distracters. Now do the Target again! If the child is able to get the Target correct after two distracters, give the primary reinforcer!
SR+ T d d T
72
Now do Randomization!
Randomize the position of the items on the table and randomize the order of the Sds. Give the primary reinforcer at the end of the set of trials. You did this after you introduced the first two items You will run Randomization after each target is mastered in expanded trials
SR+
Introducing the fourth item..

You are now ready to introduce the fourth item in the response class
TARGET
You will do this in an ET3 The target response with three distracters (the first three items you taught)
distracter
distracter
distracter
74
ET3
Introduce the Target with the distracters present. Present the Target with prompts (fade prompts quickly). Once the child is able to identify the Target independently, follow the Target trial with two distracters rather than just one (trying to move more quickly through this process as more items are introduced) . Now do the Target again. Deliver the primary reinforcer. If the child can do the Target with two distracters, follow the target with three distracters and a primary reinforcer.
SR+
SR+
75
Continue that pattern up to ET6

Once there are 6 items within that response class, you are ready to run Discrimination Trials For every item introduced after this, use Discrimination Trials after Expanded Trials Once there are more than 10 items mastered in that response class, use the 6 most recently mastered items as distracters when introducing new targets
SR+
76
Practice the Trial Phases with NVI

Your targets:
Clap Wave Touch head Stomp feet Tap table Pat tummy
ET0 = Clap until independent,

wave until independent
ET1 = clap, wave, clap

independent
wave, clap, wave
ET2 = Touch head until

t. head, clap, t. head, wave, clap, t. head CONTINUE TO ET6
Discrimination Trials
Random presentation of all mastered Sds within one response class Checking for mastery and maintaining previously learned responses.
78
Random Trials
Random presentation of mastered Sds from various response classes Run Random Trials as a pre-curser to Bridging Concepts
EXAMPLE:
touch bowl, what color?, clap, say CHIP, what is this?, whats your name?, count, etc.
79
Bridging Concepts
Presenting mastered Sds in a more natural way within a functional activity. Set up a functional situation in which you will be able to give instructions, require the child to imitate, label colors and objects, sing along, etc. Reinforcer should be social at the end of the activity.
Error Correction Procedure

ERROR CORRECTION
Because errors in discrete trials are discrimination errors, use Model, Prompt, Switch, Repeat Model the response, Prompt it, Switch to something else, and Repeat the trial.
When do I use EC?

Only use the error correction procedure on the Target trial If there is an error on a distracter, close the trial with a no
81
Practice identifying the components of these trials

First identify the Sd, Prompt, Response, Consequences for these trials Now rate the trainers ability to complete all of the components of a discrete trial Can you decide what type of trial should come next?
Day Three
Hands on practice in the classroom (8:45 11:30) Lunch (11:30 12:15) Data for Discrete Trials Functional Communication PECS (the Picture Exchange Communication System)

Observe 5 discrete trials lessons and identify the trial phase, number of distracters and the Target. Run discrete trials in each of the stations
84
Data Recording
Date
116-00
Time
10
Initials
EG
Level Trial Phase

Lvl 2 ET 3
Acquisition Item (# of items in field)

Cup (4)
1st/last trial
+ +
CR
3
IR
1
PR
0
% CR
50
Prompt/Comments/Notes V,G,Pph,,Pos,Vis
Missed the target response every other trial
IR Ds
0
85
Lets Try it!

Observe video segment Record the Data for each block of trials Lets discuss the results
Graphing the Data

100
90
80
70 60 50
40 30
20 10
87
Now Practice Graphing!

Good Luck!
88
Functional Communication
Must be a Speaker and a Listener Reinforcement is mediated by another person Communication has intent (request, comment, solicit vocal responses)
Types of Communication (verbal operants)

Mand making a request for an item, action to be performed, access to activity Tact commenting on the environment (thats a ball, you are walking slowly, your shirt is blue) Intraverbal response to other verbal stimulus
what is your name? My name is Michelle what day is it today? Today is Monday. You eat with a ___ fork
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Why does ABC choose PECS?

Vocal Speech
Eye contact Imitation Matching skills
Sign Language
Pre-requisites
Picture-Point NO NO YES
PECS NO NO NO
YES YES NO
YES YES NO
Requires
Social SR+
Child Pre-selects Teach mand first Teach label first Child initiates Social interaction Rapid acquisition Universally understood
YES
NO NO YES
YES
NO NO YES
Outcome
YES
NO NO YES
NO
YES YES NO
NO
NO RARELY SOMETIMES
NO
NO RARELY NO
NO
NO RARELY YES
YES
YES USUALLY YES
91
PECS (Bondy and Frost)

PECS is a complete functional communication system that makes use of pictures to mand, tact and engage in intraverbals
92
PHASE I
Teaching the Physical Exchange Need a listener and a prompter, reinforcers and corresponding pictures NO VERBAL Sd is given Wait for the child to reach for the item and prompter will physically assist the child to pick up the picture (from behind) and place it in the hand of the listener (listener has hand open in front of the child as a prompt). Fade the prompter first and then fade the open hand cue of the listener.
PHASE II
Once the child can exchange the icon independently, work on distancing You will need to distance two things: The listener from the child and then the book from the child Gradually increase distance as the child is successful Also begin to put the picture on the book
94
PHASE III
Now ready to teach discrimination Child will now need to cue into what is on the icon Begin by using a highly preferred item and a nonpreferred item Then move to three icons highly, moderately and non-preferred Increase the number of icons RUN CORRESPONDANCE CHECKS Begin to introduce attributes Errors made in this phase are discrimination errors and should be corrected with MPSR
95
PHASE IV
Constructing sentences Teaching the child to construct the sentence strip: I WANT ____ Use backward chaining to teach the construction of the strip Errors made at this phase are sequencing errors and should be corrected with backstepping procedures.
96
PHASE V
Responding to the question what do you want? This is an intraverbal mand Listener will ask the question before the child constructs the sentence strip Continue to teach the use of attributes
97
PHASE VI
Tacting The child will learn to label things in the environment Child will also learn to discriminate between labeling and asking Listener should intersperse tact and mand trials
Establishing Operations
EOs temporarily change the reinforcing value of stimuli We want coffee when we smell it We are thirsty after being in the hot sun We order desert because we saw someone else eating desert. We eat because we are hungry
Capturing and Contriving EOs

