Aba presentation eng

INCLUSION OF CHILDREN WITH SPECIAL NEEDS IN THE MAINSTREAM SCHOOL & RELEVANT ABA STRATEGIES& RELEVANT ABA STRATEGIESGevgelija, 17 June 2014

Apollonia Foundation

“MONORODI” Educational Center

Presenters: Anna Plessa, M.Ed., BCBA

Ignatios Kafantaris, MD

� Brief description of the ABA rationale: the difference between science (facts) and hypothetical constructs of human behavior

� The ABC triad (antecedent-behavior-consequence) of human behavior (SD, response, R+). The importance of reinforcement as fundamental to learning behaviors.

� Motivating operations (MOs) as an indispensable fourth component. Alternating the value of consequences through manipulations of MOs.

� ASDs: verbal and nonverbal communication deficits

ASDs: repetitive behaviors of a limited behavioral repertoire and the

17.6.2014 TOPICS

� ASDs: repetitive behaviors of a limited behavioral repertoire and the problem of cognitive rigidity

� Essential targets for behavior at school: classroom and breaks. Bullying and the necessity of shadowing at school.

© Monorodi Educational Center 2014

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� Behavior: what organisms do

� Behavior Analysis: The ‘why’ of behavior of organisms. ‘How’ behaviors get learned. ‘How’ behaviors change. Language as a kind of human learned behavior. Thinking and cognition as a learned behavior.

BEHAVIOR ANALYSIS

�� Behavior analysis is a science about learning


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� Logical positivism (embracing verificationism) instead of Cartesian Substance dualism (René Descartes 1695-1650): There is no immaterial mind. Mental states are part of our body. I am not here because I believe I should be here with you today. This belief is not the cause of my being here today, because it is not distinct from my presence here.

�� Mental concepts refer to behavioral tendencies

THE ROOTS OF BEHAVIORISM

�� Mental concepts refer to behavioral tendencies and so must be translated into behavioral terms. We must verify their truth by means of experimentalconditions or observations.


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� Classical associationism (stems from British empiricists like John Locke 1632-1704 and David Hume 1711-76): knowledge is due to associations between experiences and ideas. But experiences and ideas are mental states.

� Behavior analysis studies the associations between physical events in the environment and overt behaviors(i.e. stimuli and responses). The environment controls the

THE ROOTS OF BEHAVIORISM

(i.e. stimuli and responses). The environment controls the behavior, because behavior is a function of environmental variables.


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� Behaviorism as a method (John Watson 1878-1958): Psychology is the science of behavior, not a science of the mind. Mental states are private entities that cannot form objects of empirical study.

BEHAVIORISM


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� Behaviorism as an analytical theory or philosophy (Gilbert Ryle 1900-76): only behavioral terms and concepts should be used. A mental state is what a person might do in particular situations or environmental interactions (phenomenological approach in: The concept of the mind, 1949).

� Ludwig Wittgenstein (1889-1951) had expressed similar ideas.

BEHAVIORISM

ideas.


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� Behaviorism is a radical psychology (Ivan Pavlov 1849-1936, Ted Thorndike 1874-1949, B.F. Skinner 1904-90): makes no reference to internal processes or mental events or states. It explains human and animal behavior in terms of external stimuli, responses, consequences and learning histories.

BEHAVIORISM


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� Experimental (EBA) and Applied (ABA): psychology as a positive science based on objective data.

� EBA: To understand how environmental events control behavior, to discover and elucidate causal regularities or laws or functional relations which govern the formation of associations, and predict how behaviorwill change as the environment changes.

� ABA: To apply BA principles in order to improve a socially significant behaviour and the quality of life. Analysis of the meaning of a behavior

BEHAVIOR ANALYSIS

behaviour and the quality of life. Analysis of the meaning of a behavior (ABA) and research on methods to teach or change behavior (ABA strategies).


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� Psychology must be a purely objective experimental branch of natural science. Its theoretical goal is … prediction and control” (Watson, 1913). To predict, given the stimulus, what reaction will take place; or, given the reaction, state what the situation or stimulus is that has caused the reaction (Watson, 1930).

� Skinner combined all forms of behaviorism. Radical behaviorism is concerned with the behavior of organisms, not with internal processing. It understands behavior as a reflection of frequency

BEHAVIOR ANALYSIS

processing. It understands behavior as a reflection of frequency effects among stimuli. This associationism makes of behaviour analysis a conditioning account of psychology.


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� Behavior is outside, public behavior.

� Mental states are inner processing, cognitive activity, and they cannot be used in functional analysis, because this would be a circular (regressive) explanation of the behavior (that is, the outside behavior would be explained by the inside behavior). But behavior cannot be explained by behavior (overt by covert)!

BEHAVIOR ANALYSIS

� Behavior can be explained by the organism’s interactions with environmental stimuli and reinforcement of the behavior from the environment.


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� Inner events must be treated in the same manner as public or overt responses. An adequate science of behavior must describe events taking place within the skin of the organism as part of the behavior itself (Skinner 1976).

� “So far as I am concerned, whatever happens when we inspect a public stimulus is in every respect similar

BEHAVIOR ANALYSIS

we inspect a public stimulus is in every respect similar to what happens when we introspect a private one” (Skinner 1984, in: Behavioral and Brain Sciences).


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� Cognitive psycology

� Ethology

� Neuroscience and Psychiatry

� Behavior Analysis as Functionalism

CURRENT BEHAVIORAL SCIENCES

� Behavior Analysis as Functionalism


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� A stands for Antecedent: it is the environment that controls behavior. An antecedent stimulus is an external stimulus (including our body) that is recognized as a discriminative stimulus after some trials. It is symbolized as SD.

A-B-C : THE THREE-TERM CONTINGENCY


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� B stands for behavior. It is the response to the antecendent SD. It is symbolized by R.

A-B-C : THE THREE-TERM CONTINGENCY


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� C stands for Consequence. It is a new stimulus as a result of our response. It is symbolized as Sr.

� A-B-C (SD – R – Sr) are the three operants of behavior. Whenever a more or less steady relation between R and Sris established, we speak of operant conditioning.

� It is the response/consequence relation that makes learning possible (our behavioral repertoire).

� If the consequence from the environment makes our future response more likely, it is called a reinforcer. The

A-B-C = SD – R – Sr

response more likely, it is called a reinforcer. The reinforcement may be positive or negative (R+ or R–).


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CONSEQUENCES


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� Positive reinforcement is a positive reward (access to something, praise).

� Negative reinforcement is avoiding discomfort (either escaping from an antecedent aversive stimulus, or preventing an aversive consequence). Example: threatening.

� Similarly, a positive punishment is the presentation of an aversive stimulus (what angry parents often do physically!).

REINFORCEMENT

� Negative punishment is the removal of an appetitive stimulus (what more cold-blooded parents do!).


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� In behavioristic terms, motivation is called Motivating operation.

� The role of MOs is well recognized nowadays. MOs account for conditions that either increase or decrease the effectiveness of a consequence as a reinforcer or punisher. Thus they explain the momentary effectiveness of consequences in operant conditioning.

� Motivating operations affect whether a person wants or does not want a stimulus at a given moment, which helps explain an organism's behavior at that point in time.

Motivating operations that increase the reinforcing or punishing qualities

MOTIVATION

� Motivating operations that increase the reinforcing or punishing qualities of a stimulus are termed establishing operations (EO), whereas motivating operations that decrease the reinforcing or punishing qualities of a stimulus are termed abolishing operations (AO).


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Given their important role in human responses, MOs are

considered to be the fourth element of the ABC contingency.


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� The idea is that an organism is constantly fluctuating between states of satiation and deprivation of reinforcers.

� Value altering effect: it alters the current value of a consequence of behavior by making it more or less reinforcing. This is also called ‘reinforcer establishing / abolishing effect’.

� Behavior altering effect: it immediately evokes or suppresses behaviors that have resulted in the consequence linked to

MOTIVATING OPERATIONS

behaviors that have resulted in the consequence linked to the behavior in the past, before any contact with the reinforcer. This is also called ‘evocative / abative effect’ on the frequency of a relevant behavior.


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� There are unconditioned motivating operations (UMO– two lower types) and conditioned motivating operations (CMO – three higher types).

� CMO-S

� CMO-R

� CMO-T

MOTIVATING OPERATIONS

Michael 1982, Laraway 2003


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� We often discuss what can be done to enhance generalization of taught behaviors in ASDs.

� A behavior generalizes when it occurs in various settings and conditions.

� It has been found that the occurrence of a behavior depends on the stimulus situation (is it too different?) and the strength of MO (is it too weak?)

SD + MO results in the occurrence of R

Behavior is controlled by an SD only if the reinforcer could be effective in S∆

GENERALITY OF LEARNED BEHAVIOR

Behavior is controlled by an SD only if the reinforcer could be effective in S∆

conditions (if the reinforcer was available – though in S∆ it doesn’t seem to be). This means that in S∆ you still may want something (MO is in effect).


