Welcome to the Intensive Behavioral Intervention Professional Certification Course Instructor: Lindsay Olsen, MA, BCBA Email: ibicourse2012@gmail.com.

Welcome to the Intensive Behavioral Intervention Professional Certification Course
Instructor: Lindsay Olsen, MA, BCBA

3 Part Certification Process
Level 1: IBI Course Present for each session, pass each standard quiz with minimum score of 80% and participate in activities, assignments and group work Level 2: State Exam Pass exam with minimum score of 80% Level 3: Student Project Complete project with minimum score of 85%

IBI STUDENT PROJECT

STANDARDS 1-4 Standard 1: Introduction to Developmental Disabilities
Standard 2: Professionalism and Ethics Standard 3: Coordination of Family, School and Community Standard 4: Requirements for IBI

Group Activity Group Introductions Research and present on disability
Include: What it is, symptoms, incidence, treatment, etiology, learning barriers Designate 1 person as group presenter

QUIZ Quizzes 1-4 20 minutes to complete Send to:

Standard 5: Foundations of Applied Behavior Analysis
Define basic behavioral terms and concepts PWOP Chapter 2 and 9 2) Differential reinforcement PWOP chapters 6,7,8 3) Writing behavioral objectives

Standard 5 Explanations of Human Behavior
Disorder Genetic Hereditary +/- of substances in the body ENV influence Other factors Epilepsy some cases traced to single gene Imbalance of neuro transmitters Exposure to lead and carbon monoxide Infectious disease that affect blood supply Down Syndrome Excess of genetic material (47 chromosomes) MR Genetic and chromosomal abnormalities Metabolic disorders Toxic exposure and malnutrition Autism Suspect genes Compromised immune system Body unable to process Exposure to neuro toxins **3 tier insult

Standard 5: Biological Explanations

Behavioral Explanation 1
The Behavioral Explanation states that both adaptive and maladaptive behavior is learned and that learning results as a consequence of behavior. **Behavior that results in pleasing consequence more likely to be repeated **Behavior that results in unpleasing consequence is less likely to be repeated The Behavioral Theory makes three important assumptions: 3 part behavioral sequence Behaviors/responses are result of antecedents Changes to behaviors/responses can be done by manipulation of A/C Antecedent Stimuli/events that occur just before behavior Behavior Observable response Consequence Stimuli/events that happen after behavior

Antecedent Phone rings friend Behavior Push answer button and talk Consequence Pleasant conversation Antecedent Phone rings unknown 800# Behavior Push ignore button Consequence Avoid unpleasant conversation

Antecedent Teacher sitting across from you asking you questions Behavior Answering questions Sitting and engaging Raising hand Consequence Pleasant interaction, easy tasks Access to reinforcement Antecedent Teacher sitting across from you Behavior Avoidance- laying on floor Crying, tantrum Looking away Running away Consequence Unpleasant interaction, difficult tasks Removal of reinforcement

Antecedent Entering library for class Behavior Engaging rules Reading Laughing Making choices Consequence Access to reinforcement Antecedent Entering library for class Behavior Tantrum Screaming Head banging Locking doors Consequence Constant difficult demand Removal of reinforcement

Behavior Change Process
Antecedent 2) What are precursor events Behavior 1) What is the target behavior Consequence 3) What is the pay-off Antecedent Teacher request to sit at desk Behavior High pitched screaming (maladaptive) Consequence Removal of teacher and demand -Placed in time out area Antecedent Therapist request to use the restroom Behavior Enter bathroom and complete required tasks (adaptive) Consequence Internal relief and comfort, praise, sucker, high five

What is and is not behavior?
Terms and Concepts What is and is not behavior? Raise hand Put away pencil Read Thinking Fall on floor Non-compliant Follow directions Off task Irritated Processing Scream Head down on desk Calm body Frustrated Deep breath

Terms and Concepts CONSEQUENCE= Bad unpleasant bummer
Hurt not good loss Dreadful unlikable terrible

Positive Reinforcement
Terms and Concepts Behavior Behavior Positive Reinforcement

The Science of “WANTING”
Primary AKA: Unconditioned R+ Becomes more valuable when…… Evokes Behaviors that have resulted in………. Food Deprived of food Getting food in the past (grocery store, asking, ordering, foraging) Sleep Deprived of sleep Sleeping in the past (laying down, getting into bed, crying) Increase of Painful Stimulus You are in pain- have a headache Removal of pain in the past (taking aspirin) Primary AKA: Unconditioned R+ Becomes less valuable when…… Decreases or stops behaviors that have resulted in………. Food Have just consumed food Getting food in the past (grocery store, asking, ordering, foraging) Sleep 12 hours of sleep Sleeping in the past (laying down, getting into bed) Decrease of Painful Stimulus You are no longer in pain or have no pain Removal of pain in the past (taking aspirin)

How to Kill a Reinforcer 101
Do not attend to balance between effort and reinforcer (quality/quantity) Do not select reinforcers that compete with reinforcers maintaining problem behaviors Do not attend to the principles of ABA (schedules of reinforcement, errorless teaching, short ITI’s, prompting, functional skills)

Types of Reinforcers Secondary Primary (Unconditioned) (Conditioned)
Basic Human needs Food, water, air, sleep, reduce pain, temperature, activity etc… Sensory reinforcers: includes self stimulatory behaviors Secondary (Conditioned) Generalized r+: Tokens, money, tickets, poker chips Social reinforcers: Verbal praise, participation in activities, attention, NV expressions

Positive (+) Reinforcement
Antecedent situation Behavior Consequences Future Occurrence Jonny sitting alone at snack time (8 minutes) Throws food on floor, squishes food, rubs on peers next to him Peer yells and Therapist runs over and tells to stop, redirects to clean up and sits next to him Jonny food throwing, squishing and rubbing on peer increases Antecedent situation Behavior Consequences Future Occurrence Has not had attention for 8 minutes Engages in behavior that has resulted in attention in past Attention from peer and Tx (eye contact, physical proximity, verbal engagement) Behavior increases