CAPTURE
Take advantage of naturally occurring situations to teach communication
Child comes in from recess is likely to ask for a drink Child has been receiving juice as a reinforcer is likely to ask for bathroom
CONTRIVE
Set up situations/manipulate the environment to teach communication
Give a childs favorite toy to another student so that he is likely to mand with peers Put the childs favorite reinforcer in a box so that he is likely to ask for OPEN
100
Day Four
Hands-On in Classrooms (8:45 11:45) Lunch (11:45 12:30) Levels of Generalization Question and Answer Post Test
101

Continue to practice discrete trials training Practice taking data on DTT while a veteran tech runs the lesson Work with two different students who are on PECS in phases II, III, and IV if possible List five examples of: mand, tact, intraverbals that you observe in the classroom. Review the written lesson plans for each
102
LEVEL ONE
GOAL: Generalize across people
Same Sd Same materials Same environment Highly structured Discrete trials format Dense schedule of reinforcement Can run ET and DT (MT when applicable) in this level
103
Level Two
GOAL: Generalize across stimuli
Novel Sds Novel materials Same Environment Highly Structured Discrete Trials format Begin to thin schedule of reinforcement Can run DT in this level
Level Three
GOAL: Generalize across environments and time
Varied Sds Varied materials Novel environments Moderately structured Introduce environmental distractions Discrete Trials format Run on a maintenance schedule Continue to thin schedule of reinforcement Can run DT and RT in this level
105
Level Four
GOAL: Generalize to functional situations and acquire new skills in that response class incidentally
Natural Sds Not a Discrete Trials format Reinforcement is natural (social) Capture and Contrive situations throughout the day Incorporate the skill in 3-4 complex daily routines
106
Level Five
GOAL: Social contingencies control the behavior (they engage in behaviors to fit in and gain approval from peers and adults
No trainer present All Sds and reinforcers are natural and provided by peers/teachers/parents Child is able to vary the form of the response based on the situation Child is able to discriminate when NOT to engage in the response
YOU ARE DONE

Congrats!
108

Technician and Tutor Training Slides-Original

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Technician and Tutor Training

History of ABC, Inc.

ABCs goal for all children receiving intensive intervention:

ASD and School

ASD and School

Copy right 1998, Applied Behavior Consultants, Inc.

ASD and School

Copy right 1998, Applied Behavior Consultants, Inc.

ASD and School

Copy right 1998, Applied Behavior Consultants, Inc.

Community Based Intervention Services (BIS)

What do you know about AUTISM?

Copy right 1998, Applied Behavior Consultants, Inc.

Behaviorists View of Autism

Receptive expressive Eye contact Reading social cues Initiating interaction

Self Injurious Behaviors Self-stimulatory Behaviors Stereotypical behaviors

Self help Generalization

Perseveration Obsessive behaviors

Copy right 1998, Applied Behavior Consultants, Inc.

Intensive Intervention Works

Whats the Difference?

down on floor Asking for candy more than once Screaming

Likes her teacher

Copy right 1998, Applied Behavior Consultants, Inc.

Copy right 1998, Applied Behavior Consultants, Inc.

NOW COME UP WITH YOUR OWN EXAMPLES!

Functional Analysis Model

SET THE STAGE

KNOW YOUR TARGETS

Increase Decrease Maintain

Copy right 1998, Applied Behavior Consultants, Inc.

Copy right 1998, Applied Behavior Consultants, Inc.

Writing Name on Board

3. Take off cap

Copy right 1998, Applied Behavior Consultants, Inc.

Take the data

Copy right 1998, Applied Behavior Consultants, Inc.

Hierarchy (least to most): gesture, model,

Error Correction: Backstep with an anticipatory prompt

pph = partial phys v = vocal P = positional Ph = physical

Copy right 1998, Applied Behavior Consultants, Inc.

of an entire activity Examples: Putting pants

Write e 1. Write e 2. Put cap back on pen 3. Put pen down

Prompt Hierarchy (least to most): Gesture,

I = independent G = gestural M = model Ph = physical

pph = partial phys v = vocal P = positional

Backstep with Anticipatory prompt

Discrete Trial Format

Sd: touch towel

Sd: touch sink

Error Correction: MPSR =

Model, Prompt, Switch, Repeat

MORE TO COME ON THIS TOMORROW Stay tuned!

opportunities throughout the day

Copy right 1998, Applied Behavior Consultants, Inc.

Teaching a task from beginning to end

Teach the child step one of the

Copy right 1998, Applied Behavior Consultants, Inc.

8. Put cap back on pen

Copy right 1998, Applied Behavior Consultants, Inc.

Copy right 1998, Applied Behavior Consultants, Inc.

How do I know what the child likes?

Copy right 1998, Applied Behavior Consultants, Inc.