Errorless Compliance Training and the Play Your …...Errorless Compliance Training and the Play Your Way to Compliance program PRESENTED BY LINDA PHOSALY HOLLY MAJSZAK Superheroes

+Errorless Compliance Training and the Play Your Way to Compliance program

PRESENTED BY LINDA PHOSALY HOLLY MAJSZAK

Superheroes social skills training, Rethink Autism internet interventions, parent training, EBP classroom training, functional behavior assessment: An autism spectrum disorder, evidence based practice

(EBP training track for school psychologists

US Office of Education Personnel Preparation Grant H32512306

Principal Investigators: William R. Jenson, Ph.D. and Elaine Clark, Ph.D.

Grant Director: Julia Hood, Ph.D.

+Autism on the Rise

+The Big Idea

+Keystone Behaviors

“Target behavior that is foundational to a range and related to other responses such that, when modified, can have substantial positive influence on those other responses.”

“Targeting specific behaviors for modification can lead to positive changes that were never targeted.”

Keystone Behaviors

n  Compliance n  Social Skills n  On-Task Skills n  Communication Skills

Ducharme & Shecter, 2011 Forehand & McMahon, 1981 McMahon & Forehand, 2003

Cost $13.92 $34.20- 65.83 $3000- $4000 $895 - $1395 $24.78 $33.20 Not Available $14.95

Living with Children

Helping the Noncompliant

Child

Parent Child Interaction

Therapy Incredible Years Defiant Child

Parent Management

Training

Positive Parenting Program

The Tough Kid Parent Book

Skills Commonly Taught



Child


Therapy

Incredible Years Defiant Child

Parent Management

Training


Point Chart

Incentive Program

Praise

Attending

Response Cost

Time-Out

Planned Ignoring



Child


Therapy

Incredible Years Defiant Child

Parent Management

Training


+Evidence Based Practices

+Generalization

n  “Stickiness” targets skill generalization (Gladwell, 2001) n  Appealing

n  Creative

n  Repetitive

n  SUCCES (Heath and Heath, 2009) n  Simple, unexpected, credentialed, emotional story

n  Concrete

+Modeling

n  Video vignettes are produced which consist of recordings of a student’s peers appropriately displaying a targeted behavior. n  Just as effective as self-modeling (Clare, 1992)

n  Just as effective as live models (Wang et al., 2011)

n  Effective across all age groups (Mason et al., 2012)

+Behavior Momentum

n  Antecedent based strategy: “High probability command sequence” (Mace et al, 1988)

n  Targets noncompliant behaviors (Davis et al, 1992) n  Compliance rates increased

n  Behaviors generalized to other adults

+Errorless Learning

n  Set of prompting and fading procedures

n  Designed to reduce errors and increase discrimination abilities (Terrace,1963)

+Errorless Compliance Training

n  Ducharme: Errorless Compliance Training (1993) n  System uses hierarchy

n  Level 1 to Level 4 compliance probability rates

n  Significant increases in compliance rates across behaviors and settings

n  Adaptive Skills

n  Communication Skills

n  Play Skills

n  Social Skills

+

136

Appendix G

Compliance Probability Questionnaire Child’s name: _________________ Date: _________________ Completed by: _________________ Relationship: ________________ Listed below are a series of requests you may present to your child in a given day. What is the likelihood that your child will comply with the stated requests if the request is stated only once? Please check (√) the appropriate box beside each command.

Almost always

(76-100%)

Usually

(51-75%)

Occasionally

(26-50%)

Rarely

(0-25%)

Skill not learned

D R E S S I N G

Get your (article of clothing) from the drawer/closet.

Put on your (article of clothing).

Hang up your (article of clothing).