Schedules of Reinforcement
2 categories of schedules 1) Continuous 2) Intermittent Ratio (Number) 1) Fixed 2) Variable Interval (time)

Fixed- Ratio A worker receives a pay credit after assembling 15 pieces of equipment A student receives a sticker on their chart after completing 5 math problems A student receives a personal size pizza after reading 3 books

Variable -Ratio Hitting the jackpot playing the slots. After a varying number of lever pulls (behavior) money delivered (reinforcer) Scammers sending out s requesting for bank information so they can wire you money. After so many responses (sending ) someone gives account information (reinforcer). Door to door salesman. After so many responses (knocking on doors) reinforcement occurs (someone buys item)

Fixed- Interval Mail is delivered approximately 4:00 each day. You could check the mailbox (response) all day but your response will only be reinforced after 4:00 (passage of time) Picking up your paycheck. Going to accounting and asking for check (response) will only be reinforced after a fixed passage of time (every 2 weeks) Teachers setting a 2 minute interval timer and each correct answer on a math worksheet after the passage of time results in reinforcement

Variable- Interval Jenny’s therapist assessed Jenny’s on task behavior (writing, reading a page or calculating problem) an average of every 6 minutes (4,5,6,7,8). If Jenny was on task she would receive 1 point. Points can be redeemed for extra recess time.

Terms and Concepts- Consequence
Behavior Behavior Positive Reinforcement A-B-C Negative Reinforcement A-B-C

Antecedent situation Behavior Consequences Future Occurrence ESCAPE: Aversive stimulus present Behavior that has removed stimulus in past Removal of aversive stimulus Increase in behavior that terminated stimulus AVOID: Condition where aversive stimulus could occur Behaviors that have delayed in the past Avoid or delay aversive stimulus Baby crying in back seat while driving Give rice cookie Baby stop crying Keep rice cookies in car and give when fussy Carseat + Baby + caride = Give cookie Avoid crying When need to ride in car give cookie

Antecedent situation Behavior Consequences Future Occurrence ESCAPE: Seat belt alarm in car put on seat belt Removal of alarm Increases-Putting on seatbelt when alarm sounds AVOID: Stimulus situation where alarm will sound (getting in car) Put seat belt on Avoid alarm sounding increases-Putting on seat belt when first get in car Therapist asking child to engage in activity Scream run away bite scratch Removal of demand and possibly therapist (time out) Increases- engages in behavior more frequently whenever similar situation arises

Terms and Concepts Behavior Behavior Punishment type I
Positive Reinforcement Punishment type I (Positive punishment) Negative Reinforcement

Antecedent situation Behavior Consequences Future Occurrence Hungry and in candy store Eat lots of candy Stomach ache (+) Decrease eating candy when hungry Skiing in -20 degree weather Take off mittens frost bite (+) Decrease taking mittens off when cold Sally has the ball Grab the ball from Sally Bite on arm (+) Decrease in taking ball from Sally Closing the door Hand stays on door Hurt finger (+) Decrease leaving hand on door Access to lighter Set a fire 1 hour hard labor (+) Decrease fire setting Adult direction Follow direction Hug, smile high five (+) Decrease following directions

Terms and Concepts Behavior Behavior Positive Reinforcement
Punishment type I (Punishment by contingent stimulation) Negative Reinforcement Punishment type II (Punishment by contingent withdrawal) Time out, response cost

Antecedent situation Behavior Consequences Future Occurrence Smoking Donate 1$ to disliked organization (-) Decrease in smoking from 85/day to 5/day Call to 411 $.20 charge to bill (-) Decrease in calls to 411 Interrupting class lose 3 minutes of computer time Decrease in interruptions Recess playing on slide Kick peer Sit on bench for 3 minutes- Time out Decrease in kicking peer on slide

Response Cost Behavior Response Cost Target behavior want to decrease
Lose 1 minute of preferred activity (15 minutes available each day) Behavior Bonus Response Cost Target behavior want to decrease Lose 1 minute of bonus activity (15 minutes of extra activity available each day)

Punishment type I (Punishment by contingent stimulation) Negative Reinforcement Punishment type II (Punishment by contingent withdrawal) Recovery from Punishment

Recovery from Punishment
Behavior Consequence Effect on Behavior Biting Dad put in room Dad gone not put in room, mom engage in verbal corrections Going through red light Red light camera installed- ticket Camera removed- no ticket Stealing food from peers Sarah removes all food for 3 minutes and child to sit at different table, alone Jane gives verbal correction “stop, not yours”

Punishment type I (Punishment by contingent stimulation) Negative Reinforcement Punishment type II (Punishment by contingent withdrawal) Recovery from Punishment Extinction

Antecedent Behavior Consequence Effect on Behavior Mom on phone Scream and pull cord “STOP! I am on the phone!” (R+) Continue to talk ignore behavior Antecedent Behavior Consequence Effect on Behavior Math worksheet Ask for help Receives help (R+) “you can do it” no help Antecedent Behavior Consequence Effect on Behavior Snack time Sign cracker Get cracker (R+) no cracker

Exaggerated facial expression
Maintaining R+: Attention Verbal interaction Physical interaction People looking Exaggerated facial expression

Scream + throw+ cry= mom
Antecedent Situation Behavior Consequence Nap time mother lays child down in bed Crying Mother goes in and lays with child and verbally soothes (R+) Terminate consequence-parent does not go in room Scream + throw+ cry= mom Crying = no mom

Teacher leading you to bathroom Scream Runaway Head bang Claw
Antecedent “potty” Pull-up Teacher leading you to bathroom Scream Runaway Head bang Claw Alligator roll Removal of aversive stimulus- allow to stay in pull up Antecedent “potty” Pull-up Teacher leading you to bathroom Scream Runaway Head bang Alligator roll Physical assistance to bathroom and team up to change TB + Claw, spit, bite, vomit

Differential Reinforcement
Antecedent Behavior1 Reinforcement Behavior 2 Extinction Mom on phone Scream Attention from mom Color in coloring book No attention from mom

Differential Reinforcement
Independent work time No attention Throw book on floor Attention from teacher Complete problem in book No attention from teacher Independent work time No attention Complete problem in book Attention from teacher Throw book on floor Ignore/no attention

DR group activity- fill in chart
B C A: B1: R+/-: B2: Ext:

DR Practice (1) Lacee is a non-vocal 6 year old with autism. She has 4 signs which include milk, cereal, candy and ball. During 1:1 instruction with her tutor she will engage in a few tasks and then will start throwing materials and scratching her aide. Her aide quickly cleans up the work items and throws her hands up saying she is not paid enough for this. Work time is then. Lacee’s scratching and throwing behavior increases and begins to occur each time 1:1 instruction begins with her aide.

