Behavior Interventions EDSP

Behavior Interventions EDSP
Presented by Michelle Antle, Simpson Co.; Marty Boman, WKU; Sandy Hackbarth, LifeSkills; Connie Miller, Warren Co..; & Debra Myers, CESC. Trainers: My logic behind the order of this pres is to link the slides to the three term contingency (ABC). We will start with antecedent interventions and then move to consequent interventions. Prepared by KATC (2010)

Behavior Intervention & ASD
If mechanisms for behavior change are applicable across individuals despite their unique characteristics (e.g., autism, learning disabilities, mental retardation), What is special about ASD? This being said, it is important to take into consideration the unique ways of interpreting environmental cues and stimuli often presented by individuals with ASD. Trainers: This is a great place to review some relevant characteristics from module 1! Trainers This training involves behavioral approaches to intervention. We recognize that there are cognitive behavioral approaches that have been demonstrated to be effective. Those approaches will be addressed in the Fall. We are hoping this spring to lay a foundation for your people. We want to help you tighten up their nuts and bolts before we lay more info on them. Again, thank you for your efforts in presenting this to your people. I have heard wonderful things about the activities and examples that you have embedded to make these ppts come to life for them. Help us craft useful tools for you, so please feel free to call me if you have any questions …Rob Prepared by KATC (2010)

Behavior Intervention
It is important to consider that for many individuals with ASD, problem behavior is a result of a lack of knowledge of “what to do” to most effectively access reinforcement. What types of things do we attempt to access in our daily lives? Trainers: For each example, the audience gives, the speaker can give an example of a problem behavior used to access the reinforcer. This is also a great place to refer back to FBA. Prepared by KATC (2010)

Behavior Intervention
This module will place a heavy emphasis on reinforcement-based interventions. Recognition of behavior as communication and then teaching the “what to do.” Certainly we will address behavior reductive techniques but our focus will be on reducing problem behavior by teaching individuals effective and socially acceptable ways to access the things important to them. This is critical in that we want to promote independence and self determination. Prepared by KATC (2010)

Preference-assessment
Any effective behavior change program starts with the identification of possible reinforcers. Sometimes interventionists may take the view that a student did not respond to the delivered reinforcer, it might be more beneficial to take the alternative view that the interventionist may have failed to identify an effective reinforcer. In the last module, we talked extensively about preference assessment. Trainers: You mighty ask the audience to consider the things they would do for 10 dollars versus a million dollars. This a great time to wrap in a brief review of preference assessment Prepared by KATC (2010)

Getting Started: Review
Behavior change involves the manipulation of antecedents, consequences, or both. A B C Trainers: Good place to review the three term contingency. Hopefully, you are seeing a pattern of linking each module to content from the last. Prepared by KATC (2010)

Antecedent Interventions
Behavior change involves the manipulation of antecedents. A B C Trainers: Good place to review the three term contingency. Hopefully, you are seeing a pattern of linking each module to content from the last. Prepared by KATC (2010)

Produce change through the arrangement of antecedent events to get the student in contact with reinforcement for desirable behavior. Trainers: It important to note that antecedent interventions alone will only produce temporary change, as ultimately behaviors are controlled by their consequences. Prepared by KATC (2010)

Set clear behavioral expectations for all students. Consider the individualized needs of learners when delivering expectations . Though often considered common practice for all children, students with ASD also benefit from information related to what they are “expected” to do. Trainers: You may remind the participants that for many students with ASD, language is transient. It also is important to consider student’s “attending” skills as related to accessing information presented generally to the group. The next slides will address some suggestions related differing presentation formats. Prepared by KATC (2010)

Tell students your expectations. Secure attention prior to speaking. It is especially critical to ensure you’re the students attention prior to delivering instruction or expectations. Trainers: Refer back to Module 1 and students inability to respond appropriate stimuli. This content will be covered in detail when we discuss DTT in the Fall but it might be nice to provide some example of how to access attention. Use a response that works the first time. “ Don’t say Micheal……., Micheal……, MICHEAL!” If the student’s looking response is already under stimulus control of their name, You might say the student’s name prior to delivering an expectation You may use a reinforcer by pulling it toward your face. Scheuermann and Weber (2008) suggest that this type of “attending” instruction is not delivered in mass trials, but embedding in daily tasks. Douglass Greer at Colombia, still recommends using a mild physical touch to prompt orienting to the speaker. It is important to discuss with the group the intrusiveness of this prompt. I often will demonstrate a light touch with an audience member. Reinforce for correct attentional responses Prepared by KATC (2010)

Tell students your expectations Speak clearly and concisely “Sit” Vs. “Sit down in your chair and show me you are ready to work” When delivering any type of expectation it is important to consider that “less is more” and it is important to say exactly what you mean. Prepared by KATC (2010)

Antecedent Intervention
Tell students your expectations. Use behavioral language Avoid statements like: “ Respect your classmates” “Use good hands” Trainers: Lots of teachers may use the term “good hands”. You may support them by telling them that it is ok if they have explicitly taught what behaviors are represented by “good hands”. Prepared by KATC (2010)

Tell students your expectations. Decrease the amount of time between the presentation of the expectation and the opportunity for the student respond. Deliver expectations prior to presenting new contexts. During lunch this is what I expect During instruction this is what I expect When playing with blocks, this is what I expected…. Prepared by KATC (2010)

Show students your expectations. Consider literacy skills and corresponding formats (e.g., words, drawings, pictures, objects) . Trainers: We are not going to spend a lot of time on visual supports but discuss them briefly in the context of antecedent stimuli. Tell the audience that we will address visual supports in more detail in the fall. Prepared by KATC (2010)

Show students your expectations. Consider various Visual Supports to tell students what they are expected to do: Environmental Arrangements Cue Cards Checklists Visual Schedules Social Narratives Trainers: You may want to add some examples that you have used in your classroom sites. We are going to emphasize that in future modules we will spend more time on these VISUAL SUPPORTS. In the example on the left of this slide, both sides represent the front and back of a cue card that was placed on a student’s desk. It was a part of an intervention package that involved differential reinforcement. When the card showed time to listen, the student’s call out responses were put on extinction by the teacher. When the “time I can…” was shown, the teacher delivered 30 s of direct attention. Prepared by KATC (2010)

Show students your expectations. Consider clarifying expectations related to time. It is important to revisit the fact that understanding or monitoring the passage of time is difficult for many students with disabilities. Statements such as “in a minute” or “Wait until…..” often just mean “no” to the students and may elicit problem behavior Prepared by KATC (2010)

