The Basic Principles of Teaching

A-B-CPrompting ReinforcementPunishment - what not to do!Response interruption/redirectionFunction of BehaviorReplacement Behavior

A-B-C

Antecedent Behavior Consequence

Before During After Sees trackAsks Gets help

Meet Gavin!

A-B-C BehaviorsPre-ExistingAntecedents

Immediate Antecedents

Behavior Consequence

•Pain or Discomfort•Lack of Sleep•Hunger, biological factors•Change of routine in previous environment•Illness

•Asked to Do Something•Lack of Activity•Lack of Structure•Unable to Get What is Wanted•Sensory Issues: light, noise, touch, overstimulation, boredom•Routine Interrupted•Behavior of Peer•Stopped or Corrected•Transition Between Activities•Unmet Needs for Attention•Social Demands•Other

•Walks Away•Refusal•Drops Materials on Floor•Self-Talk (TV show, commercial, etc.)•Singing•Attempts to Get Physical AttentionTalking Back•Noises•Playing with Materials•Throws•Tears Materials•Screams/tantrums•Self-injury•Other

•Brief Escape•Longer Escape from Demands•Attention from Staff (specify time and amount)•Reduction of Stimulation•Staff Provides Activity•Peer Leaves or is Removed•Staff Reduce Demand•Other

Antecedents

Pre-existing conditions that are not immediately visible: physical, family, medical, etc. – lack of sleep, death in family, medication change

Immediate conditions – corrected by provider, sees computer, noise, schedule card, verbal prompt, etc.

A-B-CInstructionPre-Existing

AntecedentsImmediate

Antecedents*can be multiple!

Behavior Consequence

•Canned food on counter•“Put it away”•Point to food

•Dishes in sink

•“Let’s get in the car”

•“Time to eat”

•Other

•Put can on shelf in pantry

•Wash dishes

•Get in car

•Go to the dining room

•“Yeah!”•Finish job

•Get TV time

•Go to store

•Eat dinner

A-B-CAntecedent Behavior Consequence

•Unmet Needs for Attention•Approach Other Children

•Scratch/Hit •Peer Attention

A-B-CAntecedent Behavior Consequence

•Asked to Do Something•Unable to Get What is Wanted

•Refusal •Gets What is Wanted

ABC 2 & a more complex one

Increasing/ Decreasing Behaviors If we want to increase a behavior, we

use REINFORCEMENT If we want to decrease a behavior, we

use PUNISHMENT

Reinforcement = Increase Punishment = Decrease

 

 

 

Stimulus Added Stimulus Removed

Increase Behavior Positive Reinforcement

Negative Reinforcement

Decrease Behavior Positive Punishment

Negative Punishment

What is Reinforcement?

A consequence that follows a behavior and increases the future frequency of that behavior under similar circumstances.

Reinforcement Reinforcement can be both positive or

negative Both INCREASE behavior Positive Reinforcement – you are giving

the person something and the behavior goes up.

Negative Reinforcement – you are taking something from the person and the behavior goes up.

Positive Reinforcement

Your consumer sees a candy bar and wants it

The consumer screams “I want the candy” and starts pulling it off the shelf. Quickly you hand him the candy to get him to stop screaming. (Reinforcement of inappropriate behavior)

Positive Reinforcement

Your child sees a candy bar and wants it The child takes out his PECS book and

correctly asks for “candy.” Quickly you hand him the candy and thank him for asking nicely. (Reinforcement of appropriate behavior)

Negative Reinforcement

The radio is playing loudly in the Learning Center.

Your child comes in, covers his ears and starts screaming. You quickly rush over to the radio and turn it off (removing the noise). (Reinforcement of inappropriate behavior)

Negative Reinforcement

The radio is playing loudly in the Learning Center.

Your child comes in, covers his ears, and quietly says “too loud.” You quickly rush over to the radio and turn it off. (Reinforcement of positive behavior)

- Gavin again!

Elements of Reinforcement Timing/Immediacy Connection: Does he/she understand that

the consequence is related to the behavior?

Individual Watch for Loss of Effect

Evaluating Preferences

Extrinsic – candy, food , drink

Intrinsic Reinforcers – a reinforcer that is part of the activity, inherent in the task, natural!

-rolling on a chair, getting in between child and trampoline

Bribery

Reinforces Balking, Arguing, Refusing Watch for:

Does He Negotiate a Reinforcement in the Midst of a Task?

Does He Expect a Reinforcement to Complete Task?

Contrast with Work System or Schedule

Response Interruption/Redirection

Tickle when ‘Melting Down’ Schedule Card to go to Different Space

When Seeking Attention (repetitive statements, too close, etc.)

CAUTION: Pay Attention to Function!

Develop an Intervention Plan!

Fade Reinforcement

Continuous: Best when first introducing a behavior

Fixed Ratio: Consequence given after a set number of correct responses

Variable Ratio: The “Gambling” Effect

Punishment Positive Punishment Negative Punishment –reducing behavior

by taking away something good

Can Produce Aggression May Become Attached to Person

Delivering Punishment Models Inappropriate Behavior LAST RESORT!