Differential R+ Strategy
What is it? Variation of Schedule DRO Reinforcement provided when learner does not engage in a target behavior. Pay learner off for doing any OTHER behaviors except the target behavior DRO Reset DRO fixed Interval DRO Increasing Interval DRO Progressive DRL Used to decrease high rate behaviors to a more manageable rate by providing reinforcement for lower rates of responding DRL-IRT DRL- Below criterion DRA Choosing a behavior that is topographically different from target behavior and providing reinforcement for the alternate behavior DR Incompatible behaviors DR Competing behaviors

Behavior1- absence of target
DRO Antecedent Behavior Consequence A Behavior1- absence of target R+: Behavior2 Less value r+ Extinction

3 Factors for DR Success! Select and define the target behavior
List and prioritize! Determine the right time interval observation time (60) = IRT (12) # of responses (5) IRT (12) = DRO interval (6) 2 (2) Identifying and selecting reinforcers What maintains problem behavior can we use it? What reinforcers will compete with reinforcers maintaining problem behavior

DRO Reset Timer is RESET each time target behavior occurs
R+ delivered at end of each interval (as determined by IRT) target behavior is absent When target behavior occurs no R+ delivered (extinction procedure applied) and interval RESET PWOP example page 72 (figure 6.1)

DRO Reset Schedule (2) Kalee engages in self talk where she will yell out movie phrases or words very loudly and then laugh hysterically. This behavior is contributing to Kalee’s isolation in that her family doesn’t like to take her in public and the school won’t allow her to be in the general education classroom because it is so disruptive. You observe Kalee for 60 minutes during centers time. During your observation she engages in self talk 20 times. When she engages in self-talk the therapist redirects her back to the task and asks her to be quiet and must repeat this several times before Kalee attends to her therapist. During 15 of the self talk episodes, the therapist is cleaning up and prepping stations and does not provide a consequence for the behavior. During your observation she is being asked to engage in puzzles, tracing letters, sorting beads, and counting activities. You also note that when given free choice, Kalee chooses activities such as self talk, singing, listening to music, humming, placing toys that vibrate to her ears, and snapping her fingers by her ears or clapping loudly.

DRO Fixed-Interval Interval schedule is fixed and R+ delivered at end of interval during which the response does not occur Must go for the entire interval with no occurrence of behavior to receive R+ If target behavior occurs, no R+ delivered at end of the interval and student gets another chance at next interval PWOP page figure 6.3

DRO FI Schedule (3) Amy frequently engages in removing her clothes. She takes off her shoes, pants and shirt while at school or in the community with her family. She has identified sensory needs as identified by an Occupational therapist and Sensory Integration Specialist. Amy has to keep her clothes on for longer periods of time on in order to be in environments outside of her home. You observe Amy in her home for 3 hours during which she removes her clothing 3 times. During your observation, Amy is engaged in activities of her choice such as computer, self stimulatory play with a fan and rocking back and forth while humming. Amy’s family states she removes clothes when she is alone, when engaged in preferred and un-preferred activities and even in her sleep.

DRO Increasing Interval
Way of thinning or fading R+ As student can refrain from engaging in TB over several intervals, slowly increase the interval size Must increase reinforcer quality or quantity as intervals increase PWOP 74 figure 6.4

DRO Increasing Interval Schedule (4)
Jack was doing really well on his DRO FI- 30min schedule. He currently has minute intervals in a row where he has refrained from spitting. Each 30 minutes Jack refrains from spitting he gets to play 1 round of angry birds. The amount of time spent accessing his reinforcer is starting to interfere with routines in the day because activities are stopped every 30 minutes to deliver the reinforcer.

DRO Progressive Useful for learners who need frequent feedback regarding performance to maintain a level of responding Used for low rate behaviors Allows for shorter intervals, frequent feedback and increasing amounts of R+ Interval size remains the same but as student refrains from TB for more consecutive intervals the R+ gets bigger and better Requires use of reinforcers that can be given in increasing units (tokens, minutes on activity, beverage, etc…) Transition from FI to DROP schedules PWOP 74 figure 6.5 Free access rule!!!

DRO Progressive Schedule (5)
Mike has Asperger’s and is working on gaining more appropriate social skills. Mike’s IBI provider has been using a token system with Mike that has been very effective in modifying various behaviors. Mike’s IBI provider wants to use a token system where Mike can earn points when he refrains from kissing and hugging strangers. He wants to reward Mike for going longer periods of time without engaging in this behavior. He wants a system his family can easily use as well when Mike is not with him. Mike can trade points earned for activities and items that he does not otherwise get access to. Create a DROP schedule for Mike using a 1 hour interval.