Take off your (article of clothing)

Fold your (article of clothing)

H Y G I E N E

Wash your hands. Wash your face. Flush the toilet. Dry your hands. Dry your face. Go to the bathroom. Brush your teeth. Brush/comb your hair.

demonstrated the greatest divergence from pretreatment levels. Overallmean compliance for Level 4 requests was 80%, a mean increase of 54 per-centage points over baseline levels. These results indicate that complianceto parental requests that had previously posed significant problems toparents was substantially improved during treatment.

338 Behavior Modification

0

20

40

60

80

100

0

20

40

60

80

100Parent

Observer

0

20

40

60

80

100

1 6 11 16 21 26 31 36 41 46 51 56 61 66 71 76 81Session

Phase 1Baseline Phase 2Trans 1 Trans 2 Phase 3 Trans 3 Phase 4 FollowUp

PE

RC

EN

TAG

E O

F C

OM

PLI

AN

CE

Child 1

Child 2b

Child 2a

Figure 1Child Compliance Across Baseline and All Treatment Phases

Note: Graphed baseline data represent compliance to Level 4 requests. Each treatment pointrepresents child compliance to requests targeted in that specific level. Shaded areas correspondto the mean pretreatment compliance to requests for the probability level being trained in thatphase. Data collected by both parents and observers are included.

at UNIV OF UTAH SALT LAKE CITY on April 24, 2014bmo.sagepub.comDownloaded from

Ducharme et al. / Errorless Compliance Training 339

PERC

ENTA

GE O

F CO

MPL

IANC

E

Baseline Posttreatment

Child 2a

0

20

40

60

80

100

Level 3 requests Level 4 requests

Child 1

0

20

40

60

80

100


Child 2b

0

20

40

60

80

100


Figure 2Compliance to Level 3 and Level 4 Generalization Requests Before

and After Treatment for Each Child

at UNIV OF UTAH SALT LAKE CITY on April 24, 2014bmo.sagepub.comDownloaded from

+Errorless Compliance Training: Troubleshooting

n  In the event a child has few requests he/she can regularly comply with an adjustment can be made (Ducharme et al., 2010). n  For a highly noncompliant child

n  Level 1: 56-75%

n  Level 2: 41-55%

n  Level 3: 21%-40%

n  Level 4: 0-20%

CD OF REPRODUCIBLE

MATERIALS :LOOLDP�5��-HQVRQ��3K�'�:LOOLDP�5��-HQVRQ��3K�'�/LQGD�3KRVDO\��0�(G��%&%$/LQGD�3KRVDO\��0�(G��%&%$+ROO\�0DMV]DN��0�(G+ROO\�0DMV]DN��0�(G

+PLAY YOUR WAY TO COMPLIANCE

n  Instructional Manual

n  Compliance Probability Checklist

n  Reinforcement Checklist

n  Progress Monitoring Data Sheets

n  Adult Peer Modeling Videos

n  Child Peer Modeling Videos

n  Fasthands Animation Video

n  Scooter Says Jingle and Game

Play Your Way to Compliance is a parent training package which can be implemented by an adult working with a child who demonstrates high rates of noncompliant behaviors. COMPONENTS

+Compliance

Overt child initiation to a parent request within 5 seconds of the instruction being presented and completion of the request.

n  Frequency of behaviors

n  Percent Compliance

•  Will be calculated by dividing the number of times the child complied by the total number of instructions and multiplying by 100

+Almost Always

(76 - 100%)Usually

(51 - 75%)Occassionally

(26 - 50%)Rarely

(0 - 25%)Skill Not Learned

Skill Not Important

PLAY Get your (toy)Play with you (toy)Pick a game/activityCome hereCome sit downSit next to mePlay with meMy turnWait your turnTake your turnGive me the (item)Find the (item)Show me the (item)Touch the (item)Pick up the (item)Put the (item) downThrow me the ballCatch the ballKick the ballPut the shapes in the sorterString the beadsStack the blocksBuild a towerBuild the tracksPush the trainPush the carPut a piece in the puzzleDraw a pictureColor the pictureTurn on the musicDance with meSing with meJump up and downTurn around

