Housekeeping

Housekeeping

Sign in with time.

Only sign out as you leave.

Cell phones easy to grab and silent

Pick up your materials and put them in a folder

More……Reply to Emails to let us know that you

are receiving them.

Honor each others suggestions.

45 second Rule

No Side bars

EDSP

Prepared by KATC (2010)

Rob Pennington

CULTURE OF AUTISM

SOCIAL RELATEDNESS

JOINT ATTENTION & RECEPROCITY

COMMUNICATION

•Expressive deficits•Problems with intent as well as means•Receptive deficits•Problems with meaning and processing

SENSORY PROCESSING

Integration and modulation of inputs

DIFFICULTY WITH CHANGE

Limited interests, repetitive behavior, rigidity

COGNITIVE STYLE•Organization •Sequencing & planning•attention & relevance•abstraction & generalization

The Nuts and Bolts “2-Term Contingency”

Behavior is controlled by it’s consequences

For exampleJohnny hits because he gets attention for it, not

because he is angryMary flaps her hands because it feels good, not

because she has autism

Prepared by KATC January 2010

Behavior Intervention & ASDIf mechanisms for behavior change are

applicable across individuals despite their unique characteristics (e.g., autism, learning

disabilities, mental retardation)

What is special about ASD?


The Nuts and Bolts Behavior doesn’t happen in a vacuum

“ The 3- term contingency”Antecedent-Behavior-Consequence

Antecedent- Billy falls downBehavior- Billy Cries

Consequence- Billy is held by the teacher


The Nuts and Bolts Antecedent

Behavior Consequence

Teacher hands Student a new worksheet

Student slides out of desk onto floor

Teacher talks to Student about his behavior for 2 minutes

Teacher works independently for 10 min.

Student blurts out Teacher increases proximity to the student

Teacher says “ Computer time is over, time for math”

Student runs to the hall

Teacher puts student in Time out


A Closer LookHow do consequences effect problem

behavior?

Reinforcement&

Punishment


EBP Inventory


Antecedents

If behavior is primarily maintained by its consequences why do we have to care

about what happens before the behavior?


Behavior Intervention It is important to consider that for many

individuals with ASD, problem behavior is a result of a lack of knowledge of “what to do”

to most effectively access reinforcement.

What types of things do we attempt to access in our daily lives?


Behavior InterventionThis module will place a heavy emphasis on

reinforcement-based interventions

Recognition of behavior as communication and then teaching the “what to do”


Rob Pennington

Preference-assessmentAny effective behavior change program starts with the identification of possible reinforcers

Sometimes interventionists may take the view that a student did not respond to the delivered reinforcer, it might be more

beneficial to take the alternative view that the interventionist may have failed to identify

an effective reinforcer.


Getting Started: Review


Antecedent InterventionsProduce change through the arrangement of

antecedent events to get the student in contact with reinforcement for desirable

behavior


Antecedent InterventionsSetting clear behavioral expectations for all

students

Consider the individualized needs of learners when delivering expectations


Antecedent Interventions




Antecedent Intervention











Prepared by KATC (2010) (Cooper, Heron, & Heward, 2007)











(Cooper et al., 2007)



Antecedent InterventionIncreasing the effectiveness of NCR

Conduct a FBA to determinereinforcers maintaining problem behavior

Identify powerful reinforcers


(Cooper et al., 2007)

Antecedent InterventionIncreasing the effectiveness of NCR

Combine with extinction procedures

Withhold reinforcement briefly if interval ends at the same time as a problem occurs


Consequent Interventions






Consequent InterventionsUsing extinction effectively

Withhold all reinforcers for the problem behavior

Be consistentConsider using instructions

(Cooper, Heron, & Heward, 2007)


Consequent InterventionsUsing extinction effectively

Prepare for the the burst.