What is it? Variation of Schedule DRO Reinforcement provided when learner does not engage in a target behavior. Pay learner off for doing any OTHER behaviors except the target behavior DRO Reset DRO fixed Interval DRO Increasing Interval DRO Progressive DRL Used to decrease high rate behaviors to a more manageable rate by providing reinforcement for lower rates of responding DRL-IRT DRL- Below criterion DRA Choosing a behavior that is topographically different from target behavior and providing reinforcement for the alternate behavior DR Incompatible behaviors DR Competing behaviors

No help delivered, restart interval
DRL-IRT Example Target behavior: Asking for help IRT= 10 minutes Working on assignment Ask for min Receives help (R+) >10 min Ask for help No help delivered, restart interval Extinction

DRL-IRT(6) Charlie is a non-verbal 8 year old boy who used to scream and bite his aide whenever she asked him to sit and do work. His previous IBI provider did some analysis and discovered when he engaged in this behavior the task was removed and he was placed in time out. His behavior of screaming and biting increased over time. She was able to teach Charlie a replacement behavior of asking for a “break” which resulted in removal of the task for a period of time. She also made his work time less difficult and made sure Charlie had lots of reinforcers available. If Charlie does engage in the problem target behavior, he is redirected back to his assignment and the task remains in place. The problem now is Charlie asks for a break all the time and it is difficult to teach Charlie any new skills. During a 1-hour observation, Charlie asks for a break 20 times

DRL- Below Criterion Target behavior: knocking materials off table
Criteria for R+= 3 times or less/ hour Table swipe occurs 3,2,1 or 0 times in an hour (R+) Table swipe occurs 4 or more times in an hour No R+ delivered Extinction

DRL- Below Criterion (7)
Ava engages in finger play that occurs so frequently it is beginning to cause damage to her joints. She will twist and pop her fingers and her family is worried about the continued damage she is doing. It is reported she does it most when in the community with her family or therapist. You observe Ava at the store with her parents for 30 minutes. During your observation she engages in finger play a total of 30 times. You do not see any patterns that suggest this behavior is maintained by attention, escape from task or to obtain anything from her parents. You suspect the behavior is resulting in internal consequences for Ava, possibly sensory related or to reduce anxiety. You also observe that she enjoys being piggy backed by her dad or riding on the front of the cart.

What is it? Variation of Schedule DRO Reinforcement provided when learner does not engage in a target behavior. Pay learner off for doing any OTHER behaviors except the target behavior DRO Reset DRO fixed Interval DRO Increasing Interval DRO Progressive DRL Used to decrease high rate behaviors to a more manageable rate by providing reinforcement for lower rates of responding DRL-IRT DRL- Below criterion ALT-R (DRA, DRI) Choosing a behavior that is topographically different from target behavior and providing reinforcement for the alternate behavior

DR of Alternate and Incompatible Behaviors (ALT-R)
Difficult task Ask for break Break delivered- task removed (R-) tantrum No break delivered Extinction typing music (R+) Hand flapping No R+ delivered Extinction

DRA/DRI (8) Joe almost exclusively engages in playing, twirling, twisting and pulling on his hair or anyone else’s hair who happens to be nearby. It is determined through analysis that this behavior serves as a stimulation behavior and the aspects that Joe likes are the repetitive motion and the input from the hair on his fingers. Since he will do it to others as much as on himself, it is not thought that the feeling on his head has a reinforcing component. This behavior is preventing Joe and his family from accessing typical environments and is keeping Joe isolated from his peers and community. If his parents or anyone tries to remove the hair or stop him he grabs it hard in an effort to keep the hair which causes pain to the other person and makes people scared of Joe.

Behavioral Objectives: The Big Picture
PROBLEM Liz is unable to communicate her wants and needs in an appropriate manner. Liz uses tantrum behavior to let others know when she needs something. GOAL Liz will learn functional communication skills to appropriately communicate her wants and needs so she can be understood by others OBJECTIVE When given a choice between two food items, Liz will point to the item she wants without screaming or grabbing the item at 100% success for 4 out of 5 trials

Operational Definition: Is it a public or private event
Behavior Operational Definition Understands Points Extends pointer finger to touch item or if item is out of reach extends pointer finger in direction of item Whispers Uses a volume of voice that is lower than common conversational volume and is audible for a distance no greater than 2 feet away. Feels

Complete the following activities: 1) Components of a Behavioral Objective 2) Writing Behavioral Objectives Worksheet 3) Write Objectives from Sample

QUIZ Standard 5 quiz 15 minutes to complete

STANDARD 6 Material needed for this standard: What do I need?
Where do I find it? SELECT TARGET STUDENT FOR PROJECT! Diagnosis? Problem behaviors, functional skill deficits? Available for duration of project Consent to video? 1) A copy of IBI Student Project Manual, printed and in binder 2) IBI Project Grading rubric Appendix A in project manual 3) Copy of Functional Assessment Observation Form Appendix C in project manual 4) Copy of Behavior Path: FBA visual Diagram Appendix D in project manual 5) Copy of Prevent, Teach and respond Visual path forms Appendix G in project manual 6) Copy of Behavior Support Plan Observation Form Page in project manual

Standard 6: Positive Behavioral Support
Therapeutic Plan Decrease Problem Behaviors Increase Adaptive Skills Individualized Comprehensive Use of PROVEN effective approaches Functional Assessment

Information Gathered from FA
Problem Behaviors Operational Definition Consequences What is maintaining the behavior? What is the pay off? Antecedents Conditions under which behavior will AND will not occur Setting Events Establishing operations OR motivating operations

Maintaining Consequences
Antecedent Behavior Consequence Antecedent Hand flapping (SS) Internal stimulation feels good Antecedent Scream External: People leave me alone

Triggers for Behavior Antecedent Behavior Consequence
Request to sit down for reading group Run away scream fall to floor Sit in break are to calm (task removal/delay) “write name on paper.” (Difficult task) Scream & throw pencil Head down (difficult task removed)

Identifying Antecedent Events
Playing word mash on computer Smiling, answering questions, humming Continuation of activity (visual and auditory stimuli) Eating snack with 2 peers Eating food rocking in chair laughing Satisfying hunger, oral stimulation Recess time hanging on bars upside down Laughing, hanging on bar Proprioceptive input, visual input,

Setting Events: the 4th contingency
Antecedent Behavior Consequence EO- setting event Antecedent Behavior Consequence

Antecedent Events (Sd’s) Setting Events (EO’s/MO’s)
Precede behavior Evoke Behavior That have been associated with reinforcement in the past Because a particular consequence is wanted or NOT wanted Have to do with availability of a particular reinforcer Have to do with effectiveness of a reinforcer Waitress Asking for food Food delivered/eat No waitress Asking for food No food delivered Have not eaten for 5 hours Waitress Asking for food Food/ eating