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� AUTISM SPECTRUM DISORDERS

� SOCIAL COMMUNICATION (PRAGMATIC) DISORDER

� Language

� Paralinguistic means (voice pitch, intonation etc.)

� Facial expressions

ASDs: COMMUNICATION (used for social interaction!)

� Facial expressions

� Gestures


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� Structural tiers of language

o Articulation

o Phonology

o Concrete vocabulary

o Morphology and syntax

Abstract vocabulary

ASDs: COMMUNICATION

o Abstract vocabulary

o Language pragmatics


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� Functions of language

� Asking for something, questioning about something

� Commenting about something present or answering questions

� Talking about something that is not in the current environment

� Imitating the language of others

Reading, Writing

ASDs: COMMUNICATION

� Reading, Writing

� And more…


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� Non-language pragmatics appear before speech! The same is true of paralinguistic behavior. This is due to imitation.

� The acquisition of language and non-language pragmaticspresuppose the appearance of communication precursors:

• Eye contact, gaze following, understanding other’s attention

ASDs: SOCIAL-EMOTIONAL UNDERSTANDING

• Joint attention (attention shifting between person and object)

• Referencing


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� As children grow, they develop deception, play skills, social attention, as well as understanding of others’ intentions and knowledge – all primarily based on non-language pragmatics!

� These behaviors do not emerge spontaneously in ASDs. The role of poor imitation is unclear.



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� Language pragmatics come second, depending on the development of the child’s semantic ability.

� Semantics is about the literal meaning of an utterance, whilst pragmatics is about its implicit meaning (not explicitly expressed).

� Pragmatics is the real message.


� Pragmatics is the real message.


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� Pragmatics is ALWAYS disturbed in ASDs and SCD, while other tiers of language may remain intact. Body language is also always disturbed. The same is true of paralinguistic capabilities.

� The pragmatic ability relies on noticing and understanding symbols produced through our body and voice.

� As children cannot ‘decode’ the hidden meaning and the non-verbal messages of others, they have trouble developing emotional understanding, perspective-taking, and types of humor.

ASDs: SOCIAL COMMUNICATION

understanding, perspective-taking, and types of humor.

� The delay in conversational skills is evident.


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� Ultimately, the whole social-emotional domain is affected:

� Interaction AND relationships with adults (less)

� Interaction AND relationships with peers (most evident)

� Identity of self and own abilities

� Expression of emotion and empathy

� Emotion regulation and impulse control

ASDs: SOCIAL COMMUNICATION

� Emotion regulation and impulse control

� Social understanding (joint attention, ‘reading’ others)


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� Repetitive behaviors is a characteristic feature of autism.

� Repetitive behaviors consume much time in daily life and are reinforced automatically.

� Their variety may change from period to period, but they are always few (limited repertoire), while non-

ASDs: REPETITIVE BEHAVIORS REPERTOIRE

they are always few (limited repertoire), while non-repetitive behaviors are also poor.


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� Stereotypical movements or vocalizations

� Adherence to routines or rituals and resistance to change

� Unusual focus of special interests; scripting (self-talk)

� Seeking or avoiding sensory input (hypo- or hyper-reactivity to input)

ASDs: REPETITIVE BEHAVIORS REPERTOIRE

reactivity to input)


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� Resistance to change is a frequent manifestation

� Adherence to rules

� Marked difficulties with relative thinking (black-and-white, correct/incorrect)

� Perfectionism

� Poor phantasy

ASDs: COGNITIVE RIGIDITY

� Cognitive rigidity is the absence of flexibility: it makes it more difficult to adapt, to problem solve, to be relaxed, to exhibit curiosity for new things


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� Semantic difficulties (?)

� Pragmatic difficulties

� Difficulties understanding Body language

� Suppression of repetitive behaviors

� Suppression of correcting or commenting others ‘arrogantly’

� Flexibility when facing changes

ESSENTIAL BEHAVIORAL TARGETS: IN THE CLASSROOM & DURING BREAKS

� Flexibility when being corrected or when losing a game

� Flexibility when playing


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� Semantic-pragmatic difficulties

� Difficulties understanding Body language

o Increase responsiveness to questions and instructions

o Understanding group instructions

o Attending the teacher

o Increase responsiveness towards peers; conversational skills

o Developing other skills (e.g. asking for attention, help, break)


o Developing other skills (e.g. asking for attention, help, break)

o Supports: explaining instructions, explaining body language, use of visual supports and prompts


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� Suppression of repetitive behaviors

o Keeping the child focused on a functional activity, with all the necessary supports and prompts, as well as reinforcement

o Self-monitoring techniques

Note: Medical coverage may be critical


Note: Medical coverage may be critical

Comment: Problems with sensory input become less and less prominent year by year)


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� Suppression of correcting or commenting others

� Flexibility when being corrected or when losing a game

o The child will confront rejection from peers, if she behaves like a ‘wise guy’ or a ‘teacher’

o Many children cannot tolerate being corrected by the teacher (cannot tolerate failure)


� Self-inhibition techniques

� Self-regulation techniques


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� Flexibility when facing changes

� Rigidity may cause temper tantrums or meltdowns in case of unexpected change

� � inform the child of predictable changes

� Cognitive-behavioral help when anxious because of


� Cognitive-behavioral help when anxious because of unexpected changes: relaxation techniques, self-talk


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� Flexibility when playing

� Help with understanding the rules

� Teach observing the rules (turn-taking etc.) instead of changing them deliberately

� Teach following the script of the game (roles) instead


� Teach following the script of the game (roles) instead of changing them deliberately

� Teach how to join and leave a game


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� Bullying is an unprovoked, negative behavior of an individual of superior (objective or perceived) power against another individual of inferior power; this behavior repeatedly terrorizes the victim depriving him of any means of self-defense; the behavior deliberately causes the victim to suffer physically or psychologically.

BULLYING: DEFINITION

psychologically.


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Factors of the victim with ASD

� Disordered communication and social interaction

� Cannot think psychologically, doesn’t extract the right meaning from behaviors

� Rigid thinking and habits, obsessive distress, poor problem-solving

BULLYING AT SCHOOL

� Rigid thinking and habits, obsessive distress, poor problem-solving


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Self-inhibition:

� Inappropriate behaviors that are seen as arbitrary

�Non-compliance with teacher’s instructions (not deliberately)

�Poor understanding of classwork

IN THE CLASSROOM

�Poor skills for group work

20/10/2013© Μονορόδι 2013

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� temper tantrums (very visible and disrupting…)

� joining / leaving a game inappropriately

� Often bad with sports (e.g. football), clumsy and distracted,

forgets rules

� Cannot tolerate losing a game

� Self-talk, scripting, difficulty conversing on new topics

DURING BREAKS

� Stereotypic movements or vocalizations, ‘withdrawal’

� Self-injurious behavior? aggression?

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� Maybe doesn’t initiate interaction

� Doesn’t ask for help or information or explanations

� Doesn’t react to his name

� Doesn’t understand some kinds of humor, deception, nonverbal messages and cues

� Maybe has trouble processing auditory verbal information

� Doesn’t know how to prolong interaction or sustain

OTHER BEHAVIORS resulting in

lack of social networking

� Doesn’t know how to prolong interaction or sustain relationships

� Often seems indifferent

20/10/2013© Μονορόδι 2013

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○ Shy, lonely, isolated, no friends

o Lacks assertiveness

o Sometimes annoying

o Sometimes bizarre; bizarre speech

o Naïve and trusting

o Strange physique or looks, uncoordinated with youth fashion

20/10/2013© Μονορόδι 2013

46ATTRACTING NEGATIVE ATTENTION

o Doesn’t know how to react in a clever way, forgiving

o Joking around, no offense

o Peculiarities with eye contact, serious face, indifference to events

o Isolated target

o Bizarre is often funny

o Intrusive or annoying, faux pas

o Cannot manage peer pressure, defenseless

o Easily deceived

OCCASIONS FOR BULLYING

20/10/2013© Μονορόδι 2013

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o “you’re gay”

o “you’re stupid”

o “you’re a jerk, a nerd”

o “you’re crazy, you need a psychiatrist”

o ‘guidance’ and ‘advice’ about what to do with someone

Menaces and beating

� Improper, profane gestures

� Ridiculed in front of others

� Spreading rumors

� Destroying his favorite things

� Stealing his favorite things

COMMON FORMS OF BULLYING

o Menaces and beating

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� Factors of the school system

o No clear disciplinary policy, no explicit rules

o No visible insistence on implementing the school’s policies

o Subjectivity, interferences of parents

� Students sense a kind of impunity

BULLYING AT SCHOOL

� Students sense a kind of impunity


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� Teachers must know the problem

� Shadowing has to be in place

� Students must know the problem

� Volunteers acting as buddies

� A stringent and rigorous, explicit and convincing

STEPS TO INCLUSION & PREVENTION

� A stringent and rigorous, explicit and convincing school policy in regards to any kind of victimization

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� Behavior management skills

� Homework supports (optional)

� Activities in the community (optional)

� Activities with peers after school (desirable!)