Increase the number of opportunities to use extinction

Do not use for extreme behaviors(Cooper, Heron, & Heward, 2007)




Differential ReinforcementReinforcement is delivered contingent on the

occurrence of a behavior other than the problem behavior or the behavior occurring at

a reduced rate&

Withholding reinforcement as much as possible for the problem behavior



Differential ReinforcementReinforcement is delivered contingent on the

occurrence of a behavior other than the problem behavior or the behavior occurring at

a reduced rate&

Withholding reinforcement as much as possible for the problem behavior



Differential Reinforcement












Differential ReinforcementUsing DRA/DRI effectively

Selecting Behaviors to be Reinforced that:

-Exist in the learner’s repertoire

-Require equal or less effort than the problem behavior

-Occur at a rate that will provide sufficient opportunities for reinforcement

-Will be likely reinforced in the student’s natural environments


Differential ReinforcementUsing DRA/DRI effectively

Select reinforcers that are powerful and can be delivered consistently

Consider what is doable?

Reinforce alternate response immediately and consistently!




Differential ReinforcementDifferential Reinforcement of Lower Rates

of Behavior/Responding (DRL)

Reinforcing talking out 10 times per hour instead of a previously established rate of 20

times per hourAsking “What time is it?” 6 times per 30 min

instead of a previously established rate of 8 times per 30 min




Differential ReinforcementDifferential Reinforcement of Lower Rates

of Behavior/Responding (DRL)

AdvantageBehavior change can be addressed

incrementallyDisadvantages

Attention given to problem behavior Not for use with SIB, and other potentially

dangerous behaviors. Time consuming


Differential ReinforcementUsing DRL effectively

Use baseline data to select response limits

Gradually thin the DRL schedule

Provide feedback to the learners concerning their performance






Differential ReinforcementInterval DRO

Reinforcement is delivered if NO occurrences of the behavior were observed during an

entire time interval

If the behavior occurs during an interval the interval is re-set and delays the delivery of

reinforcement


Differential ReinforcementExample

A third grade teacher determines a student’s response rate to be 6 times an hour; she sets

her DRO interval at 5 min

If the student exhibits the response during the interval, the timer was re-set for another 5

minutes

If the student did not exhibit the response then the student earned 2 min of free play




Differential ReinforcementUsing DRO effectively

Set intervals to assure frequent reinforcement

Avoid delivering reinforcement at the same time as other problem behaviors are

occurring

Gradually increase DRO intervals


Big bang theory clip


Delivering ReinforcementPrimary/unconditioned reinforcers

Secondary/Conditioned reinforcers

Token economies


Token EconomiesThree components

A list of target behaviors

Tokens are delivered for emitting target behaviors

A menu of back up reinforcers


Token EconomiesDevelop an understanding of cause and effect

for behavior.Measure occurrence of appropriate behavior. Allow for visual feedback on progress for child.

Reminds adults to reinforce appropriate behavior.

Provides motivation for child to see his/her progress.


Token EconomiesUsing token economies effectively

Select durable tokensConsider student’s interests in token boards

Deliver tokens immediatelyUse powerful reinforcers


Token EconomiesUsing token economies effectively

Teach the system

Initially, deliver tokens on a dense schedule for low demand responses

Gradually increase demands


Punishment ProceduresUsing Punishment Procedures

Punishment procedure should only be used when other methods have failed (Iwata, 1988)

Unfortunately, they are often the first intervention employed in some educational

contexts


Punishment ProceduresTypes of Punishment Procedures

ReprimandsResponse Interruption/Redirection (RIR)

Response blockingTime out

Response costOvercorrection

Contingent exercise


Punishment ProceduresProblems associated with punishment-

based procedures

Social acceptabilityDoesn’t teach appropriate responding

Collateral effects on responding


Punishment ProceduresProblems associated with punishment-

based procedures

Modeling of undesirable behavior Aggressive responses to aversive events

Overuse of Punishment


PunishmentPrior to implementing any punishment procedures,

there must be data documenting attempts at behavior change using less intrusive procedures

The determination to use punishment procedures should be made by an intervention team involving

input from parents

Procedural fidelity and student responses should bemonitored using continuous data collection


Reprimands

The delivery of a reprimand immediately following a problem behavior

“In spite of the widespread use of verbal reprimands in an effort to suppress problem

behavior, surprisingly few studies have examined the effectiveness of reprimands as

punishers”


Response blockingPhysically intervening as soon as a person

emits a problem behavior to prevent or block the completion of the response

Often used to address chronic and automatically reinforced behaviors

The response is blocked using the least intrusive prompt


Response Interruption/Redirection

A procedure that combines Response blocking and Differential Reinforcement

Often used as a treatment for automatically reinforced behaviors



During the FBA the target response to be blocked/interrupted is identified as well as an

alternative response.