High Probability Request Sequence Teacher presents a series of easy-to-follow requests for which the participant has a history of compliance. When the learner complies with several high-p requests, the teacher immediately gives the target request. Trainers: This intervention has also gone by other names including; interspersed requests, pretask requests, and behavioral momentum. I included these references. The first is one of the critical article on this topic but the second is a brief replication with a child with autism. Mace, F. C., Hock, M. L., Lalli, J. S., West, B. J., Belfiore, P., Pinter, E., & Brown, D. K. (1988). Behavioral momentum in the treatment of noncompliance. Journal of Applied Behavior Analysis, 21, Houlihan, D., Jacobson, L., & Brandon, P. K. (1994). Replication of a high-probability request sequence with varied interprompt times in a preschool setting. Journal of Applied Behavior Analysis, 27, Prepared by KATC (2010) (Cooper, Heron, & Heward, 2007)

High Probability Request Sequence Teacher says” Give me Five” Teacher says, “Look at me” Teacher says, “What color” Teacher says, “Spell Blue” Trainers: This intervention has also gone by other names including; interspersed requests, pretask requests, and behavioral momentum. I included these references. The first is one of the critical article on this topic but the second is a brief replication with a child with autism. Mace, F. C., Hock, M. L., Lalli, J. S., West, B. J., Belfiore, P., Pinter, E., & Brown, D. K. (1988). Behavioral momentum in the treatment of noncompliance. Journal of Applied Behavior Analysis, 21, Houlihan, D., Jacobson, L., & Brandon, P. K. (1994). Replication of a high-probability request sequence with varied interprompt times in a preschool setting. Journal of Applied Behavior Analysis, 27, Prepared by KATC (2010)

High Probability Request Sequence Select skills already in the learners repertoire. Balance the use of High-P requests with instructional efficiency. Trainers: Cooper et al suggest that to determine a High-P request you should develop a list of responses that correspond with student compliance. Then test those responses on 5 occasions. Select only those responses with 100% compliance. The more high-p requests used prior to delivering a low-p request will increase the likelihood of the student responding to the target request. Remind the audience that the student’s reponses will help them determine how many to use. Often times the literature reports interventionists using between 2 and 5 high-p requests. Prepared by KATC (2010)

Antecedent Intervention-Activity
Trainers: You may choose to do this activity or delete this slide and add your own activity. I have done this many times and it really gets the audience moving. I tell the participants that they can work in groups of two or three and present each group with a 20 items token board ( usually stars on a piece of paper) One participant is deemed the teacher and one is deemed the student. The teacher’s task is to present 3 stimuli 3 x each to the student in instructional trials. I have used the presentation of fingers and the request “How many”, or the presentation of three addition problem three times each. I tell the participants that is difficult sometimes for us to remember to reinforce non-target responses. I then give them examples of things to reinforce (e.g.., eye contact, sitting, a request to perform a simple motor task) The teacher must present a brief instructional session to the student, and reinforce every response by marking a token on the token board. The challenge is that they may only present 9 instructional trials, the other 11 must be high-p nontarget responses. Typically the trainer will model this with an audience member before setting the group free. Prepared by KATC (2010)

Offering choice Often individuals with disabilities may not be provided opportunities to make choices. Consider your life without the ability to make choices. Researchers have indicated that the provision of choice can be used to reduce problem behavior For example. Peck et al., (1996). Choice making treatment of young children’s severe behavior problems. Journal of Applied Behavior Analysis, 29, Prepared by KATC (2010)

Offering choice Reinforcers Materials Order of instructional tasks Partners/Peers Locations Trainers: Have the audience list ways to implement choice in their students’ routines. Prepared by KATC (2010)

Noncontingent Reinforcement (NCR) Reinforcers are delivered on a fixed time (FT) or variable-time (VT) schedule independent of the learners behavior How does this work? Trainers: You might use this time to review FT and VT. (Cooper et al., 2007) Prepared by KATC (2010)

Noncontingent Reinforcement(NCR) Remember motivating operations The idea is that if reinforcement is readily available then the student will not have to engage in problem behavior to access it. Noncontingent Reinforcement Trainers: NCR has been frequently used with students with disabilities. Researchers have administered multiple types of reinforcement. Social Positive reinforcement: Access to attention and food Negative reinforcement: Insertion of brief breaks during instructional activities Automatic Reinforcement: Free access to preferred items that provided sensory input that competed with automatically reinforced SIB. NCR may be closely aligned with the rationale behind the OT practice of providing sensory feedback on a noncontingent schedule. Sometimes I use this as a discussion point to build rapport with OTs. Prepared by KATC (2010)

Increasing the effectiveness of NCR Conduct a FBA to determine reinforcers maintaining problem behavior. Identify powerful reinforcers Trainers: Remind participants that reinforcers can change during the intervention program. Prepared by KATC (2010) (Cooper et al., 2007)

Increasing the effectiveness of NCR: By setting an effective schedule- Observation time Occurrences 3 hours( 180 min) 30 occurrences Set interval slightly below the quotient Trainers: = 6 min = 4 min (Cooper et al., 2007) Prepared by KATC (2010)

Increasing the effectiveness of NCR Combine with extinction procedures. Withhold reinforcement briefly if interval ends at the same time as a problem occurs. Trainers: We will discuss extinction in depth later in the module. Just say “withhold reinforcement for problem behavior” Give a classroom example. Prepared by KATC (2010) (Cooper, Heron, & Heward, 2007)

Arg, I can’t keep up this pace! Thinning the Schedule Increase the interval in response to student behavior change Constant time Proportional increase Session to session Trainers: A constant time increase refers to increasing the interval the same amount of time at each opportunity (e.g.. 5 s, 10 s) Proportional ………percent of time…(e.g., 5%, 20%) Session to session: New interval is establish based on the students performance in the last session. Prepared by KATC (2010) (Cooper, Heron, & Heward, 2007)

Consequent Interventions
Behavior change involves the manipulation of consequences. A B C Trainers: Good place to review the three term contingency. Hopefully, you are seeing a pattern of linking each module to content from the last. Prepared by KATC (2010)

Extinction When reinforcement of a previously reinforced behavior is discontinued, and as a result the frequency of that behavior decreases in the future. (Cooper, Heron, & Heward, 2007) Trainers: Prepared by KATC (2010)

Extinction It is critical that an FBA be conducted to determine the function of the behavior or the reinforcement maintaining the behavior. What might this look like for Positive reinforcement Escape (Cooper, Heron, & Heward, 2007) Trainers: Extinction alone has a gradual effect. It is often paired with other procedures. Prepared by KATC (2010)

“Extinction burst” Extinction procedures are often followed by an immediate increase in the frequency or intensity of a target behavior. (Cooper, Heron, & Heward, 2007) Trainers: a great example is that of what happens when someone puts their money in a vending machine and nothing comes out!. Prepared by KATC (2010)

Using extinction effectively Withhold all reinforcers for the problem behavior Be consistent Consider using instructions (Cooper, Heron, & Heward, 2007) Trainers: Extinction is often confused with planned ignoring, but it is not the same thing. Prepared by KATC (2010)

Using extinction effectively Prepare for the the burst. Increase the number of opportunities to use extinction Do not use for extreme behaviors (Cooper, Heron, & Heward, 2007) Trainers: Extinction is often confused with planned ignoring, but it is not the same thing. Prepared by KATC (2010)