COMPLIANCE PROBABILITY CHECKLIST

CHILD NAME:

ASSESSOR:

+No Value Small Value Some Value Good Value Great Value

CANDIESBlow-Pop LollipopBoston Baked BeansBottle CapsCandy ButtonsCandy CaneCandy CornChewing GumDotsDum Dum LollipopGobstoppersGood & Plenty LicoriceGummy BearsGummy WormsGushersHot TamalesJawbreakersJelly BeansLemon HeadsLicoriceLife SaversMambaMentosMike & IkesNerdsNow and LaterPeppermind Hard CandyPez CandyPixie StixPop RocksRed HotsRuntsSkittlesSmartiesSour Patch KidsSour Patch Straws

REINFORCER CHECKLIST

CHILD NAM

E: ASSESSOR:

+Summary of the Request Hierarchy

1.2.

3.4.

5.6.

7.8.

GREEN

YELLOW

1.2.

3.4.

5.6.

7.8.

1.2.

3.4.

5.6.

7.8.

1.

2.

3.4.

5.6.

7.8.

RED

ORANGE

SUMMARY OF REQUESTS

��

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Session Date: 75,$/6��RU��

,16758&7,21 1 2 3 4 51

2

3

4

1

2

3

4

1

2

3

4

1

2

3

4

TOTAL = ________ ÷ ________ x 100 Total + Total # of Requests

%DVHOLQH%DVHOLQH

+Compliance Training

+Behavior Strategies

n  Precision Request Sequence

n  Reinforcement

n  Planned Ignoring

+

7R\�%R[�(VVHQWLDOV

I - Immediate. Provide reinforcement

immediately after the desired behavior.

F - Frequent. Provide reinforcement

frequently and consistently.

E - Enthusiasm. Show enthusiasm and excitement when delivering

reinforcement.

E - Eye contact. Make eye contact with your child when delivering

reinforcement.

D - Describe. Describe the specific

behavior you are reinforcing.

A - Anticipation. Build anticipation for the reward and get your child excited

to earn it.

V - Variety. Vary the reinforcements to

keep anticipation and motivation high.

,)(('�$9

+


I - Immediate. Provide reinforcement

immediately after the desired behavior.

F - Frequent. Provide reinforcement

frequently and consistently.

E - Enthusiasm. Show enthusiasm and excitement when delivering

reinforcement.

E - Eye contact. Make eye contact with your child when delivering

reinforcement.

D - Describe. Describe the specific

behavior you are reinforcing.

A - Anticipation. Build anticipation for the reward and get your child excited

to earn it.

V - Variety. Vary the reinforcements to

keep anticipation and motivation high.

,)(('�$9

+


1. Break Eye Contact. Turn your head, turn around or leave the room, if necessary.

2. Show no emotion. Use stony silence.

3. Ignore by engaging in another ac-tivity or paying attention to some-thing or someone else. Finding other activities or places in the house will be helpful when using extinction procedures. Find household chores that need to be complet-ed, for example vacuuming, close yourself in the bathroom or do a preferred activity like reading or listening to music.

4. Do not give in. Expect the behavior to worsen before it gets better. If you give in, your child might learn that when he acts bad enough and for long enough, you will relent.

5. Beware of bootleg reinforecment. If the response you are ignoring is not decreasing, others might be maintaining it. There may be sympathetic family members or friends that might give in when the child is dis-playing inappropriate behaviors. Ask them to support your ignoring behavior, and let them know you appreciate their support.

6. Resist the urge to nag. For most children, nagging will actually strengthen the undesirable behavior. This goes back to using stony silence.

3/$11('�,*125,1*

+Compliance Training

n  Adult Peer Modeling Videos

n  Child Peer Modeling Videos

��

PREP

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COMPLIANCE COMPLIANCE SESSION 1SESSION 1

INTRODUCE THE SKILL

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�� ([SODLQ�WKH�UDWLRQDOH�6D\��“If you follow directions quickly, you will make someone happy and learn new things faster.”