• Teaching social scripts

• Communication skills

• role-playing

naturalistic practice

THE ROLE OF SHADOWS

• naturalistic practice

• Social networking

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� Teachers have insufficient information on the nature of social communication disorders and they perceive shadowing as an intrusion

� Teachers are not well aware of the prevalence rates

� Teachers try to interpret behaviors on subjective grounds, culturally biased:

Behaviors are explained on the basis of assumed emotions

MISTAKES IN REAL LIFE

o Behaviors are explained on the basis of assumed emotions

o Behaviors are explained on the basis of family culture and problems

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� Most often, there is no competent psychologist at school to support teachers and shadows, as well as students

� Sometimes students are not shadowed all the time

� Shadows don’t have behavior management skills

� Buddy systems in and out of school, are not a tradition

� Emphasis is not put on networking and naturalistic training

� Parents are often more anxious about academic achievement than psychological complications

20/10/2013© Μονορόδι 2013

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MISTAKES IN REAL LIFE

� It is clear that there is a number of reasons in favor of shadowing

� Bullying prevention

� Social inclusion

� Educational inclusion (though not always problematic)

� Teachers in mainstream schools cannot ensure the achievement of these objectives because they haven’t been trained for this purpose, and because in most places the necessary supports are lacking.

THE NECESSITY OF SHADOWING

� Shadowing ensures the student will survive in the system without disrupting the system. In most places, the mainstream school is not ready to approach the student’s needs, so the reverse occurs through the participation of shadows.


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�Transitioning to school

�Behavior management

� in the classroom

� during interactions with peers

�Working on individual targets

CONTENT OF SHADOWING

�Working on individual targets

�Coordination of work with teacher and school

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� Identify the objectives of the academic year! You will need a common language with other stakeholders from the very beginning…

� Which are the academic goals?

� Which are the social goals?

� Any other considerations

� � what kind of school do you need?

BEFORE THE BEGINNING OF THE ACADEMIC YEAR…

� � what kind of school do you need?

� Is repeating the reception class desirable?


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� A common meeting of parents with the school’s head, the teacher, the educational consultant or psychologist, and the shadow, is strongly advisable and purposeful. At the meeting an agreement should be achieved on:

� Why would this school be a wise choice for inclusion

What should be the academic year’s targets for the student

AT THE BEGINNING OF THE ACADEMIC YEAR…

� What should be the academic year’s targets for the student


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� Is the curriculum appropriate for our student? Is it cognitively accessible?

� How many students are there in the classroom? Can a buddy system be set up?

� Are there rules in place for behavior in the classroom?

� Will it be functional for our student to be in this classroom? Can we build a routine on the classroom’s structure?

� May we introduce our student in the classroom gradually?

� Shall we be able to change classroom or school if needed?

FIRST QUESTIONS TO BE ANSWERED

� Shall we be able to change classroom or school if needed?

� Is the teacher keen to work with the shadow? E.g. would she/he inform the shadow on tomorrow’s material to be taught?


� School life must become a positive experience!

� The shadow must make use of many reinforcers

� We don’t want the student to arrive at school first

� The shadow waits for the student at the gate and leads him to the classroom

� Is our student school-ready? Cognitive skills? Any social skills?

� Can he learn through observation?

PREPARING THE TRANSITION

� Is it possible to reinforce him without disrupting the classroom? (it’s easier if he’s able to work for weaker reinforcers or delayed reinforcement)


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� The shadow makes the necessary recordings:

- Level of independence in learning (e.g. is he capable of grasping a pencil in a functional way?)

- Level of responsiveness to gestures and similar signs (e.g. he doesn’t notice the shadow’s nods or winks or waves to keep working, and he seizes working)

- Communication and organizational skills (such as asking for help or making his schoolbag)

- Level of tolerance (e.g. problem behaviors when he doesn’t succeed)

FIRST TWO WEEKS…

- Level of tolerance (e.g. problem behaviors when he doesn’t succeed)

- Community skills (e.g. stops walking back and forth talking to himself in public; buys things independently; stays with his group during excursions)

- Disruptive behaviors (e.g. screaming or shouting)


� What kind of routine is there in the school and the classroom? Rules of behavior?

� Is a series of activities stable enough?

� Duration of each activity (backward chaining)

� What is the teacher’s style of interaction? does he interact with our student…

1. giving reinforcement?

2. directing him to finish tasks?

FIRST TWO WEEKS…

3. setting limits and disciplining him?

4. Or does she let the shadow deal with the student?


� Does he initiate interaction with peers or teacher?

� Quality of interaction with peers

� Range of engagement with group games

� Responsiveness to individual commands and group commands

� Ability to finish tasks in the allocated time

� Motivation to work on tasks

FIRST BEHAVIORAL ASSESSMENT IN THE SCHOOL

� Ability to understand verbal material and instructions

� Vocabulary use


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� We may record behaviors on ABC forms in an effort to understand the function of a challenging behavior

� The same is true when the school demands to diminish a specific behavior

� During the first week, we make recordings for 20 consecutive minutes

ABC RECORDINGS

minutes

� We make recordings whenever a challenging behavior occurs


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EXAMPLES OF OBSERVATIONS DURING THE FIRST 2 WEEKS:

� What activities are chosen by the teacher; what is the duration of each?

� Does the student seem to be motivated?

� At which level are the activities functional for the student?

(Simple observational recordings; ABC forms


� Quantity of necessary help for participation

1. Degree of help

2. Kind of help

(Simple observational recordings; ABC forms for challenging behaviors)

More general

� Materials for home

� Cooperativeness of the teacher

� Classroom rules

Date Hour Routine Activity; motivation Prompts Degree of prompting

Functionality

12/3 8.05-8.50

Language Reading (Yes) FP PP S + 0 1 2 3 4 5 Y N

12/3 8.50-9.10

Language Copying (No) FP PP S + 0 1 2 3 4 5 Y N

EXAMPLE OF DAILY ROUTINES IN THE CLASSROOM (TABLE)

12/3 9.10-9.50

Language Written Exercises (No) FP PP S + 0 1 2 3 4 5 Y N


�Our recordings will enable us to determine individualized targets…

�… plan reinforcement…

�… set success criteria…

… and measure performance.

ΕΝΊΣΧΥΣΗ & ΚΡΙΤΉΡΙΑ ΕΠΙΤΥΧΊΑΣ

�… and measure performance.


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Date Hour Routine Activity Prompts Degree of prompting

Target

19/3 8.05-8.50

Language Reading FP PP S + 0

1 2 3 4 5 Readingindependently

19/3 8.50-9.10

Language Copying FP PP S + 0

1 2 3 4 5 Draw something keeping quiet

EXAMPLE OF INDIVIDUAL TARGETS ACCORDING TO OBSERVATIONS

19/3 9.10-9.50

Language Written Exercises FP PP S + 0

1 2 3 4 5 Already done from home


QUESTIONS & ANSWERS


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HOW TO USE REINFORCEMENT TO IMPROVE LEARNING & BEHAVIORREINFORCING THE

BEHAVIORAL WAY!BEHAVIORAL WAY!

Άννα Πλέσσα-Καφαντάρη, M.Ed., BCBA

Εκπ. Ψυχολόγος, Αναλύτρια Συµπεριφοράς

www.monorodi.gr

� Where can we use it?

� How can we use it?

� How much reinforcement do we use when we first start working with a student?

� Are there ways to fade away reinforcement? Do we want to abolish the usage?

REINFORCEMENT

� Do we use any punishment techniques?

www.monorodi.gr

EVERYTHING STARTS WITH REINFORCEMENT!

1. There is no learning without reinforcement (ABC), and…

2. There is no effective reinforcement without taking into consideration the concept of motivation (MO) !

IS IT A NECESSITY? CAN HE/SHE JUST DO THE WORK?

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REINFORCEMENT & EDUCATION

All interventions rely on how we use reinforcement to build new skills &

appropriate behaviors!

CONS:

R+ does not seem natural

can become dependent on R+

hard to establish intrinsic motivation

usually R+ is not used the right way

R+ is used as bribery?www.monorodi.gr

� Skinner(1981):

� Humans heritage is the ability to learn

� «History of Reinforcement»: Behavior + Consequences of Behavior

� Genetic heritage + History of Reinforcement = a behavior will occur in the presence of a stimulus

REINFORCING A BEHAVIOR…

will occur in the presence of a stimulus

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� The student has no reinforcers.

� Reinforcement doesn’t work for my student.

� I am using reinforcement but it is not working.

� Kids just learn, there shouldn’t need reinforcement.

� Reinforcement doesn’t work.

If your student isn’t learning, have you ever considered re-thinking

the use of reinforcement?

FALSE ARGUMENTS

the use of reinforcement?

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WHAT CAN BE USED AS A REINFORCER?

www.monorodi.gr

Reinforcers

Primary

(intrinsic, unconditioned)Secondary (conditioned)

TYPES OF REINFORCERS

food drinks warmth Sex Tangibles Activities Social Generalized

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(+) great importance

(-) their effect is wholly

dependent upon the

person’s physical state

(-) interrupt the pace of

the lesson

TYPES OF REINFORCERS

1.1. Primary reinforcers: of Primary reinforcers: of biological significance (automatic

R+)

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� If behavior B is of higher probability than

behavior A, then behavior A can be

made more probable by making

behavior B contingent upon it.

