1. Applied Behavior Analysis for Educational Settings
Christopher Ewing, MS
Behavior Intervention Consultant
Arkansas Department of Education

2. Training Overview Stages of Learning Errorless Learning
Prompting and Prompt Fading
Discrete Trial Training
Precision Teaching & Fluency Training
Verbal Behavior
Incidental Teaching
Chaining
Shaping

3. Stages of Learning Acquisition Mastery/Fluency Generalization
Maintenance

4. Errorless Learning
A procedure that reduces the chance of incorrect responses
Makes use of prompts and prompt fading to reduce incorrect responses
Reduces potential of learning incorrect responses

5. Prompts
Prompts increase the effectiveness of teaching by decreasing the likelihood of incorrect responses.
Types of Prompts
Physical Prompts
Visual Prompts
Verbal Prompts

6. Physical Prompts Physically guiding the student Hand-over-hand
Use the least force needed to ensure correct response
Never physically force the child’s movement
Effective for teaching motor skills

7. Visual Prompts Visual cues to ensure correct response
4 types of visual prompts
Gestural
Picture
Model
Positional

8. Verbal Prompts Verbal instructions Words or phrases
Can include sign language

9. Prompt Fading General Guidelines
Determine how the prompt will be faded before you start fading.
Must be done in an orderly manner.
Begin fading when correct responding averages 80% correct.
Delay prompt
2-3 consecutive incorrect responses return to the last prompt level that the student was successful

10. Prompt Fading Physical Prompts
Reduce the force of grip
Light touch
Shadowing or change position of prompt

11. Prompt Fading Visual Prompts

12. Prompt Fading Visual Prompts

13. Prompt Fading Visual Prompts
car
cat
dog

14. Prompt Fading Visual Prompts
dog
car
cat

15. Prompt Fading Visual Prompts
cat
dog
car

16. Prompt Fading Visual Prompts
car
dog
cat

17. Prompt Fading Visual Prompts
car
cat
dog

18. Prompt Fading Gestural Prompts
Trainer
Student

19. Prompt Fading Gestural Prompts
Trainer
Student

20. Prompt Fading Gestural Prompts
Trainer
Student

21. Prompt Fading Gestural Prompts
Trainer
Student

22. Prompt Fading Positional Prompts
Trainer
Student

23. Prompt Fading Positional Prompts
Trainer
Student

24. Prompt Fading Positional Prompts
Trainer
Student

25. Prompt Fading Positional Prompts
Trainer
Student

26. Selection-Based Imitation
Used to teach receptive language
Sequence of Implementation
Linear configuration
Ensure attending
Field expansion
Strengthen scanning and increase field size
Linear configuration/different positions
Solidify scanning and prevent positional responding
Two steps
Increase flexible scanning and increase attention
Transfer to receptive labeling
“Do this.” is changed the label of the item
Gestural prompt is gradually faded
Response comes under control of verbal label of item

27. Selection-Based Imitation Linear Configuration
Trainer “Do this.”
Student

28. Selection-Based Imitation Field Expansion
Trainer “Do this.”
Student

29. Selection-Based Imitation Linear Configuration/Different Positions
Trainer “Do this.”
Student

30. Selection-Based Imitation Linear Configuration/Different Positions Field Expansion
Trainer “Do this.”
Student

31. Selection-Based Imitation Non-Linear Configuration
Trainer “Do this.”
Student

32. Prompt Fading Verbal Prompts
Shorten the instruction
Shorten the word
Give beginning sounds

33. Discrete Trial Training
A structured way of teaching
Each trial has a clear beginning and ending
Trials are distinct and succinct
A trial is one set of instructions
Instruction
Response
Consequence

34. Discrete Trial Training Components
Presentation of Materials
Instructions
Prompting
Delivery of Consequences

35. Discrete Trial Training Presenting the Materials
Materials are ready and organized
Unnecessary items are removed from area
Materials and reinforcers are accessible to trainer
Items must be randomized each trial