Setting Events: Altering Reinforcer Value
Increase/Decrease effectiveness of ……….. Effect on behavior Hunger- food deprivation Food as reinforcer behavior that results in getting food No hunger- satiation Headache- painful stimulation Aspirin as a reinforcer Behavior that results in getting aspirin No headache- no painful stimulation

Classroom Examples of SE
EO- setting event Antecedent Behavior Consequence Child did not sleep well Typically easy teacher demand Any behavior to remove demand Removal of demand is WANTED reinforcer Sensory system under-stimulated Nylon body sock Put sock on body Sensory stimulation Sensory system over- stimulated Nylon sock Scream and throw self on floor Remove/avoid Sensory stimulation

What is valuable as a reinforcer?
1) When asked about her medical history, Ava’s mother reports that Ava often experiences urinary tract infections. Because Ava is non-verbal she can not verbalize when she is in pain or feeling discomfort. Ava is currently working on potty training as a goal. Ava will hold her urine for so long OR will not empty her bladder completely when she urinates which can cause bladder infections. Fill in the 4 part behavioral sequence from the scenario given: It was snack time and Ava was shown her visual schedule. He teacher pointed to the toilet picture indicating it was time to go potty and wash her hands before snack. Ava ran around the room screaming, arching her body and flopping to the floor. What is the EO- setting event? What Antecedent event evoked behavior? What is the behavior? What is valuable as a reinforcer?

What is valuable as a reinforcer?
2) During the functional assessment interview, Raj’s mom indicated that her son is sometimes very sensitive to sound. He will cover his ears and mom is not sure why until shortly after when she hears a siren or other loud noise approaching. Fill in the 4 part behavioral sequence from the scenario given: Raj’s family uses a pressure cooker to cook rice in their kitchen. It is always left out on the stove even when not in use. When it is time to go outside to play you must go through the kitchen to get to the back door. You say to Raj “let’s go outside” as you point to the back door. He screams and runs away from you into the basement. What is the EO- setting event? What Antecedent event evoked behavior? What is the behavior? What is valuable as a reinforcer?

Steps to Conducting a Functional Assessment
How to Collect Information Define the target behaviors and pattern of occurrence Review of daily schedule and routine 2. Develop a hypothesis about the target behavior Conduct interview Direct observation 3. Validate your hypothesis Functional Analysis: can you turn TB on and off?

Results of assessment and analysis
PBS plan Results of assessment and analysis Alter patterns of behavior by manipulating A+C Based on principles of ABA Make problem behaviors irrelevant and ineffective Contextual fit

Contents of Quality Behavior Support Plan
Address ALL problem behaviors Implemented across multiple settings Use multiple methods of Intervention Use Functional Assessment as foundation

Positive Behavior Support
Prevent/A Changing antecedent conditions that lead to behavior Teach/B Teaching replacement skills Respond/C Manipulating consequences to Increase or decrease behaviors

Antecedent Interventions
PREVENT Redesign Environment Offer Choices Non-Contingent Attention Behavioral Momentum Positive rapport

Teaching New Skills TEACH Functional Skills
Skills that Produce same consequence Skills that are Effective and Efficient Skills that are easy to perform

Manipulating Consequences
RESPOND Designed from FBA Manipulation of Consequences Produces quality reinforcers Individualized

Standard 7: Skill Acquisition
Discrimination learning Barriers to learning Behavioral Approach to teaching Instructional Procedures Selection of target skills

Discrimination Learning
(Become antecedent/Sd and S-deltas) Stimulus (Become consequences that affect behavior) Mom Needs met Stranger Needs not meet

Relevant Features which must be attended to in order to make discrimination SHOE: Shoelaces, shape, tongue, foot opening, heel shape, toe shape MOM: Body size facial features, eye color, voice, smell Irrelevant Features which should be ignored and do not contribute to making discrimination SHOE: color, size, location MOM: 2 arms, 2 legs, clothing

Stimulus event (Sd) Prompt Response Correct Incorrect Natural Correction Reinforcement Punishment Extinction Inadvertent R+

Add pops up: “you won $100” Warning/ secure site Click on add Correct Incorrect Natural Correction- Computer blocks Receive 100$ virus

Sitter calls and cancels for the week
Ask my mom ask your mother in law Correct Incorrect Natural Correction- She declines verbal praise, cooks dinner, does dishes Criticizes how you do things, makes a mess, asks for food

Not sure what to do- random response
Something happens (stimulus event) ???Prompt??? Not sure what to do- random response Something happens Something happens Something happens Who cares Not sure what that was

Cough eyes burn but not sure why
Fire alarm Prompt???? Go out door Play with trains 1) Correct 2) incorrect False alarm -shuts off Safe from fire praise Social approval Cough eyes burn but not sure why

Behavioral Approach to Cognition
Stimulus event Antecedent Response Red light Apply brake “what is 8x8?” “64” Bladder full- internal signal Void in toilet

Discrimination Training
Event that occurs in environment. Gives us clues about what response to emit Antecedent Stimulus: Friendly Professor Smile and wave Pompous Professor Look down walk other direction Library with friend Whisper/ nonverbal communication Car with friend Talk loudly, laugh Church Tell clean joke Bar Tell offensive joke

Discrimination Training
Antecedent situation/Stimulus event 1 Reinforcement Behavior A Antecedent situation/Stimulus event 2 Extinction

Discrimination Training Example
Sd: Light on Food Delivered Neck Stretching S delta: Light off No Food delivered

Sd Door with Exit sign Outside on way home Open the door S Door with Room #443 sign In another classroom- not outside

Sd Mom Attention: “honey stop don’t do that!” Bang on table S Dad No response No attention

Sd Purple square Clothes off- naked undress S No purple square Clothes remain on

Discrimination Training Activity
Sd Start group 3 Reinforcement Behavior S Extinction

Group Presentations activity#15
Sd Reinforcement Behavior S extinction

Simple Discrimination Response 1 Reinforcement
Response No Reinforcement Sd Simple Discrimination Stopping behavior R+ Movement No R+ “Stop” Simple Discrimination Sitting R+ standing No R+ “sit down”