Once the response block is provided the participant is immediately prompted to

engage in a competing response using a least to most prompting hierarchy

Prepared by KATC (2010)(Cooper, Heron, & Heward, 2007: NPDCA. 2009)


Verbal or physical blocking can be used

Student engages in “video talk”Teacher says” What color is your shirt”

Student says “Blue”Teacher delivers praise



Verbal or physical blocking can be used

Student engages in “hand-mouthing”Teacher blocks

Teacher prompts student to move to the cabinet and request for an edible


Response CostA loss of a specific amount of reinforcement

occurs contingent on the occurrence of a problem behavior

FinesCombined with Positive Reinforcement


Response CostBenefits of using Response Cost combined with

Positive Reinforcement

Students do not have to lose all of their tokens

Students have opportunity to earn new tokens(Ensuring a reinforcement reserve)


Time Out Time out from positive reinforcement

The withdrawal of the opportunity to access reinforcement or the removal of a reinforcer

for a specified time, contingent on the occurrence of a problem behavior


Time Out Though the use of time out with children seems

prevalent in many contexts, the reality is that it is a punishment procedure and

therefore, subject to the same cautions

In addition, if incorrectly applied (for escape maintained behaviors) it may strengthen

problem behavior


Time Out May be less appropriate for students with ASD

Consider that many students with ASD may find academic demands challenging, sensory

input overwhelming, and a lack of understanding social cues frustrating.

These students may actually find a removal from educational contexts to be reinforcing


Time Out In addition, some students with ASD may find

time out an opportunity to engage in automatically reinforced behavior/stereotypy

Again, making time out reinforcing and possibly strengthening problem behavior


Time Out For example:

Mica walks into the gym with his class. He is overwhelmed by the loud noises and melts

down.The teacher removes the student to the hallway

for a brief 3 minute time out.

The students learns quickly that the fastest way to get out of gym is to meltdown

“Smart kid, huh”Prepared by KATC (2010)

Time Out So again

Time out from reinforcement should be considered only after other interventions

have failed (and the data show it) A thorough FBA should be conducted and positive reinforcement (attention, tangible)

should be identified as the functionParents should be involved in the decision to

use time out


Time Out Non-Exclusionary

Individual is not physically removed from the time-in setting

Planned ignoringWithdrawal of a specific reinforcer

Contingent observation


Time Out Exclusionary

Student is removed entirely from the environment for a specified period

Very difficult to implement accurately & effectively in school settings


Time Out Considerations

The “time-in” environment must be reinforcing

All relevant parties must be informed of the behaviors leading to time out



Keep time out periods brief (2 to 10 min)

Clearly define exit criteria (exit should not be based solely on the passage

of time but on an improved behavioral condition)



Obtain permission before using it

Apply it consistently

Evaluate effectiveness


Time Out

Again, only when less intrusive procedures have failed should time out be

used

This should involve documentation of the previously conducted interventions


OvercorrectionBehavior reduction tactic in which contingent on

the occurrence of problem behavior the student is required to engage in effortful behavior related

to the problem

Restitutional( repair the damage caused by the problem

behavior and then some)Positive practice

(repeated practice of correct response or response incompatible with problem behavior)


Contingent Exercise

Person is required to perform a response that is not topographically related to the problem

behavior

“Drop and give me 20”


Parting shotsThe success of any behavior change program is

hinged on the accurate identification of reinforcers through FBA

And careful monitoring via continuous data

collection and the graphing of that data


Parting shotsHow do I select a behavior intervention?

Consider data from the FBAConsider team and parent input

Consider interventions that teach new skillsConsider the least intrusive intervention

for the student and teacher?Consider the difficulty in conducting the

intervention?


EBP Inventory


Documents

Housekeeping