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([DPSOHV��• “Quack like a duck!”• “Touch your belly!”• “March like a soldier!”• “Jump up and down!”

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�� 0DUN��LI�FKLOG�FRPSOLHV�RU��LI�FKLOG�GRHV�QRW�FRPSO\�WR�HDFK�JUHHQ�UHTXHVW�RQ�WKH�&RPSOLDQFH�'DWD�6KHHW

:5$3�83� � � � � � � � � ��PLQ�� /HW�WKH�FKLOG�NQRZ�WKDW�WKH�JDPH�LV�DOO�GRQH�DQG�SURYLGH�SUDLVH�IRU�SOD\LQJ�ZLWK�\RX6D\��“Thanks for playing Scooter Says with me and following directions! Let’s play again another day!”

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Total = ________ ÷ ________ x 100 Total + Total # of Requests

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(',%/(�5(,1)25&(56 VERBAL PRAISE STATEMENTSTh ank you for ___! Nice job ___!

I love how you ___! Yay! You ___!

Look at you ___! I like that you ___!

Awesome job ___! Great listening and ___!

Th ank you for following directions!

I love that you listened!

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+Summary of the Request Hierarchy

1.2.

3.4.

5.6.

7.8.

GREEN

YELLOW

1.2.

3.4.

5.6.

7.8.

1.2.

3.4.

5.6.

7.8.

1.

2.

3.4.

5.6.

7.8.

RED

ORANGE

SUMMARY OF REQUESTS

73!

Figure 6: Phase Change Procedure

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Deliver Green Requests2

Deliver Green Requests


Session Notes:

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2

Deliver Green RequestsDeliver Yellow Requests (Previous Sets)


Session Notes:

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Session Notes:

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VERBAL PRAISE STATEMENTS

Th ank you for ___! Nice job ___!







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Deliver Yellow RequestsDeliver Orange Requests (Previous Sets)


Session Notes:

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VERBAL PRAISE STATEMENTS

Th ank you for ___! Nice job ___!







+Generalization Probes

n 2 probes

•  Red Requests (0-25% compliant)

+References

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Association.

Bauminger, N., Shulman, C., Agam, G. (2003). Peer interaction and lonliness in high-functioning children with autism. Journal of Autism and Developmental Disorders, 33(5), 489-507.

Bellini, S., & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Council for Exceptional Children, 73, 264–287.

Block. H. (2010). “Superhero social skills: A pilot study examining an evidence-based program for elementary-aged students with autism spectrum disorders in a school setting. Unpublished doctoral dissertation, University of Utah, Salt Lake City.

Buggey, T. (2005). Video self-modeling applications with students with autism spectrum disorder in a small private school setting. Focus on Autism and Other Developmental Disabilities, 20(1), 52-63.

+References

Centers for Disease Control and Prevention. (2014). Prevalence of autism spectrum disorders Among Children 8 Years: Autism and developmental disabilities monitoring network, 11 sites, United States, 2010. Morbidity and Mortality Weekly Report: Surveillance Summaries, 63, 1–21.

Dishion T. J., Patterson G. R. (2006). The development and ecology of antisocial behavior in children and adolescents. In: Cicchetti D, Cohen DJ, editors. Developmental psychopathology: Vol. 3. Risk, disorder, and adaptation. Wiley; New York: 2006. pp. 503–541.

Ducharme, J.M., & Popynick, M. (1993). Errorless compliance to parental requests: Treatment effects of generalization. Behavior Therapy, 24(2), 209- 226.

Ducharme, J.M., Sanjuan, E., & Drain, T. (2007). Errorless compliance training: Success-focused behavioral treatment of children with asperger syndrome. Behavior Modification, 31(3), 329-344.

Elliott, S. N., & Von Brock Treuting, M. (1991). The behavior intervention rating scale:Development and validation of a pretreatment acceptability and effectiveness measure. Journal of School Psychology, 29, 43–51.