Simple Discrimination Response 1 Reinforcement
Response No Reinforcement Sd Conditional Discrimination Response Reinforcement Stimulus A Response No R+ Sd S

Examples of Conditional Discriminations
Sd R1: touches R+ Verbal: “find baby” S-delta R2: touches No R+ 3 stimuli to attend to: Verbal direction “find baby” Picture of baby Picture of shoe

Sd R1: touches R+ Verbal: “find shoe” S-delta R2: touches No R+ 3 stimuli to attend to: Verbal direction “find shoe” Picture of baby Picture of shoe

Barriers to Learning 1)Attention Stimulus over selectivity
Focus on irrelevant features 2)Motivation Unmotivated by natural reinforcers Deficits in internal motivation

Basic Instructional Unit
Antecedent Stimulus material Teacher request Environmental stimulus Behavior Learner response Consequence Outcome Natural or artificial R+ Correction procedure Antecedent Home page/ Sign in page for you tube Behavior Chance responding: click on incorrect link Guided: click on correct link Consequence wrong page, lost, can’t get to video Get to video complete assignment on time

You are ready to teach when….
Learner Cooperation Is learner approaching you? Are you paired with good outcomes? Are they willing to learn from you? Competing Reinforcers Identified what purpose behaviors serve? What consequences does individual want? Do you have reinforcers that will keep value of escape low? Preventions Identified what antecedents trigger desired and undesired behavior? Are you incorporating these into teaching model? Functional Skills What are you teaching? Are the skills functional? What next? Do you know where skills are going? Where is plan going for this person? What’s the big picture

Building on the instructional unit
Discrete Trial Sd response Consequence Prompt (faded)

Student Project: Activity #7
2 part Video demonstration of skills. Segment 1: Behavior reduction- demonstration of PBS for problem behavior. Prevent Teach Respond Segment 2: Skill building- demonstration of discrete trial teaching

Don’t know how to fade out
Problems with PROMPTs Prompt dependency Too early Too late Don’t know how to fade out Forget use of DR

Order of Prompts Full physical assistance Partial physical assistance
Gesture/model Prepositional Verbal

2 ways to Fade a Prompt TIME: increase time delay from Sd to prompt
Sd..Prompt response TRIAL 1 (0-1 sec) Sd….Prompt response TRIAL 2 (2 sec) Sd…..Prompt response TRIAL 3 (4 sec) TYPE: reduce intensity or prompt or move to next level of assistance Sd….prompt response Trial 1: FP Trial 2: PP Trial 3: M

2 ways to transfer prompt to Sd
1) Extra Prompt Anything you do or add to help person respond Examples: Help person perform, model, point, move, verbal, raise eyebrows 2) Within Stimulus Prompt Using already present stimulus and exaggerating or defining in some way Examples: Pivotal response training (PTR), make features bigger or more pronounced, distinctive feature

Extra Vs Within Stimulus Prompts
Example skill Extra Prompt Within Stimulus Prompt Teaching site words, reading, letters Sd: written word Prompts: Verbal, mimetic, gesture (sign or other visual support) Prompts: Fade in and highlight letter formation, word shaped like label Study: Teaching child to branch out from repetitive play to experience and play with various centers in school. Wanted child to play in dramatic play area- kitchen Sd: “go play” Prompts: point to kitchen center, physically guide to kitchen center, “go play at kitchen center.” Sd: “go play” Prompt: Distributed several articles child liked such as flashing toys, mirrors, etc, to “lure” child to go to the center. Teaching child to engage in same activity that peers are engaging in instead of withdraw and repetitive self-stimulatory behaviors. Using a sensory table Sd: enter into play with peers Prompts: pointing to friends, physical guidance to friends, indirect/direct verbal ‘what are your friends doing/go with friends.” Prompts: Place squares around table for peers to stand on, one left empty for child. Empty square signals to child the correct response. Fade out square by making smaller and smaller until gone

Instructional Procedure #2: SHAPING
Procedure to teach NEW behavior or strengthen a WEAK one What is the SKILL and how can you break it down into smaller attainable parts? Focus is on reinforcing successive approximations of behavior Uses differential R+

Origins of Shaping Behavior is behavior- animals, people all organisms
Antecedent Behavior Consequence Criticize findings Left hand moves Raise off table Raised in air Raised at tilt Raised and lowered in consecutive motions Chopping air with left hand Skinner turn toward and nod

Shaping examples Antecedent Behavior Consequence Tv flickers Flick it
Flick harder Hit with palm Hit with fist Beat tv tv back on Exercise time Walk 10 minutes Walk 20 minutes Walk/jog 20 minutes Jog 10 minutes Jog 20 minutes Jog/run 30 minutes Run 30 minutes Endorphin increase, lose weight, clothes fit Time for bed Dimmer on 10 Dimmer on 8 Dimmer on 6 Dimmer on 4 Dimmer on 2 Dimmer on 1 Dimmer on 0 Verbal praise, extra story, added R+ next morning

Misuse of Shaping Antecedent Behavior Consequence Child hungry
Dinner cooking Whine Whine and cry Whine cry and scream Whine cry scream and hit Fall to floor and tantrum Cookie

Group Presentations: Shaping
Antecedent Behavior Consequence light off/ no light Close light Jump to light Scratch at light Turn on light clicker/ food Directions: Select a target skill (single behavior) Break down into successive approximations Outline differential reinforcement procedure

Instructional Procedure #3: Chaining
Teaching a series of behaviors in a specific order Linking together a series of already mastered responses Completion of a step serves as cue for next step Requires a task analysis