ABA STRATEGY: PREMACK PRINCIPLE!

behavior B contingent upon it.

� “First/Then”, “If/Then”, or “High Probability/Low Probability”

� If you want to play on the computer, you need to finish your homework first

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“Why does it matter which one I say first?”

� The reason you want to state the high probability behavior first is to prime the child to focus on what they are getting, and not what they are giving/what they have to do.

“If you don’t clean your room right now, then NO video games tonight”

“If you don’t play with the kids during break time, you will not have your favorite snack for school”

PREMACK PRINCIPLE!

have your favorite snack for school”

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2.2. Conditioned reinforcers:Conditioned reinforcers: neutral stimuli that have gained value through the neutral stimuli that have gained value through the

association with primary reinforcers (or already established conditioned association with primary reinforcers (or already established conditioned

reinforcers) reinforcers)

+ =

TYPES OF REINFORCERSwww.monorodi.gr

+ = Listening

to music quietly

TYPES OF SECONDARY REINFORCERS

(+) Dead easy to deliver!

(+) don’t interrupt the course

(+) natural

(+) generalized

1.1. Social Reinforcers:Social Reinforcers: Verbal praise, facial

expressions, physical contact

(+) generalized

(-) not all students accept social

reinforcers the same way!

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TYPES OF SECONDARY REINFORCERS

2.2. TangiblesTangibles

(+) child-initiated

(-) can’t be given immediately

3.3. ActivitiesActivities

4.4. GeneralizedGeneralized

(+) easily changed

(+) can be given contingently

(+) generally preserve their value

through timewww.monorodi.gr

GENERALIZED REINFORCERS:

1. Verbal Feedback: when the verbal description of the reinforcing

behavior comes to be reinforcing by itselfbehavior comes to be reinforcing by itself

2. Token Contingencies: reinforcers that are exchanged for

reinforcers

3. Contracts: Reinforcers that imply the relationship between the

behavior and the consequences

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� Research-based practice (Mirzamani, Ashoori, Sereski: The

Effect of Social and Token Economy Reinforcements

on Academic Achievement of Students with

Intellectual Disabilities. Iran J Psychiatry 2011; 6:25-30)

� Can be combined with many interventions

TOKEN SYSTEMS

� Can be combined with many interventions

� Can be used in a team or single

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� A reinforcement system in which generalizedconditioned reinforcers called tokens are delivered to students for exhibiting the desirable behaviors

� The tokens are later exchanged for backup reinforcers.

=

Bridge the time gap between the behaviour and the receipt of the reinforcer

TOKEN ECONOMY

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1. Choose tokens

� Checkers, coupons, poker chips, tally marks, puzzle pieces that can be made into a puzzle;

� Should be safe, strong, the supply should be controlled by the teacher, durable; and

� Should not be desirable, nor distracting

2. Pick up one target at a time!

� Measurable and observable behaviors� Specify the criteria for task completion

� Start with a small number of behaviorsthat are easy to accomplish

GETTING READY FOR IMPLEMENTATION

� Start with a small number of behaviorsthat are easy to accomplish

� Make sure the individual possesses prerequisite skills

3. Decide every when you will give the token (how often)

� Start with a small number of tokens exchangeable for a high quality reward

� Important that the learner not receive too many tokens relative to the cost of the rewards:

� Acquire a savings of tokens and not need to earn more

� To prevent this, more backup reinforcers should be available, and the cost of luxury items should be increased.

� Auction back-up reinforcers if working with a group


� Auction back-up reinforcers if working with a group

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4. Response cost included?

5. Back up menu of reinforcers:

� Naturally occurring activities

� Or special items not usually available

� Never: meals, communication, general comforts, or general prerogatives (religion, medical care, exercise)


6. Try it out first before implementing it with the child!

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� Taking away a token that has been earned due to undesirable

behavior

� Sort of a punishing procedure

� If needed to be introduced, do so only after the token system has taken place for a while

� Check out how easy it is to take back physically the token

RESPONSE COST

SAMPLES!

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� Two boys were offered a choice to complete math problems for tokens, or reading work for no tokens.

� The data were evaluated to determine if the number of math problems the children answered decreased below baseline levels after the tokens were withdrawn.

USING A TOKEN ECONOMY TO INCREASE COMPLIANCE TO MATH

� Verbal praise should be paired with the token delivery throughout the program; neither praise nor tokens have much value if the token doesn’t maintain reinforcing properties

� The number of responses to earn a token should be increased

� The length of time the token economy is in place should be decreased

� The backup reinforcers should be changed to items that are found in the natural setting

� The price of the more desired items should be increased, so they are

REMOVING THE TOKEN ECONOMY

� The price of the more desired items should be increased, so they are hardly ever purchased

� The physical evidence of the token should be faded.

� John is an 10 year-old-boy in a mainstream school. He is at the top of his class for all subjects. He does not have any good friends and is socially isolated. About once every two weeks he becomes aggressive. The triggers usually are that a peer has insulted him or an adult has asked him to do something he doesn’t want to do. He sometimes runs away, but may swear at people and punch teachers and peers. He has never seriously hurt anyone. He has 1:1 support in the teachers and peers. He has never seriously hurt anyone. He has 1:1 support in the school. Preferred items include time on the computer and extra play time.

Design a behaviour plan using a token economy for John.

� Best initially to be taught on a 1:1 level (he needs to learn to wait to get R+)

� The number of tokens used in school should be determined by the frequency of reinforcement (<10)

� Use it in conjunction with behavioral management programs (e.g. self-monitoring systems)

� The student should also know “where” the R+ will be given (end of day, by parent in car, at break times, in class)

� You can use “surprise” as a R+ with capable students

� Who will be giving the R+ (teacher, shadow, parent?)

USING TOKENS AT SCHOOL

� Who will be giving the R+ (teacher, shadow, parent?)

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Factors influencing reinforcer effectiveness:

� What can establish or abolish the effectiveness of reinforcers? MO’s!!!

Deprivation/satiation

IT’S NEVER AS SIMPLE AS IT SEEMS, HEY?10 GOLDEN RULES

Deprivation/satiation

(Gottschal, Libby, and Graff (2000) found that preferences for edible items changed depending on deprivation and satiation)

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1. Response effort

2. Timing (immediate after the occurrence)

3. Consistency

4. Contingency (differential reinforcement)

5. Competing reinforcers

6. Variability

7. Choice

INFLUENCING M.O.

8. History of Reinforcement

9. Schedules of Reinforcement

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� A behavior is not going to be reinforced all the time. It happens in real life too!

So what do I do?

Schedules of Reinforcement= is a rule that states which behaviors will be reinforced

SCHEDULES OF REINFORCEMENT

will be reinforced

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Schedules of reinforcements

Continuous Intermittent

Extinction

Ratio

Fixed Variable

Interval

Fixed Variable

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1. Fixed schedules are used when we want to teach a new skill or when we

want to increase an appropriate behaviour (e.g. imitation skills, or sitting

nicely)

2. Variable schedules are used when we want to maintain the taught skill or

the appropriate behavior

3. We need to smoothly move from a continuous schedule to an

intermittent schedule

TIPS!

intermittent schedule

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ADVANTAGES OF USING INTERMITTENT SCHEDULES OF

REINFORCEMENT

1. Helps to maintain a behavior

2. Resistant to extinction of taught behavior2. Resistant to extinction of taught behavior

3. Produces higher rate of responding

4. Easier to transfer to a more natural way of reinforcement

5. More difficult to satiate using a reinforcer

6. Cheaper (timewise & reinforcers)!

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� Maria is 6 years old and she is attending for the first time grade 1. Although she is good in academics, she doesn’t seem to comply to any of the instructions the teacher is giving her

� How shall we use reinforcement?

EXAMPLE OF EFFECTIVE USAGE OF

REINFORCEMENT

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Compliance needs to be taught via the manipulation of reinforcement:

� Maria will respond to the teachers instruction in 3’’

� reinforce each time (FR1)

� slowly, reinforce every 2nd time (FR2), then every 3rd (FX3)

� move to a variable schedule

COMPLIANCE TRAINING W/TOKENS

� move to a variable schedule

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� - Initiation towards peers/teacher

� Engaging in reciprocal conversations with peers

� Following single or group instructions

� - Completing homework on time

� - % of time engaged in group games

� - Vocabulary

� - Correspondence to name

� - Correspondence to school work

SKILLS YOU MIGHT WANT TO REINFORCE! (EXAMPLES)

� - Correspondence to school work

� - Taking care of his materials (bag, pencil cases etc.)

� - asking for help when needed


� Identifying reinforces that can be used in the classroom, could be tricky.

� Still, reinforcers need to be individualized

� Proceed to preference assessment

FINDING WEAPONS (REINFORCERS)

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PREFERENCE AND REINFORCER ASSESSMENT

HOW DO WE SPOT REINFORCERS?