36. Discrete Trial Training Randomization of Items
Trainer
Student

37. Discrete Trial Training Randomization of Items
Trainer
Student

38. Discrete Trial Training Randomization of Items
Trainer
Student

39. Discrete Trial Training 5 Components of Effective Instructions
Clear and easily identifiable
Appropriate for the task
Consistent for new tasks
Uninterrupted
Gain student’s attention

40. Delivering Consequences Correct Responses
Initially reinforce all correct responses
Once prompts are faded, use praise only to signal correct prompted responses

41. Delivering Consequences Incorrect Responses
Do not use “No, no” prompt
Remove materials
If prompt has been faded, do not prompt after first incorrect response
Present materials and instruction
Reinstate last successful prompt after 2 incorrect responses

42. Discrete Trial Training
Practice

43. Precision Teaching
A fluency based set of methods and practice procedures which adjust curricula for each student to maximize learning

44. Precision Teaching Examples of Success
Students at Malcom X College made 2 grade level gains in 16 hours of instruction (Johnson & Layng 1994)
Sacajawea Elementary students gained percentage points within 3 yrs. on standard achievement tests (Beck & Clement 1991)
Morningside Academy offers 2 money back guarantee for program
Students will progress 2 grade levels each year
Time on task will increase from 1-3 min. to 20 or more minutes (Johnson & Layng 1994)
Have not refunded any monies to date

45. Precision Teaching Key Features
The learner knows best
Uses frequency for measurement
Daily charting on the Standard Celeration Chart
Focused instruction and practice on directly observable behavior

46. Precision Teaching Benefits
Frequency of response is the basic unit of measurement
Free operant responding
Emphasizes teaching sequentially
Instructional decisions are data based
Multiple instructional techniques can be utilized

47. Precision Teaching 5 Steps
Select a Task
Set an Aim
Count and Teach
Develop a Learning Picture
Decide What to Do

48. Precision Teaching Select a Task
Countable
The movement must be observable and measurable
Counting Period
Consistent
At least 8-10 movements
Correct/Incorrect Pair
Define correct and incorrect movements
Count both correct and incorrect movements for each counting period
Learning Channel
Input and Output
Multiple learning channel sets for each skill
Hard-To-Do
Goal is to teach a new skill

49. Precision Teaching Learning Channels
INPUT
See Hear Touch Think
OUTPUT
Say Write Touch Sign
Reach Press Mark Point
Match

50. Precision Teaching Learning Channels
Sample Learning Channel Sets
See/Write See/Say
Think/Do Hear/Write
Think/Write Hear/Sign
See/Match SeeHear/Touch

51. Precision Teaching Set an Aim
Strategy 1
Use component skill frequencies
1.5 to 2.0 times greater than composite skill
Ex. Writes digits/minute
Aim for multiplication facts = 80/mintue
Strategy 2
Ratio between teacher and student
Adult Skill Rate = Student Skill Rate
Adult Tool Rate Student Tool Rate
80 = X = 40/minute
Ratio between fluent student and student

52. Precision Teaching Aims
Movement
Learning Channel Set
Frequency
Math
See/Write
60-90 Digits/Minute
Spelling
Hear/Write
15-25 Words/Minute
Handwriting
See/Write
125 Letter/Minute
Reading
See/Say
Words/Minute

53. Precision Teaching Fluency for Children with AutismDo
Say
Write
Touch
Hear
35-50
40-60
70-90*
40-60**
35-40
See
35-50
55-70
80-100*
40-60**
30-35
*Syllables per minute
**Digits/letters per minute
Frabizio/Moors Consulting

54. Precision Teaching Count and Teach
Count correct and incorrect movements
Teach
Materials
Prompting
Consequences for correct and incorrect movements
Practice

55. Precision Teaching Develop a Learning Picture
Daily charting
Draw expected celeration line (minimum celeration line)
3 consecutive days below line change teaching strategy