Forward Backward Global Finished eating/dirty dish Take all dishes to sink Plug drain Turn on warm water and fill to line 2 squirts of soap Place dishes in sink Wipe food from dish with sponge Place dish in dishwasher (repeat 7-8 till dishes gone) Open soap drawer Take out detergent Open detergent Fill dispenser with soap Close drawer Close dishwasher Push start button 15. Finished eating/dirty dish 14. Take all dishes to sink 13. Plug drain 12. Turn on warm water and fill to line 11. 2 squirts of soap 10. Place dishes in sink 9. Wipe food from dish with sponge 8. Place dish in dishwasher (repeat 8-9 till dishes gone) 7. Open soap drawer 6. Take out detergent 5. Open detergent 4. Fill dispenser with soap 3. Close drawer 2. Close dishwasher 1. Push start button 4. Finished eating/dirty dish 5. Take all dishes to sink 9. Plug drain 10. Turn on warm water and fill to line 2. 2 squirts of soap 6. Place dishes in sink 8. Wipe food from dish with sponge 7. Place dish in dishwasher (repeat 7-8 till dishes gone) 11. Open soap drawer 12. Take out detergent 13. Open detergent 14. Close drawer 15. Close dishwasher 3. Push start button

Group Activity Perform a task analysis
Indentify Sd, behavior Consequence Prompts you will use and fading procedure Forward, Backward or global

Instructional Procedure #4: Errorless Learning
Keep value of reinforcer high and value of escape/avoidance low Keep learner successful and teaching/learning an improving set of conditions Systematically sequence discriminations in an easy to difficult method

EL method: Errorless Sequencing
Teach maximally different discriminations first then fade to more difficult Level of difficulty Discrimination Easy Milk triangle Medium Milk soup difficult Milk juice

Type of Discrimination
Avoid EL method Auditory stimuli Stimuli that Sound alike head - hand Nose - toes Put away - throw away Head - tummy nose - elbow Put away - give me Proximity and Movement Close together discrimination Nose - mouth Sign eat - sign drink hit to get attention- tap to get attention Stand up - Jump Point - touch Nose - ankle Sign eat- sign cookie Hit- vocal sound Stand up- clap Point- go get Visual stimuli Stimuli that look alike Pen - pencil Tennely - Talon Circle - oval Pen- eraser Tennely- Mom Circle - triangle

Group Activity Choose one discrimination task that a member of the group is currently working on with a student Order steps to teach the discrimination in an easy to hard sequence Present to class (designate 1 person to speak and 1 person to write out steps on public white board)

Instructional Procedure #5: Intermixing trials
1) Keep child motivated and responding 2) Intermix response categories 1) Intermix easy and hard tasks 2) Expand discrimination learning set 1) Using systematic stimulus rotation

E(r+) EE(r+) EHE (r+) EHHEE (r+) = Value of reinforcer Value of escape
Behavioral momentum OR High-P Request E(r+) EE(r+) EHE (r+) EHHEE (r+) = Value of reinforcer Value of escape Not using Behavioral momentum sequence HH (error/correction) HH (error/correction)= Value of reinforcer Value of escape

Intermix response categories
Response Category Example Responses Receptive (listener) Following a direction, identifying a spoken object/word, Expressive/verbal (speaker) Labeling, answering questions Motor Gross or fine motor movements Imitation (echoic) Doing what another person is doing Requesting Stating a want/need independent of being asked VVVVVVVVVVVVVVVVVVVVVVVVRRMMVVVVVVVVVVVV VVLMIMR…….LVMMIVVLLMVR…………..VVLVMIIMVVVR…...

Example of intermixing
Objective: When given a math concept such as counting out a specified number, Jack will count out that number of items from a larger set with 100% success for 4 out of 5 session. T1: (receptive/motor) jump and hit hanging ball 5 times T2: (expressive) what number is this? T3: (receptive) write the number 12? T4: (imitation) do this ….number sign on fingers T5: (receptive) give me 12 T6: (expressive/IV) 1,2,3,……,5,6,7…… T7: (motor/receptive) jump on ball 12 times

Intermixing example Process What this looks like
Step 1. Teach new skill in isolation X= identify water XXX Step 2. Intermix new skill with easy/mastered skills a= imitation skill xxAxxA Step 3. Intermix new skills with multiple easy/mastered skills b= Tact/Label Xxaxxabxxabaxxbxabxxaxxab Step 4. Fully Intermix new skill with entire set of mastered/easy skills c= textual/ reading xabxxcbxabxxcbaxaxxbcxaxxcbxc

Repeated Vs Distributed
*Allows for controlled process *Contrived/Structured teaching situation *Therapist lead Typical examples: learning to write, math worksheets, learning musical instrument Distributed *Natural opportunities *Environment dictates practice *Incidental teaching Examples: coat/shoes on to go outside, requesting for fork to eat

Repeated Practice

Selecting Therapy Targets
Foundational and functional skills Discrepancy analysis Review behavior path what is the ultimate desired skill(s) how do we get there? VB-MAPP , ABLLS, Maurice and Green Interventions for Children with Autism, Work in Progress Ron Leaf

Group activity: S7_definition activity.17
Standard 7 quiz

Standard 8: Data Collection
Gather information Conduct Functional Behavior Assessment Create PBS based on results of FBA Create team to Implement and support PBS Data collection and analysis

4 Reasons Measurement Necessary
Establish current level of performance Monitor progress Guide instructional decisions Communicates progress to team

Learner WHO collecting data on 2) Condition WHEN collecting data 3) Behavior WHAT collecting data on 4) Criteria HOW well will they perform Example 1: When given a difficult task such as zipping coat, reading sight words, or cleaning up materials, Jessica will request for adult assistance by saying the persons name and asking for assistance using phrases such as “Can you help me/ I need help/ help me please” with 100% success for 2 out of 3 consecutive days.