Differential Reinforcement (DR) One of the most powerful tools in a teacher’s intervention repertoire. It stands at the foundation for learning Trainer: It is a good place to review stimulus control and how it is acquired through DR. Reinforcement provides the opportunity to teach new skills! It requires minimal interruption of ongoing activities, and does not require the removal of positive reinforcers or the presentation of aversive stimuli (Cowdery, G., Iwata, B. A., & Pace, G. M. (1990). Effects and side effects of DRO as treatment for self injurious behavior. Journal of Applied Behavior Analysis, 23, ) Prepared by KATC (2010)

Reinforcement Types Limited Access Amount Behavioral Criterion Here emphasis the different types of reinforcers. Limited access means that you have to control when the student receives. Discuss computer use as an issue here. Behavioral criterion or decision rule- when will all staff know to deliver? Prepared by KY Coop Network May 2010

Seven Considerations in Using Reinforcement Immediacy Schedule Amount Pairing Proximity Labeling Expressiveness These 7 considerations are very important. If not making success, may want to make sure each of these considerations are being used effectively. Review each one- Schedule is reviewed in more depth on next slides. Prepared by KY Coop Network May 2010

Schedules of Reinforcement How often person gets SR+ for a correct response. Continuous – Every correct response gets reinforced. Intermittent – Person's correct responses are reinforced periodically. When is continuous schedule best? When teaching a new skill. When is an intermittent schedule best? When person has reached criterion and teacher wants to reduce reinforce for maintaining response only. Example of continuous Reinforcement: Each correct response is reinforced by teacher when the response is made. General Key Points: 1. Two Types: Continuous and intermittent Each broken down two ways Use in setting up behavior change plans. One better than other in different situations. Depends upon behavior and environment Must have data to determine schedule. Describes potential schedule of reinforcement presentations (may not actually be earned) Intermittent Schedule: Two main types: Ratio & Interval Ratio Based upon the number of behaviors. Number of widget assembled. Number of appropriate greetings Used most often for production tasks. Further broken down into: Fixed or variable Fixed Ratio 1. After every X number of behaviors (e.g. One, five Ten) 2. Whatever the number—earns reinforcement after every behavior 3. Examples FR – 5 = after every 5 behaviors, the learner earns reinforcement. FR-10 = after every 10 behaviors, the learner earns reinforcement. FR-3= after every 3 behaviors, the learner earns reinforcement. It is fixed – after every X number Variable Ratio Averaged Not every X number, but on predetermined schedule for an average of X. Like intermittent-person does not know when reinforcement will occur. Examples. VR – 5= earns reinforcement after At the end of the period the person was reinforced on the average of 5 behaviors. ( =30 divided by 6 for an average of 5). Interval Based on the passage of time Broken down into: Fixed and Variable Fixed Interval Examples FI-5=person can earn reinforcement every 5 minutes. FI-10 = persona can earn reinforcement every 10 minutes. Variable Interval VI-5=person can earn reinforcement on the average every 5 minutes; however, a schedule is developed. In a 45 minute period = =45 minutes Nine potential reinforces for an average of 5 minutes Doesn’t have to be nine, but the average has to be 5. Prepared by KY Coop Network May 2010

Schedules of Reinforcement Ratio- Schedule reinforcement according to the number of behaviors Fixed Variable (average) Interval – The first behavior occurring after the passage of a certain amount of time General Key Points: 1. Two Types: Continuous and intermittent Each broken down two ways Use in setting up behavior change plans. One better than other in different situations. Depends upon behavior and environment Must have data to determine schedule. Describes potential schedule of reinforcement presentations (may not actually be earned) Intermittent Schedule: Two main types: Ratio & Interval Ratio Based upon the number of behaviors. Number of widget assembled. Number of appropriate greetings Used most often for production tasks. Further broken down into: Fixed or variable Fixed Ratio 1. After every X number of behaviors (e.g. One, five Ten) 2. Whatever the number—earns reinforcement after every behavior 3. Examples FR – 5 = after every 5 behaviors, the learner earns reinforcement. FR-10 = after every 10 behaviors, the learner earns reinforcement. FR-3= after every 3 behaviors, the learner earns reinforcement. It is fixed – after every X number Variable Ratio Averaged Not every X number, but on predetermined schedule for an average of X. Like intermittent-person does not know when reinforcement will occur. Examples. VR – 5= earns reinforcement after At the end of the period the person was reinforced on the average of 5 behaviors. ( =30 divided by 6 for an average of 5). Interval Based on the passage of time Broken down into: Fixed and Variable Fixed Interval Examples FI-5=person can earn reinforcement every 5 minutes. FI-10 = persona can earn reinforcement every 10 minutes. Variable Interval VI-5=person can earn reinforcement on the average every 5 minutes; however, a schedule is developed. In a 45 minute period = =45 minutes Nine potential reinforces for an average of 5 minutes Doesn’t have to be nine, but the average has to be 5. Prepared by KY Coop Network May 2010

Schedules of Reinforcement Examples FR-5 = 45 Math Problems VR-5 = Math Problems FI – 10 Minutes = 60 minutes VI – 10 minutes = 60 minutes This slide is trying to demonstrate how reinforcement would be delivered differently depending upon whether on a ratio versus interval schedules. Ratio is based upon the number of responses/behaviors. Interval schedules are based upon the passage of time. Ratio and Interval schedules can be variable or fixed. Fixed means the Sr+ is delivered after a set amount. In the first example, every 5 math problems. Variable means every now and then and the average will be 5. Same occurs with interval. Practically, fixed easier to implement. Variable may be predetermine and put on a schedule as noted above. The same sequence may be repeated over and over. May put on a note card or bulletin board as reminder to teachers. Prepared by KY Coop Network May 2010

Differential Reinforcement
Reinforcement is delivered contingent on the occurrence of a behavior other than the problem behavior or the behavior occurring at a reduced rate & Withholding reinforcement as much as possible for the problem behavior. (Cooper, Heron, & Heward, 2007) Trainers: Ask the audience to give some examples of how they use DR Often someone will ask about withholding attention for dangerous student responses. I emphasize, the as much as possible piece. I have had a co-presenter stand in a chair while I modeled safely escorting the child off the chair while looking away and saying nothing. Prepared by KATC (2010)

Differential Reinforcement of Alternative Behavior (DRA) A reinforcer is withheld following a target behavior and only delivered following a specified alternative behavior. A teacher can use an alternative behavior to occupy the time in which the undesirable behavior occurs. Prepared by KATC (2010) (Cooper, Heron, & Heward, 2007)

Differential Reinforcement of Alternative Behavior (DRA) Reinforcing hitting a switch that elicits a recorded “I want a break” message to replace sliding out of a desk Reinforcing correct responses to a task with attention instead of slapping for attention Prepared by KATC (2010)