56. Precision Teaching Decide What to Do
Slice Back
A smaller movement of the original movement
Error rate is higher than correct rate
Step Back
A movement that is easier than the original movement
Change the Counting Period
When endurance is an issue
Duration should equal real life
Change the Aim
Set a temporary aim lower than the final aim
Gradually increase the aim as each temporary aim is met

57. Precision Teaching Standard Celeration Chart
Standard charting conventions
Multiply/Divide
Advantages of multiply/divide
1 response/1000 minutes
1000 responses/minute

59. SCC Calculating the Record Floor
Record Floor equals 1/Number of Minutes
1 Minute Timing = 1
5 Minute Timing = 1/5 = 0.2
10 Second = 6
60/10 = 0.17
1/0.17 = 6 1
Number of Minutes
Record Floor =

61. SCC Minimum Celeration Line
Draw aim star
Complete three days of baseline
Draw start mark
Draw mark at day two at the median frequency for the three days
Draw line
If frequency falls below minimum celeration line for 3 consecutive days, change programming or set new aim with new minimum celeration line.

64. SCC Charting Data
Count the number of correct and incorrect responses per given timing
A pass or skip is counted as an incorrect
Self corrected responses are counted as a correct and an incorrect response
Draw the record floor
Chart data

65. SCC Charting Data PRACTICE 1-minute timing 5 correct and 3 incorrect

66. 5 Correct
3 Incorrect
1-Minute Record Floor

68. 20 Per Minute 5 3

72. SCC Charting Data PRACTICE 30-second timing 5 correct and 3 incorrect

73. Record Floor = 1/time in minutes

75. x
3 Per Minute

76. 5 Per Minute x

79. 3 Per Minute

80. 5 Per Minute
3 Per Minute

84. 30 Second Record Floor
1 Minute Record Floor
5 Minute Record Floor

85. SCC Drawing Celeration Lines
Quarter Intersect Method
1. Divide the frequencies into four equal sections.
2. Find the median frequency for each half.
3. Mark where the median frequencies for each half crosses the 1st and 3rd quarter intersect lines.
4. Draw a line connecting the marks on the 1st and 3rd intersect lines.

87. SCC Celeration Values Draw celeration line
Mark where celeration line crosses a Sunday line
Draw a dashed line from Sunday mark to the next Sunday mark
Measure celeration using rate finder

88. Draw Celeration Line

91. Sample SCC See/Write Addition Think/Write Name
Precision Teaching
Sample SCC
See/Write Addition
Think/Write Name

92. 29

94. Fluency
The fluid combination of speed and accuracy that characterizes competency, mastery, and expert performance (Binder, 1988).

95. Fluency Training Benefits
REAPS
Retention
Endurance
Application
Performance Standards
Stability Over Time

96. 15

97. Mean Averages for Retention Checks Participant 1
% Correct
Duration
(Seconds)
Accuracy-Only 86 13
Fluency Training 98 7

98. Mean Averages for Retention Checks Participant 2
% Correct
Duration
(Seconds)
Accuracy-Only 76 11
Fluency Training
100 10

99. Fluency Training Big 6+6 Big 6 Big 6+6 Fluency Aims Reach Grasp Touch
Point Release Place
Big 6+6
Pull Squeeze Shake
Push Tap Twist
Fluency Aims
In isolation movements/minute
As a compound movements/minute

100. Verbal Behavior Topographic Response Selection Response Spoken Sign
PECS

101. Verbal Behavior Mand Tact RFFC A request for a reinforcer
Verbal response to non-verbal stimulus
RFFC
Receptive by Function, Feature, and Class
Classification

102. Incidental Teaching Promotes generalization
Teaching in the natural environment
Must be programmed

103. Chaining
Backward Chaining
Forward Chaining
Whole Task Chaining

104. Shaping
Successive approximation towards a terminal behavior.