1. Asking

2. Observing2. Observing

3. Testing from sample

4. Providing choices

5. Testing & observing (trial methods)

6. Premack Principle

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� Procedures that determine

1. The stimuli a person prefers

2. The relative preference value of the stimuli

3. When the preference values change

STIMULI PREFERENCE ASSESSMENT

Step 1: Identify many possible reinforcers

Step 2: Present these in a systematic way to the client to determine which are preferred.


� 1. Ask

� 2. Free Observations

� 3. Trial-based Methods


� Asking the Target Person

1. Open-ended questions:

What do you like to watch on TV?

2. Choice Format

Do you prefer dinosaurs or bob the sponge?

3. Rank Ordering

ASKING ABOUT PREFERENCE

Out of chocolate, ice-cream, chips, cucumber, put them in order, what you like the most?

� Pictures can be used to help prompt clients.

� Surveys are commonly used. These are lists of items and the client can identify if the items are of high, medium, or low preference.

ASKING ABOUT STIMULUS PREFERENCE

� Is very quick and allows interventions to begin quickly

� People are not always good at answering yes/no items about preference

ASKING ABOUT STIMULUS PREFERENCE

� Often asking parents, teachers, and caregivers can identify potential reinforcers

� Reinforcer Assessment for Individuals with Severe Disabilities (RAISD) asks about items a person prefers and the Motivating Operations that affect them. (Fisher et al, 1996). When used with a choice assessment, items identified from the RAISD were more reinforcing than items

ASKING SIGNIFICANT OTHERS

items identified from the RAISD were more reinforcing than items generated from a standard list.

� Learners are asked to choose between two items before a task.

PRE-TASK CHOICE

� Premack Principle

� The activities people engage in of their own accord may function as reinforcers for low preference tasks.

FREE OPERANT OBSERVATION

� The total duration a person engages in an activity is divided by the session length

� The more time a person spends in an activity the more reinforcing it is likely to be.

� The item should not be removed after a person has selected or engaged with it (Oritz and Carr 2000)

FREE OPERANT OBSERVATION

� The observations can be contrived or natural.

� Used when you want to identify reinforcers from a predetermined set of items.

� The practitioner plants these items in the environment along with low preference items.

� The client is often given time with the items non-contingently before the observation session.

CONTRIVED FREE OPERANT OBSERVATION

observation session.

� These happen in the natural environment, items are not planted.

NATURALISTIC FREE OPERANT OBSERVATION

� Stimuli are presented in a systematic way. The client’s response to the item is measured by:

� Approach (eye gaze, reach)

� Contact

� Engagement

TRIAL-BASED METHODS

� Items are identified as High Preference (HP), Medium Preference (MP), and Low Preference (LP) based on predetermined criteria.

� Items that are of HP will often serve as reinforcers

TRIAL-BASED METHODS

� Single Stimulus (Pace, 1985).

� Paired Stimuli (Fisher, et. al. 1992)

� Multiple Stimuli with Replacement &

� Multiple Stimuli without Replacement (DeLeon & Iwata, 1996).

TRIAL-BASED METHODS

� Present the stimuli and measure the client’s reaction to it.

� Each item should be presented multiple times and the order of presentation should be randomised.

SINGLE STIMULUS

� Pace et al. (1985) found that the items the clients spent longer with were more reinforcing that items they spent less time with.

� First we present each object.

� If the child grabs the toy within 5’’ we let him play with it for 30’’.

� If the child doesn’t grab (the toy) we encourage the child to give it a go!

� If the child still doesn’t respond we go ahead and try another one.

� We carry on until the toy is presented 10 times.

� We analyze the data and divide the number of times the object was taken by the child with the number of times the toy was presented in total. We then put our items in hierarchy according to the %. (HP,

SINGLE STIMULUS PREFERENCE ASSESSMENT TEST(PACE, 1985)

total. We then put our items in hierarchy according to the %. (HP, MP, LP)


Objects Trials

Bubbles X X X X X

Cars X X X X X

crisps X X X

SINGLE-OPERANT ASSESSMENT

juice X X

puzzles

swing X X X X

Smarties X X X X X

Monorodi 2013, All rights reserved

125

Record Data


PAIRED STIMULUS PREFERENCE ASSESSMENT TEST

� Initially, before the assessment begins, we let the child interact with the tangibles.

� If we are going to use food reinforcers we give a little bit of each for the child to consume (again before the assessment begins).begins).

� We choose two arbitrary tangibles and present them to the child. We let the child take one and we record his response.

� During the assessment, we present reinforcers in a random fashion, in pairs and record the child’s response. This procedure is carried on until all combinations have been tried out.


Bubbles Book Tickle Animals Chocolate

Bubbles Bubbles Bubbles Bubbles Bubbles

Book Tickle Book Book

Tickle Tickle Tickle

FORCED-CHOICE

Animals Chocolate

Chocolate


128

PAIRED STIMULI (SUM)

� “Forced Choice”� “Forced Choice”

� Two items are presented and a client chooses between the two.

� Each stimulus is paired against every other stimuli several times.

� The stimulus are rank ordered into categories of HP, MP, and LP.

� Present multiple (3 or more) stimuli to the client and have them choose among them.

� In the next trial the preferred item is returned (or replaced) and the selection is made again.

� Novel items are substituted for non-preferred items

MULTIPLE STIMULI WITH REPLACEMENT

Objects Trials

Bubbles X X X

Cars X X

Crisps

MULTI-STIMULUS WITH REPLACEMENT

ASSESSMENT


131

� The preferred item is not reintroduced, the client selects from a smaller array.

� Trials continue until all the objects (but one) have been selected, or until the client does not respond in a set amount of time.

MULTIPLE STIMULUS WITHOUT REPLACEMENT

MULTIPLE STIMULI WITHOUT REPLACEMENT PREFERENCE ASSESSMENT: INSTRUCTIONS(DELEON & IWATA, 1996).

� Pre-assessment task

Leave the child to interact with, explore the tangibles or try out the food items.

Assessment

Assessment is conducted with 5 to 7 reinforcers.� Assessment is conducted with 5 to 7 reinforcers.

� The items are arranged with 12 cm distance in between them

� The child is seated on a chair in front of the table, and we place the reinforcers in front of him

� Every time the child chooses an item, we clear the table and rearrange the remaining reinforcers.

� We instruct the child to pick one!


� We record the child's choice.

� The “chosen item” is not placed again in the tray. Hence, if initially we used 7 items, we then will have 6 left on the tray to carry on the assessment.

� Before each next trial we rearrange the items on the tray: the last item on the right is now placed first (on the student’s left).

� We carry on the same procedure with the rest of the items until the child has chosen all items or until the child has stopped responding for 30’’. If the case is no-selection, then we just score that the items haven’t been chosen.

MULTIPLE STIMULI WITHOUT REPLACEMENT PREFERENCE ASSESSMENT

haven’t been chosen.

� This procedure is repeated in an identical manner 3-5 times on different days.


MULTIPLE STIMULI WITHOUT REPLACEMENT PREFERENCE ASSESSMENT

� We sum up our data for each item in ratios in accordance to the times they were presented. For example, for the first 4 sessions we shall have a ratioof 1/1, ½, ⅓, and ¼ for the correspondent items. If no item is chosen the 5th time, we’ll have a ratio 0/5 for the remaining item(s).item is chosen the 5 time, we’ll have a ratio 0/5 for the remaining item(s).

� We conduct 5 sessions and sum up all the ratios for each item. For example, if chocolate gave the ratios ½, 1/3, ½, ¼ & 0/5 after 5 preference assessments, then the total sum for it will be 4/16 or0.25. This will mean that chocolate was the student’s choice for 25% of the times it was presented.


Items Trials

bubbles X

cars X

crisps X

MULTI-STIMULUS WITHOUT REPLACEMENT

ASSESSMENT

juice

puzzle

swing X

smarties X


136

Trial-based Preference Assessment

Item 1 2 3 4 5 Sum of 1,2,3,4,5

Ranking

choco 1/ 1/3 1/2 1/4 0/5 25% 5

(CARR, NICHOLSON, HIGBEE, 2000)

choco 1/2

1/3 1/2 1/4 0/5 25% 5

PS 35% 4

ipad 75% 1

crossword

50% 3

comics 65% 2Monorodi, All rights reserved, 2013

� Items that are preferred may not always serve as reinforcers.

� A reinforcer assessment can determine if a preferred object is reinforcing

REINFORCER ASSESSMENT

COMPARING PAIRED STIMULUS PREFERENCE ASSESSMENT TEST WITHMULTIPLE PREFERENCE ASSESSMENT TEST(WINDSOR ET. AL. ,1992) :

� The PSA produces more reliable & consistent data

� The MSWO is quicker to conduct

� The PSA provides a “score” for each item


COMPARING PAIRED STIMULUS ASSESSMENT WITH SINGLE STIMULUS ASSESSMENT (HAGOPIAN ET. AL.,2001):

� The SSE is quicker to conduct

The PSA produces more reliable results in comparison with SSE.� The PSA produces more reliable results in comparison with SSE.