Differential Reinforcement of Alternative Behavior (DRA) Advantages Simultaneously weakens the problem behavior while strengthening acceptable behaviors Disadvantage Problem behavior can still occur Prepared by KATC (2010)

Differential Reinforcement of Incompatible Behavior (DRI) Reinforcing a behavior that can NOT occur at the same time as the problem behavior Key: In the world of options, only one behavior can be incompatible. So this strategy limited to certain types of behaviors (e.g. on-task/off-task, in-seat/out-of-seat, walking/standing, etc). Have participants come up with some other examples. General Key Points: 1. Another schedule to tell staff WHAT to reinforce. Limits behaviors to reinforce. Sometimes helpful with persons with more severe disabilities –it zeros in and makes a clearer distinction. Behavior(s) are pre specified. Selected incompatible behavior(s) should be in learner’s repertoire. Selected incompatible behavior(s) must be functional and appropriate. Examples Hitting—working with both hands. Kicking—feet on floor. Spitting—mouth closed. FI-5 DRI: if five minutes pass with no target behavior, the first time the identified incompatible behavior is displayed, reinforcement is earned. VI-5: A schedule to depict intervals with the person earning reinforcement ON THE AVEERGE every five minutes. After two minutes have passed with no target behavior, the first time the identified incompatible behavior is displayed, reinforcement is earned. After eight minutes have passed with no target behavior, the first time the identified incompatible behavior is displayed, reinforcement is earned. FR-3 DRI: The person earned reinforcement after s/he has performed the incompatible behavior three times. Vr-3 DRI: A schedule to depict the number of times the person must exhibit the incompatible is determined: = an average of 3 The person earns reinforcement after displaying the incompatible behavior once. The person earns reinforcement after displaying the incompatible behavior four times. The person earns reinforcement after displaying the incompatible behavior five times. Prepared by KATC (2010)

Differential Reinforcement of Incompatible Behavior (DRI) Reinforce answering questions to reduce the number of swear words a learner may be using. The learner can’t swear and answer questions the same time Reinforce sitting instead of wandering. Prepared by KATC (2010)

Differential Reinforcement of Incompatible Behavior (DRI) Advantages Student cannot engage in problem behavior and replacement behavior at the same time Disadvantages May be difficult to identify incompatible behaviors For most behaviors, there is not just one option to due that is incompatible. For example, aggression. What can I do that is incompatible with hitting? Infinite possibilities. Therefore, would not want to use the DRI in this case. Prepared by KATC (2010)

Using DRA/DRI effectively Selecting Behaviors to be Reinforced that: -Exist in the learner’s repertoire -Require equal or less effort than the problem behavior -Occur at a rate that will provide sufficient opportunities for reinforcement -Will be likely reinforced in the student’s natural environments Trainers: It is critical to hammer home that the logic of these interventions is that individuals will select the path of least resistance to their reinforcers. In terms of the 3rd bullet, it is useless to select a response for reinforcement that never occurs. For instance, often we may select handraising as an alternate response for calling out. Well if the student never raises his hand it is unlikely that it will replace calling out as a means for accessing teacher attention. In the 4th bullet consider those responses that are likely to be reinforced in multiple contexts. Consider communication responses, compliance responses etc. Prepared by KATC (2010) (Cooper, Heron, & Heward, 2007)

Using DRA/DRI effectively Select reinforcers that are powerful and can be delivered consistently. Consider what is doable. Reinforce alternate response immediately and consistently! Trainers: Though we must push folks to consider using the most POWERFUL reinforcers, we also must consider the reality of applied contexts. It may not be feasible to give a computer break every 2 minutes in a gen ed class. I think it’s important to remind our district specialists that we are partially responsible for the implementation of intervention by our consultees. If we don’t offer them something doable then it will surely fail. Interestingly, DRA/DRI might be less susceptible to decreases in treatment fidelity. Researchers have demonstrated the DRA implemented a less then 100% fidelity can produce favorable outcomes ( Vollmer et al., (1999). Evaluating treatment challenges with differential reinforcement of alternative behavior. Journal of Applied Behavior Analysis, 32, 9-23.) Prepared by KATC (2010) (Cooper, Heron, & Heward, 2007)

Differential Reinforcement of Lower Rates of Behavior/Responding (DRL) A reinforcer is presented following the occurrence of a designated lower rate of behavior Used to decrease responses that need not be eliminated entirely Trainers: We have decided to omit “spaced responding DRL” as our group may find it too much. General Key Points: 1. Used to decrease behavior. Used with behaviors that are excessive and cannot be expected to be reduced to acceptable rates in one “jump”. Complement of DRH. Uses principle of shaping. Easier if know number of opportunities that will exist. If don’t can sue percentages. Time period is specified for staff. Acceptable levels of target behavior are specified for staff. MUST use data to determine acceptable level. Like DRHs, DRLs are used with Fixed Interval Schedules. No more than a pre-specified number of target behaviors can occur within a specified time interval for the person to earn reinforcement. FI-15 minute DRL 5– This means the person can exhibit the target behavior no more than five times during each 15 minutes and still receive reinforcement. Example: A worker currently stops working and hits the table 8 times during a 15 minutes time periods. To earn reinforcement, the person must now hit the table 5 or few times within this 15 minute periods. A the end of the 15 minute periods, if the target behavior occurred at the acceptable rate, the person would earn reinforcement. The 15 minute interval would begin again. This procedure would continue during the entire two hour period between beginning work and the first break. Prepared by KATC (2010) (Cooper, Heron, & Heward, 2007)

Differential Reinforcement of Lower Rates of Behavior/Responding (DRL) Reinforce talking out 10 times per hour instead of a previously established rate of 20 times per hour Ask “What time is it?” 6 times per 30 min instead of a previously established rate of 8 times per 30 min Trainers: We have decided to omit “spaced responding and interval DRL” as our group may find it too much and it requires constant supervision to conduct. Prepared by KATC (2010) (Cooper, Heron, & Heward, 2007)

Differential Reinforcement of Lower Rates of Behavior/Responding (DRL) Advantage Behavior change can be addressed incrementally Disadvantages Attention given to problem behavior Not for use with SIB, and other potentially dangerous behaviors. Time consuming Trainers: In terms of disadvantages it is important to note the focus of DRL on a problem behavior. Some students, especially with AS may find this focus reinforcing. Prepared by KATC (2010) (Cooper, Heron, & Heward, 2007)

Using DRL effectively Use baseline data to select response limits Gradually thin the DRL schedule Provide feedback to the learners concerning their performance Trainers: It might be useful to take the average response rate of the problem behavior or select a criterion slightly below it for the initial DRL sessions. Give an example. Prepared by KATC (2010) (Cooper, Heron, & Heward, 2007)

