Pacing and Mix Trialing Presentation with Questions
- 1. Mixed Trialing and Pacing Amanda Dixon
- 2. Mixed Trials What is it? Running more than one procedure at a time Example: 5 trials of Class Member ID, then 5 trials of Fine Motor Why? Helps keep your child attending Helps increase responding
- 3. How To Mix It Up Run more difficult tasks between easier tasks Run more aversive procedures with preferred procedures Child will receive more reinforcement for correct responses with easier tasks Helps build behavioral momentum Tendency for behavior to persist following a change in environmental conditions Strategy you want to use to increase “motivation” to work because there are more opportunities for success
- 4. What To Mix Consider the materials used for each procedure Combine a procedure with a lot materials with a procedure without materials Example: ID objects with a vocal procedure
- 5. What To Mix Run a new procedure (or fun ELOs) with older procedures that have a low rate of responding Novelty can keep your child attending Examples: New pictures, new objects, new toys Example: Put 5 objects in a bag. Have child unzip bag. Then run a couple trials of 2&3 Comp. ID Obj.
- 6. Mixed Trial Ideas Use the same materials to run different learning opportunities This can help your child discriminate between S d One object can have multiple characteristics and qualities Example: Using a toy car you can ask “ What is this?” “ What color is this?” “ Is this a book?”
- 7. Mixed Trial Ideas Run a difficult procedure with an out of the booth procedure Child will receive reinforcement (getting out of booth) after completing an aversive trial Example: Combine ID Size/Color/Shape with 2&3 Comp. Directions Sd: “Big, red circle” then “Get a book and put it in your bag.”
- 8. Pacing How quickly you are moving with your child in the booth Learning opportunities Extra Learning opportunities Delivering reinforcement Duration of reinforcement
- 9. Pacing Problems Your child should never be sitting with nothing to do Losing opportunities for learning More time for problem behaviors More difficult to get back on track Breaks behavioral momentum
- 10. Pacing Problems When delivering the reinforcer Too often Breaks momentum Missing out on learning opportunities Reinforcer may become less desirable Not enough Procedure may become aversive Responding may decrease satiation
- 11. Pacing Problems Deliver the reinforcer immediately! You don’t want to inadvertently reinforce other behaviors Example: Child correctly identifies correct object then throws materials while you look for a reinforcer Reinforcing problem behavior
- 12. Keeping Up The Pace Use a token economy Increase the number learning opportunities before delivering a reinforcer Helps move toward reinforcement similar to the natural environment
- 13. Keeping Up The Pace Keep procedures as fun as possible to maintain responding Instead of BS ELOS, keep child attending by: Starting out with easier trials Frequent preference assessments Be careful not to reinforce noncompliance by avoiding more difficult demands
- 14. Keeping up the pace Keep materials fun and appropriate Example: Actual books and toys instead of just pictures Hide extra learning opportunities in procedures Example: Have the child pick a marker before tracing. Then ask, “What color?”
- 15. Quiz Time! When mix-trialing we want: Behavioral momentum Non-compliance Attending A and C To achieve maximum attending, it is recommended to think of new ideas and be creative. True False To make mix-trialing easier, it is a good idea to run a hard procedure and an easy procedure at the same time. True False Why is it important to have good pacing? You should deliver the reinforcer after a child throws their materials True False
Editor's Notes
- #4: novelty def the strategy you want to use with your child to increase your child’s “motivation” to engage because you are building more opportunities for success