Applied behavioral analysis (introduction)
5 likes2,146 views
This document discusses applied behavior analysis (ABA) including myths about it, its objectives to identify and control behavior, how it investigates behavior using antecedents, behaviors, and consequences, and how it is applied. It also discusses methods for encouraging behaviors like reinforcement and shaping, and coping with undesirable behaviors through techniques like negative reinforcement, response cost, and time out. Recent work on using backward chaining to help a child with transitions is also summarized.
Applied behavioral analysis (introduction)
- 2. contents O Introduction O Myths O Objectives O ABA in detail O Reasons for applying ABA O Applied on? O Methods for encouraging behaviour O Coping with undesirable behaviour
- 3. • Analysis = Scientific demonstration of cause-effect relationships (IF – THEN) • Look for changes in one event resulting from changes in another event • Behavior + Analysis = The scientific demonstration of events that cause behavior (why you do what you • do!) Behavior Analysis:
- 4. O ABA only uses punishment techniques and O aversive controls. O ABA is only for animal trainers. O ABA is dangerous because it can eventually O lead to a population of children susceptible to O mind control. O ABA is inhumane because it takes away from O the individual's freedom of choice. »SOME MYTHS AND MISPERCEPTIONS ABOUTABA
- 5. O ABA is only token reinforcement. O ABA is when you ignore all student misbehavior O and only reward good behavior. O ABA is equivalent to bribery. O ABA reinforcement programs undermine intrinsic O motivation. More Myths
- 6. Objectives O To identify behavior and its causes and effects and to control it. O By manipulating individuals behavior a balance in the environment can be maintained.
- 7. How does ABA investigate? O By looking at the relationship between O the environment, behavior and O consequences. O This relationship has 3 parts! O Environment O Behavior O Consequence
- 8. What does ABA investigate? O Environment (or antecedent) O „ Internal or external factors that may cause or O influence behavior O Behavior O „ What someone says or does O Consequences O „ What happens after the behavior O „ Planned and unplanned consequences
- 9. A-B-Cs of Behavior Analysis O A = Antecedent O An event that comes before a behavior O B = Behavior O C = Consequence O An event (good or bad) that follows a behavior
- 10. Main Functions of Behavior O To Gain To Escape (or Avoid) O • Attention (People or specific interactions) • Attention (People or p ) specific interactions) • Things, Activities or Things, Activities or places that are unpleasant O p laces that are pleasant • Input from sensory Experiences • Input from unpleasant O sensory experiences
- 11. Types of abnormal behavior O Lack A student is not proficient in speaking English. Excess A student shouts at other student for bargaining notes.
- 12. ABA applied on • Clients include anyone who engages in behavior! (Kids, adults, athletes, pets, animals, workers, teachers, etc.) • Private practice consultation • To families, school districts, agencies • Clinical psychology & interventions • School psychology and education • Behavioral safety, health, and nutrition • Pet therapy and animal training • Research (basic, translational, and applied) • Academia (professor)
- 13. 22 Emerging Treatments O 1. Augmentative and Alternative Communication Device O 2. Cognitive Behavioral O Package O 3. Developmental Relationship- based treatment O 4. Exercise 5. Exposure package 6. Imitation-based treatment 7. Initiation training
- 14. O 8. Language Training O (Production) O 9. Language Training O (Production and Understanding) 10. Massage/ Touch Therapy 11. Multi- component Package 12.Music Therapy 13.Peer-mediated Instructional Arrangement
- 15. O 15.Reductive Package O 16.Scripting O 17.Sign Instruction O 18.Social Communication O Intervention O 19.Social Skills Package O 20 . Language Training O (Production and O Understanding) O 20.Structured Teaching O 21.Technology- based Treatment O 22.Theory of Mind Training
- 16. ABAB O A=baseline measurement of behavior O B=apply the intervention O A=going back to baseline level after stopping intervention O B=reintroduce the intervention
- 17. In classroom O Clearly specify the behavior to be changed O Plan a specific intervention using A, C OR Both O Keep track of the results, and modify the plan.