Differential Reinforcement of Other Behaviors (DRO) Reinforcement is delivered contingent on the absence of problem behavior during or at specific times Trainers: Reinforced for absence of a targeted behavior for a period of time. General Key Points: 1. Now have to set reinforcement time schedule– have to tell staff WHAT to reinforce. Provides greatest opportunity for reinforcement to occur. Usually use with interval as there are too many “Other” behaviors for the staff to count to use ratio. Interval Based on the passage of time. First any “other “ 7 appropriate behavior after a certain time period has passed earns the person reinforcement. Broken down into: Fixed variable Reinforced after first appropriate behavior after every X number of minutes. Examples: FI-5= the person receives reinforcement for the first appropriate behavior after the passage of five minutes with no inappropriate (target) behavior. FI-10= the person receives reinforcement for the first appropriate behavior after the passage of ten minutes with no inappropriate (target) behavior. Suggested Readings: Carr, Robinson, Taylor, & Carlson. (1990). Positive approaches to the treatment of sever behavior problems in persons with developmental disabilities: A review and analysis of reinforcement and stimulus-based procedures. Monograph No. 4, The Association for Persons with Sever Handicaps. Note: This monograph is not included in the supplied reading material. It can be purchased for $15.00 from: TASH 7010 Roosevelt way, NW Seattle, WA 98115 Phone: (Cooper, Heron, & Heward, 2007) Prepared by KATC (2010)

Differential Reinforcement of Other Behaviors (DRO) Reinforcement is delivered contingent on problem behavior not occurring throughout an interval of time (Interval DRO) or at specific moments in time (Momentary DRO) Trainers: Both of these DRO types can be delivered using a fixed or variable interval. We are going to focus on Interval because researchers have found it to be more effective than Momentary DRO Prepared by KATC (2010) (Cooper, Heron, & Heward, 2007)

Interval DRO Reinforcement is delivered if NO occurrences of the behavior were observed during an entire time interval. If the behavior occurs during an interval the interval is re-set and delays the delivery of reinforcement. Prepared by KATC (2010)

Example A third grade teacher determines a student’s response rate to be 6 times an hour; she sets her DRO interval at 5 min. If the student exhibits the response during the interval, the timer was re-set for another 5 minutes. If the student did not exhibit the response then the student earned 2 min of free play . Trainers: the same formula is used for determining the DRO interval as for the NCR interval (see slide 25). Prepared by KATC (2010)

Differential Reinforcement of Other Behaviors (DRO) Advantages Highly Effective Easy to understand Can be combined with other procedures Disadvantages Other non-target behavior may occur and inadvertently be reinforced Must be implemented with high levels of fidelity Prepared by KATC (2010) (Cooper, Heron, & Heward, 2007)

Using DRO effectively Set intervals to assure frequent reinforcement. Avoid delivering reinforcement at the same time as other problem behaviors are occurring. Gradually increase DRO intervals Prepared by KATC (2010)

Making decisions based upon data- Let’s Practice!
Determine current rate of behavior Decide on DR schedule to use Determine actual schedule based upon data on behavior Highlight lots of DI strategies and must have practice in knowing which one to choose. Let’s practice.

Goldilocks Rule of Reinforcement
Reinforcement schedule needs to be “Just Right”. Opportunity to earn reinforcement needs to be available 2 times as often as challenging behavior. Does not mean will actually earn –reinforcement is contingent. Emphasis here the importance of collecting baseline data to have a clear idea as to the current rate of the behavior. Also, it may be good it introduce concept of decision rules -- Prepared by KY Coop Network May 2010

Prepared by KY Coop Network
Kicks Data: 16 hour day Day 1 2 3 4 5 Data 10 6 Model decision making with this slide to teach how to calculate rate. Must remember to consider the session length- in this case 16 hours. Total number of kicks= 25 Time= 5 days Rate = 25/5 or 5 times per day DRA/DRO/DRL –only options. Discuss why DRI is not an option and why maybe DRL may not be the best options. Prepared by KY Coop Network May 2010

Noncompliance Data: one hour per day Day 1 2 3 4 5 Data 8 7 9 11 For this slide give participants the number and let them calculate. Total = 40 Time = 5 hours Rate=8 per hour or 1 each 7.5 minutes Note: Want to make sure to emphasize hours in this example since data is a sampling of the day. Previous example a total day. DRA/DRI –best options. Discuss why not DRO/DRI Prepared by KY Coop Network May 2010

Number of Assignments Completed
Data: one hour per day Day 1 2 3 4 5 Data 8 Total= 25 Time=5 hours Rate = 5 per hour or 1 every 12 minutes DRA Prepared by KY Coop Network May 2010

Hits Data: Four hours in evening at group home Day 1 2 3 4 5 Data 24 16 12 32 46 Total= 112 Time= 4 hours each day for 5 days or 20 hours Rate= 5.6 per hour or one time every 10.7 minutes DRA/DRO Prepared by KY Coop Network May 2010

Shirt Tearing Data: 6 hour day at school Day 1 2 3 4 5 Data Total = 5 Time = 30 hours Rate = one each 6 hours or once per day. DRA/DRO Prepared by KY Coop Network May 2010

Inappropriate Acts Data: two hours a day for 5 days (total) Hits Kicks Spits 11 9 10 Total= 30 Time = 10 hours Rate = 3 per hour or once every 20 minutes Do we want to combine under a global domain, say aggression. If so, do you want to include spitting or should that stand alone as a separate domain or “Class of behavior” Spitting= DRO/DRA/DRI Aggression = DRO/DRA/DRL Prepared by KY Coop Network May 2010

Delivering Reinforcement
Primary/unconditioned reinforcers Secondary/Conditioned reinforcers Token economies Trainers: We are going to take a minute to remind participants about types of reinforcers. We feel this is an appropriate spot as we have just talked about how to deliver reinforcement. Feel free to insert any cool reinforcement systems that you have used here. Prepared by KATC (2010)

Token Economies Three components A list of target behaviors
Tokens are delivered for emitting target behaviors. A menu of back up reinforcers Prepared by KATC (2010)

Token Economies Develop an understanding of cause and effect for behavior. Measure occurrence of appropriate behavior. Allow for visual feedback on progress for child. Reminds adults to reinforce appropriate behavior. Provides motivation for child to see his/her progress. Prepared by KATC (2010)

Using token economies effectively
Select durable tokens Consider student’s interests in token boards Deliver tokens immediately Use powerful reinforcers Trainers: in terms of considering student’s interest. The example on this slides where used with a student who loved scooby doo and with a little guy who was into martial arts. I (Rob) am a martial arts instructor and the little guy earned lessons for appropriate behavior. Prepared by KATC (2010)

Using token economies effectively
Teach the system Initially, deliver tokens on a dense schedule for low demand responses Gradually increase demands Trainers: in terms of considering student’s interest. The example on this slides where used with a student who loved scooby doo and with a little guy who was into martial arts. I (Rob) am a martial arts instructor and the little guy earned lessons for appropriate behavior. Prepared by KATC (2010)