� The SSE could be more appropriate for children that are not able to pick an item.

� The SSE could be reliable when it’s not eligible to present two items together


� When we conduct assessment testing, we can find reinforcers that can be used to deal with behaviours.

� Without strong reinforcers, it’s almost impossible to change a behavior (or to teach a new skill)

� We frequently conduct testing with pre-existing reinforcers.

� Remember! A reinforcer assessment (testing) will find possible reinforcers. You will test it out when you actually present the

IN CONCLUSION ….

reinforcers. You will test it out when you actually present the reinforcer and observe if positive behaviors increase and negative behaviors decrease


+� Increase in on-task behavior� Decrease of inappropriate behavior� Smooth transitioning from one activity to

another� Acquisition of new skills� More independence

ΑΒΑ & BEHAVIOR MANAGEMENT:ACTIVITY SCHEDULES

� More independence� Better self-management


+

Activity Schedule

BUILD YOUR ROUTINE ON THE CLASSROOM’S STRUCTURE


+� Is there a steady daily program?

� Are the activities foreseeable?

� What is the duration of each activity? (backward chaining)

� Does the teacher interact with our student…

1. giving reinforcement?

2. directing him to finish tasks?

BEHAVIOR MANAGEMENT: BASIC PRINCIPLES (CLASSROOM STRUCTURE)

3. setting limits and disciplining him?

4. Or does she let the shadow deal with the student?


+

A visual schedule consisting of pictures and/or words denoting:

� What successive steps are required for the completion of an activity

� Lists of daily routines

� Structure

� based on the student’s skill level

An Activity Schedule may consist of written indications, if the student can

WHAT IS AN ACTIVITY SCHEDULE?

An Activity Schedule may consist of written indications, if the student can read


+ � Activity Schedules for Children With Autism: Teaching Independent Behavior (1999) Lynn E. McClannahan & Patricia J. Krantz

� Making Visual Supports Work in the Home and Community: Strategies for Individuals with Autism and Asperger Syndrome (2000), Jennifer L. Savner & Brenda Smith Myles

� Visual Strategies for Improving Communication : Practical Supports for School & Home, (2000) Linda A. Hodgdon

� Bryan, L.C. & Gast, D.L. (2000). Teaching on-task and on-schedule behaviors to high-functioning children with autism via picture activity schedules. Journal of Autism and Developmental Disorders, 30, 553-567.

� Dooley, P. (2001). Using an activity schedule to smooth school transitions. Journal of Positive Behavior Interventions, 3, 57-62.

ACTIVITY SCHEDULESRELEVANT LITERATURE

Journal of Positive Behavior Interventions, 3, 57-62.


+

� The student gets familiar with the transitions throughout the school day

� The student sees which activity comes next

� The schedule may contain choices for activities

� When confronted with unexpected changes, the student sees an indication for the change, and he can find

AN ACTIVITY SCHEDULE FOR SCHOOL HAS TO BE TAUGHT

sees an indication for the change, and he can find alternatives that we offer him in his schedule


+

� The student must become familiar with his schedule at the beginning of the week, at the beginning of the day, as well as in the previous evening

ACTIVITY SCHEDULEAT SCHOOL

� Continuous updating of schedule with the student’s participation

� Contingent reinforcement for all transitions


informatics

DURING THE DAY, SOME CHOICES ARE OFFERED (INCLUDING CHOICE OF REINFORCERS FOR COMPLETED ACTIVITIES)


Walk in the schoolyardBuying a juice at the

canteen

Arts and craft

+TRANSITION ‘HOME ↔ SCHOOL’ (BEGINNING AND END OF SCHOOL DAY)

� If needed, we may use a mini schedule for this transition


+TRANSITION ‘HOME ↔ SCHOOL’ (BEGINNING AND END OF SCHOOL DAY)

If challenging behaviors occur, or high levels of distress are observed, we may use a schedule structure like “First ___, and then ___”


FIRST THEN

+

� There are many possible sizes, shapes and colors

� Must be adapted to our student’s needs

� Pictures must enhance the student’s understanding

� We prefer folders for use in the school:

- One activity per page

ACTIVITY SCHEDULEFORMATS

- One activity per page


Activity Schedules

COURTESY OF WWW.DO2LEARN.COM

+

� First decide whether the AS will be created with the student’s participation

� Give him cues to look at his schedule

� Give help to follow the activity

DELIVERING AN ACTIVITY SCHEDULE AT SCHOOL

� Teach how a picture or word is related to an activity

� Teach him to check his schedule each time an activity changes

� Give help to follow the activity

� Do error correction with back-chaining

� Reinforce contingently in the beginning; use tokens when he uses his schedule successfully


+

‘Break’

&

‘Wait’

ASSESS YOUR STUDENT’S ENDURANCE!!!


‘Wait’

+BREAK FROM A LESSON

� Identify stressful or challenging situations in the classroom (ABC forms)

Respect your student’s limits of persistence!

forms)

� The shadow allows him to go out and clicks on a timer

� When the time is out, the student comes back (use a reinforcer)

� The shadow makes sure that an attainable task will be given to the student (you need him to succeed)


+DURING THE BREAK

� How many times may he ask for a break?

� For how long?

Behavior Management

� For how long?

� When he has a good day, is he entitled to more breaks through a token system?

� Can breaks function as escape from the classroom?

� We are targeting at his making requests for break independently.


+“WAIT” INSTRUCTION DURING ACTIVITIES

� Whenever the material is too demanding for him

� Whenever an activity lasts too long

� If he has to; no other choice!

If he completes the task earlier than others

Behavior Management

� If he completes the task earlier than others

� When he stands in a row or queue


+

� Determine the waiting time, based on your recordings

� Visualize this time

� Use tokens during the waiting time

� Add games or toys, if he as to wait longer

“WAIT”

Add games or toys, if he as to wait longer


+DOESN’T INITIATE

HelpRigid – wants to do it alone


do it alone

SELF-MANAGEMENT TOOLS FOR THE CLASSROOM:

Anna Plessa, ΜΕd, BCBAwww.monorodi.grΆννα Πλέσσα-Καφαντάρη, M.Ed., BCBA

Εκπ. Ψυχολόγος, Αναλύτρια Συµπεριφοράς

SELF-MANAGEMENT: HOW DO WE DEAL WITH STRESSFUL SITUATIONS?

Monorodi Center, All rights reserved, 2012

162

+

� Increase positive behaviors

� Decrease disruptive behaviors in school

� Teache self-regulation skills

� Teache tolerance skills (cope with waiting until a request is fulfilled)

SELF-MANAGEMENT TOOLS CAN BE USED TO:

Evidence-based practice!


163

+� Steps that need to be completed today in order to achieve long-term goals

� Impulsivity is put on extinction!

-I will not eat a dessert after my meal since I want to cut down my calories so I can lose weight in the long-term.

-I will raise my hand in the classroom instead of jumping out of my seat, as my teacher will allow me to play on

SELF-MANAGEMENT:“SELF-COMMITMENT”

out of my seat, as my teacher will allow me to play on the computer with my friend.


164

+Common techniques

� Behavioral: doing things to regulate self

� Language: sharing thoughts, emotions

� Meta-cognitive: self-talk, analysis of a problem, problem solving, meditation

(MIND Institute, 2012)

SELF-MANAGEMENT IN THE TYPICAL POPULATION

(MIND Institute, 2012)


165

+

� Behavioral: inappropriate reactions

� Language: dysfunctional or deficient

� Meta-cognitive: underdeveloped

WHAT HAPPENS IN ASDS


166

+ SELF-MONITORING!

1. Teach him to identify that a certain behavior has occurred

2. Teach him to self-record his responses (“I’ve finished my job, I’ve gained a point” or “I didn’t get off my seat / I wasn’t distracted, so I’ve gained a star” or “I hit my mate, so I may not check the box / I’ve lost a token”), andnot check the box / I’ve lost a token”), and

3. Teach him to self-reinforce appropriately (“I’ve gained time with the iPad”)

At school: The teacher transfers the responsibility for the self-monitoring to the student


167

+

� Teach your student, don’t merely say what he has to do

� Ensure he is motivated to participate in the procedure

� Teach behavior rules, practice and practice with him again, play roles

� Schedule prompt-fading to enhance independence

NOTE!