- 18. O Reinforcing with Teacher Attention O Selecting Reinforcers: The Premack Principle O Shaping O Positive Practice Methods for encouraging behaviors
- 19. excellent O U have got my attention!
- 20. Types of Reinforcers O The different types of reinforcers are activity, edible, sensory, social and tangible.
- 21. O Some activity reinforcers include playing ball or having lunch with a friend. O Edible reinforcers include food, drinks, and candy. O Sensory reinforcers can be things like music, sparkling lights and tactile stimulation. O Social reinforcers include physical contact and attention. O Lastly tangible reinforcers are things like stickers and toys. Each person is different in their preferences of things that might be potential reinforcers.
- 22. Activity O Find out reinforcers for children and adolescents and young adults
- 23. Reinforcement & Reinforcers OThe ‘rules’….can be remembered using Othe following acronym: OV.E.R.M.I.
- 24. V.E.R.M.I. O Value O Effort O Rate O Magnitude O Immediacy
- 25. V.E.R.M.I O VALUE O Value of the reinforcer should be high O Deprivation <-------------------------- Satiation
- 26. Favorite game
- 27. V.E.R.M.I O EFFORT O The effort a student has to put forth should be equal to the reinforcement O Is what is asked of me worth what is O available if I do it?
- 28. V.E.R.M.I O RATE O The rate of reinforcement should perpetuate and maintain high levels of accurate responding. O Continuous vs. Intermittent O Generalization is key!
- 29. V.E.R.M.I O MAGNITUDE O Staff must ensure that the reinforcement isn’t too big or too small. OWe want the individual to learn that better responses = better/more reinforcement O Caution - if the magnitude/amount is too big, satiation is likely to occur.
- 30. Common ABA techniques O Backward chaining O Token economy
- 31. How many steps involved? Backward chaining
- 32. 1 WORKS (and we have the evidence to prove it) 2 and parents can do it 3 affects what matters most to you! (meaningful behaviour skills) 4 recommended by NIMH ,NAC! 5 improves relationships 6 teaching communication and socialization! 7 increases flexibility 8 the proof is in the pudding! -you can see it work! 9 individualized and inductive. 10 builds competence and confidence. (a competent and confident learner)
- 33. Recent work
- 34. O Danielle Lyons MSc., BCBA and Louise Heffernan MSc., BCBA O The current intervention was implemented with a 3 year old with a diagnosis of autism who displayed severe challenging behaviour in the form of physical aggression, self injury, and severe tantrum behaviour and non-compliance with instructions and transitions. A functional analysis was conducted under the following conditions: 1) Alone, 2) Toy Play, 3) Escape (from transition), 4) Escape (from instruction), 5) Escape (from peer), 6) Attention. Effect of chaining (2014)
- 35. O The results of the functional analysis indicated that the primary function of the client’s behavior was to escape from transitioning between daily activities. A potential secondary function of escape from demand and to gain attention were also noted in the analysis. As part of the individualized behavior support plan a transition program was implemented which employed backward chaining and an adapted visual schedule to promote independent transitioning between daily activities.
- 36. O Baseline data indicated significant duration and frequency of challenging behaviour during transitions between activities. Intervention data indicates a decrease to zero levels in the duration of independent transitions Functional Communication Training and other environmental changes were also introduced to support the client during their daily routine.
- 37. Coping with Undesirable Behavior negative reinforcement response cost
- 38. social isolation (time out) O Isolate from all possible reinforcers
- 39. Coping with Undesirable Behavior O satiation O reprimand
- 40. Cautions O First goal is to carryout punishment and suppress the undesirable behaviour. O Second goal is to make clear what the student should be doing instead and to provide reinforcement for those desirable actions.
- 41. Quiz O VERMI stands for O Evaluate which of the above mentioned methods is the most effective method of coping with undesirable behavior. O Determine the role of teacher in shaping students’ behavior. O Apply ABA to cope up with your undesirable behavior.
- 42. Critique O Criticize as much as you can
- 43. Thank you