Video Example NYFAC. Discrete trial teaching (1999). NYC: New York Families for Autistic Children. Token Economy

Implementing effectively Rule 1: Cannot tell whether something is a reinforce until try it and observe effect on the behavior. Rule 2: What is a reinforce for one person may not be for another. Individualized. Rule 3: To be effective, a reinforce must occur during or immediately after the behavior. Prepared by KY Coop Network May 2010

Implementing effectively Rule 4: Limited Access Rule 5: Reinforcement must be contingent if it is to be effective. RE: First this, then that. Rule 6: When strengthening a new behavior, reinforce frequently. Rule 7: Size of SR+ is big enough to keep student motivated, but not to big for satiation Prepared by KY Coop Network May 2010

Functional Communication Training
A special form of DRA FCT is a systematic practice to replace inappropriate behavior or subtle communicative acts with more appropriate and effective communicative behaviors. When using FCT, teachers/practitioners analyze the problem behavior to determine what the learner is trying to communicate. Trainers: Sometimes FCT is considered an antecedent intervention because it sets up a competing response that is sensitive to the MO and can be used to access reinforcement. FCT emerged from literature on functional behavior assessments Franzone, E. (2009). Overview of functional communication training (FCT). Madison, WI: National Professional Development Center on Autism Spectrum Disorders, Waisman Center, University of Wisconsin. Prepared by KATC (2010)

Why do you think FCT is such a powerful intervention for students with ASD? Trainers: Consider that large proportions of students with ASD have communication deficits. Consider that communication is likely to be reinforced in multiple contexts This may be a good spot to discuss your students that have referenced to in previous trainings- what do think FCT would look like for those students? Remember your iceberg activity? Prepared by KATC (2010)

What types of things do students with ASD communicate via problem behavior? ‘Hi, notice me” “I need help” “ I don’t want that” “What is that” “I want that one” “Something’s wrong” Trainers: Consider that large proportions of students with ASD have communication deficits. Consider that communication is likely to be reinforced in multiple contexts This may be a good spot to discuss your students that have referenced to in previous trainings- what do think FCT would look like for those students? Prepared by KATC (2010)

Reinforce the student saying help, instead of screaming when the computer freezes. Reinforce handing a picture card to a peer requesting a toy instead of grabbing it. Possible Activity: Fill in the blanks by finding an appropriate way to communicate each of the following examples Gagging = Drink Picture of a cup = Drink Biting = “I need a break” ____________ = “I need a break” Spitting= “I want to play” ____________ = “I want to play” Screaming = “It is too loud” ___________ = “It is too loud” Prepared by KATC (2010)

Large Group Discussion
Problem Behavior Replacement Gagging = Drink Picture of a cup = Drink Biting = “I need a break”” ____________ = “I need a break” Spitting= “I want to play” ____________ = “I want to play” Screaming = “It is too loud” ___________ = “It is too loud”

Advantages Dramatic decrease in challenging behavior Increases communication Social validity Gains that generalize Gains that last Disadvantages High rates of recruitment for reinforcement Request may occur at inconvenient times Extinction may produce undesirable effects Trainers: Interestingly, researchers have demonstrated that participants may choose FCT procedures over other behavior change procedures (Hanley et al., (1987). Evaluation of client preference of function-based treatment packages. Journal of Applied Behavior Analysis, 30, Also, researchers have indicated that if the communication response and the problem behavior have the same rate of reinforcement, extinction may not be necessary. (Worsdell et al., (2000). Prepared by KATC (2010) (Cooper, Heron, & Heward, 2007)

Implementing FCT effectively Complete an FBA Identify a replacement communicative response Teach the new response through prompting Eight different categories have been addressed using FCT for students with ASD Tantrums Aggression Self-injurious behavior Destroying property Walking away Oppositional behavior Body rocking Hand flapping Prepared by KATC (2010)

IDENTIFY REPLACEMENT COMMUNICATIVE RESPONSE Consider form used in current repertoire Should be more effective and efficient than problem behavior Should be understood by others Your data will determine if the form that was selected is working The following are things to consider when choosing a new form How much time does it take? How hard is it to do? How easy is it for someone else to understand? How quick is the payoff? Prepared by KATC (2010)

Forms Function Requests/mand Gestures Signs Words Picture systems Objects Technology This would be a good time to refer back to your FBA- what did it say about how your student is communicating, what would be the best form for your student based on the FBA. Prepared by KATC (2010)

REMEMBER The FUNCTION of the communication stays the same, the FORM changes. More than one behavior may serve the SAME function. One behavior may have SEVERAL functions. Change the FORM of the behavior not the function. Give more classroom examples of what you mean by “form” v “function”. Prepared by KATC (2010)

Implementing FCT effectively Use a dense schedule of reinforcement. Limit your use of verbal prompts. Combine with other behavior reductive techniques. (Cooper, Heron, & Heward, 2007) Prepared by KATC (2010)

Implementing FCT effectively Thinning Reinforcement Consider presenting reinforcement on an interval schedule during instruction. Once the communicative response is established, gradually increase the intervals. Trainers: Hanley pointed out that it is better to thin reinforcement during initial response training than during intervention. If the thinning during the intervention the student may exhibit disruptive rates of requesting. During this training you should gradually increase the distance between request and the delivery of the reinforcer. Let your data guide when to proceed during the thinning process. Hanley, G. P., Iwata, B. A., & Thompson, r. H. (2001). Reinforcement schedule thinning following treatment with functional communication training. Journal of Applied Behavior Analysis, 34, (Cooper, Heron, & Heward, 2007) Prepared by KATC (2010)

Video Example of DRC YAI/New York League for Early Learning. (2003). Creating a classroom for children with autism and other disorders of relating and communication. New York: YAI/New York League for Early Learning. Snack Prepared by KY Coop Network May 2010

Communicative Function: Opportunity Creation
This slide and the following two are examples of how to extend communicative opportunities once you have used FCT for a problem behavior. The chart above are specific examples that will illicit more opportunities for communication. If you have one you have use before you may substitute that one. Prepared by KATC (2010)

Expanded Communicative Functions
Social convention Greeting others, responding to one’s name Attention to Self Getting the attention of others, showing off Reject/ Protest Rejecting non-preferred items, indicating no Request an object Requesting access to preferred objects or activities Request an action Requesting assistance with a task Prepared by KATC (2010)

Expanded Communicative Functions
Request information Requesting the name of an object, requesting clarification Comment Alerting a communication partner to some relevant aspect of environment Choice making Choosing between two or more alternatives Answer Indicating yes or not to a question Imitation Imitating a head nod for yes or no Prepared by KATC (2010)