168

� http://watchminder.com

� Apps for iPadhttps://itunes.apple.com/us/app/time-timer/id332520417 )

� http://www.timetimer.com/

� T-Chart

TIPS

� T-Chart

� Reinforcer menu


169

+

I Will Remember To:

Put my hand up

Work quietly

Remain seated

EXAMPLE

Daily Goal Report:

Date:_______________________Name:_______________________

Behavior Goals____________________________________________________________________

Schoolwork Goals_________________________________________________________________

http://specialed.about.com

http://specialed.about.com

Morning Bell to Recess

Recess to Lunch

Lunch to Recess

Recess to Home Bell

Time Behavior Schoolwork


170

+

• Written contracts between an adult and the student, that identify:1. The expected behavior

2. Positive and negative consequences3. A time schedule

The contract provides your student with structure and self-management

BEHAVIORAL CONTRACTS

management


171

+

Step 1: identify the expected behavior

Step 2: identify the kind of ‘praise’

Step 3: identify what he needs to do (describe his duties)

Step 4: Bonus (optional)

CREATING A BEHAVIORAL CONTRACT


172

+

Step 1: Identify the expected behavior:

� Measurable

� Observable

“John should respect his teacher and keep quiet in the classroom” (instead of: not making any noise)

“John should follow his teacher’s instructions during the language


“John should follow his teacher’s instructions during the language lesson”


173

+

Step 2: identify the kind of ‘praise’

� The student and you choose what he would like to earn from a reinforcer menu

o Motivating

o Economical


o Economical

o Not time consuming

o Variety of reinforcers (at least 5-8)

higher effectivenessMonorodi Center, All rights reserved, 2012

174

+

Step 3: identify what he needs to do (describe his duties)

� Positive behavior

� Time schedule

CREATING A BEHAVIORAL CONTRACTMonorodi Center, All rights reserved, 2012

175

+

Step 4: Bonus (optional)

� We may use a bonus to reinforce Step 3

CREATING A BEHAVIORAL CONTRACTMonorodi Center, All rights reserved, 2012

176

+

Step 5: Explain the Contract to your student once more

� Using simple language

� Using visual support

� Appropriate for all ages


� Appropriate for all ages


177

+CREATING A BEHAVIORAL CONTRACT

Step 6: ‘suspension’ and implementation

� The student can look at the contract any time

� The adult can remind the student of the contract at any moment


178

+• Target behavior

• Reinforcement: what he gets, how and when

• Consequences in case he fails to implement the contract; optional bonus

• Implementation: who monitors? Consider time table. Suspend the contract to make it visible all the time (as a visual prompt)

• Fix a date for review of the contract

CREATING A BEHAVIORAL CONTRACT - OVERVIEW

http://www.freeprintablebehaviorcharts.com


179


180

+ EXAMPLEMy targets:

When others talk, I don’t interrupt them.

I’m always nice with people.

I’m paying attention to my group.

When I succeed with my targets, I’ll get:

Marbles, which I can exchange for something else from my reinforcer menu.

If I fail to achieve my goals, I will:If I fail to achieve my goals, I will:

Lose marbles.

Bonus: I’ll earn extra marbles when I help Mickey with his targets.

My contract may be changed:

When I achieve all my goals.

If I feel it doesn’t help me.Monorodi Center, All rights reserved, 2012

181

+ EXAMPLEMy targets:

I do what my group does.

I talk and make questions on the common topic.

I do not insert my finger in my nose, and I apologize each time I burp.

When I succeed with my targets, I’ll get:

Marbles, which I can exchange for something else from my reinforcer menu.

If I fail to achieve my goals, I will:If I fail to achieve my goals, I will:

Lose marbles.

Bonus: I’ll earn extra marbles when I agree with something Nick wants.

My contract may be changed:

When I achieve all my goals.

If I feel it doesn’t help me.Monorodi Center, All rights reserved, 2012

182

+

� How to record positive behavior. How to record problem

behavior.

� Tools for self-monitoring

� Trainer: fills in a checklist or makes simple recordings (e.g. a

sticker in a box, when the student exhibits positive behaviour)

DATA COLLECTION


183

+

� Whenever motivation hasn’t been considered:

1. Check if reinforcers are directly related to the instrument, and if they are given systematically, frequently, and preserve their value (MO)

2. Check if it’s too hard to achieve the target behavior

3. Check if the system was introduced without sufficient instruction

DIFFICULTIES WITH SELF-MANAGEMENT SYSTEMS

3. Check if the system was introduced without sufficient instruction


184

+�Usually, we are focused on controlling the

student’s behavior instead of teaching him to choose the most appropriate behavior

�Self-management doesn’t work at once. It requires patience and systematic work. It is recommended

DISADVANTAGES

patience and systematic work. It is recommended to involve the student in reviews of the contract.


185

+

� It enhances independence (the goal of any kind of education!)

� It lessens the need for direct support and supervision

� Easily transferred to a variety of settings

� Less ‘competition for power’

� The student feels better!

ADVANTAGES

� The student feels better!


186

THE USE OF PROMPTS IN SPECIAL EDUCATION

Prompts are the means, instructions, gestures, touches, boards, devices and Prompts are the means, instructions, gestures, touches, boards, devices and other things, that are used in education to increase the likelihood that a student will provide a desired response. (Alberto & Troutman, 2003)

+� Prompting is defined as “top on” stimuli that are

presented immediately before or after the SD so the student can display the behavioral target at the appropriate time or in the relevant circumstances.(Fox, 1982)

� Prompts are only used initially, so the child can receive reinforcement for the new skill (Sulzer-Azaroff, 2002). We need to have a plan to fade them out!

� Prompts are stimuli that control the behavior, but

BEHAVIORALLY DEFINED…

� Prompts are stimuli that control the behavior, but are not functionally related to the task (Touchette & Howard, 1984)

+PROMPTS

• Can you place where a prompt should come in the discrete trial process?

• Used when teaching new items/skills

• Ensure a high level of success for the child- errorless learning

• Used at the same time or immediately after the SD, before R• Used at the same time or immediately after the SD, before R

SD R Sr

P

+

PROMPTS & LEARNING

+ PROMPTS AND PROMPTING

�The least intrusive prompt necessary is used and is faded as the child gains proficiency with the targeted skill/item to prevent prompt dependency

�As the level of prompting decreases, the level of �As the level of prompting decreases, the level of reinforcement should increase

�A prompted response is still not a correct response because it was not independent.

+PROMPTS AND PROMPTING

� The decision to deliver a prompt and the level/type of prompt is determined prior to issuing the SD

� Decisions regarding prompts are determined by assessing previous data

� Ensures effective teaching and reduces possibility of errors for the child

� Ensures consistency across tutors

�Prevents prompt-dependency

+ PROMPTS AND PROMPTING

� Name as many different types of prompt you can think of.

� Describe and give examples of each type of prompt you have written down.

+

COMMONLY USED PROMPTS

VOCAL/ VERBALPROMPTS

�Sound signals, reminders

�Intonation, color of voice

� Verbal model

� Recorded scripts, messages

PHYSICAL PROMPTS

�Full or Partial

� Model� Model

� Gestures

PHYSICAL VS. VERBAL PROMPTSVerbal prompts are the most popular prompts. Compared to physical prompts, they are less effective, because it’s difficult to fade and withdraw, leading to prompt dependency.

+

� Visual

� Special equipment

EXTRA HELPFUL PROMPT TYPES IN THE CLASSROOM!

VISUAL PROMPTS� Pictures and photos

�Visual schedules

�Color coding

� Visual rules� Visual rules

� Check lists

� Visual sketchpads/ maps

� Comic strips

MATERIALS & DEVICES

�OT equipment

�Timers

Palm computers�Palm computers

�Massage training balls

�Self-monitoring devices

+

Target behavior Discrim. Stimulus/

Instruction

Prompt used

Saying hello Entering a room Verbal model

EXAMPLES

Opening his notebook Group instruction of the teacher The shadow repeats the instruction

or physically prompts the student

Hanging his jacket Entering a room Point where to hang it

Monorodi, All rights reserved 2012

201

+

+WHAT IS PROMPT FADING?

� Prompt fading is the progression from full/intrusive prompts to less intrusive prompts to no prompt as child learns

�Why is prompt fading important?

�Prevents the child from becoming prompt dependent

� Essential to reach the ultimate goal of independent responding

+

At first After success After more

success

Final

Full Physical prompt

Partial Physical prompt

Gesture/point

(independent)

MOST-TO-LEAST

Advantage: The student makes less errors. This is best for teaching a difficult or brand new skill.Disadvantage: You need a strategy to fade your prompt before teaching starts.

+

ImmediatelyImmediatelyImmediatelyImmediately First First First First promptpromptpromptprompt

Second Second Second Second PromptPromptPromptPrompt

Last promptLast promptLast promptLast prompt

Gesture Model Physical

LEAST-TO-MOST

Advantage: Fading is natural. As long as the student is motivated to learn, you do not need additional strategies to fade.Disadvantage: The student can make more errors while learning. Some students might find this frustrating or not learn easily if they make many errors.

+

+

At first After success After more

success

Final

Zero seconds 3 seconds 5 seconds (independent)

Advantage: This strategy is great when a student is motivated to give the right

TIME-DELAY PROCEDURE

Advantage: This strategy is great when a student is motivated to give the right answer but prompt dependent (or thinks the prompt is a cue to give the response and not just additional help).Disadvantage: You need a strategy to slowly increase the delay. Some students will wait for really long periods of time!

+ BE CAUTIOUS!

Inadvertent prompting

�Occurs when the therapist unintentionally provides child with information about the correct response.

�Remember! Children become experts at reading non-�Remember! Children become experts at reading non-verbal cues, so be extra aware of what you are doing! Otherwise it may appear that they have mastered an item when in fact they have been prompted!

examples?