Things to Remember… Good prompts help the individual use

meaningful cues in the environment to promote independence

Avoid prompts that become a part of the task

Prompts should not lead the individual step-by-step through a task

Good Prompts & Bad Prompts Can you identify a good prompt from a

bad prompt? Why aren’t verbal prompts sometimes

the best types of prompts? When is a physical prompt a good type

of prompt to use? When should you model? When should you gesture?

How Often Should You Prompt? Only when unsuccessful in starting or

completing the task

Offer time between prompts

Do not over-prompt

What are Accidental Prompts? Prompts given unintentionally

Some examples areNoddingSmilingRaising eye browsMaking eye contact

How Do You Avoid Giving Accidental Prompts? Be mindful of your mannerisms

Change your stance

Give space

Make your presence less obvious

Recording Prompts

Independent (I): participant completes the goal independently

Not Applicable (NA): corresponds to a goal that is not measured

Recording Prompts Verbal prompt (VP): staff provides a prompt verbally

Physical prompt (PP): staff provides a prompt physically

Physical assistance (PA): staff provides hand-over-hand assistance to participant

Modeling (M): staff models or shows the participant how to do a task by doing it first

Gesture (G): staff points to something

Object prompt (OP): staff provides an object/visual cue outside of existing structure

Issues in Prompting

Prompt Should Fit the Child and the Task

Teach the Child to Attend to Natural Cues within the Task

Avoid Prompt Dependency! HOW?

Fading

Systematic removal of a prompt With many, verbal prompts can become

part of the task = example Absolutely Essential! - Avoid Prompt

Dependency

“A problem incorrectly defined leads us to

solutions that may not effect change.”

Never Stop Asking Why

Functions of Behavior“why do we do what we do?” Escape/ Avoidance – escaping or

avoiding a demand situation (communicate rejection)

Attention – can be both positive or negative attention

Access - attempting to gain access to an object or situation

Automatic – behavior ‘feels good’ (i.e. self stimulatory behaviors)

Replacement BehaviorsTeach a Skill That Addresses the Function ORReinforces the Concept Function Replacement

Attention Ways to Request

Escape Complete Shorter Task, Get Break

Hates Correction Practice Expected Correction

Can’t Wait Give ‘Waiting’ Activity for Short Time

Replacement SkillsMake it Practical! Make it Work!

Make it Fit the Function!

Slaps head to say “stop”

Destroys materials

Yells on bus, picks on peer

on bus

Talks about same event many times

daily

Taps, Bounces, Drops Materials

Runs to Avoid Demands

Plays with spit

Replacement Skills The Developmental

Perspective

The Goal Represents a Developmentally

Appropriate Social Competency, NOT a

Challenging Behavior to be Lessened

-Karen Stoiber

Teaching Better CommunicationEscape I can’t figure this out I need help This is too hard I want a break I am bored! I don’t want to do this I don’t know what to do I don’t like that Leave me alone Report to teacher

Teaching Better CommunicationAttention How am I doing? Check my work Did I do okay? Hey! What are you doing? Can I do that with you? Raise hand

Teaching Better CommunicationSelf-Gratification

I want… I can do this (when) Follow schedule showing sequence

Preference Survey

Review the example!

Practice!

Time Delay/ Waiting

Provide extra time so that the person understands the expectation

Provide extra time so that the person recognizes a need to respond

Timing in Prompting & Reinforcing is Crucial!

Shaping

The process through which we gradually modify an existing behavior into what we want it to be.

Build by Successive Approximation

Reinforce attempts in such a way to get closer to the expected behavior

80% Success is Your Target! Example: Banana vocal example

Differential Reinforcement Reinforce Specific Behavior

Can the person DISCRIMINATE which behavior is reinforced?

Go through an intersection when the light is green - OR- answer the phone when it rings

Video of Will

Differential Reinforcement Reinforce the ABSENCE of an

inappropriate behavior Even Better, Reinforce a behavior that is

incompatible with the inappropriate behavior

Reinforce a behavior that serves the same need, but more appropriately (Push away materials instead of biting to get out of a task)

Extinction

Should Be Used with Differential Reinforcement

Planned Lack of Reinforcement for Inappropriate Behavior

Task Analysis

Break the Task into Discrete Steps Will I then teach a single step to

proficiency? (80% rule) Add a step at a time Create successful chains Fade reinforcement

Chaining

Identify the Steps of the Task Start with a Step the Person Can Do or

Can Learn Quickly (First or Last Step) – Reinforce

Add a Step at a Time to the Chain – Reinforce the Chain

Forward Chaining

Backward Chaining

Discrete Trial Instruction (DTI) Systematic, repeated trials Breaking a skill into smaller components Teaching one sub-skill at a time until

mastery Cue – Prompt – Response –

Consequence – Interval Between Trials Task Analysis

Use Natural Environments Use Elements of DTI to Create Multiple

Opportunities Use Natural Motivators Use Interests Generalize! – Different People, Places,

and Materials