Punishment Procedures
Using Punishment Procedures Punishment procedure should only be used when other methods have failed . (Iwata, 1988) Unfortunately, they are often the first intervention employed in some educational contexts. Trainers: In moving forward to this final section of slides. I wanted to make some comments. I conferred with other UL colleagues, Laura MCCullough, and a coop trainer before proceeding here. I think the consensus was that punishment procedures needed to be addressed because they are often employed without sufficient planning and knowledge of their side effects. The following slides are not intended to teach others how to administer punishment procedures but to help them identify when they are using them and understand their place on a hierarchy of interventions. Punishment procedures can be effective tools for intervention but we believe that sufficient training in their implementation is beyond the scope of this large group training. Any misunderstanding of the content can have severe ramifications….R Prepared by KATC (2010)

Types of Punishment Procedures Reprimands Response Interruption/Redirection (RIR) Response blocking Time out Response cost Overcorrection Contingent exercise Prepared by KATC (2010)

Problems associated with punishment-based procedures Social acceptability Doesn’t teach appropriate responding Collateral effects on responding Trainers: Collateral effects on responding: This is an important concept for learners with ASD. This means that because students may not be aware of what responses result in punishment, they may reduce all responses! We need to drive this home. Prepared by KATC (2010)

Problems associated with punishment-based procedures Modeling of undesirable behavior Aggressive responses to aversive events Overuse of Punishment Trainers: Modeling: Students may learn how to punish from us. Overuse of use of punishment: Another important point. Punishment can be very effective, so teachers are negatively reinforced for using it. That is, the student’s behavior is aversive and is Escaped by the teacher following the use of punishment. Prepared by KATC (2010)

Punishment Prior to implementing any punishment procedures, there must be data documenting attempts at behavior change using less intrusive procedures. The determination to use punishment procedures should be made by an intervention team involving input from parents. Procedural fidelity and student responses should be monitored using continuous data collection . Prepared by KATC (2010)

(Cooper, Heron, & Heward, 2007)
Reprimands The delivery of a reprimand immediately following a problem behavior “In spite of the widespread use of verbal reprimands in an effort to suppress problem behavior, surprisingly few studies have examined the effectiveness of reprimands as punishers” Trainers: Often reprimands serve the function of reinforcing the problem behavior . In general, Cooper et al. suggest that if you must use them, use them sparingly and in addition to frequent praise for correct responses Prepared by KATC (2010) (Cooper, Heron, & Heward, 2007)

Response blocking Physically intervening as soon as a person emits a problem behavior to prevent or block the completion of the response Often used to address chronic and automatically reinforced behaviors The response is blocked using the least intrusive prompt Trainers: Two mechanisms make this response effective. First, there may be a punishing effect of the block. Second, because the response is blocked the response no longer results in sensory feedback so extinction may be at play. It is important to note: THIS INTERVENTION MAY RESULT IN AGGRESSION AND RESISTANCE TO THE RESPONSE BLOCKING PROCEDURES. IT may be useful to add a differential reinforcement component. See the next slide. Prepared by KATC (2010) (Cooper, Heron, & Heward, 2007)

Response Interruption/Redirection
A procedure that combines Response blocking and Differential Reinforcement. Often used as a treatment for automatically reinforced behaviors. Prepared by KATC (2010)

During the FBA, the target response to be blocked/interrupted is identified as well as an alternative response. Once the response block is provided, the participant is immediately prompted to engage in a competing response using a least to most prompting hierarchy. (Cooper, Heron, & Heward, 2007: NPDCA. 2009) Prepared by KATC (2010)

Verbal or physical blocking can be used. Example: Student engages in “video talk”. Teacher says” What color is your shirt?” Student says “Blue.” Teacher delivers praise. Prepared by KATC (2010)

Verbal or physical blocking can be used Example: Student engages in “hand-mouthing.” Teacher blocks. Teacher prompts student to move to the cabinet and request for an edible. Prepared by KATC (2010)

Response Cost A loss of a specific amount of reinforcement occurs contingent on the occurrence of a problem behavior. E.g. Fines Combined with Positive Reinforcement Trainers: Direct cost of reinforcers that are already available to the student.( minutes of recess) Combined: Student may earn tokens for one response and lose them for another Prepared by KATC (2010)

Response Cost Benefits of using Response Cost combined with Positive Reinforcement Students do not have to lose all of their tokens. Students have opportunity to earn new tokens. (Ensuring a reinforcement reserve) Trainers: in general, the least aversive version of response cost should be applied initially. The fine should be imposed immediately and again it must be side effect related to punishment must be considered. Prepared by KATC (2010)

Time Out Time out from positive reinforcement The withdrawal of the opportunity to access reinforcement or the removal of a reinforcer for a specified time, contingent on the occurrence of a problem behavior. Prepared by KATC (2010)

Time Out Though the use of time out with children seems prevalent in many contexts, the reality is that it is a punishment procedure and therefore, subject to the same cautions. In addition, if incorrectly applied (for escape maintained behaviors) it may strengthen problem behavior . Prepared by KATC (2010)

Time Out May be less appropriate for students with ASD Consider that many students with ASD may find academic demands challenging, sensory input overwhelming, and a lack of understanding social cues frustrating. These students may actually find a removal from educational contexts to be reinforcing. Prepared by KATC (2010)

Time Out In addition, some students with ASD may find time out an opportunity to engage in automatically reinforced behavior/stereotypy. Again, making time out reinforcing and possibly strengthening problem behavior. Prepared by KATC (2010)

Time Out For example: Mica walks into the gym with his class. He is overwhelmed by the loud noises and melts down. The teacher removes the student to the hallway for a brief 3 minute time out. The students learns quickly that the fastest way to get out of gym is to meltdown “Smart kid, huh” Prepared by KATC (2010)

Time Out So again Time out from reinforcement should be considered only after other interventions have failed (and the data show it). A thorough FBA should be conducted and positive reinforcement (attention, tangible) should be identified as well as the function. Parents should be involved in the decision to use time out . Remind the folks, that punishers should have a fairly rapid effect. That is, if they have been implementing TO for a couple of weeks with no response then they should review their procedures or discontinue. Prepared by KATC (2010)

Time Out Non-Exclusionary Individual is not physically removed from the time-in setting Planned ignoring Withdrawal of a specific reinforcer Contingent observation Planned ignoring assumes that interaction is reinforcing to the individual. It involves a consistent but brief break in eye contact or look away contingent on the problem behavior. Withdrawal of a specific reinforcer involves the brief removal of a stimulus contingent on the occurrence of a problem behavior. Contingent observation: the student in essence is told to sit and watch but not allowed to access reinforcement Prepared by KATC (2010)

Time Out Exclusionary Student is removed entirely from the environment for a specified period. Very difficult to implement accurately & effectively in school settings Prepared by KATC (2010)

Time Out Considerations
The “time-in” environment must be reinforcing. All relevant parties must be informed of the behaviors leading to time out. Prepared by KATC (2010)

Keep time out periods brief (2 to 10 min). Clearly define exit criteria (exit should not be based solely on the passage of time but on an improved behavioral condition). Prepared by KATC (2010)