+

Give a go with an errorless trial

Start again & give an instruction

Deliver prompt immediately

Child responds

WHAT IF MY STUDENT MAKES A MISTAKE?

Child responds

We reinforce milder than before (remember using differential reinforcement)

Give a go once again! (if the child is still motivated)

PROMPT FADING

How and when is prompting faded?� After a series of successful, repetitive trials, we should gradually fade our prompts.

Also, remember…• Verbal prompts are NOT necessary

Avoid giving prompts repeatedly (including verbal ones!!) • Avoid giving prompts repeatedly (including verbal ones!!)

• Establish a provisional rule when transitioning to a new prompt

• There is no standard pattern of a prompt hierarchy

PROMPTING IN TEACHING AREAS

� Academic skills

�Classroom teaching

Daily living skills� Daily living skills

� Social-communication skills

� Regulation of affect/ self-regulation

ACADEMIC SKILLS AND CLASSROOM TEACHING

� underline� color coding� color coding� illustrations� visualized steps�mind maps

MATH: NUMERICAL LINE Data Collection for Science (Ecology)

EXAMPLES

DAILY LIVING SKILLS

� visualized steps

� visual schedules� visual schedules

� checklists

� post-it

� smart phones (tools, other software)

EXAMPLES

Monday Tuesday Wednesday Thursday Friday

SOCIAL-COMMUNICATION SKILLS

�modeling

� shadowing� shadowing

� comic strips

� social stories

� visualized rules

+EXAMPLES

REGULATION OF AFFECT AND SELF-REGULATION

� behavioral contracts� self-monitoring and self-evaluation tools� Emotion cards/ emotion thermometer� Emotion cards/ emotion thermometer� social stories� visualized rules

+ EXAMPLES

+

� Can be conflicted between what is best for your child behaviorally versus what is

BEHAVIORAL MANAGEMENT SUPPORT STRATEGIES

� Can be conflicted between what is best for your child behaviorally versus what is best for the group

� You may need to deal with inappropriate behaviors differently in the classroom than when in home

+

� Minimize disruption to class

CONSIDERATIONS:

� Minimize disruption to class

� Minimize stigma towards the child

� Be cautious of unintended reinforcement of disruptive behavior in the classroom

� Pick your battles!

Differential reinforcement of Other behavior

(DRO)

o Reinforce the absence of problem behavior during a set interval or intervals

1. Set the interval of reinforcement1. Set the interval of reinforcement2. At the end of the interval, reinforce any non-challenging 2. At the end of the interval, reinforce any non-challenging behaviors that have occurred (only if the problem behaviour hasn’t occurred).3. If the problem behavior has occurred, reset the interval

+�Reinforce if the target-behavior occurs at a rate lower than

the set criterion (= we reinforce the lower number of inappropriate behaviors)

�� Full session Full session DRLDRL

�Reinforce if the behavior occurs less than the criterion you’ve set.

DIFFERENTIAL REINFORCEMENT OF LOWER RATES OF BEHAVIOR (DRL)

you’ve set.�� Spaced Responding Spaced Responding DRLDRL

�Reinforce only if a set interval has passed after the last occurrence of the behavior

+

1. Attract the student’s interest by using items or activities of high preference

2. Change the routine

3. Deliver precursors of activities (e.g. using a timer or a bell when the time is out; explaining where we are going next)

Offer choices

BEHAVIOR MANAGEMENT:ANTECEDENT-BASED INTERVENTIONS

4. Offer choices

5. Change the form or way of instructions

6. Enrich the environment with sensory stimuli that could have the same function as the problem behavior

The ABI strategies are mostly used in combination with other strategies, including extinction, reinforcement, functional

communication training

INCLUSION OF CHILDREN WITH SPECIAL NEEDS IN THE MAINSTREAM SCHOOL & RELEVANT ABA STRATEGIES& RELEVANT ABA STRATEGIESGevgelija, 18 June 2014

Apollonia Foundation

“MONORODI” Educational Center

Presenters: Anna Plessa, M.Ed., BCBA

Ignatios Kafantaris, MD

� Supports and prompts in the classroom. Supports for interactions with peers.

� Self-management systems.

� Learning difficulties. Executive dysfunction.

� ABA strategies to enhance academic learning.

� Social relatedness in ASDs: Social-emotional domain; theory of � Social relatedness in ASDs: Social-emotional domain; theory of mind; language and social understanding.

18.6.2014 TOPICS


228

� One can see the whole range of possible neurocognitive states in ASDs:

� Excellence in certain disciplines (e.g. maths, foreign languages, informatics)

� Hyperlexia

� Average to moderate achievement (this is the rule)

� Language disorders. ADHD. Motor coordination disorder

ASDs: LEARNING DIFFICULTIES

� Language disorders. ADHD. Motor coordination disorder (dyspraxia). Dyscalculia. Written language disorders (dyslexia).

� Mental retardation (generalized learning disorder). Epilepsy.


229

� Executive functioning is a higher cognitive ability, supported by the lateral prefrontal cortex. It is the central administrative and coordinating unit of the whole brain.

� Messages from other brain regions are processed and decisions are taken by this network, combining new information, previous knowledge and novel behaviors.

ASDs: EXECUTIVE DYSFUNCTION

knowledge and novel behaviors.


230

� Evaluation of stimuli; Selective and sustained attention

� Working memory

� Planning and organization

� Time management

� Self-regulation of affect

� Self-inhibition

� Initiation

� Flexibility, phantasy and

EXECUTIVE FUNCTIONING


� Goal prioritization

� Metacognition: Self-monitoring, self-evaluation

� Flexibility, phantasy and problem-solving

� Goal-directed persistence

231

� Is associated with reasoning, text comprehension, complex learning

� Is a limited-capacity resource of cognitive processing

� Stores information in active (short-term) memory, and manages information that is necessary for a task (executive attention)

� Recalls information from semantic memory (data), emotional memory (subcortex), and episodic memory (autobiographical meaning of experiences)

� Resists interferences (irrelevant stimuli) during the processing load (encoding

WORKING MEMORY or CONTROLLED ATTENTION(Barkley, DuPaul, 1992; Baddeley, 1993; Engle, 1999)

� Resists interferences (irrelevant stimuli) during the processing load (encoding and retrieval of information)

� Consists of a phonological loop and a visuo-spatial sketchpad


232

QUESTIONS & ANSWERS


233

� Components of Social Communication

� Social interaction

� Social cognition

� Emotional competence

� Theory of mind, inference, presupposition

� EF, joint attention

� Verbal pragmatics

THE CORE FEATURE OF ASD:SOCIAL COMMUNICATION

� Non-verbal pragmatics

� Language processing


234

� Deficits in social-emotional reciprocity – e.g. in initiation, social approach, sharing interests and emotions, conversation

� Deficits in developing and maintaining relationships (beyond those with caregivers) – e.g. in sharing imaginative play and in making friends

� Deficits in non-verbal communication used for social interaction

ASDs: SOCIAL RELATEDNESS & INTERACTION


235

� The core features of emotional development include the ability to identify and understand one’s own feelings, to accurately read and comprehend emotional states in others, to manage strong emotions and their expression in a constructive manner, to regulate one’s own behavior, to develop empathy for others, and to establish and maintain relationships.

SOCIAL-EMOTIONAL DOMAIN

National Scientific Council on the Developing Child 2004


236

� Interactions AND relations with adults

� Interactions AND relations with peers

� Identity of self & Sense of self-efficacy (recognition of own abilities)

� Emotion Regulation, Expression of emotion, Empathy

� Impulse control

� Social understanding (what to expect from others)

SOCIAL-EMOTIONAL DEVELOPMENT(up to 3 years of age)

� Social understanding (what to expect from others)

California Department of Education 2014

www.cde.ca.gov


237

� ToM is the ability to empathize and take someone else’s perspective

� Empathy is more intuitive; it’s about recognizing others’ emotions and reacting to them; it involves much more psychological thinking and identification with others

� Perspective-taking is more cognitive and requires more phantasy

THEORY OF MIND

� ToM is supported by the medial prefrontal cortex


238

� Since infancy, the child learns to recognize the basic affects by face-reading and to share a common focus of attention with someone else

� At the age of 2 years, children start to understand others’ desires, pretenceand deception, and to play with imagination

� From 4 years of age, the child starts to develop understanding of others and

THEORY OF MIND

� From 4 years of age, the child starts to develop understanding of others and meta-representations of states of mind


239

� ToM development depends on language development (especially sentence complements) and executive function

� Deaf children have delays in ToM if their family doesn’t sign-speak

� Mentally retarded children do not have delays during the first years of life

LANGUAGE & SOCIAL UNDERSTANDING

years of life


240

� In multi-faceted language disorders (phonological+semantic +structural+pragmatic) like SCD, we see clear social difficulties, comparable to those in ASDs, but no repetitive behaviors nor of a limited repertoire. This social communication disorder is also called ‘pragmatic disorder’.

ANOTHER SOCIAL COMMUNICATION DISORDER OF DEVELOPMENT


241

QUESTIONS & ANSWERS


242

Documents

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