+References

Estes, A., Munson, J., Dawson, G., Koehler, E., Zhou, X.H., & Abbott, R. (2009). Parenting stress and psychological functioning among mothers of preschool children with autism and developmental delay. Autism, 13(4), 375-387.

Eyberg, S.M., Robinson, E. (1982). Parent-child interaction training: effects on family functioning. Journal of Clinical Child Psychology, 11, 130-137.

Gladwell, M. (2000). The tipping point: How little things can make a big difference. Boston: Little, Brown.

Graziano, A. M. Parents as behavior therapists. In M. Hersen, R. M. Eisler, & P. M. Miller (Eds.), Progress in behavior modification (Vol. 4) New York: Academic Press, 1977.

Farley, M., McMahon, W. M., Fombonne, E. Jenson, W. R., Miller, J., Gardner, M., & Coon, H. (2009). Twenty-year outcome for individuals with autism and average or near-average cognitive abilities. Autism Research, 2, 109–118.

+References

Hanf, C. (1969). A two-stage program for modifying maternal controlling during mother-child (M-C) interaction. Paper presented at the meeting of the Western Psychological Association, Vancouver.

Hartley, S. L., Sikora, D. M., & McCoy, R. (2008). Prevalence and risk factors of maladaptive behaviour in young children with Autistic Disorder. Journal of Intellectual Disability Research, 52, 819-829.

Heath, C., & Heath, D. (2007). Made to stick: Why some ideas survive and others die. New York: Random House.

Howlin, P., Goode, S., Hutton, J., & Rutter, M. (2004). Adult outcome for children with autism. Journal of Child Psychology and Psychiatry, 45(2), 212-229.

Jenson, W., Bowen, J., Clark, E., Block, H., Gabriensen, T., Hood, J., … Springer, B. (2011). Superheroes Social Skills. Eugene, OR: Pacific Northwest.

+References

Kahn, J. (2012). Video Self-Modeling of Positive Parenting Statements During Play Interactions in the Parents of Children with Autism Spectrum Disorders. Unpublished doctoral dissertation, Hofsta University, Hempstead.

Kim, J. A., Szatmari, P., Bryson, S. E., Streiner, D. L., & Wilson, F. J. (2000). The prevalence of anxiety and mood problems among children with autism and Asperger syndrome. Autism, 4, 117-132.

Lecavalier, L., Leone, S., & Wiltz, J. (2006). The impact of behaviour problems oncaregiver stress in young people with autism spectrum disorders. Journal of Intellectual Disability Research, 50, 172-183.

Matson, J. L., Benavidez, D. A., Compton, L. S., Paclawskyj, T., & Baglio, C. (1996). Behavioral treatment of autistic persons: a review of research from 1980 to the present. Research in Developmental Disabilities, 17, 433–465.

McMahon, R. J. & Forehand, R. (2003). Helping the Noncompliant Child: Family Based Treatment for Oppositional Behavior. (2nd ed.). New York, NY: The Guildford Press

+References

Meharg, S. S., & Lipsker, L. E. (1991). Parent training using video-self modeling. Child and Family Behavior Therapy, 13(4), 1-27.

Patterson, G.R. (1976) Living with Children. Illinois: Research Press Company

Patterson, G. R. Coercive family process. (1982). Eugene, OR: Castalia.

Radley, K., Jenson, W.R., Clark, E., & O’Neill, R. (2014). The feasibility and effects of a parent-facilitated social skills training program on social engagement of children with autism spectrum disorders. Psychology in the Schools, 51(3), 241-255.

Rhode, G., Jenson, W. R., & Reavis, H.L. (1993). The Tough Kid Book (2nd ed.) Eugene, OR: Pacific Northwest.

Documents

Errorless Compliance Training and the Play Your …...Errorless Compliance Training and the Play Your Way to Compliance program PRESENTED BY LINDA PHOSALY HOLLY MAJSZAK Superheroes