Obtain permission before using it. Apply it consistently. Evaluate effectiveness. Prepared by KATC (2010)

Time Out Again, only when less intrusive procedures have failed should time out be used. This should involve documentation of the previously conducted interventions. Prepared by KATC (2010)

Overcorrection Behavior reduction tactic in which contingent on the occurrence of problem behavior the student is required to engage in effortful behavior related to the problem. Restitutional repair the damage caused by the problem behavior and then some Positive practice repeated practice of correct response or response incompatible with problem behavior Trainers: In this slide we are just familiarizing the participants with overcorrection. The procedure has many limitations and poses potential challenges including: Labor intensity of staff Accidentally reinforcing the student for the problem behavior through adult attention (it requires direct supervision) Noncompliance with the clean up task. Prepared by KATC (2010)

Contingent Exercise Person is required to perform a response that is not topographically related to the problem behavior. “Drop and give me 20.” Trainers: Again, I have seen this implemented in schools but this is not a recommended practice by KATC. Participants needs to know that is stands on the more extreme end of the intervention continuum. Prepared by KATC (2010)

Putting it together! Prepared by KY Coop Network May 2010

Steps in Setting Up a Behavior Support Plan
1. Identify the challenging behavior that needs to be changed. Define the behavior in specific observable, measurable terms. 2. Measure the challenging behavior. Collect data as to when, with whom, how often, antecedent events/settings, precursor behaviors, etc. Prepared by KY Coop Network May 2010

3. Complete a functional assessment. Develop a “hypothesis” (best guess) about the function of the behavior based upon the data and information collected. 4. Select behavior change strategies. The strategies are to “match” the function of the challenging behavior using a multi-element approach. Develop a Positive Behavior Support Plan and establish realistic IEP goals and objectives. Prepared by KY Coop Network May 2010

5. Implement and monitor effectiveness. Continue to measure the challenging behavior in the manner as before/during the functional assessment. 6. Evaluate the effectiveness of the PBS Plan based upon progress monitoring data. 7. Revise PBS Plan, as necessary. Prepared by KY Coop Network May 2010

Tips for PBS Plans Keep in mind the function of the challenging behavior. The function of the challenging behavior may be different for different students or different behaviors of the same student. Write the plan in an outline format, keeping the plan to 2-3 pages. Use headings so that strategies may be found and read quickly for ease in implementation. Prepared by KY Coop Network May 2010

Tips for PBS Plans Be specific in the directions so that all persons assisting with the student will understand and implement the plan in a consistent manner. Identify precursor behaviors and intervene early in the behavioral chain of challenging behavior. Precursor behaviors are the mild cues that the student may display that indicates that the more severe challenging behavior is likely to follow. Prepared by KY Coop Network May 2010

Tips for PBS Plans Reward systems should match the rate of challenging behavior. Don’t expect a lot of behavior change for little reward. Use the Goldilocks Rule that suggests that the amount of reinforcement opportunities should be twice as much as the current rate of the challenging behavior. Prepared by KY Coop Network May 2010

Tips for PBS Plans The rewards identified by the ARC must be ones that are important to the student for success. Those rewards only chosen for availability may not be powerful enough to motivate the student to change behavior. Make sure the student knows all rules and consequences. Be creative in reviewing the rules with students. Prepared by KY Coop Network May 2010

Tips for PBS Plans Apply reinforcement and punishment consistently. Structure the environment. Plan ahead…Idle time invites problems. If unsure of strategies to use with a given student, assign ARC member to review literature for options or seek consultation from an outside source. Prepared by KY Coop Network May 2010

Tips for PBS Plans The ARC may consider role playing strategies amongst those who will implement the plan to ensure consistency. Don’t specify strategies that the ARC members cannot or will not implement. PBS Plan is part of the IEP; therefore, a legal contract of services. Prepared by KY Coop Network May 2010

Tips for PBS Plans Remember PBS Plans are not the same as a disciplinary plan. PBS Plans encourage and teach replacement behaviors. Disciplinary procedures may be only a small part of the plan. Prepared by KY Coop Network May 2010

In Summary

Effective Interventions are…
Multi-element approach Collaboratively designed Consistent Do-Able Based on setting the student up for success Clear & Concise: “If - then statements Based upon a 3:1 ratio of positive to negative comments. Typically one thing does not have the impact we want– need to consider developing an intervention “package” combining several strategies together--- Prepared by KY Coop Network May 2010

Parting shots The success of any behavior change program is hinged on the accurate identification of reinforcers through FBA And careful monitoring via continuous data collection and the graphing of that data. Trainers: It is important to make clear that far too often BIPs are implemented and then left to die. Interventionists must be responsive to their data. They must regularly evaluate the efficacy of their programs Prepared by KATC (2010)

Parting shots How do I select a behavior intervention?
Consider data from the FBA. Consider team and parent input. Consider interventions that teach new skills. Consider the least intrusive intervention for the student and teacher. Consider the difficulty in conducting the intervention. Trainers: An activity that might follow could be to let the group graph some sets of data and then evaluate interventions. The data could show a clearly effective intervention, an intervention that worsens the behavior, or the data could represent no change. Based on data, the group must decide whether to change their intervention. Prepared by KATC (2010)

A B C A Review Behavior change involves the manipulation of
antecedents, consequences, or both. A B C Trainers: Good place to review the three term contingency. Hopefully, you are seeing a pattern of linking each module to content from the last. Prepared by KATC (2010)

"People don't shape the world,
the world shapes them" (BF Skinner)

Reference List & Suggested Readings
Alberto, P.A. & Troutman, A.C. (1995). Applied Behavior Analysis for Teachers (Fourth Edition). Columbus, OH: Merrill Prentice Hall Publishers Bailey, J. & Burch, M. (2006). How to think like a behavior analyst. New York, NY: Psychology Press. Barbera, M.L. (2007). The verbal behavior approach: How to teach children with autism and related disorders. Philadelphia, PA: Jessica Kingsley Publishers. Cooper, J.O., Heron, T.E., & Heward, W.L. (2007). Applied Behavior Analysis (Second Edition). Columbus, OH: Merrill Prentice Hall. Franzone, E. (2009). Overview of functional communication training (FCT). Madison, WI: National Professional Development Center on Autism Spectrum Disorders, Waisman Center, University of Wisconsin.

Reference List & Suggested Readings
Lee, D.L. & Axelrod, S. (2005). Behavior Modification: Basic Principles (Third Edition). Austin, TX : ProEd Publishers. Luce, S.C. & Smith, A.F. (2007). How to Support Children with Problem behaviors. Austin, TX : ProEd Publishers. NYFAC. Discrete trial teaching (1999). NYC: New York Families for Autistic Children. Vargas, J.S. (2009). Behavior Analysis for effective teaching. New York, NY: Routledge. YAI/New York League for Early Learning. (2003). Creating a classroom for children with autism and other disorders of relating and communication. New York: YAI/New York League for Early Learning.

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