Choosing a Data Collection Method
Provides Greatest amount of Information Accurately reflects purpose of instruction Easily and efficiently collected Is meaningful when interpreting performance

4 Types of Data Collection Methods
Type of recording System Type of information obtained Types of recording system Ways to Perform 1. Event Based Count of discrete behaviors that have clear beginning an clear end. Live count Permanent product Occurrence Duration Latency 2. Time Based 3. Levels of Assistance 4. Task-Analytic

Event Based Recording Episode count Start/Stop time Total Duration 1
9:04-9:14 10 min 2 9:42-10:02 20 min 3 10:22-24 2 min 4 10:46-50 4 min Total: 4 episodes Total duration: 36 min

Type of recording System Type of information obtained Types of recording system Ways to Perform 1. Event Based Count of discrete behaviors that have clear beginning an clear end. Live count Permanent product Occurrence Duration Latency 2. Time Based Time based/interval recording. Observing behaviors for specified length of time and recording occurrence of behaviors Whole interval partial interval momentary 3. Levels of Assistance 4. Task-Analytic

Time Based Recording System
Whole interval: 30 min observation, 1 minute intervals Partial Interval: 30 min observation, 1 minute intervals Momentary: 30 minute observation, time sample every 5 min 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 X 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 X 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 N Y

Type of recording System Type of information obtained Types of recording system Ways to Perform 1. Event Based Live count Permanent product Occurrence Duration Latency 2. Time Based Whole interval partial interval momentary 3. Levels of Assistance Records occurrence of behavior and level of assistance (prompt) required to complete 4. Task-Analytic

Levels of Assistance Recording
Trial: request Break (sign) 1 2 3 4 5 6 7 8 9 Prompt FP+ PP- PP+ M+ I- Reasons to use this method of recording: Ensures systematic fading of prompts Can analyze if student has been at level of prompt too long (avoid prompt dependency) Tells you at what prompt student is performing successfully so you can ensure errorless learning (minimize errors)

Type of recording System Type of information obtained Types of recording system Ways to Perform 1. Event Based Live count Permanent product Occurrence Duration Latency 2. Time Based Whole interval partial interval momentary 3. Levels of Assistance 4. Task-Analytic Record correct/incorrect responding to steps in a chain/task

Task Analytic Recording
Steps Level of assistance/ Performance Trial 1 Trial 2 Trial 3 Trial 4 Trial 5 Trial 6 A FP + PP+ M- M+ 2. U I+ 3. D 4. R 5. E 6. Y

More types of Data Collection Methods
Type of Information Obtained Use when 5. Scatter-plot Data Reflects occurrence and non-occurrence of person’s behavior across a number of environmental variables Consistent schedule and can not identify consistent, predictable pattern of A-C relations 6. Anecdotal Descriptive information about learner and environmental variables Need to back up other sources of data or relay additional information 7. Trail by Trial Indicates learner performance (correct, incorrect or correct with prompt) for each trial Performing discrete trial

Summarizing Data: 1) Frequency
Data Set without Standard Time Base Data Set with Standard Time Base Episodes of head banging per session Episodes of Head Banging per 4 hour session S1 (4hrs) = 39 S2 (2 hrs) =15 S3 (6 hrs)= 57 S4 (1 hr)= 3 S5 (5 hrs)= 22 S5 (2 hrs)= 5 S1 = 39 S2 =32 S3= 30 S4 =25 S5 =22 S5 =24 In order to accurately compare frequency data you MUST have a standard time base

Summarizing Data Summary Type When to use it
Variations/ how to report data Procedure 1) Frequency Events When concerned about number of times behavior occurs Count Rate Percentage Rate= response time %= response Practice 1): Jonny hits his aide 12 times during a 60 minute observation. Report this data set as count, rate and percentage. Which way BEST represents data set Count= Rate= Percentage=

Variations/ how to report data Procedure 2) Percentage To describe accuracy of performance or portion of time a behavior occurs Correct responses Proportion of time % correct= Correct response # of opportunities % time= minutes engaged in TB total # of minutes Practice 2): Erika was able to identify 20 of her visual choice board cards correctly out of 48 presented to her. Practice 3): During her 20 minute computer class, Erika was on task (defined as copying text, typing, reading directions, eyes on computer, hands on mouse or keyboard) for a total of 12 minutes.

Variations/ how to report data Procedure 3) Rate Determine frequency of behavior in relation to time. Can also reflect accuracy, speed or fluency of behavior Useful when # of opportunities to perform skill vary across sessions or time varies across session Rate= # of responses total time Practice 4): Jon threw his book 15 times during a 30 minute math class= Practice 5) Jose stacked 15 trays in 5 minutes in job training class= Practice 6) Beth took 25 bites of food in 2 minutes=

Variations/ how to report data Procedure 4) Duration To measure how long a student engages in a behavior within a limited time period 1)Total duration 2) Percentage of time Total duration= duration of TB/within specified observation time % of time= duration of TB X 100 length of observation Practice 7): During a 30 minute observation you are collecting data on how long Daniel spends engaging in self stimulatory behaviors that include: rocking and finger play typically done in conjunction. At the end of your 30 minute observation you stopwatch total is 22 minutes Total duration= % of time=

Variations/ how to report data Procedure 5) Latency To assess duration of each occurrence of response and time between responses. Clearly define TB Start stop watch when TB begins and stop when TB ends Record total duration of that occurrence then reset stop watch Practice 8): Summarize the following information: Target Behavior: on-task during job training (defined as stacking trays, putting left over milk in fridge, wiping tables, throwing away trash). During 30 minute observation .Fill in total duration per incident and time between responses, what would your objective be based on your analysis of data? Start Stop Total duration/ incident latency 1) 0:00 5:00 2) 8:00 10:00 3) 15:00 20:00 4) 23:00 26:00 5) 28:00 30:00

1) SELF STUDY: review part F in manual regarding how to analyze data and plan for interventions. Know instructional decisions and example graphs 2) Standard 8 Quiz to me Wed by 8:00pm 3) Complete and How to Teach Children with Autism and Other Severe disabilities:12-16 (Complete activities)17-30 (Complete activities) number each question in order they occur and submit in or word document 4) Once receive standard 8 quiz score respond to me how many bonus points you will use and for which quiz. I will then submit final P/F to ITC

Welcome to the Intensive Behavioral Intervention Professional Certification Course Instructor: Lindsay Olsen, MA, BCBA Email: ibicourse2012@gmail.com.

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Welcome to the Intensive Behavioral Intervention Professional Certification Course Instructor: Lindsay Olsen, MA, BCBA Email: ibicourse2012@gmail.com.

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Presentation on theme: "Welcome to the Intensive Behavioral Intervention Professional Certification Course Instructor: Lindsay Olsen, MA, BCBA Email: ibicourse2012@gmail.com."— Presentation transcript:

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